This virtual course contains recorded sessions, resources, and discussion questions for an introduction and 15 of the 22 identified high-leverage practices for students with disabilities. Participants can choose to participate in 1-16 one-hour sessions allowing for partial credit to be given.

An overview of all ALSDE initiatives and special education updates will be provided.
Topics Include: Special Needs Transportation, Educator Certification Opportunities, EdTech: Using ACCESS and ALEX for Success with Special Populations, Secondary Transition: Beyond Grade 12, LRP: Using Special Ed Connection and DirectSTEP to Save Time and Effort, The Practice of Bridge Building, Year in Review

After completing this online learning, administrators should be able to understand the legal implications regarding the education of students with disabilities, the administrator's role in overseeing the IEP process for students with disabilities, and the key procedural and substantive requirements of developing and implementing a high-quality IEP.  Specific administrator actions taken before, during, and after IEP meetings will be discussed to ensure services and supports outlined in the IEP are implemented with fidelity. 

Based on guidance from the USDOE, this PLU provides school leaders with an opportunity to understand federal regulations to address discipline issues for students with disabilities. Participants will assess their current understanding, review national, state, and local discipline data, complete asynchronous learning, apply learning to real-life cases, and develop a plan of action to address discipline issues leading to days of lost instruction for students with disabilities and school safety concerns.

Based on guidance from the USDOE, this PLU provides school leaders with an opportunity to understand federal regulations to address discipline issues for students with disabilities. Participants will assess their current understanding, review national, state, and local discipline data, complete asynchronous learning, apply learning to real-life cases, and develop a plan of action to address discipline issues leading to days of lost instruction for students with disabilities and school safety concerns.

Although much progress has been made in students with disabilities gaining access to general education settings, there remains a significant gap between their achievement and that of their typical peers. Research has suggested that leadership is second only to classroom instruction in influencing what students learn at school because principals help create conditions important for student learning. This PLU will focus on the key dimensions of leadership important to creating inclusive schools that support the learning of students with disabilities so that they can achieve positive life outcomes.

The focus of this professional learning is to empower educational leaders with practical resources, evidence-based strategies, and enhanced professional knowledge that they can use to strengthen their foundational knowledge and skills to ensure that all educators are equipped with the necessary skills and supports, including high-quality, evidence-based training and ongoing professional development, to effectively implement positive behavioral strategies.

For over two decades, our unwavering commitment to school safety has empowered countless educators, driven innovative solutions, and shaped the future of safer learning environments. Join us at the conference as we share our journey—a hodgepodge of school safety with insights, experiences, and practical innovations that have contributed to meaningful change in school safety.

For the 2025-2026 school year, the Powerful Learning Network (PLN) will continue to build on the learning from past years while also addressing the most pressing needs of our schools, districts, and individual members. Based on member input, we will combine new learning from our focus text as well as explore additional research from key areas.

Purpose: To plan the professional learning design for the 2025-2026 school year, the ABPC will create a design team for the Powerful Learning Network (PLN). Participants on the design team will work during the summer to help develop and later fine-tune the professional learning for the sessions. Participants will be recruited to participate in the design team and then opportunities will open to other members.