Leading with Schoology

Leading with Schoology is a self-paced professional learning course designed for school and district administrators who want to lead effective, engaging digital learning using Schoology. Participants will explore how Schoology can be used not just as a tool, but as a platform for instructional leadership-supporting consistency, visibility, and high-quality teaching practices.

Administrators will learn how to recognize strong course design, promote student engagement, and guide staff in creating meaningful, interactive learning experiences aligned to district goals. Emphasis is placed on actionable leadership strategies that position Schoology as a driver of instructional improvement.

Additional Information:
Schoology access codes will be provided upon registration. Any dates in Frontline are for publishing only. This class does not meet in person.

Schoology Voyage: Setting Sail for Success (Level 1)

Ready to begin your Schoology journey? Whether you're new to the platform or haven't used it in a while, this course is the perfect place to start. Learn the fundamentals of Schoology, including navigating the platform, setting up and organizing courses, and using key communication tools to support teaching and learning.

Designed for K-12 teachers and school support staff, this self-paced course provides the foundational skills needed to confidently use Schoology in your daily practice. Participants can complete the learning activities at their own pace and return to the materials as needed.

Once enrolled, participants will receive directions for accessing the course and getting started. By the end of the course, you'll be prepared to confidently launch and manage your Schoology courses and support a successful digital learning experience.

This self-paced training is about making gamification (the act of making instruction more playful by borrowing game mechanics) manageable by leveraging the power of generative artificial intelligence tools like Chat GPT. This training starts by establishing the foundational value of gamification and then examines how AI can help you ideate, create game content, and even become part of the game.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here:

AI-Powered Gamification Training

Technology works best in the classroom when it's chosen with intention, and that's exactly what this training is about. You'll explore the core principles of Universal Design for Learning and a set of mindset statements that reframe how we think about students, barriers, and choice.

From there, you'll use those statements as a lens to evaluate and explore classroom technology, asking not just "does this tool work?" but "does this tool work for all learners?" Whether you're new to UDL or looking to deepen your practice, this training will help you make technology decisions that are more inclusive, more purposeful, and more student-centered.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here:

Approaching Technology with a UDL Mindset

This training will show you how to use Gimkit Creative, and highlight the computational thinking skills you will develop while using it. Gimkit Creative is a game-building platform brought to you by Gimkit, the gamified quiz tool that competes with companies like Kahoot and Quizizz.

Gimkit has always stood out because of its variety of game modes that make answering review questions enjoyable. While Gimkit still continues to pump out new, super fun game modes regularly, they also empowered users to create game modes with relative ease. A (possibly unintended) consequence of building these games is the development of computational thinking skills, which serve us in solving complex problems.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

Participants will need their own Gimkit account to complete the activities and create projects during this training.

You can find the link to this training here:

Coding (But Not Really) with Gimkit Creative

If you've worked with the SAMR model before, you already know that not all technology use is created equal. This training builds on that foundation by introducing the Technology Integration Matrix (TIM), a research-based framework that goes deeper into what meaningful, intentional technology use actually looks like in the classroom. You'll explore the five characteristics essential to high-quality tech-rich activities and discover where these characteristics exist in your own students' use of technology

Please note that this is a self-paced training that you can complete on your own schedule. You can think of the date listed for this training as the end date, when the window for completing the training closes. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here: Course Materials

This self-paced training has everything you need to get started with Gimkit, from creating an account and creating a "kit" (set of questions), to hosting games, assigning games, accessing data, and more! Gimkit is a high-engagement platform that can be leveraged for research-based instructional strategies like interleaving and spaced retrieval.

Gimkit is a breath of fresh air for spiral reviews, vocab development, building background knowledge, pre-assessments and more. And with their huge menu of game modes, every breath continues to be fresh!

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

Participants will need their own Gimkit account to fully engage with the activities and practice opportunities included in this training.

You can find the link to this training here:

Gimkit 101 Training

This training is an introduction to New York State's Computer Science and Digital Fluency standards. These standards are meant to serve as a blueprint for producing flexible students who are equipped to succeed in a rapidly changing, technology-dominated career landscape.

While it is true that New York State mandates the integration of these standards into our core instruction, they really do represent a lot of engaging opportunities to develop important skills while also challenging us and our students to examine our core content areas through exciting new lenses.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here:

Introduction to the Computer Science and Digital Fluency Standards

Magic School is a set of 70+easy to use, AI-powered tools that help lesson plan, differentiate, communicate, and more! Just about anyone who works in a school can find something to love about Magic School. This training will show you how to navigate and get the most out of this platform.

Please note that this is a self-paced training that you can complete on your own schedule. You can think of the date listed for this training as the end date, when the window for completing the training closes. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here: Course Materials


Please note this is a self-paced training. Any dates in Frontline are for the catalog. There is no in-person session.

If you've been looking for a way to make your lessons more interactive without overhauling everything you already do, this training is for you. You'll get hands-on practice with Nearpod's core features- polls, quizzes, collaborative boards, and more- on your own schedule.

You'll walk away with a ready-to-use lesson and a clear sense of how Nearpod fits into your classroom.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here:

Nearpod Level One Training

This self-paced session introduces the UDL guidelines and how they support teachers removing obstacles from learning and honoring student variability. The Universal Design for Learning is a framework for designing instruction that is accessible and optimized for all students.

The aim of this self-paced training is to help you feel comfortable using the guidelines as a lens to begin to make small tweaks that amount to meaningful and challenging learning opportunities that all students can access.

Please note: This is a self-paced training that you can complete on your own schedule. There is no in-person meeting associated with this course. The date listed in Frontline is a placeholder that represents the end date of the training window. Once that date passes and the window for completion closes, attendance will be submitted and credit will be applied.

You can find the link to this training here:

Universal Design for Learning Training

``

Schoology and the Portrait of a Graduate: Designing Learning That Matters

Schoology is more than a learning management system. It can be a powerful tool for creating learning experiences that help students develop the skills and dispositions identified in your district's Portrait of a Graduate.

This self-paced course explores practical ways to design engaging, student-centered learning experiences that promote agency, deeper thinking, real-world application, and reflection. Participants will discover how to align learning experiences, assessments, and instructional strategies to support both academic achievement and the competencies students need for college, career, and life.

Through examples, resources, and design strategies that can be adapted across grade levels and content areas, educators will explore how intentional course design can make learning more meaningful, relevant, and impactful for all students.

Intended Audience: K-12 teachers, instructional coaches, curriculum leaders, and other educators who use or support Schoology as part of their instructional practice.

Explore New York State's vision for the future of education through this asynchronous, one-hour professional learning experience. Based on the statewide NY Inspires presentation, participants will build their understanding of the initiative's background and purpose, examine the four transformations, and learn about the three phases of implementation. Emphasis will be placed on the Portrait of a Graduate, which serves as the foundation of NY Inspires and represents the first transformation, helping educators consider what students need to thrive in school and in their future careers.

Access to this course will begin on September 9th and conclude on December 11th.

This series of meetings is designed for district PD Coordinators to meeting monthly to collaborate and share best practices. The meetings will also include NYSED Updates, problem solving and PD on various topics based on request from the group. If you have questions about this group please email Stephanie Smyka at ssmyka@monroe2boces.org

All sessions will be Online via Zoom and the information will be sent as a reminder the day before each meeting.

This training includes a copy of When Children Grieve: For Adults to Help Children Deal with Death, Divorce, Pet Loss, Moving and Other Losses. Participants will meet individually with the facilitator in advance of the four‑week program to clarify learning goals and establish expectations for using the training. The program also includes four virtual sessions, each 1.5 hours in length, focused on supporting children through various forms of loss.

This training is for new administrators who have not been previously trained. The State Education Department requires all evaluators of teachers to be certified through an appropriate training process. Lead teacher evaluators are those who conduct summative annual professional performance reviews. The district must certify that these lead evaluators have been trained in the minimum requirements as outlined in the new APPR regulations. The training that we provide will meet this requirement in the manner prescribed by the SED. You must complete all 4 days for certification.

This professional learning opportunity includes six one‑hour virtual Positive Intelligence sessions plus one introductory session. Participants will receive access to the program's seven weekly video modules and one year of the Positive Intelligence app, featuring daily mental fitness exercises, coach challenges, journaling tools, and the audio book Positive Intelligence by Shirzad Chamine. Optional one‑on‑one meetings are available upon participant request to support deeper learning.

ONLINE: The BOCES 4 Science professional learning workshops include guidance on NYSSLS-aligned instructional strategies specific to the unit of study, formative and summative assessments available, content instruction, and more. Teachers will walk away prepared to begin teaching the unit to their students. Participants should plan to attend all dates of synchronous, online instruction. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

This in‑depth 9‑day professional learning series is designed to strengthen instructional practices for educators teaching mathematics in grade 3 through grade 6 within a supportive and collaborative environment. Participants will develop a deep conceptual understanding of the progressions of fractions and decimals, with a focus on how these concepts build coherently across grade levels and connect to whole number understanding.

The program includes sustained content instruction, hands‑on mathematical exploration, structured group discussions, collaborative planning, and job‑embedded, in‑district coaching between sessions to support implementation, reflection, and refinement of practice. Extended learning time allows educators to analyze student thinking, address common misconceptions, and refine instructional approaches to support conceptual understanding and procedural fluency.

Participants will gain and apply evidence‑based instructional strategies, assessments, interventions, and high‑quality resources aligned to fractions and decimals progressions throughout the series. This comprehensive professional learning experience empowers teachers to build strong mathematical foundations, support students in making sense of rational numbers, and ensure success for all learners through ongoing, supported growth.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

This update provides materials to assist staff in adapting TCI skills for children and young people who have complex needs potentially including Autism, Attention deficit/Hyperactivity Disorder (ADHD, intellectual and communication challenges. The material is designed to enhance the core TCI activities. Topics include sources of trauma for children with complex needs, adapting setting conditions to improve quality of life, planning for success when encouraging learning, supporting communication so that the child or young person can engage in an adapted Life Space Interview (LSI).

Program Objectives
Participants will be able to:

• Apply TCI concepts to children and young people with complex needs

• Identify the environmental and personal setting conditions that are causing distress and trauma and adapt the environment and communication modes to restore calm

• Develop a person-centered Individual Crisis Support Plan (ICSP)

• Demonstrate an adapted LSI

• Consider the risks involved in the use of restraint

Priority registration will be given to Brighton, Churchville-Chili, East Irondequoit, East Rochester, Gates Chili, Greece, Hilton, Monroe 2 BOCES, Penfield, Rush-Henrietta and West Irondequoit.

Join fellow educators, coaches, and district leaders from across the region for a unique opportunity to collaborate, connect, and move beyond basic tool use into intentional, responsible integration of MagicSchool AI in teaching and learning-bringing together regional educators, instructional leaders, and those supporting AI implementation across schools and districts.

This session focuses on how MagicSchool AI can support real instructional challenges-such as planning, feedback, and differentiation-while reinforcing the critical role of professional judgment. Participants will explore practical examples, share experiences, and engage in meaningful conversation about when, why, and how to use AI in the classroom.

Together, we will focus on helping educators feel confident supporting teachers in making thoughtful, purposeful decisions about AI use, with an emphasis on real-world application, shared learning, and actionable takeaways for schools and districts.

Professional development staff and representatives from MagicSchool AI will be on site to lead sessions, share insights from the field, and answer questions.

Don't miss this opportunity to learn alongside colleagues from across districts and strengthen your approach to AI integration at a time when thoughtful, consistent practices matter more than ever.

To ensure equitable access, this opportunity is offered at no cost to participants.

Lunch will be provided.

Join the ELL Administrator Community for a year of collaboration, professional learning, problem-solving, and networking with colleagues who support multilingual learners across our region. This community is designed for ELL Coordinators, Directors, and Administrators who are committed to strengthening programs, staying informed about state and federal requirements, and sharing promising practices. We will kick off and end the year with in-person luncheons. Throughout the school year, we will host virtual meetings and monthly Lunch & Learn sessions that provide information and resources in bite-sized learning. Whether you are new to the role or an experienced leader, this community offers a supportive space to ask questions, exchange ideas, and learn from peers facing similar challenges and opportunities. What to Expect: * Updates on NYS regulations, guidance, and accountability requirements * Practical tools and resources for leading multilingual learner programs * Opportunities to network and collaborate with regional colleagues * Conversations focused on current issues, best practices, and emerging research * Monthly Lunch & Learns featuring targeted topics and timely resources Please note: Although we hope the ELL admin can join us for many of these opportunities, we understand that things will get busy. To receive all updates, Admins are encouraged to register, whether they can attend all the meetings or none at all.

Trauma and adversity are increasingly common experiences for students and educators, with growing poverty, income inequality, social injustice, institutional inequity, and the global pandemic worsening the situation. Now, more children are attending school while experiencing significant chronic and acute stressors. What can educators do to support students, help them learn, and ensure they reach their full potential? Trauma-informed schools are lauded as one way to address this challenge, but trauma-informed pedagogy can be hard to define and, consequently, difficult for teachers and schools to implement. Join Mid-West RBERN and Author Arlene Casimir in exploring the research and practices around trauma-informed education. Participants will learn actionable text that elevates the healing and wellness of both the children and the adults in our classrooms. Books and Lunch will be provided.

The Future Leaders Seminar Series is a strategically designed professional learning experience aimed at cultivating the next generation of educational leaders. Grounded in leadership theory, research, and lived experience, this series supports aspiring leaders in developing the self-awareness, emotional intelligence, and strategic insight needed to lead with purpose in today's complex educational landscape.

A full- day kickoff will be focused on Why Leadership Matters in Challenging Educational Times. The institute will feature guest speakers and small group breakout sessions that explore the urgency and opportunity of developing strong, reflective leaders. Participants will engage in dialogue, networking, and foundational learning to launch the cohort experience.

Following the initial full-day kickoff, participants will engage in eight 90-minute monthly seminars designed to deepen their leadership capacity and help them make decisions about career choices that match their strengths and passions. Each session will be interactive, reflective and tailored to the cohort evolving needs. Topics may include:

- Understanding school leadership roles and responsibilities
- Exploring the characteristics of great leaders
- Developing self-awareness: strengths, challenges, passions
- Pathways to leadership: panel with local university partners
- Defining your impact: personal and professional goal setting
- Finding your fit: identifying district culture and values
- Emotional intelligence and relational leadership
- Leading with purpose in times of change

Are you interested in incorporating Spanish into your lessons to help students make metalinguistic connections? Teachers can feel more confident implementing cross-linguistic connections, no matter their level of Spanish development. In this Professional Learning Community (PLC), we will explore many ways to connect the English and Spanish languages with the intent to promote language development for students. 

This is part of the SLS Council PD series. PD will consist of various hands on activities that Council Members can share within their districts.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

This is part of the SLS Council Meeting series. The meetings cover a wide range of topices and this group serves as an advisory council to the school library system.

Join fellow educators on a four-day journey as we learn, design, launch, reflect, and grow while reimagining how students might demonstrate their learning and understanding. Together, we will explore how performance-based assessment can provide authentic measures of deeper learning while better preparing students for life beyond the classroom.

Participants will either create a new performance-based assessment experience or transform an existing unit into an engaging, student-centered learning opportunity. Through collaboration, feedback, and classroom implementation, teachers will design meaningful learning experiences that expand opportunities for student voice, authentic application, and multiple ways to demonstrate understanding.

Whether you're just beginning your performance-based assessment journey or looking to elevate your practice, you'll create a ready-to-launch unit and be equiped with practical tools, strategies and support throughout the series.

Day 1: Mission Control - Charting the Course for Learning and Design

Day 2: Prototype Playground - John Spencer's L.A.U.N.C.H. Cycle

Day 3: Simulation Lab - Collaboration, Work Time, Rubric Development, Ongoing Feedback, and Countdown to Action Research with Students

Day 4: To Infinity and Beyond - Community Showcase, Reflection, Action Planning

Note: This series is designed especially for the Monroe 2-Orleans BOCES Component Districts. If your district is not listed, please contact rmaier@bocesmaars.org to discuss potential additional possibilities.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

The asynchronous and synchronous modules will focus on building capacity to develop and implement welcoming and affirming environments that aim to increase student belonging and academic engagement for 40 educators. Educators will move through a total of 10 (1.5 hour) modules that focus on content and application at their own pace.

Educators will also come together 5 times virtually for (1.5) hours between October 2026 to March 2027 to expand the application of the modules.

Virtual Dates with Times TBD:
November 10, 2026
December 15, 2026
January 21, 2027
February 18, 2027
March 18, 2027

This in‑depth 9‑day professional learning series is designed to strengthen and refine instructional practices for educators teaching mathematics in kindergarten through 5th grade within a supportive and collaborative environment. Participants will develop a deep conceptual understanding of the progressions of foundational whole number concepts, effective pedagogy, and targeted interventions to meet the needs of diverse learners.

The program includes sustained content instruction, hands‑on exploration, structured group discussions, collaborative planning, and job‑embedded, in‑district coaching between sessions to support implementation, reflection, and refinement of practice. Extended learning time allows educators to revisit key ideas, analyze student thinking, and make intentional instructional adjustments with support.

Participants will gain and apply evidence‑based instructional strategies, assessments, interventions, and high‑quality resources throughout the series. This comprehensive professional learning experience empowers teachers to build strong mathematical foundations, foster a lasting understanding and enjoyment of mathematics, and ensure success for all learners through ongoing, supported growth.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

Identification of English language learners in New York State is an important and nuanced process that sets the stage for the academic success of multilingual students. Although the process may seem clear at first glance, there are many considerations that may throw your intake team for a loop. In this workshop, we will troubleshoot some of the most challenging ELL ID scenarios and look closely at the questions we can ask and the evidence we can gather to guide decision-making in the ELL ID process. Specifically, we will discuss and troubleshoot the HLQ, how to conduct in-depth interviews, and review common ELL ID mistakes.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

IN PERSON: The BOCES 4 Science professional development session will include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate unit, current formative and summative assessments available, content instruction, and more. Teachers will walk away prepared to begin instruction for this unit using the new science standards. Registration is limited. Lunch is on your own. This training session is FREE to districts who lease this unit.

This professional development session will focus on the nuts and bolts of the TIF Program. Participants will review the history of the program, the current program status and goals, as well as how the program functions. Additionally, participants will get information on the basics of substitute teaching, the professional development requirements, and who to contact should concerns arise. Finally, participants will review professionalism in the workplace and expectations surrounding the TIF Program.
Objective 1: Participants will understand the structure, requirements, and expectations of being part of the program, including key processes and procedures, such as professional development reporting, resignation/leave of absence (LOA) procedures, and infractions.
Objective 2: Participants will understand the basics of substitute teaching, including safety procedures, attendance requirements, and how to read a sub plan.

Participants will explore the laws to which educators are bound when working for a district, along with a discussion of how close is too close in interacting with students. Professional boundaries will review the nuances of maintaining a positive relationship in various types of interactions, with students and families, while being cognizant of what can be considered "crossing the line.” This awareness will help you protect yourself and your students in your daily interactions. We will review scenarios and engage in discussions of real-life situations to better prepare you to uphold the high professional standards to which all TIF Fellows are held.
Objective 1: Participants will understand the various professional expectations that they will be held to in the fellowship, including guidance on social media, dress, language, and relationship building.
Objective 2: Participants will understand the laws governing educators as it relates to professionalism and student interaction.

These days are part of the NY Inspires Transformation Collaborative, connecting districts, BOCES, Big 5 + 3, NYSED, and other partners around the implementation of NY Inspires.

The days will be in person and facilitated at Monroe 2-Orleans BOCES, bringing together district leadership or design teams to engage with emerging pieces of the transformation, learn together, and provide feedback to help inform the work. There will also be hybrid elements to allow for statewide connection with NYSED, including updates and emerging work from the Department.

We expect additional information and guidance from NYSED as the work continues to develop and will update this Frontline description accordingly.

Districts should bring a team that can engage in both assessment and broader systems planning. Consider who needs to be at the table to connect NY Inspires with work already underway and help shape your district's next steps.

Lunch will be included in your registration.

Opportunity to learn more about suicide prevention efforts across Monroe County and NYS.

The Mid-west Region New York State Seal of Biliteracy Network is a regional network of educators interested in learning how to effectively plan for, implement, and grow your school's New York State Seal of Biliteracy (NYSSB) program. This workshop is intended for participants who have little to no knowledge of the New York State Seal of Biliteracy. Participants will experience guided planning activities, share ideas and resources with other area educators involved with the NYSSB, and will learn about best practices related to the Seal. Learn how to implement one of New York's fastest-growing programs!

In this session, we will explore the following question: Why is Culturally Responsive Teaching so important and how do we put our learning into action? Participants will explore the New York State Department of Education's Culturally Responsive-Sustaining Education Framework during this professional development session. Additionally, the first pillar of the framework, creating a welcoming and affirming environment, will be explored and ways to integrate strategies creating such an environment in one's own classroom will be examined. Participants will leave the training with a holistic view of the framework and an in-depth understanding of the first pillar.
Objective 1: Participants will gain an awareness and a foundational understanding of the New York State Department of Education's Culturally Responsive-Sustaining Education Framework by exploring the four pillars of practice that are part of it.
Objective 2: Participants will develop a rich repertoire of classroom strategies to foster a welcoming and affirming classroom environment.

This course will provide participants with an overview of what the Science of Reading is, as well as key elements of literacy instruction at primary grades. The course is based in part on guidance provided by NYSED's Literacy Initiative and the Science of Reading Brief Series released in January 2024.
In Part 1 of the course, we will define the Science of Reading and discuss myths and facts related to the use of the term. We will also explore what science is telling us about how children develop oral language and listening comprehension, letter sound knowledge (the alphabetic principle), decoding skills through explicit, systematic phonics instruction. We will then discuss a few research-based instructional practices in these areas of literacy.
Objective: Participants will understand the term Science of Reading and be aware of some research-based instructional practices for primary grade literacy.

This professional development session will focus on the pillars of classroom management and engagement, including the importance of rules and norms, relationships, and routines. Participants will also explore engagement and participation techniques to ensure all students are reaching their full potential. Not only will participants gain knowledge on how to structure a lesson using key strategies, but they will also leave the professional development with a wide variety of techniques on how to manage student behavior and engage students in learning.
Objective 1: Participants will understand how rules, norms, and relationships impact classroom management.
Objective 2: Participants will explore a variety of strategies and techniques to manage the classroom.

Mid-West RBERN is excited to sponsor a series focused on family engagement of immigrant families. This self-paced, asynchronous pathway is facilitated by Laura Gardner of Immigrant Connections in conjunction with English Learner Portal and consists of three 5-hour courses. 1. Immigrant Community & Family Engagement in Schools Part 1 2. Immigrant Community & Family Engagement in Schools Part 2 3. Cultivating Leadership Skills Among Immigrant and English Learner Parents There are no meetings for this course. It begins on October 5th and remains open until December 15. Participants will receive course information from English Learner Portal.

Attendees will learn about the various program and data opportunities through AP Potential, the SAT Suite of Assessments and the K-12 reporting tool. At the end of this session, participants will better understand how to increase access to AP, measure student readiness and growth through the SAT Suite, and ensure all students have opportunities to career-connected learning opportunities to support development and implementation of local NY Inspires plans.

This half day training is in compliance with The New York State Education Department APPR regulation. This regulation requires all evaluators of principals to be certified through an appropriate training process. Lead principal evaluators are those who conduct summative annual professional performance reviews. The district must certify that these lead evaluators have been trained in the minimum requirements as outlined in the APPR regulations. The training that we provide will meet this requirement in the manner prescribed by the NYSED. NOTE: This session is necessary to complete the state requirements.

The training will be virtual using ZOOM and the link will be sent via email 24 hours before the training.

Join Jim Thompson for a book study of The Coaching Habit: Say Less, Ask More and Change the Way You Lead Forever by Michael Bungay Stanier. Discover practical coaching techniques that use powerful questions to promote reflection, growth, and meaningful conversations. Participants will learn strategies for building a coaching mindset, strengthening relationships, and empowering others through curiosity-driven leadership.

The book is included in the registration fee, making it easy to follow along and apply the learning throughout the study.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

This is a 1-day TCIS recertification class for staff that are already TCIS certified and need their yearly recertification.
- LUNCH: please bring your own lunch to this training. A 1/2-hour duty-free time is included.
- PHYSICAL COMPNENT: you will be asked to participate in a required physical component to this training to be re-certified. If you cannot participate in the physical component, you are still required to stay until the training is over. Please review your TCIS student workbook prior to the training, and you are encouraged to bring it with you to the training.
- ATTIRE: wear comfortable clothing and closed-toe shoes to this training.

This fast‑paced 5‑day professional learning series is designed to enhance instructional practices for educators teaching mathematics in kindergarten through grade 6 within a supportive and collaborative environment. Participants will strengthen their conceptual understanding of the progressions of fractions and decimals, with attention to how these concepts develop across grade levels and connect to students' whole number reasoning.

The program includes focused content instruction, hands‑on mathematical activities, collaborative group discussions, and purposeful planning sessions. Educators will examine student thinking, explore effective models and representations, and identify common misconceptions related to fractions and decimals.

Participants will gain evidence‑based instructional strategies, assessments, interventions, and high‑quality resources that can be implemented immediately in their classrooms. This professional learning experience empowers teachers to build strong foundations in rational number understanding, foster meaningful mathematical learning, and support success for all students.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

This four-session, in-person professional learning series is designed to build educators' capacity to implement the Portrait of a Graduate (PoG) framework, grounded in the principles of Culturally Responsive Sustaining Education (CRSE). Participants will explore the interconnected PoG attributes, examine their alignment with CRSE high-leverage practices, assess district and school readiness, and identify the systems and structures needed to support successful implementation. Throughout the series, educators will deepen their understanding of how to leverage students' identities, languages, and experiences as assets for learning while developing a practical plan to implement PoG outcomes. By the end of the training, participants will have a stronger understanding of the PoG and CRSE frameworks, increased confidence in implementation, and an actionable roadmap for their schools and districts.

An opportunity for site coordinators/liaisons to revisit their community of practice.

ONLINE: The BOCES 4 Science professional development sessions include a deep-dive into the 3-Dimensional instructional strategies specific to the appropriate NYSSLS topic, current formative and summative assessments available, content instruction and more. Teachers will walk away prepared to begin using the new science standards. A BOCES 4 Science instructor will send you a Zoom link prior to the session. One CTLE credit is earned for every hour of training attended. This unit requires 3 hours of training. The training sessions are FREE for those districts who lease this BOCES 4 Science unit. Please follow your standard district procedures to confirm registration.

The ELL Teacher Leader Cohort is a professional learning community designed to cultivate ileadership and expertise in supporting multilingual learners. This cohort brings together ENL TOSAs, coaches, and teacher leaders who are committed to advancing equitable educational opportunities for English Language Learners. The cohort emphasizes leadership development, collaboration, and empowering participants to serve as resources within their schools and districts. By building collective expertise and fostering networks of support, the ELL Teacher Leader Cohort helps create inclusive learning environments where multilingual learners can thrive academically, linguistically, and socially. ELL Teacher Leader Cohort will meet bi-monthly on ZOOM.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Participants will be introduced to the function of technology in today's modern classroom. The idea of technology as a means to enhance and transform learning will be examined, along with necessary legislation that limits student use of technology in learning as well. Participants will get a choice of several instructional technology tools to explore on a deeper level and will have the opportunity to determine how tools could be integrated into their future classrooms.
Objective 1: Participants will develop an awareness of the SAMR Model of effective technology integration along with the New York State's restrictions on technology usage in the classroom for students.
Objective 2: Participants will develop a knowledge of technology that they may be able to use in the field of education and a knowledge of solid resources that are frequently updated for future use.

In Part 2 of this course, we will explore what science is telling us about how children learn sight words, how teachers can use different types of texts to support students learning to read, how teachers might prompt students during reading lessons. We will discuss several research-based instructional practices in these areas of literacy.
Objective: Participants will understand what research tells us about how children learn sight words, and how to support developing readers with prompting and use of different text types.

This professional development session will focus on the theory and practice of elements of effective instruction including planning engaging and rigorous lessons, assessing, demonstrating knowledge of learners, and embedding research-based instructional practices. The course is based on the New York State Teaching Standards. Participants will review the New York State Teaching Standards to gain a wholistic knowledge of their teaching expectations and then the course will take them through the pieces of instruction and the ways in which they should be orchestrated to gain the highest level of student achievement.
Objective 1: Participants will review the pieces of an effective lesson, including frequent checks for understanding, integrating knowledge of learner assets into planning and instruction, and total participation strategies.
Objective 2: Participants will develop a knowledge of the New York State Teaching Standards.

In this one-hour asynchronous course, presented by SupportEd, participants will: Define and explain the benefits of using formative assessments for MLs. Explore and apply strategies for developing valid formative assessments for MLs and using formative assessment evidence to plan instruction for MLs. Build a repertoire of formative assessments that can be used with and scaffolded for MLs. Apply strategies to plan for ML formative assessment in your context. This asynchronous course will be open from October 10,2026 through December 11, 2026. Participants will receive information several weeks prior with instructions for the course access.

This fast‑paced 5‑day professional learning series is designed to enhance instructional practices for educators teaching mathematics in kindergarten through 5th grade within a supportive and collaborative environment. Participants will deepen their conceptual understanding of the progressions of foundational whole number concepts, effective pedagogy, and targeted interventions for diverse learners.

The program includes content instruction, hands‑on activities, group discussions, collaborative planning sessions, and job‑embedded, in‑district coaching between sessions to support implementation and reflection. Through both collective learning and individualized coaching, educators will strengthen their ability to apply new strategies in real classroom contexts.

Participants will gain access to evidence‑based instructional strategies, assessments, interventions, and resources that can be implemented immediately. This professional learning experience empowers teachers to foster a love of mathematics, refine instructional practice through ongoing support, and ensure success for all learners.

School Counselors attending these meetings will receive updates from the NYSED and various districts, contribute to planning the Annual Regional School Counselor Conference, and provide feedback to shape our professional development initiatives. They will also have the opportunity to suggest conference topics, ensuring our agenda aligns with the needs of the counseling community. These meetings are a cornerstone of our commitment to continuous learning and collaboration.

This foundational series is designed for educators who are filling the role of English as a New Language (ENL) teacher, but do not hold TESOL certification. Recognizing that all teachers are teachers of ELLs, this course equips participants with practical strategies, cultural insights, and a language development lens to add to their teaching skills. Participants will leave with a toolkit of strategies for the classroom as well as support for the responsibilities of an ENL teacher. Virtual Meetings will be after school with specific times adjusted to group availability. In-person meetings in November and May.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

This fast‑paced 5‑day professional learning series is designed to enhance instructional practices for educators teaching mathematics in kindergarten through 5th grade within a supportive and collaborative environment. Participants will deepen their conceptual understanding of the progressions of foundational whole number concepts, effective pedagogy, and targeted interventions for diverse learners.

The program includes content instruction, hands‑on activities, group discussions, collaborative planning sessions, and job‑embedded, in‑district coaching between sessions to support implementation and reflection. Through both collective learning and individualized coaching, educators will strengthen their ability to apply new strategies in real classroom contexts.

Participants will gain access to evidence‑based instructional strategies, assessments, interventions, and resources that can be implemented immediately. This professional learning experience empowers teachers to foster a love of mathematics, refine instructional practice through ongoing support, and ensure success for all learners.

This one-day Certified Facilitator Training / Train the Trainer workshop (ToT) Is required for any new staff designated to implement MBF Child Safety Matters (K-5) curriculum during the 2026-2027 school year as a means to fulfill necessary obligations and mandates. A Child Advocacy Center of Greater Rochester Authorized MBF Instructor will prepare and educate facilitators on the goals and objectives intended by MBF curriculums as well as strengthen and personalize facilitator skills. As part of this training, participants will receive access to the online curriculum and explicit training on how to deliver instruction.

BOCES4Science, in conjunction with The Center for Professional Development and Education at the University of Rochester, is proud to support the fourth year of the Regional Science Leadership Cadre.

The Science Leadership Cadre is an opportunity for teachers, teacher leaders, coaches, and administrators to come together to learn, share resources and ideas, and support one another as we work to successfully implement high-quality science instruction for K-12students.

Participants will engage in four full days of high-quality professional learning, share best practices, and build connections with colleagues from across the region.

This fast‑paced 5‑day professional learning series is designed to enhance instructional practices for educators teaching mathematics in kindergarten through 5th grade within a supportive and collaborative environment. Participants will deepen their conceptual understanding of the progressions of foundational whole number concepts, effective pedagogy, and targeted interventions for diverse learners.

The program includes content instruction, hands‑on activities, group discussions, collaborative planning sessions, and job‑embedded, in‑district coaching between sessions to support implementation and reflection. Through both collective learning and individualized coaching, educators will strengthen their ability to apply new strategies in real classroom contexts.

Participants will gain access to evidence‑based instructional strategies, assessments, interventions, and resources that can be implemented immediately. This professional learning experience empowers teachers to foster a love of mathematics, refine instructional practice through ongoing support, and ensure success for all learners.

NOTE: This professional development is open to trained Reading Recovery Teachers who participate in the Reading Recovery service. Intended Learning Outcomes: * Participate in the observation of teaching procedures demonstrated by the trained colleagues behind the two-way mirror. * Engage in in-depth study of the components of Reading Recovery lessons and the theoretical foundations for them. * Continue to refine observational expertise of children's on-going literacy development in order to better inform decision making for instruction. * Learn how to best support struggling emergent readers and develop skill in teaching children selected for intervention using effective instructional procedures and theory. * Analyze reading and writing records and discuss teaching decisions. * Examine data and discuss Reading Recovery results at the school level. * Discuss and solve implementation problems at the school level. * Participate with the Teacher Leader in planning and evaluating Continuing Contact sessions. * Engage in self-evaluation and reflection of theory and practice leading to on-going professional growth and effective teaching. **Persons who are NOT trained, but are interested in observing a session should contact Stephanie Smyka, Site Coordinator

Monroe One and Monroe 2-Orleans BOCES are pleased to offer the Regional Social Studies Leaders Group again for the 2026-2027 school year. This opportunity will bring together social studies leaders from across the region to collaborate, share best practices, and engage in professional learning.

The group will hear from Shane Wiegand and Jeanette Adams-Price of Our Local History during a fall session. An additional session will be held at Monroe One BOCES with James Byrnes, and a spring retreat is planned to conclude the year. Additional details will be shared as they become available.

This cohort is a time to connect with other ENL teachers in the W-FL region. Participants will have the opportunity to collaborate, ask questions, share ideas and resources, and discuss new topics in education and language acquisition as well as discussing the needs of ML/ELL students in our districts. There will be monthly online meetings. Participants are invited to attend any of the meetings. 1.5 hours of CTLE credit will be given for each session attended. If there is interest and availability, an in-person meeting will be offered in the spring.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

In order to meet the needs of a wide variety of students, teachers must be knowledgeable about what the students know and where they struggle. Having and utilizing a range of formative assessment strategies in the diverse classroom is key. This professional development will highlight the need for and frequency by which formative assessments should be used in the classroom. Additionally, participants will develop a repertoire of options for their own classrooms, with an emphasis on gaining valuable formative assessment data along the way that informs the next steps in teaching.
Objective 1: Participants will develop an understanding of the need for frequent checks for understanding.
Objective 2: Participants will develop a repertoire of checks for understanding strategies.

This professional development session will focus on special education law, state guidance, and key information on this unique population of students. Not only will the course review necessary skills such as how to read an Individualized Education Program (I.E.P.) and 504 plan, but it will also review acronyms commonly used. Additionally, participants will examine what specially designed instruction is, the specially designed instruction framework, and how to ensure that special education students receive equitable, personalized instruction in the classroom.
Objective 1: Participants will develop an understanding and knowledge of special education, including acronyms as well as how to read an Individualized Education Program (I.E.P.) and 504 plan.
Objective 2: Participants will develop an understanding of how to apply the specially designed instruction framework to planning and working with special education students.

This intensive five-day TCIS train-the-trainer competency-based certification course provides school districts the opportunity to develop an in-house training capacity in the TCIS curriculum. Participants will develop knowledge, skills, and attitudes in the TCIS curriculum necessary to deliver the training to staff in their schools. Participants will have the chance to participate, practice, and receive feedback in conducting activities to gain immediate training experience. Training techniques such as role plays, small group discussions, guided fantasies, conducting practice sessions, and using audiovisual aids will be demonstrated. The curriculum is evidence informed and trauma sensitive. Participants will receive all the necessary materials to conduct the TCIS training program in their school district.

Program Objectives
Participants will be able to:


• Pro-actively prevent and/or de-escalate potential crisis situations with students


• 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 to help improve their coping strategies


• Effectively deliver TCIS training in their schools

Priority registration will be given to Brighton, Churchville-Chili, East Irondequoit, East Rochester, Gates Chili, Greece, Hilton, Monroe 2 BOCES, Penfield, Rush-Henrietta and West Irondequoit.

How can we ensure that every student, regardless of disability, communication needs, or current literacy skills, has meaningful opportunities to become a reader and writer?

Join colleagues for a collaborative book study of Comprehensive Literacy for All by Karen Erickson and David Koppenhaver. Together, teachers and administrators will explore research-based practices for providing meaningful, comprehensive literacy instruction to students with significant disabilities.

Throughout the series, participants will examine the beliefs, instructional practices, learning environments, resources, and systems that support literacy development for all learners. Through reading, discussion, reflection, and practical application, we will consider both what effective comprehensive literacy instruction looks like in the classroom and how we can create the conditions for it to thrive across our schools.

Participants will leave with a stronger understanding of emergent and conventional literacy, practical strategies and resources to support students, and shared next steps for strengthening literacy opportunities for all learners.

Participants are encouraged to join our Spring Literacy for All Comprehensive practice. Please note that books are not included with this course.

This training includes a copy of When Children Grieve: For Adults to Help Children Deal with Death, Divorce, Pet Loss, Moving and Other Losses. Participants will meet individually with the facilitator in advance of the four‑week program to clarify learning goals and establish expectations for using the training. The program also includes four virtual sessions, each 1.5 hours in length, focused on supporting children through various forms of loss.

Join our instructional specialists as they lead you through an informative 2-day workshop that will help you navigate expectations, provide tips for set up and implementation, and give you opportunities to practice activities within each NYSED Science Investigation.  Together with your colleagues, you will complete Thermal Tales, Wheels to Watts, and Induction Junction just as your students will. We will discuss how these labs relate to the standards and how they can fit into your curriculum.  You'll be given time to ask questions, share your ideas, and collaborate with peers.

This training is for designated members of the Consortium on Trauma, Illness, and Grief in Schools. This fall group of schools/districts include: Allendale Columbia, Brockport Central School District, East Irondequoit Central School District, East Rochester Union Free School District, Greece Central School District, Hilton Central School District, Honeoye Falls-Lima Central School District, Monroe #1 BOCES, Penfield Central School District, Renaissance Academy Charter School of the Arts, Rochester City School District, Rush Henrietta Central School District, Spencerport Central School District, The Harley School, and Webster Central School District If you belong to another district, you may be assigned to Track 2. If you need to attend to make up days from a previous training, please contact your administrator and Coordinated Care Services at MCOMH.
Monroe 2-Orleans BOCES, SW CPE is recognized by the New York State Education Department's state Board for Social Work as an approved provider of continuing education for licensed social workers #0390.

Training for the 2025-26 school year include the following topics:

- Day 1 : Grief and Loss at School & Trauma

- Day 2: Suicide Risk and Intervention & Chronic and Critical Illness

- Day 3: School Violence and Threat Assessment & Enhancing Educator Resilience

- Day 4 & 5: Critical Incident and Stress Management

- Day 6: TIG Implementation

NOTE: Location: Monroe 2-Orleans BOCES, 3599 Big Ridge Road, Spencerport NY 14559. Trainings start promptly at 8:00, please arrive early to sign in.

Subpart 154-3 is part of the New York State Education Department's (NYSED) effort to improve instruction and programming for English Language Learners (ELLs). Language Proficiency Teams, or LPTs, are utilized to determine the process of ELL Identification for students with disabilities. However, there are many nuances related to the use of LPTs. In this 1.5-hour session, participants will learn:





• What the LPT is





• When it can be used





• Who it is comprised of





• What the limitations are

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Creating a welcoming environment begins with how we communicate with and about one another. This workshop will build awareness and understanding of pronoun use, current terminology and the experiences of transgender, non-binary and gender-diverse individuals. Participants will explore common questions, reflect on assumptions and bias and practice ways to navigate conversations respectfully. Everyone will leave with practical strategies for supporting students, families and colleagues.

This cohort is a collaborative professional learning community designed to deepen educators' understanding of effective literacy instruction for multilingual learners. Across six learning sessions, participants will explore research-based practices that support both language and literacy acquisition. This cohort will meet on ZOOM once per month October - March. Mid-West RBERN values your privacy and security. One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Kick off the school year with fellow i-Ready educators. Join us for a session designed to set your district up for a strong start. We'll dig into your Beginning-of-Year i-Ready Inform data and what it means for planning ahead, hear directly from peer districts on what's working in their classrooms, preview what's new and what's coming in i-Ready, and walk through best practices to carry you through the year.

Join us for an engaging afternoon of collaboration and conversation at the i-Ready Roundtable, where educators from across i-Ready districts come together to share insights, ask questions, and learn from one another. This session is designed around your voice and your needs-we'll focus on the topics you want to explore. Whether you're looking to dive deeper into data, discuss instructional strategies, or troubleshoot implementation challenges, this is your space to connect and grow.

Monroe 2-Orleans BOCES is launching a regional implementation network to support districts as they plan for and move forward with NY Inspires. This work is grounded in the NYS Portrait of a Graduate and focused on helping districts make thoughtful, practical decisions in their local context.

Across a series of sessions, district teams will have the opportunity to:
- Move the Portrait of a Graduate from a vision to something actionable
- Explore how students can demonstrate learning through expanded experiences such as project-based learning, capstones, and work-based learning
- Develop shared approaches to performance-based assessment, including what counts as meaningful evidence of student learning
- Think through implications for grading, reporting, and credit
- Plan for larger system shifts, including graduation requirements, course structures, and scheduling

Equally important, this network creates space for districts to work alongside one another. Time is intentionally built in for teams to share ideas, talk through challenges, and learn from early efforts across the region.

Participants will leave with greater clarity, stronger alignment, and concrete next steps to support local implementation of NY Inspires.

A maximum of 6 participants per district. Each participating district will be charged a $1,500 fee.

This timely professional development session will offer participants a review of key educational researchers whose studies have held up over time, such as Marzano and Hattie, along with new names to know in the field to stay on the cutting edge. Participants will walk away with a knowledge of foundational education research and ways to stay current in the field.
Objective 1: Participants will develop an understanding of key educational research from Hattie and Marzano and how to integrate the research into their own practice to see increased student growth.
Objective 2: Participants will build their knowledge on the resources available to further their personal professional learning journey.

New York State's dynamic and diverse student population includes a significant number of English Language Learners (ELLs), presenting both opportunities and challenges for educators. This professional development class is designed to equip teachers with the knowledge and skills necessary to provide effective support for ELLs, while also aligning with Part 154 regulations. Additionally, participants will explore the many resources NYS provides, including the NYS Department of Education's website along with the Regional Bilingual Education Resource Network (RBERN) and opportunities that exist for multilingual students such as the Seal of Biliteracy program.
Objective 1: Participants will demonstrate a comprehensive understanding of Part 154 regulations, language proficiency standards, and program models, and review strategies to ensure compliance while meeting the diverse needs of ELL students.
Objective 2: Participants will explore best practices related to English Language Learners across the content areas, focusing on scaffolding techniques and differentiated instruction, while exploring a variety of strategies unique to the needs to ELLs in NYS.

This training is offered as a four-day format which allows for certification in verbal and physical interventions. This entire training will be conducted in-person. Participants must attend all four days for certification.
- Materials: You will be receiving a TCIS Student Workbook. You are responsible for reading this entire workbook.
- Please read Modules 1-3 (through page W43) prior to the first day of training and be sure to bring your workbook to the training.
- Physical Component: You will be asked to participate in a required physical component to this training to be certified in TCIS. If you cannot participate in the physical component, you are still required to stay for the entire duration of the training.
- Attire: Wear comfortable clothes, closed-toed shoes, mask and bring any other PPE you would typically use for a physical restraint. (i.e., face shield)

Lunch is on your own.

Participants will engage in a unique hybrid learning experience that combines direct access to the author with facilitated professional learning. The study will begin with an in-person kickoff session to distribute materials and establish a collaborative learning community. Subsequent sessions will be held virtually and will include a live hour with the author, followed by a facilitated hour focused on translating ideas from the text into actionable strategies for district, school, and coaching practice.

By reading the book and participating in this book study, you will:
● Identify and expand the powerful connections between reading and writing.
● Build a repertoire of access points that open pathways for striving writers.
● Create your own toolbox for predictable challenges that teachers face within writing instruction.
● Curate routines and activities that can be used with all subjects and programs, regardless of available instructional minutes.
● Envision and co-plan workshops that empower teachers with learn-today, teach-tomorrow strategies and instructional moves.

The book is included in the registration.

In Case You Missed It in July: Educators are invited to join nationally recognized educator, author, and advocate Lillian Ardell for an inspiring keynote that challenges educators to examine the assumptions, systems, and practices that shape the experiences of English learners and multilingual students. Grounded in the principles of her work on disrupting monolingual bias, Dr. Ardell will establish foundational mindsets and methodologies that empower educators to recognize students' linguistic assets, foster equitable learning environments, and strengthen instructional practices. Participants will leave with a renewed sense of purpose and a framework for advocating for meaningful change that supports multilingual learners' academic success, identity development, and belonging. Following the keynote, there will be an interactive strategy session that expands on the themes from her keynote. Participants will learn how they can foster linguistic justice and elevate instructional practices for ELL students in their context. All participants will receive a free copy of Dr. Ardell's book, "Disrupting the Monolingual Bias"

Gholdy Muhammad defines joy as more than celebration and happiness, but also wellness, beauty, healing, and justice for oneself and across humanity. This book study will meet online to discuss Gholdy Muhammad's book, Unearthing Joy which highlights the importance of genius, justice, and joy in education through musical playlists, poetry, art, research, and guided reflection questions. Participants will learn how to redesign curriculum and assessment to be more culturally and historically responsive. They will critically examine practical and creative strategies. The text provides model lessons and tools that connect with Pre K-12 curriculum subjects. There will be focus on identity, skills, intellect, criticality, and joy in themselves and for their students.

THE FIRST TEN PARTICIPANTS TO REGISTER WILL RECEIVE A COPY OF THE BOOK . This text is also available as an audiobook.

Please Note: This book study will be a combination of online discussions in Schoology and facilitated Zoom meetings. The work in Schoology is a prerequisite for attending the Zoom meetings. Course information will be emailed three weeks before the start date and Zoom meeting links will be sent the day before the first meeting.

Learn to create a welcoming and affirming environment in your classroom during this foundational restorative training. A restorative classroom culture incorporates the restorative mindset within all aspects of the classroom, centering relationships and care for all students and adults. Proactive community building skills are life skills! They include affective language, trauma-informed responses to behaviors, active listening, reflective problem solving and intentional spaces. As adults model social emotional awareness and restorative practice skills, students will learn and experience empathy, connection, emotional vocabulary, active listening and problem solving skills.

During this training participants will:
- Understand how the restorative mindset can be applied to all interactions and initiatives
- Learn how to facilitate and create trauma informed, equitable and brave circle spaces that lay the foundation for a culture of belonging and equity.
- Learn the fundamentals of restorative practices and community building to build towards the use of restorative approaches to discipline.
- Practice and apply affective language both proactively and responsively
- Gain resources for brief and engaging connection activities for all ages and learning styles.

The four-day virtual training objectives include: 1) developing and implementing an equity-based MTSS-I, 2) incorporating foundational practices for addressing equity in education through data-based decision making, and 3) creating evidence-based tiered supports to address and prevent academic and behavioral challenges. Session 1 will lay out the foundation of an equity-based MTSS-I, including the coherent structures and systems necessary to effectively implement an equity-based MTSS-I. In session 2, teams will assess their current MTSS-I, and identify strengths and challenges in their systems. Session 3 focuses on redesigning an MTSS-I that at the core is based on equity and culturally responsive sustaining education systems to improve student outcomes. This includes continuously building teacher and leader knowledge and skills to effectively implement MTSS in a culturally sustaining way that eliminates systemic and linguistic barriers to learning for every student. Session 4 will focus on consultancy to rebuild districts and schools' MTSS-I, plan for implementation and sustainability focused on outcomes. It is important that teams attend this training, including district and school-based staff. Through the training, educators will be able to: 1) develop actionable steps to implement an equity based MTSS-I, and 2) generate best practices for sustainability and student impact.

Looking for new ways to support student success, expand course access, and personalize learning? Join us for a Lunch & Learn with Edmentum and explore how districts across New York are using Courseware and other Edmentum solutions to meet diverse learner needs while supporting educators and improving outcomes.

During this session, you'll discover how Edmentum Courseware can support credit recovery, intervention programs, alternative learning pathways, enrichment opportunities, and personalized learning initiatives. We'll also highlight new Edmentum offerings and solutions designed to help districts expand learning opportunities, improve student outcomes, and better support educators.

Whether your district is already using Edmentum or exploring what's possible, this is a great opportunity to see what's new, gather practical ideas, and discover how Edmentum can do even more for your students and staff.

Come enjoy lunch, connect with colleagues, and learn what's new from Edmentum.

Intended Audience: K-12 Teachers, School Counselors, Instructional Coaches, Technology Integration Specialists, Building and District Administrators, and Student Support Personnel.

Location: This Lunch & Learn will be held at Monroe One BOCES, 15 Linden Park, Conference Room 1A.

Join MidWest RBERN and colleagues from the region for a roundtable for Students with Interrupted Formal Education. We will discuss regulations and share best practices. All levels of understanding around SIFE are welcome.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Join us for a virtual regional conversation focused on the implementation of the New York State Teacher and Principal Evaluation System (NY STEPS) Principal Evaluation requirements. This session provides an opportunity to learn more about the NY STEPS Principal Evaluation framework, explore regional tools and resources developed to support district planning and implementation, and engage in collaborative dialogue with colleagues across districts.

Participants will:
- Learn about NY STEPS Principal Evaluation requirements and explore regional tools and resources developed to support district planning and implementation.
- Share ideas, questions, challenges, and promising practices with colleagues from across the region.
- Learn from one another's experiences and identify opportunities for ongoing collaboration.
- Contribute to a growing network of leaders working to support effective principal evaluation systems.

This session is designed to be highly interactive. Participants are encouraged to come prepared to share their district's thinking, ask questions, and engage in collaborative problem-solving with peers from across the region.

Sponsored by Mid-West RBERN, Facilitated by AEBLL.

Emergent bilinguals are smart, capable, and motivated to succeed. They deserve evidence-based, culturally sustaining, and socio-emotionally sound instruction. This self-paced course is designed for K-12 educators who want to deepen their understanding of language development and support multilingual learners in accessing learning content. The course consists of six modules, each featuring a recorded lecture, readings and/or podcasts, a quiz, reflection questions, and instructional planning activities. You'll explore the components of language, the progression of new language acquisition, and the abilities of students at each stage of proficiency, so you can differentiate with confidence. Practical, research-aligned routines are modeled throughout, and you'll walk away with a ready-to-use slide deck of classroom routine templates, tools you can adapt and implement in your lessons immediately to teach with intention, equity, and skill. Because advocating for emergent bilinguals means developing language, literacy, and a love of learning.

PLEASE NOTE: This is a self-paced, ASYNCHRONOUS course with no meetings. The course opens on November 2, and participants have until January 22 to complete the materials.

This 10-week asynchronous professional learning experience provides educators with an opportunity to deepen their understanding of evidence-based literacy instruction for English learners through the study of Literacy Foundations for English Learners by Dr. Elsa Cárdenas-Hagan. Participants will explore key concepts and instructional practices at their own pace while connecting with colleagues through online discussions and reflective activities. Throughout the book study, educators will examine the foundational components of literacy development, including oral language, phonological awareness, decoding, vocabulary, fluency, comprehension, and writing, with a specific focus on the unique strengths and needs of multilingual learners. Participants will reflect on current practices, analyze classroom applications, and identify strategies that support both language acquisition and literacy achievement. This book study will run from November 2-January 15. Participants will be sent a link to Schoology prior to the start of the session. Books must be purchased by participants.

In a digital world driven by clicks, algorithms, influencers, and viral content, students need more than traditional source evaluation skills. They need to become digital detectives. In this asynchronous book study, participants will explore Developing Digital Detectives, from the authors of the bestselling Fact vs. Fiction, and learn practical strategies for helping students navigate today's complex information landscape.

Participants will discover how to teach students to question motives, identify patterns, evaluate evidence, and determine the credibility of information. The book study examines misinformation, disinformation, and media influence while providing tools and techniques that support media literacy, information literacy, and critical thinking in both face-to-face and digital learning environments. Educators will also explore the connection between social-emotional learning and information literacy, helping students develop empathy, perspective-taking, and responsible decision-making when engaging with information online.

Learning Outcomes:

• Teach students to evaluate information credibility.

• Implement media literacy and critical thinking strategies.

• Examine the impact of misinformation and disinformation.

• Connect SEL competencies with information literacy instruction.

• Support responsible and informed digital citizenship.

Note: Participants will need to acquire their own copy of the book. This course is asynchronous and will take place on Canvas beginning September 28th and ending November 2nd. There will be no live meetings.