Each square on the board represents a 1-hour professional learning opportunity ranging from beginner to more advanced topics. Participants will experiment with AI for lesson planning, creative idea generation, and productivity.

Complete any three activities in a row to achieve Tic-Tac-Toe status and earn entry into a drawing for an AI-themed book!

By the end, you'll walk away with greater confidence, a clearer understanding of AI's potential in education, and inspiration to thoughtfully explore how it might fit into your future classroom practice.

Prevent escalation before it occurs
Recognize and respond to student needs
Explore the importance of the developmental relationship
Address students in ways that promote healing and belonging

*District teams are encouraged to attend together, but this is not required.

Session 2 - Conflict is inevitable-but it doesn't have to be stressful. This session teaches strategies to manage disagreement calmly and constructively. Participants will practice reframing conflict, using neutral language, and staying focused on shared goals, so tough conversations become opportunities for collaboration and problem-solving.

REGISTER BY FEBRUARY 20TH

Learning Objectives:


• Identify early warning signs and risk factors for eating disorders as they appear in academic, behavioral and social contexts


• Understand how eating disorders intersect with mental health, trauma, neurodiversity and school stressors


• Approach students with concern in a supportive manner


• Know when to involve caregivers, school-based teams and outside providers


• Implement best practices for supporting students returning to school after higher levels of care

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

*NOTE - In the morning there is always a whole group content session followed up by two rounds of targeted breakout sessions anchored in the MTSS-i Framework and TFI. After lunch teams then have team time to process the learning and work on their TFI Action Plan.

3/4/26: Chapters 1-2
3/19/26: Chapter 3-4
4/7/26: Chapters 5-6
4/23/26: Chapter 7

To receive a book, you must register by February 3rd

COST= $224 PER DISTRICT

In just three hours, participants will:

• Learn how PSEL standards serve as the new evaluation language for leaders.


• Explore how CR-S practices provide the foundation for equity-centered leadership.


• Apply the Feed Up → Feedback → Feed Forward cycle to one building or district goal.


• Identify immediate next steps to align leadership growth with NYS Inspires priorities.

The workshop also examines developmental building blocks and how strengthening neural pathways through intentional movement lays the foundation for learning and growth across all stages of development. Participants will gain practical, movement-based strategies that can be applied collaboratively across disciplines to support meaningful progress over time. This experiential session is movement-based; participants are encouraged to wear comfortable clothing and bring water.

This workshop is not eligible for BOCES aid.

TCIS helps participants and schools to:

◉ Create a trauma-sensitive environment where students and adults are safe and feel safe within their roles as a staff member
◉ Pro-actively prevent and/or deescalate potential crisis situations with the students they work with
◉ Manage a crisis situation in a therapeutic manner, and, if necessary, intervene physically in a manner that reduces the risk of harm to students and staff
◉ Process the crisis event with students and each other to help improve their coping strategies to reduce future risk

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

Participants will:

• Unpack the importance of application, conceptual learning, and procedural fluency, and the role they play in moving student thinking through a mathematical progression.

• Engage in grade appropriate 3-act tasks and understand how the implementation of low-entry, high-scalability tasks can be used to reach all students. Participants will identify when and how these lessons can be used throughout the scope of a unit.

• Understand how problem-based lessons can be used within the instructional framework (opening, work session, close), and the purposeful moves required to orchestrate an effective closing session.

• Identify ways in which problem-based lessons can be used as formative assessment to monitor student growth.

Session 3 - Everyone deserves to be heard. In this session, participants will learn how to express their needs, ideas, and boundaries with clarity and confidence-without being passive or aggressive. We'll explore assertive language, tone, and body language so each voice can contribute effectively and respectfully.

REGISTER BY MARCH 13TH

Prevent escalation before it occurs
Recognize and respond to student needs
Explore the importance of the developmental relationship
Address students in ways that promote healing and belonging

This interactive two-day course provides a practical framework for understanding different behavioral styles in the workplace. Gain valuable insights into your own working style while developing essential skills to navigate differences, reduce tension, and foster effective collaboration with colleagues. This is a must for anyone looking to improve workplace relationships and teamwork.

In this course, you will learn:

* How other people perceive your working style
* How your behavior can cause tension in others
* How people of other styles work most effectively
* How to "flex" your style to the styles of others so you can work more effectively together

Through participation in this workshop you will receive a computer-tabulated, profile outlining the behavioral style that you project to others.

Sign in begins at 7:30

Participants will:

• Unpack the importance of application, conceptual learning, and procedural fluency, and the role they play in moving student thinking through a mathematical progression.

• Engage in grade appropriate 3-act tasks and understand how the implementation of low-entry, high-scalability tasks can be used to reach all students. Participants will identify when and how these lessons can be used throughout the scope of a unit.

• Understand how problem-based lessons can be used within the instructional framework (opening, work session, close), and the purposeful moves required to orchestrate an effective closing session.

• Identify ways in which problem-based lessons can be used as formative assessment to monitor student growth.

The day will feature engaging breakout sessions, a keynote by A.J. Juliani, and a hands-on design challenge. Districts are encouraged to send teams of 4, including administrators, teachers, librarians, and coaches, so participants can collaborate throughout the day-especially during the design challenge-to maximize learning and develop actionable ideas that can be implemented in their own systems, modeling a Project-Based Learning approach.

COST FOR TEAMS OF 4 = $270

All librarians may attend free of charge (if you're sending a team of 4, a librarian can be added as a 5th for no extra charge)