Catalog: ONC BOCES Instructional Support Services

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1. 2023-2024 Statewide Itinerant Supervisor PLC

Program: Itinerant Services

Dates: 9/8/2023 to 6/7/2024

Monthly meetings to discuss current issues, network, share resources and best practices, and brainstorm ideas to improve Itinerant and Related Services within BOCES around the State.

2. Speech Coffee & Conversation CLC

Program: Itinerant Services

Dates: 9/13/2023 to 6/12/2024

This is a collaborative learning community in which Speech teachers/SLPs from around our region can gather to network, build relationships, collaborate, share ideas, and educate each other in the upcoming trends and regulations of their field. Updates from the field will be shared and new content explored as it becomes available.

Meetings will take place on the 2nd Wednesday of each month from 8-9am. A reminder email from Frontline, as well as an email with the zoom link will be sent to registrants within several days prior to each meeting. If you do not receive this information, please reach out to Kimberlea Curran.

3. Teacher of the Deaf and Hard of Hearing CLC - 23-24 - Virtual

Program: Itinerant Services

Dates: 9/21/2023 to 6/20/2024

This is a collaborative learning community in which teachers/providers from around the state can gather to network, build relationships, collaborate, share ideas, and educate each other in the upcoming trends and regulations of their field. Updates from the field will be shared and new content explored as it becomes available. A meeting link will be sent to registrants several days prior to the meeting. If you do not receive this information, please reach out to Kimberlea Curran

4. Function Based Thinking
(One Hour Lunch on your Own)

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 3/4/2024

This training package offers an overview of challenging behaviors, the behavior pathway, and the function based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student behavior. Function-Based thinking can support school staff in determining appropriate intervention measures that will help eliminate unwanted behaviors, which may lead to fewer suspensions and be associated with an increase in academic engagement and performance.

Participants will be able to:
describe challenging behaviors
understand the behavior pathway and use it to determine the function of behaviors
understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior.

5. Least Restrictive Environment

Program: Regional Partnership Center

Audience: Invited Districts
Unatego CSD
Edmeston CSD
Gilbertsville-Mt. Upton

Dates: 3/7/2024

The objectives of this group are to:
Develop district-wide supports for students with disabilities to learn in general education environments.
Review and revise policies, procedures and practices that result in LRE identification.
Identify and address factors contributing to LRE identification and develop staff training for equitable understanding.
Increase the amount of time students with disabilities spend within the general education environment.

6. Developing Appropriate Practice (DAP) for Preschool
(One hour Lunch on Own)

Program: Regional Partnership Center

Audience: Preschool educators, including teachers, administrators, assistants, aides, paraprofessionals, and clinical staff

Dates: 3/7/2024

New
This professional learning package contains the content and materials that are designed to help general and special education preschool and primary teachers set up learning environments that are developmentally appropriate for three, four, and five year old children with diverse needs and backgrounds. DAP involves an awareness of
- age appropriate/ "typical" development,
-what the latest research says about how children this age learn best,
-individual development
- recognizing that each child develops uniquely and has individual strengths and needs,
-cultural content providing meaningful, relevant, and respectful learning experiences for each child and family

Developmentally appropriate teachers are intentional in everything they do - activities selected to meet goals and instruction is differentiated to meet the needs of all learners.

7. Teaching the way the Brain Learns

Program: Model Schools

Dates: 3/7/2024

Learn about how the brain processes information and how we can use that information to create a classroom that is centered around "Doing". Giving students the an environment that failure is encouraged and iterative experiences are common place. Learn how to use the ground breaking research of MIND Research Institute through the tool of ST Math to reimagine your classroom and learning environments.

8. CPSE/CSE Chairperson Training Day 2-
IEP Development

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 3/8/2024

Module 5: IEP Development-Addressing each area of the IEP and what is required for proper IEP development
● Evaluation Results
● Present Levels of Performance
● Measurable Post-Secondary Goals and Transition Needs
● Measurable Annual Goals
● Program and Testing Accommodations/Modifications
● Coordinated Set of Transition Activities
● Placement Decisions

9. The Language of Classroom Management
Plan to attend both dates- One hour Lunch on your own)

Program: Regional Partnership Center

Audience: Administrators, P-12 General education teachers, Special Education Teachers, aides and teaching assistants.

Dates: 3/11/2024 to 4/11/2024

This is a two-day, multiple module training designed for PreK- 12th grade educators who would like more information on positive behavior support-classroom management strategies which include:
arranging the physical environment
defining, teaching, and acknowledging expectations and rules
defining and teaching classroom procedures and routines
active supervision
behavior specific praise
response strategies for inappropriate behavior
class wide group contingencies
multiple opportunities to respond

Time will be provided to review and revise classroom management strategies within your own classroom and how to effectively implement changes to current classroom procedures and routines.

This is a two day training. Please plan to attend both days.

10. Consultant Teacher Services: Supporting Classroom and Curriculum Participation

Program: Regional Partnership Center

Audience: Special education teachers; general education teachers; administrators

Dates: 3/12/2024

The purpose of this training is to help participants understand how to use consultant teacher services to support the participation of students with disabilities in the general education classroom and curriculum. Participants will examine the purpose and goals of including consultant teacher services in a student's Individualized Education Program (IEP). The training will define consultant teacher services according to New York State regulations as well as offer insight into what effective consultant teacher services look like in the classroom. Participants will learn how to determine if consultant teacher services are appropriate for meeting a student with a disability's unique educational needs, what information about consultant teacher services should be included in an IEP, and the roles and responsibilities of educators in providing these services. We will also explore how teachers can engage in effective collaboration and co-planning to ensure the effective delivery of high-quality consultant teacher services.


11. Least Restrictive Environment (Cohort
Two)

Program: Regional Partnership Center

Audience: Stamford Central School
● Margaretville Central School
● Franklin Central School

Dates: 3/12/2024

The objectives of this group are to:
● Develop district-wide supports for students with disabilities to learn in general education environments.
● Review and revise policies, procedures and practices that result in LRE identification.
● Identify and address factors contributing to LRE identification and develop staff training for equitable understanding.
● Increase the amount of time students with disabilities spend within the general education environment.

12. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may
be in a dual administrative role should as chairpersons or directors of special education.

Dates: 3/13/2024

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

13. March Principals Academy

Program: Principals' Academy

Audience: ONC BOCES component district Principals

Dates: 3/13/2024

In the 2023 - 2024 school year, Principal Academy sessions will focus on:

- Confronting the Crisis of Engagement book study
- Instructional leadership
- Using data for decision - making
- Creating and maintaining a welcoming and affirming environment
- NYSED and BOCES updates, announcements, and Round Table

We provide a quiet workspace from 8:00 - 8:30 a.m. for those who would like to arrive early and complete book study reading. Light breakfast refreshments, coffee/tea/water, and lunch are provided.

14. Diverse Books Club: When Stars Are Scattered

Program: School Library System

Audience: School Librarians and Middle/High School Teachers and Administrators

Dates: 3/14/2024

Participants in our DEI Book Series will read When Stars Are Scattered by Victoria Jamieson and Omar Mohamed, a young adult novel. We will meet via Zoom on March 14, 2024 to discuss themes and resources for teaching in a classroom. A Zoom link will be sent to participants the day prior to meeting.

When Stars Are Scattered is a graphic memoir coauthored by Omar Mohamed and Victoria Jamieson. Mohamed, a Somali refugee, and Jamieson created the book based on Mohamed's actual experiences as a small child fleeing civil war in Somalia and as a young man growing up in Dadaab, one of the world's largest refugee camps. Published in 2020, the story is a winner of the Walter Dean Myers Award for Younger Readers and was a finalist for the National Book Award for Young People's Literature. It was also included among the YALSA Great Graphic Novels for Teens and the YALSA Quick Picks for Reluctant Young Adult Readers. When Stars Are Scattered explores themes of maintaining empathy; appreciating one's gifts; and balancing dreams, hard work, and faith.

15. Co Teaching Module 3

Program: Regional Partnership Center

Audience: Co-teaching teams, special education teachers, related service providers, administrators

Dates: 3/15/2024

In educational research, co-teaching is referred to as the instructional methodology or structure that two teachers use. Co-planning is critical to the success of this teaching structure. The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for coplanning and apply the information to co-plan a lesson for current or future use. Co-teaching can be applied in any situation when two teachers provide instruction together. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well.

16. Regional School Counselor Workshop

Program: Instructional Support/School Improvement

Audience: School Counselors

Dates: 3/15/2024


This event is open to school counselors in districts in the DCMO and ONC BOCES regions.

All participants will participate in a session focused on supporting students with challenging behaviors.
Additionally, participants will be able to choose breakout sessions:
Erin's Law sexual abuse prevention or Counseling students with Autism Spectrum Disorder
Mindfulness and self - regulation skills or Best Practices for Advisory Councils

Participants will also have opportunities to network with others in leveled breakouts (elementary, MS, HS), engage in round table discussion, and collaborate with other counselors in the region to build professional knowledge and capacity.

Lunch is not provided. Participants will have an hour break for lunch, and there are many local options.

17. Literacy Interventions & Writing Forum

Program: Instructional Support/School Improvement

Audience: Principals, Teachers

Dates: 3/15/2024


DCMO and ONC BOCES will host a virtual information series focused on foundational knowledge of the science of reading and evidence-based Tier 2 and Tier 3 literacy interventions and writing curricula. See the agenda below. Participants may join for one or all sessions as their schedules permit on the March 15, Regional Conference Day.

A Zoom link will be provided the day before the event.

For more information contact Christine Newell (christine.newell@dcmoboces.com) or Carolyn Cooper (ccooper@oncboces.org)

Sessions:

8:45-9:45 - Welcome & Foundations of Science of Reading - Christine Newell, DCMO BOCES
10:00-10:45 - Empowering Writers Program - Dea Auray Co-Founder & CEO
11:00-11:45 - UFLI Foundations - Carolyn Cooper, ONC BOCES

12:15-1:15 - Welcome & Foundations of Science of Reading - Christine Newell, DCMO BOCES
1:30-2:30 - REWARDS & Step Up to Writing - Brenda Roberts, Voyager Sopris & Therese Pickett, Lexia Learning
2:45-3:30 - Heggerty Bridge the Gap and Bridge to Writing- Ben Packard, Heggerty
3:45-4:30 - UFLI Foundations - Carolyn Cooper, ONC BOCES

18. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School

Psychologists and other Related Service Providers

Dates: 3/19/2024

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to

graduate school with a diploma and exiting credentials.

1. Define Self-Determination

2. Discuss credit requirements for graduation

3. Discuss the multiple pathways to Regents diploma

4. Discuss appeal eligibility criteria

5. Discuss safety nets for students with disabilities

6. Discuss exiting credentials

19. K-12 BookTalks with Stacy Ratner and Alicia Abdul

Program: School Library System

Audience: Librarians, Library LTA's, Library Staff, Teachers

Dates: 3/21/2024

K-12 Booktalks with Stacy & Alicia! Alicia and Stacy are librarians from the Albany region who will present on the newest titles in Elementary, Middle and High School fiction. Join us and create your 'to purchase' book list! Snow date of March 27, if needed.

20. Phonological Awareness: Establishing Foundations for Reading Success

Program: Regional Partnership Center

Audience: Literacy/Reading instructors; Special Education Teachers; General Education Teachers; Administrators

Dates: 3/21/2024

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skillset is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.

21. Teaching with UFLI Foundations

Program: Instructional Support/School Improvement

Audience: Teachers, Reading Specialists, Interventionists

Dates: 3/22/2024

Closed

*For ONC BOCES Component Schools*

UFLI Foundations (from the University of Florida Literacy Institute) is an evidence-based, explicit, systematic phonics program designed for grades K-2. Participants will review background knowledge needed to teach foundational reading skills and explore features of the Teachers Manual and free online toolbox. They will also see a demonstration lesson and prepare to teach their own UFLI lessons.

The workshop is best for teachers and interventionists who serve grades K-2.

Participants should bring their own ULFI Teachers Manuals, available to order here: https://ufli.education.ufl.edu/foundations-materials/

22. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School

Psychologists and other Related Service Providers.

Dates: 3/22/2024

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to

graduate school with a diploma and exiting credentials.

1. Define Self-Determination

2. Discuss credit requirements for graduation

3. Discuss the multiple pathways to Regents diploma

4. Discuss appeal eligibility criteria

5. Discuss safety nets for students with disabilities

6. Discuss exiting credentials

23. IEP Writing Workshop

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may be in a
dual administrative role should attend as chairpersons or directors of special education.

Dates: 3/27/2024

Participants will demonstrate their understanding of the components of a quality IEP designed to provide students with
disabilities access to the general education curriculum by creating their IEPs during this workshop. This workshop is
available to anyone who attended the prerequisite "Creating the IEP".

24. Agency 101, Navigating Adult Services

Program: Regional Partnership Center

Audience: Professionals (e.g., special educators, school counselors, school psychologists and social workers, building level administrators, and secondary teachers) directly involved with the process at the secondary level. This overview of primary adult services is meant to increase Educational Organizations (EOs) ability to assist students and families with appropriate, available referral options and processes. Any family member who has a student with a disability will benefit from the information in th

Dates: 4/9/2024

Provides an opportunity for educators, students, and families to learn more about what supports and services are available for students with disabilities once high school ends. Representatives will be there to share information about navigating adult services from ACCES-VR, Catskill Center for Independence Living, Commission for the Blind, Workforce NY, OPDD and a local college/university's disability office

25. Least Restrictive Environment (Cohort
Two)

Program: Regional Partnership Center

Audience: Stamford Central School
● Margaretville Central School
● Franklin Central School

Dates: 4/9/2024

The objectives of this group are to:
● Develop district-wide supports for students with disabilities to learn in general education environments.
● Review and revise policies, procedures and practices that result in LRE identification.
● Identify and address factors contributing to LRE identification and develop staff training for equitable understanding.
● Increase the amount of time students with disabilities spend within the general education environment.

26. Dignity for All Students Act (DASA) Mandated 6 Hour Certification Workshop (HYBRID)

Program: DASA

Audience: Principals, Superintendents, Teachers, Paraprofessionals (Support Staff)

Dates: 4/10/2024 to 4/22/2024


The Dignity for All Students Act (DASA) requires that candidates applying for certification, including educators with initial certification applying for professional certification, complete at least 6 hours of coursework/training on harassment, bullying, cyber bullying, and discrimination in schools [Article 2 Sections 10-18 of the Education Law]. This training also addresses microaggressions and social patterns of harassment, bullying, and discrimination.

We are approved to offer the DASA workshop as a 2-part course:

Part #1 Asynchronous training (Wednesday, 4/10 - Wednesday, 4/17/24): Participants work at their own pace during this window, to complete all tasks and assignments by the end date. This consists of a series of modules using recorded lectures, videos, readings, and activities, which takes at least 3 hours to complete. Participants need a computer/device with internet access to watch videos, view and complete documents in PDF format, complete Google Forms, and engage in online activities. You MUST complete Part #1 before you can attend the in-person session.

Part #2: In-Person Training (Monday, 4/22 @ 8:00 - 11:30 am) Participants attend an in-person workshop with the trainer. Make sure you are on time, as we do not allow late entry.

Registration ends on Thursday, 3/28. Payment must be received no later than Friday, 4/5. Please mail your CHECK or MONEY ORDER ONLY to: ONC BOCES, Attn: Audra DeSilva, 7352 State Hwy 23, Suite 3, Oneonta, NY 13820. (Payable to: ONC BOCES)

There is a $25 fee for employees of: Andes CSD, Charlotte Valley CSD, Cooperstown CSD, Jefferson CSD, Laurens CSD, Oneonta CSD, Roxbury CSD, Schenevus CSD, Stamford CSD, Worcester CSD

There is a $100 fee for all others.

Upon completion of both parts of the course, ONC BOCES will report your completion electronically. If you fail to complete you would need to pay and retake the course at the next offering.

27. Creating the IEP

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may
be in a dual administrative role should as chairpersons or directors of special education.

Dates: 4/10/2024

Participants will develop their understanding of the components of a quality IEP designed to
provide students with disabilities access to the general education curriculum.

28. Data-Based Decision-Making to Improve Student Performance Targeted Skills Group (session 5)

Program: Regional Partnership Center

Audience: District and school administrators, literacy specialists, school psychologists, interventionists, other school staff

Dates: 4/11/2024

Targeted Skills Groups will adopt a team structure that focuses on data-based individualization to make decisions, while using a tool/checklist to ensure fidelity of implementation, in order to improve the outcomes for all students.

29. Connecting and Collaborating for Social Studies Teachers (7-12)

Program: Instructional Support/School Improvement

Audience: Teachers

Dates: 4/19/2024


Please come together with your colleagues from around the region- to connect and collaborate. The structure of this second workshop will be participate driven. Please check your email for a survey (or locate it at https://forms.gle/noTZubQ9Tj4du4qeA) about specific topics that will inform the day. Colleagues who were able to attend the NYSCSS Conference in March will have an opportunity to share key takeaways and resources with the group as well.

For a successful day together, please note the following:

- The workshop will begin at 8:30 am and end promptly at 2:30 pm.
- Coffee, Tea, Water, and Light Snacks will be provided.
- Please bring a laptop to utilize during our work sessions.
- A one hour lunch is scheduled. Going out? The group can assist with recommendations! Want to brown bag it? We have a fridge and microwave available!
- An agenda, parking instructions, and inclement weather policies will be sent to registered participants one week before the workshop.

I look forward to reconnecting with those of you who were able to attend in January and look forward to seeing new faces as well!

If you have any difficulties registering, please contact Audra DeSilva, Administrative Assistant to ISS, adesilva@oncboces.org.

30. Diploma and Credential Options for Students with Disabilities

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School

Psychologists and other Related Service Providers.

Dates: 4/19/2024

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to

graduate school with a diploma and exiting credentials.

1. Define Self-Determination

2. Discuss credit requirements for graduation

3. Discuss the multiple pathways to Regents diploma

4. Discuss appeal eligibility criteria

5. Discuss safety nets for students with disabilities

6. Discuss exiting credentials

31. IEP Writing Workshop

Program: Regional Partnership Center

Audience: General and special education teachers, psychologists, related services and chairpersons. Administrators who may be in a
dual administrative role should attend as chairpersons or directors of special education.

Dates: 4/24/2024

Participants will demonstrate their understanding of the components of a quality IEP designed to provide students with
disabilities access to the general education curriculum by creating their IEPs during this workshop. This workshop is
available to anyone who attended the prerequisite "Creating the IEP".

32. Phonics and Word Recognition: Establishing the Foundations for Reading Success

Program: Regional Partnership Center

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals

Dates: 4/25/2024

Participants will be able to:
1.Describe the legal and ethical importance of providing research-based instruction in phonics and word recognition.
2.Define phonics and word recognition and describe why they are important to overall reading development.
3.Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading.
4.Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes.
5.Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support.

33. 3D Design and Printing with Media Library

Program: School Library System

Audience: Librarians, Library LTA's, Library Staff, Teachers

Dates: 4/26/2024

This workshop will teach participants how to use the basic 3D design software Tinkercad and train participants in the use of the Media Library 3D printers. The skills learned in this workshop can be easily applied to create a wide variety of fun and useful 3D printable objects. Tinkercad offers the ability to design by dragging and dropping shapes, by coding, and by drawing free hand. It also has capabilities to allow users to design circuits and minecraft creations.

Topics covered: 3D Design - How to design in 3D with Tinkercad - Basic 3D design terminology - What makes a design printable - How to turn 2D creations into 3D with Tinkercad - Using Tinkercad Teach in the classroom - Resources for lessons

3D Printing - Printing materials & tools (we now have both rigid and flexible filament!) - Preparing a 3D model for printing - Starting and Finishing a print - Troubleshooting tips & resources - Play time with the 3Doodlers

34. CPSE/CSE Chairperson Training Day 3-
IEP Implementation, Annual Review, Reevaluation, How
to Run Effective Meetings

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 4/26/2024

● Module 6: IEP Implementation- How to ensure IEPs are being implemented as written across all service providers
and classrooms
● Module 7: Annual Review-Components of an Annual Review meeting
● Module 8: Reevaluation- Components of a Reevaluation meeting
● Module 10: How to Run Effective Meetings

35. School Social Worker PLC

Program: Instructional Support/School Improvement

Audience: School Social Workers

Dates: 4/29/2024


NOTE: This event is by invitation only. Please contact Maizy Jaklitsch, ONC BOCES (mjaklitsch@oncboces.org) with questions.

At this meeting, School Social Workers in the ONC BOCES region will have an opportunity to meet other school social workers, discuss problems of practices and share resources.

36. FBA/BIP : Four Part Series
Plan to attend all 4 days (One Hour Lunch on your Own)

Program: Regional Partnership Center

Audience: Administrators, CSE chairpersons, P-12 Special Education Teachers, Counselors, Social Workers, Regular Education Teachers, School Psychologists, and any members of district staff who might be included on a team for MTSS behavior support.

Dates: 4/30/2024 to 6/4/2024

A four part series on understanding the Functional Behavior Assessment, Behavior Intervention Plan, and Progress Monitoring process as it relates to the NYS Part 200 regulations.
Part 1: Understanding the Behavior Pathway by building fluency with the theoretical foundations on which FBAs and BIPs are based (i.e. the behavior pathway)
Part 2: Conducting the Functional Behavior Assessment by understanding and developing the skills necessary to complete the FBA; and learning the components of the Competing Behavior Pathway (CBP) from which to develop the BIP.
Part 3: Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan by identifying intervention(s) to use based upon the Competing Behavior Pathway and discovering the function of the behavior.
Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan by developing skills to
ensure the BIP is implemented with fidelity
progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors.

Participants will build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based. They will acquire the skills necessary to complete the FBA process and develop the skills necessary to create, implement and progress monitor the BIP and will ensure these skills align with the New York State Education Department P-12: Office of Special Education regulations. This training is presented as using a team approach therefore districts should plan to send a team (of at least 2 people).

37. Data-Based Decision-Making to Improve Student Performance Targeted Skills Group (session 6)

Program: Regional Partnership Center

Audience: District and school administrators, literacy specialists, school psychologists, interventionists, other school staff

Dates: 5/9/2024

Targeted Skills Groups will adopt a team structure that focuses on data-based individualization to make decisions, while using a tool/checklist to ensure fidelity of implementation, in order to improve the outcomes for all students.

38. Engaging Algebra Instruction

Program: Instructional Support/School Improvement

Audience: Math teachers grades 6-Algebra I and SpEd Teachers who support MS/HS Math

Dates: 5/10/2024


This workshop will engage participants in hands-on experiences with algebra concepts from grades 6 through Algebra I. Come play with manipulatives such as algebra tiles and hands-on equations kits, and engage with rich tasks with patterns and graphing. There will also be time to explore digital resources. Discussion will include strategies for addressing the Standards of Mathematical Practice.

39. Developing an Effective Student Exit Summary (Am Session)

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as

students and families

Dates: 5/14/2024

This training contains information on the development and provision of an effective exit summary for students. It will cover both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement Credential. The goals of this training are to ensure participants will recognize and identify: 1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant document 2. Learn the federal and state requirements for the SES 3. Recognize and identify the required components of the SES 4. Identify a process for the development and issuance of the SES that that is student-centered

40. Developing an Effective Student Exit Summary (PM Session)

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as

students and families

Dates: 5/14/2024

This training contains information on the development and provision of an effective exit summary for students. It will cover

both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement

Credential.

The goals of this training are to ensure participants will recognize and identify:

1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant

document

2. Learn the federal and state requirements for the SES

3. Recognize and identify the required components of the SES

4. Identify a process for the development and issuance of the SES that that is student-centered

41. Librarian-Administrator Symposium 2024

Program: School Library System

Audience: School Librarians and Administrators in the ONC BOCES region

Dates: 5/15/2024

The ONC BOCES School Library System and the Principals' Academy are joining forces for a day of professional development. Join us on May 15th at the Otesaga Resort in Cooperstown, NY for the 32nd Annual Librarian and Administrator Symposium. Details and Keynote speaker will be announced soon.

Later, principals will meet for Principals' Academy, and School Librarians will have a breakout session.

The breakout groups will be followed by lunch together and the presentation of the Administrator of the Year Award and the Susan Tumasella Award.

42. CPSE/CSE Chairperson Training Day 4-
Preschool Special Education Process

Program: Regional Partnership Center

Audience: CPSE and/or CSE Chairpersons, Special Education Directors, Pupil Personnel Directors, Building Administrators,
School Psychologists, Special Education teachers

Dates: 5/17/2024

Participants will gain a foundational understanding of the Committee on Preschool Special
Education (CPSE) and the roles and responsibilities of all parties.

43. Developing an Effective Student Exit Summary

Program: Regional Partnership Center

Audience: General and special education teachers and administrators, school counselors, transition coordinators, agency staff, as well as

students and families

Dates: 5/17/2024

This training contains information on the development and provision of an effective exit summary for students. It will cover

both the traditional exit summary and the exit summary provided with the Skills and Achievement Commencement

Credential.

The goals of this training are to ensure participants will recognize and identify:

1. Analyze the importance of students' self-determination skills in making the SES a meaningful and relevant

document

2. Learn the federal and state requirements for the SES

3. Recognize and identify the required components of the SES

4. Identify a process for the development and issuance of the SES that that is student-centered

44. Least Restrictive Environment

Program: Regional Partnership Center

Audience: Invited Districts
Unatego CSD
Edmeston CSD
Gilbertsville-Mt. Upton

Dates: 5/21/2024

The objectives of this group are to:
Develop district-wide supports for students with disabilities to learn in general education environments.
Review and revise policies, procedures and practices that result in LRE identification.
Identify and address factors contributing to LRE identification and develop staff training for equitable understanding.
Increase the amount of time students with disabilities spend within the general education environment.

45. Implementing Unregistered Work-Based Learning (WBL) Experiences

Program: Regional Partnership Center

Audience: Special and general education teachers, special and general education administrators, WBL coordinators, paraprofessionals,

related services professionals, school counselors, transition coordinators, agency/community service providers or case

managers, and job coaches.

Dates: 6/3/2024

The purpose of Implementing Unregistered WBL (WBL) Experiences is to provide Educational Organizations (EOs)

with the foundational knowledge of what high-quality WBL unregistered WBL experiences look like in New York

State (NYS) including but not limited to reviewing in-depth unregistered experiences, discussing the alignment of

WBL and the Career Development and Occupational Studies (CDOS) Commencement Credential, identifying high-

quality instructional practices that support the implementation of WBL, and determining specific areas that may

increase the success rate of the WBL program.

46. Diverse Books Club: The Immortal Life of Henrietta Lacks

Program: School Library System

Audience: School Librarians and High School Teachers and Administrators

Dates: 6/4/2024

Participants in our DEI Book Series will read The Immortal Life of Henrietta Lacks by Rebecca Skloot. We will meet via Zoom on June 4, 2024 to discuss themes and resources for teaching in a classroom. A Zoom link will be sent to participants the day prior to meeting.

Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor black tobacco farmer whose cells-taken without her knowledge in 1951-became one of the most important tools in medicine, vital for developing the polio vaccine, cloning, gene mapping, in vitro fertilization, and more. Henrietta's cells have been bought and sold by the billions, yet she remains virtually unknown, and her family can't afford health insurance.

Made into an HBO movie by Oprah Winfrey and Alan Ball, this New York Times bestseller takes readers on an extraordinary journey, from the "colored” ward of Johns Hopkins Hospital in the 1950s to stark white laboratories with freezers filled with HeLa cells, from Henrietta's small, dying hometown of Clover, Virginia, to East Baltimore today, where her children and grandchildren live and struggle with the legacy of her cells. The Immortal Life of Henrietta Lacks tells a riveting story of the collision between ethics, race, and medicine; of scientific discovery and faith healing; and of a daughter consumed with questions about the mother she never knew. It's a story inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we're made of.

47. AI Literacy for School Librarians

Program: School Library System

Audience: School Librarians in the ONC BOCES Region

Dates: 6/6/2024

During this workshop, we will reflect on what we have learned this school year from the Librarian State-wide AI PD and other conferences. This is an opportunity to explore successful implementations as well as challenges and plan for the year ahead with your fellow School Librarians. We also will spend time looking at how we can support our teachers as we all navigate AI in the classroom and work towards AI literacy. Register now and lead the way in AI-powered education!

48. School Social Worker PLC

Program: Instructional Support/School Improvement

Audience: School Social Workers

Dates: 6/10/2024


NOTE: This event is by invitation only. Please contact Maizy Jaklitsch, ONC BOCES (mjaklitsch@oncboces.org) with questions.

At this meeting, School Social Workers in the ONC BOCES region will have an opportunity to meet other school social workers, discuss problems of practices and share resources.