OVERVIEW:

** Session Attendance and Completion of all Online Assignments are MANDATORY for this 45-hour course.**

The course includes the basic philosophy and principles as integral parts of physical education and general education; State, local and national regulations and policies related to athletics; legal considerations; function and organization of leagues and athletic associations in New York State; personal standards for the responsibilities of the coach as an educational leader; public relations; general safety procedures; general principles of school budgets, records, purchasing and use of facilities.

This 45-hour course includes two parts:

- Eight (8) three-hour classroom sessions (24 hours)

- Seven (7) three-hour online sessions (21 hours)

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. See itemized course schedule below.

Cost: $425

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary

NOTE:

- Due to the cost of materials, there is an additional cost of $360 per participant.

- BOCES will order and distribute materials at the training.

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary

NOTE:

- Due to the cost of materials, there is an additional cost of $360 per participant.

- BOCES will order and distribute materials at the training.

OVERVIEW:

Are you leading MTSS-I (Multi-Tiered Systems of Support -Integrated) implementation in your school or district? Join us to enhance your knowledge, skills, and capacity to ensure the successful implementation and sustainability of your MTSS-I framework. In this supportive learning community, participants will gain a deeper understanding of evidence-based practices, data-driven decision-making processes, and strategies for addressing the diverse needs of all students within a multi-tiered system of support. There will be multiple opportunities to collaborate, share evidence-based practices, and problem-solve together.

We will continue to utilize the book Integrated Multi-Tiered Systems of Support Blending RTI and PBIS by Kent McIntosh and Steve Goodman as a reference for our sessions.

OUTCOMES:

- Describe evidence-based strategies to support students through MTSS-I

- Identify data collection and analysis procedures to utilize within your system to inform decision-making at all tiers of support

- Analyze strengths and needs in your MTSS-I framework and describe strategies for increasing positive outcomes

- Choose strategies to utilize in your school/district and reflect on their effectiveness

Note: Former participants are asked to bring the text they received during the 24-25 sessions. New participants will receive a complimentary copy of the text.

OVERVIEW:

This professional development series is designed for district leadership teams-including curriculum directors, literacy leaders, special education leaders, and assistant superintendents-to attend together so they can collaborate, plan, and align their efforts in developing an effective literacy action plan. Grounded in the Multi-Tiered System of Supports (MTSS) framework, the workshops will focus on building leadership capacity, using data effectively, and supporting equitable literacy instruction across all grade levels. Each session will guide leaders in deepening their expertise in the essential components of a strategic district literacy action plan, ensuring a cohesive and effective approach to literacy improvement, providing leadership teams with dedicated time to strategize for their district's unique needs. Leaders will gain insights into assessing current literacy initiatives and identifying gaps to drive systemic change. Emphasis will be placed on leveraging evidence-based practices to support all learners, including those who require targeted interventions. By the end of the series, district leadership teams will have a clear roadmap for fostering a culture of literacy excellence.

Series includes structured collaboration and action planning time, therefore attending with a leadership team is essential.

OUTCOMES:

- Analyze current district literacy systems and identify areas for improvement

- Develop a comprehensive literacy action plan aligned with MTSS principles

- Refine team structures for effective use of instructional and systems data

- Create an assessment system that informs response at three levels- all students, some, and few

- Design a plan for effective assessment-instruction linkage to support all learners

- Define the roles and responsibilities of leaders in building and sustaining the MTSS literacy work in service of all learners

Series begins on September 30th

OVERVIEW:

Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive Coaching is a research-based model that capitalizes upon and enhances teachers' cognitive processes.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ is a model that supports individuals and organizations in becoming self-directed, and in turn, become self-managing, self-monitoring and self-modifying. The results are stronger individuals within a team and better organizational teams overall.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

This professional learning opportunity is designed for any 6-12 educator who would like to better support students with reading and writing in their classroom! Grounded in the science of reading, the course focuses on practical evidence based strategies.

Participants will learn effective decoding techniques to help students master multisyllabic words to be used in content area classrooms (like continental and neolithic and isotope!) along with fluency-building routines to develop reading confidence and accuracy. The course highlights comprehension-building strategies to help readers effectively understand and engage with texts, while also focusing on explicit vocabulary instruction. Educators will explore appropriate assessment tools and methods for analyzing data, enabling them to make informed instructional decisions that meet their students' specific needs. Each session will include practical strategies that can be easily implemented in both whole group and small group settings.

OUTCOMES:

- Describe the core components of the Science of Reading and their application to adolescent learners

- Assess and address the diverse literacy needs of adolescent learners

- Apply evidence-based strategies to your classroom to enhance decoding, fluency, reading comprehension, and vocabulary

- Develop culturally responsive teaching strategies to engage all students

The Key Comprehension Routine is a structured approach to teaching thinking routines to support students' comprehension. It is designed for intermediate grade level students through high school and is helpful for all readers as they take on more sophisticated processing of content and texts in all disciplines. Participating teachers will add to their instructional toolkit from year 1 of this series, focused on language comprehension.

Highly recommended: Facilitated discussion of the learning and application and extensions to the learning will occur during four in-person days. (Participants will need to register using a separate link.)

https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=14861&I=5072611

LEARNING OUTCOMES:

- Explain the Key Comprehension Routine and essential elements of explicit comprehension instruction

- Explain the structure of Key Comprehension Routine's lessons and the design for transfer of learning to support: Critical Thinking, main idea skills, and text structure knowledge

- Practice the instructional routines with Key Comprehension Routine's materials to support student use of: Top Down Topic Webs; Two-Column Notes; Question Generation

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

Please note that there is a cost of $240 per person, which includes the asynchronous training and The Key Comprehension Routine book.

OVERVIEW:

This series provides newer teachers (in their 3nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills. - Explain classroom management strategies which promote a welcoming and affirming environment. - Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback. - Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 22 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 18 hrs): August 6, January 20, May 28

- Four 1-hour Coaching Sessions (max 4 hrs): September 15 - October 3; November 3 - 21; January 26 - February 18; April 14 - May 1

Per person subscription to the New Teacher Institute, Service # 551.211.046, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

OVERVIEW:

This series provides newer teachers (in their 2nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills.

- Explain classroom management strategies which promote a welcoming and affirming environment.

- Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback.

- Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 18 hrs): August 7, January 14, May 20

- Two 3-hour In-District 1/2 Day Sessions (max 6 hrs): Week of October 14 - 23; Week of March 17 - 26

- Five 1-hour Coaching Sessions (max 5 hrs): September 15 - Oct 3; November 3 - 21; January 26 - February 18; April 14 - May 1; May 25 - June 12

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

OVERVIEW:

In support of educators' implementation of the NYSED Literacy Briefs, this professional learning service has been revised and updated to equip K-5 educators with essential knowledge of the Science of Reading to create language-rich classrooms to build the literacy skills and confidence of all of our students. This series covers all literacy skills from foundational abilities to comprehension of grade-level texts. Participants will work with their own students' data and receive ongoing guidance on utilizing structured literacy approaches to target instruction for accelerated learning gains. Through practical strategies and continuous support, educators will enhance their teaching and help students achieve literacy proficiency.

This service comes with an administrative strand to support building and district leaders in the systems-level application of the SOR. Also, we will provide on-site check-ins with teachers and interested administrators, to support classroom practices as well as literacy systems.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

- Explain foundational skill learning progressions of simpler to more complex skills and apply this knowledge to assessment and instructional design

- Describe ways to effectively and efficiently assess students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create small group lesson plans designed to explicitly teach precise skills and to support transfer into text and writing

- Explain instructional approaches to ensure mastery of critical skills for end-of-grade level expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth [Service No. 551-211-020]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS.

OVERVIEW:

This series provides new teachers (in their 1st year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, classroom environment, student engagement, classroom management, explicit teaching and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

- Describe unique aspects of your new school culture and strategies for integrating into the school community.

- Identify evidence-based classroom management strategies and create a plan to apply them.

- Define explicit teaching and student engagement.

- Create lesson plans that include explicit teaching and incorporate various engagement strategies

Please Note Maximum CTLE of 35 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24 hrs): August 26, August 27, January 13, May 19

- Two 3-hour In-District 1/2 Day Sessions (max 6 hrs): Week of October 14 - 23; Week of March 17 - 26

- Five 1-hour Coaching Sessions (max 5 hrs): September 15 - Oct 3; November 3 - 21; January 26 - February 18; April 14 - May 1; May 25 - June 12

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

OVERVIEW:

Building Future-Focused Classrooms is an opportunity for tenured teachers to make transformative shifts in their classroom by being empowered and supported in their pedagogical practices. Anchored in the principles of ASCD & ISTE's Transformational Learning and NYS Portrait of a Graduate, participants will engage in a supportive community through collaborative workshops, personalized coaching, and reflective practices.

OUTCOMES:

- Describe strategies to create equitable and meaningful learning experiences for all learners

- Identify methods for nurturing critical thinking, curiosity, and inclusivity

- Create a dynamic, student-centered learning environment

Please Note:

- Participants are eligible to receive 4 hours of coaching in addition to the 21 workshop hours.

- The cost per participant is one SCI Day.

This monthly meeting for elementary school principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division CoChairs: Jessica Bowerman, Susquehanna Valley; Mary Kay Ryan, Union-Endicott

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

Welcome back to Year 2 of our Performance-Based Learning Assessment (PBLA) journey! This year, we'll deepen our commitment to powerful, student-centered learning by enhancing our PBLA practices, amplifying student voice and agency, and designing assessments that are authentic and meaningful. We will continue to align our work with district priorities and the NYS Portrait of a Graduate. Through ongoing team coaching, cross-district collaboration, and reflective practice, you and your team will refine, elevate, and lead the way in transforming assessment in our region.

Bring Your Own Device

This monthly meeting for HS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals' Center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

DIVISION CHAIRS: Steven DiStefano (U-E); Dawn Young (Vestal)

Teams access information will be communicated via the High School Principals listserv.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This year the group will focus on continuing to build capacity around the IAAP and what each teacher and district needs to be successful. The group will focus on developing regional resources and sharing effective instructional strategies which will help lead to the success of students.

OVERVIEW:

This community of practice will inform regional teacher leaders of current best practices and trends in educational technology all while supporting the NYS Computer Science and Digital Fluency Standards. These will also provide a time where teacher leaders can collaborate across the region to discuss and highlight what technology-based practices are occurring in their districts.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Examine current research

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

Please BYOD to the sessions.

OVERVIEW:

The purpose of the BT BOCES Regional Crisis Team is to provide guidance, support and/or assistance to students, staff and/or administrators within the BOCES region that may be needed after a national disaster, school violence, the death of a school community member or other serious school crises. The meetings will be focused on providing crisis intervention and response training and resources as well as share best practices with members of the team.

OUTCOMES:

- Keep current and apply best practices in the areas of crisis prevention, intervention, and response

- Developing plans for learning together (initially)

- Training and presentations on topics related to crisis prevention, intervention, and response

- Learning through tabletop exercises and/or debriefing recent school crisis situations

- Networking and sharing among members

- Share information, materials and resources with their school districts and local agencies throughout the region

You are welcome to participate in this regional offering in-person or via Zoom. Zoom access information will be provided to all registrants prior to the session start time.

OVERVIEW:

These quarterly sessions will be for technology teacher leader teams appointed by their district to work as a team to have concentrated time to work toward planning district initiatives.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Identify PL needs for the district and how to build targeted sessions

Please BYOD to the sessions.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

Please note that the November 20th and February 5th sessions are Full-Day (8am-3pm).

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This year the group will focus on educating and providing information about the IAAP. Participants will collectively develop regional resources and strategies to assist in the success of the IAAP and achievement of HSII Music Standards.

OVERVIEW:

A Community of Practice is a group of professionals that meets regularly, shares expertise, and works collaboratively to meet the needs of all students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This group meets quarterly to share, discuss, learn and plan together to support the implementation of Life Space Crisis Intervention in our classrooms, programs, and buildings. Together we will explore various LSCI topics based on growth needs to help stretch and grow our practice/skill and the culture of LSCI in our learning environments.

Adults will…

- Self evaluate their skills as an LSCI practitioner by reflecting on their practice

- Integrate and apply a new strategy/learning effectively in real-time scenarios in responding to challenges

- Generate outcomes for our future community of practice

*BT BOCES Instructional Program Staff should register through their internal Frontline catalog for this offering.*

The Organization of Instructional Representatives (OIR) is an advisory group for Broome-Tioga BOCES School Curriculum Improvement and other services. All participating districts identify 1-2 district administrator representatives to serve in an advisory capacity and attend the monthly meetings.

CHAIRS: Joe Guccia, Johnson City; Shannon Koehler, Whitney Point

PLEASE NOTE:

- All BT BOCES ISC will also have a Zoom option available for those not able to attend in-person. Access information will be provided when the agenda is sent out.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. The content and outcomes of a Community of Practice are teacher-centered and teacher-generated with the overarching aim to improve practice through lived experience.

Learning Outcomes:

Participants will:

- Dialogue to explore generative themes and problems of practice specific to secondary English educators

- Engage in problem-solving discussions

This monthly meeting for MS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals' center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division Co-Chairs:Greg Asfoury, Newark Valley and Sean Swider, Owego Apalachin

Teams access information will be communicated via the listserv.

OVERVIEW:

These meetings are designed to provide PK-12 Science educators and lead teachers with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth and professional learning

PLEASE NOTE: The Zoom link will be emailed to registrants prior to the session start time.

OVERVIEW:

In this user group, educators using Eureka Squared will share best practices, and work collaboratively to improve teaching skills and the academic performance of students through the use of Eureka Squared. The goal of the group is to improve the skills and knowledge of educators with Eureka Squared through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Create and share materials, strategies, and best practices with Eureka Squared

- Identify and describe best teaching and planning techniques to support teaching with Eureka Squared

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

Educators in this group will share strategies and best practices for ENL education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This community of practice will focus on the creation and refinement of Regional Check Point A and Check Point B exams.

OUTCOMES:

- Create Check Point A and Check Point B Regional exams

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Design a plan for each session

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills to benefit learners. UPK is the foundation of a child's positive educational career. Join UPK teachers from around the region to discuss evidence-based practices and strategies in Literacy, Math and Science. This group will meet three times to learn together, share resources, problem solve, and support each other in providing high quality UPK & Transitional Kindergarten programs.

OUTCOMES:

- Analyze evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging classrooms

OVERVIEW:

In this Community of Practice, we will explore how an integrated Multi-Tier System of Support (MTSS-I) can strengthen efforts to meet the growing social, emotional, behavioral, and mental health needs of students, particularly focusing on LGBTQIA+ youth and families. The CoP will showcase NYSED's Framework for Safe, Supportive, and Affirming School Environments for Transgender and Gender Expansive Students.

MTSS-I serves as a guide for achieving integration and equity in schools. Discussions will cover relevant state laws and guidance, key vocabulary, strategies for integrating mental health support, engaging families and youth, and collaborating with community partners to support students. Experts and community partners will provide insights, address questions, and offer guidance on topics commonly encountered in schools. Facilitators and participants will work together to cultivate a supportive community tailored to the needs of regional staff and students.

OUTCOMES:

1. Describe how key components and principles of MTSS-I support LGBTQIA+ youth and families.

2. Explain strategies and best practices to support all students and families.

3. Identify community partners and resources.

4. Choose strategies to utilize in your school/district.

OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to grades 6-8.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2025-26 on the NYS Portrait of a Graduate, specifically in strategies that can be used in physical education to help students develop the skills/ competencies that make up the portrait.

OVERVIEW:

This series of meetings is intended for districts who are interested in participating as part of the BT BOCES regional consortium for 2025-26. The purpose of the advisory group meetings will be to share NYSED guidelines and updates as well as to update and develop plans to implement the regional plan. The advisory group will work collaboratively to plan for the Regional Presentation Day, where the participating students will come together at BT BOCES to present their culminating projects.

No CTLE is associated with participation in the Advisory Group.

The facilitator will provide all registrants with Zoom access information via email prior to the session start time.

OVERVIEW:

Do you have students in your classroom that exhibit persistent challenging behaviors? Have you tried multiple strategies and still not found the key to turning things around? Register for this learning experience to better understand why the student is choosing those behaviors and plan for helpful interventions.

OUTCOMES:

- Identify students' function of behavior

- Describe behavioral interventions that meet functional needs

- Create a plan to increase positive behaviors

- Implement your plan and receive feedback for modification as needed

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Design a plan for each session

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

Health Educators in this Community of Practice will continue the work around creating a skills based Health Curriculum as well as making connections to NYS Mental Health Standards, Culturally Responsive-Sustaining Education Framework and Computer Science/ Digital Fluency Standards.

OUTCOMES:

- Educators will collaboratively develop and refine a skills-based health curriculum aligned with evidence-based practices and student-centered pedagogy.

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2025-26 on the NYS Portrait of a Graduate, specifically in strategies that can be used in physical education to help students develop the skills/ competencies that make up the portrait.

OVERVIEW:

Special educators join together in this Community of Practice to learn, share expertise, and work collaboratively to improve teaching skills and the academic performance of students with special needs. We will continue to build capacity around the High Leverage Practices (HLPs) as well as learn strategies that build students' literacy skills. Time will be included to discuss classroom scenarios and gain feedback from colleagues.

This Community is for Special Education teachers K-12. Educators in this group will share strategies and best practices for Special education and continue to build capacity around the High Leverage Practices (HLP). They will have the opportunity to work and think with others in similar grade bands. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

- Identify strategies to support student skill growth

OVERVIEW:

Special educators who are teaching in a special class (or self-contained) will benefit from this community of practice where they can learn and grow with similar colleagues from around the region. Our group will focus on evidence-based practices for students with special needs through the lens of the self- contained environment. Join us to find ways to structure your space and schedule, proactively manage student behavior, and maintain rigorous expectations.

Time will be included to discuss classroom scenarios and gain feedback from colleagues.

This Community is for Special Education teachers K-12. Educators in this group will share strategies and best practices for Special education and continue to build capacity around the High Leverage Practices (HLP). They will have the opportunity to work and think with others in similar grade bands. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

- Describe effective strategies to provide Specially Designed Instruction to meet students' individual goals while accessing grade-level content

OVERVIEW:

This Community of Practice (CoP) brings together educators from Agriculture, Technology, Business, Family and Consumer Sciences, Work-Based Learning, the Trades, and Career and Technical Education. Through regular collaboration, participants share expertise, resources, and innovative practices to design authentic, student-centered learning experiences.

Grounded in the New York State Portrait of a Graduate competencies, this CoP aims to equip teachers with strategies that foster both essential skill development and deep content knowledge-preparing students for graduation, careers, and lifelong success.

Participants will play an active role in co-designing each session to ensure the learning is responsive to their shared goals and evolving instructional needs

Learning Outcomes:

- Develop and refine lesson plans and instructional practices to promote authentic, real-world learning experiences within and across disciplines

- Actively share resources, tools, and best practices within and across disciplines to strengthen instructional capacity and support diverse learner needs

- Co-design session agendas and activities to ensure the professional learning community remains responsive to their collective goals and instructional challenges

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to Life Sciences: Biology.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

PFA enables participants to identify the early and expected stress reactions that may result from experiencing disasters, including those that may become more serious if unaddressed. PFA can be used with everyone - children, adolescents, adults, and the elderly; families and individuals; disaster survivors and professional responders.

PROGRAM OBJECTIVES:

Identify the range of typical reactions that we expect to see in survivors following a disaster.

▪ Explain why early support in the form of Psychological First Aid is helpful.

▪ List the elements of Psychological First Aid.

▪ Demonstrate competence through practice of Psychological First Aid elements.

▪ Manage their own stress while practicing Psychological First Aid.

OVERVIEW:

In support of educators' implementation of the NYSED Literacy Briefs, this professional learning service has been revised and updated for teachers who participated in Year 1. This strand of year 2 focuses on explicit and systematic writing instruction, and supporting oral language and vocabulary development, as teachers add to their toolkits with more evidence-based strategies.

Each participating teacher will have an opportunity for ongoing on-site support and/or customized planning/ professional learning as part of the service. Additionally, administrative professional learning opportunities are provided for leaders of schools and districts who have teachers participating in this service.

LEARNING OUTCOMES:

- Identify precise teaching points to inform targeted skills instruction

- Describe the essential components of writing and implications for instruction of younger learners

- Expand your toolkit of explicit instructional strategies to build students' academic language, including in the areas of: oral language, vocabulary, and writing in response to reading

- Explain how to use the gradual release model to support students to independence in writing

- Apply structured and explicit instructional approaches to build students' academic language

- Analyze and select texts to build students' academic language and comprehension

*ADDITIONAL COST:

Accelerating Students Literacy Growth [Service No. 551.211.021]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS.

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

Additions and removals from the group's listserv should be directed to Andrea Sollitto at asollitto@btboces.org. Please be sure to include your name and email, and who you replaced at the district (when applicable).

OVERVIEW:

These quarterly virtual meetings are part of the requirements for participants of the grant cohort and serve as check-ins and continued professional learning around initiatives implemented to help support the overarching purpose of Hello Ed! to provide equitable access to educationally integrated supports for English language learners (ELLs) and multilingual learners (MLLs).

These are invite-only for participating districts and teachers that attended the Hello Ed Summer Institute.

Joining information will be shared with participants before the session.

LEARNING OUTCOMES:

Grant Goals:

Goal 1: Enhance English Language Acquisition for ELLs and MLLs

Goal 2: Improve Subject Matter Comprehension

Goal 3: Professional Development for Educators

Goal 4: Integration of NYSED Computer Science and Digital Fluency Standards

These sessions are part of the Hello Ed Grant and are not eligible for MS CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to Earth and Space Science.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

State-mandated quarterly meeting of representatives from each of the component school districts.

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Identify regional School Library System priorities and school library professional learning needs

- Advise on the activities of the School Library System and evaluate School Library System-provided resources and programs

- Discuss updates to and trends in the field of school librarianship, including state and national updates

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of this group is to improve the science skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. We will focus on the science practices and skills specific to grades K-2 and their specific content needs.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

The School Librarian Community of Practice meets regularly to share expertise and collaborate on improving teaching and learning in elementary and secondary library instruction. In 24-25, this group will focus on Media Literacy and alignment between the Information Fluency Continuum, the new CS/DF standards, and content-area practices. Librarians will leave with strategies to develop strong school library lessons and programs, explore and share resources, and engage in collaborative conversations with their regional peers.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This Community is for Social Studies teachers. Educators in this group will share strategies and best practices for Social studies education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive Coaching is a research-based model that capitalizes upon and enhances teachers' cognitive processes.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ is a model that supports individuals and organizations in becoming self-directed, and in turn, become self-managing, self-monitoring and self-modifying. The results are stronger individuals within a team and better organizational teams overall.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

Join a vibrant community of literacy leaders in this three-part series designed to strengthen evidence-informed instructional practices and systems across PreK-6 classrooms.

This series offers a collaborative space for deep thinking and shared learning. Participants will engage with current research, explore thought-provoking podcasts, and reflect on practical implications for their schools and districts. Together, we'll examine how to translate evidence into action-ensuring that every learner has access to high-quality, responsive literacy instruction.

What to Expect:

- A learning community grounded in inquiry and collaboration

- Curated readings and podcasts that highlight the latest in literacy research and practice

- Structured opportunities to reflect, discuss, and plan for implementation

- A focus on building sustainable, equitable literacy systems that meet the needs of all students

LEARNING OUTCOMES:

- Process research through reading articles, listening to podcasts, and discussing with colleagues

- Explain research recommendations around a few key themes, such as:

~ Talk, text, and writing practices to support all students in rich and rigorous academic language development

~ Instructional and systems practices for mastery of foundational skills by the intermediate grades

~ Systems "moves” to support all learners in acquisition of academic language

- Apply some of this learning to partner classrooms and schools

OVERVIEW:

These one-hour Microsoft Teams sessions will be focused on helping coaches build their clubs and teams. Identify means of communication for individual clubs, the roles students can play in the club, and the role the coach plays in the club. This will also serve as a time for community building among coaches to meet each other and discuss their ideas and questions.

Learning Outcomes:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

Microsoft Teams link will be sent to participants 1 week prior to each meeting

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to Physics and Chemistry.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

This bi-monthly meeting is designed as an opportunity for new administrators, (in your first 3 years of leadership), to learn together and network with colleagues from across the Broome-Tioga BOCES region. This group welcomes newer leaders in all facets of school administration.

LEARNING OUTCOMES:

- Will be determined by the group.

OVERVIEW:

A Community of Practice (CoP) around The Key Comprehension Routine will be a group of educators, literacy coaches, and instructional leaders who share a common interest in improving comprehension instruction. The CoP will focus on implementing and refining the strategies outlined in The Key Comprehension Routine, a research-based approach for teaching reading comprehension in all content areas.

OUTCOMES:

Shared Purpose: Commit to enhancing students' reading comprehension through explicit strategy instruction, such as main idea identification, text structure analysis, summarization, and question generation.

- Collaboration: Share experiences, ideas, and challenges related to implementing The Key Comprehension Routine in their classrooms. This will involve group discussions, lesson planning, and sharing student work samples to examine outcomes.

- Learning and Reflection: Participate in ongoing professional development through workshops, webinars, or peer-led training sessions, fostering a space for continuous learning. Members would also reflect on how the routine impacts student engagement and comprehension across various content areas.

- Resource Sharing: Create and share instructional materials, lesson plans, and assessment tools aligned with The Key Comprehension Routine.

- Best Practices and Evidence-Based Strategies: Discuss the latest research on literacy and comprehension instruction and evaluate how well The Key Comprehension Routine aligns with current findings on effective teaching strategies.

- Accountability and Action: Through peer observations, data collection, and reflection on student performance, members of the CoP would hold themselves accountable to improving instruction and achieving better reading outcomes for students.

RISE Districts ONLY

OVERVIEW:

These meetings are designed to provide PK-12 Math educators with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials. The instructor will provide registrants with Zoom access information prior to the session start times.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

The instructor will provide all registrants with Zoom access information prior to the session start time.

OVERVIEW:

This series will facilitate a conversation between leaders who plan and oversee literacy programming at multiple tiers of instruction and whose teachers participate in the series "Accelerating Students' Literacy Growth.” These sessions will focus on expanding leaders' knowledge of evidence-based instructional practices related to literacy and the systems that support achievement of all elementary-aged students. We will anchor in the NYSED literacy guidance documents, but expand and deepen our thinking with connections to recent research as well as examples of work happening in classrooms in our region.

LEARNING OUTCOMES:

- Discuss evidence-based instructional practices to improve student literacy outcomes- at multiple tiers of instruction

- Describe assessment & data systems to best support targeted instruction at multiple tiers

- Describe actions leaders can take to support effective and equitable literacy instruction across tiers

Sessions will meet over MS Teams. Teams invitations will be sent prior to session meeting times.

OVERVIEW:

This 30-hr. course will begin with an introductory phase in which the basic concepts common to all sports will be discussed to include the following: history of interscholastic athletics in NYS; the objectives, rules, regulations & policies of athletics, performance skills, technical information; organization & management practices. The special training and conditioning of the athletes in specific sports, the fitting of equipment, specific safety precautions and officiating methods will also be examined. An internship that will include practical experience as a coach in the specific sport and/or periods of observing other approved coaches will also be required.

** Attendance for all Sessions & Activities is MANDATORY ***

All registered participants will be sent an email asking which sport certification they are seeking in advance of the first class date.

This 30-hour course is divided into three parts:

1. Concepts Common to all sports (5 classroom sessions - 15 hours)

2. Sport-specific Certification (12 hours)

3. Internship Experience (3 hours)

*Please note: ONE certification is included with the course; for additional certifications, please register for Coaching Course II - Additional Sport Certification ONLY session in Frontline

- This includes three 3-hour sessions with a resource coach from your specific sport. You will be provided with a resource coach and will meet with him or her.

- Each participant is required to participate in an internship experience. The requirements of this experience will be discussed during one of your classroom sessions. This work is expected to take 3 hours and will be completed on your own time.

- Concluding Classroom Session - March 4, 2026

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES; 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

In this two-day session participants will learn how to implement the Road to Reading program for elementary students with language-based disabilities. This is a very structured literacy approach that is evidence-based and designed to support students from basic reading and writing of CVC words all the way through simple multisyllabic words. We'll discuss research foundations and the how and the what of implementation. On Day 1 we'll dive into the program itself so that teachers can begin implementation. Day 2 will occur after some initial instruction has taken place, and participants are encouraged to bring some data and their successes and challenges as we deepen the learning and support students to mastery.

Educators will be oriented to the instructional manuals, the scope and sequence, and we'll discuss useful materials for implementation

LEARNING OUTCOMES:

- Explain the research foundations of an explicit, systematic approach to teaching word recognition

- Describe the lesson structure and scope and sequence in support of students who need special attention to reduced cognitive load and increased opportunities for practice

- Practice key instructional strategies using materials from the program

- Describe and practice a protocol for reading connected text with students

- Collaborate with colleagues and plan for implementation with a group of students or a small class

Due to materials cost, there is an additional cost for this series.

Cost is $175 per participant

BOCES will order and distribute materials at the training.

OVERVIEW:

This interactive two-day learning experience introduces caring adults to brain-friendly, trauma-informed practices aligned with the NYS Portrait of a Graduate.

Learning Outcomes:

- Explore how brain development shapes behavior and identify the three main structures of LSCI

- Examine the Conflict Cycle, understanding how adult responses influence student behavior

- Practice strategies to interrupt self-defeating patterns and support students in moments of crisis

- Create a plan to implement and sustain LSCI practices across classrooms and programs to strengthen a culture of care

OVERVIEW:

This training contains the materials needed to provide professional learning on creating a quality IEP.

OUTCOMES:

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

Please Note:

Participants should bring a laptop or other internet-enabled device in order to use the reference material during the session.

A one-hour lunch break will be provided.

OVERVIEW:

During this session, we will begin by exploring "Creating Welcoming and Affirming Learning Environments,” one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. During the second half of the session this training package will provide 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 in combination with the principles of the CRSE Framework.

By the end of this training, participants will:

- Understand how a welcoming and affirming learning environment improves student outcomes

- Better understand their own identities and how those identities shape their relationships and experiences

- Develop strategies for creating a welcoming and affirming learning environment

- 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

This session will be held in-person; location to be determined.

A one-hour lunch break will be provided.

OVERVIEW:

The purpose of the Transition in the IEP - Overview of Core Components professional development (PD) package is to gain an in-depth understanding of the transition planning process and the components within a transition-focused IEP. Attendees will deepen their understanding of best practices and evidence-based strategies related to quality transition services and planning.

Participants Will:

- Identify key components of high-quality transition-focused IEPs and understand the transition planning process

- Identify the components needed to develop and write Measurable Postsecondary Goals

- Understand the relationship between transition needs and the development of annual goals to support the student toward achieving the postsecondary goals

- Identify the components needed to develop and write measurable annual goals that support each of the Measurable Postsecondary Goals

- Identify key concepts of Coordinated Set of Transition Activities

- Ensure student participation in the development of a transition-focused IEP and parent involvement in the transition planning process

- Be able to directly apply and implement transition concepts into practice

The instructor will provide all registrants with access information prior to the session start time.

Participants will connect their learning to the New York State Computer Science and Digital Fluency Standards. Through interactive discussions, resource exploration, and collaborative lesson design, educators will walk away with practical tools and strategies to begin integrating media and AI literacy into their own classrooms.

Join us as we pause, question, and engage thoughtfully with the media and technologies students encounter every day-empowering them to become informed, ethical, and responsible digital citizens.

OUTCOMES:

- Define key concepts of media literacy and AI literacy.

- Identify how bias, misinformation, and algorithms can influence young students' digital experiences

- Evaluate classroom-ready resources and tools that support the development of media and AI literacy in elementary students

Please bring a device to this session.

OVERVIEW:

LSCI (Life Space Crisis Intervention) is a research-based, trauma-informed, restorative, and brain-friendly therapeutic strategy designed to transform crisis situations into learning opportunities for children and youth who exhibit chronic patterns of self-defeating behavior. It is recommended for teachers, paraprofessionals, counselors, and administrators seeking to help the students they serve gain insight into self-defeating patterns, understand connections between thoughts, feelings & behaviors, develop critical thinking skills to cope with stress & emotions and build healthier self-esteem and confidence.

Learning Outcomes:

- Identify & define the 3 Main Structures of LSCI

- Analyze the Conflict Cycle and gain insight into how our reactions impact student behavior

- Practice & apply reclaiming interventions for working with students who exhibit self-defeating patterns of behavior

- Develop a plan for implementing and supporting your practice

Overview:

Explore a powerful intersection of the arts and social studies, uncovering how creative expression has fueled and reflected social movements throughout history. Participants will analyze historical and contemporary artistic works-from protest posters to murals, music, photography, and performance-as primary sources that give voice to resistance, identity, and change. Through interaction and collaboration, participants will learn how to guide students in interpreting music and art through a critical lens and even create their own pieces as a form of civic engagement. Leave with concrete strategies to elevate student voice, deepen historical understanding, and inspire action through the arts.

Outcomes:

- Describe the role of the arts in various historical social movements

- Identify themes of resistance, identity, and social change in artistic primary sources

- Analyze artistic primary sources using structured strategies

- Design an interdisciplinary lesson integrating art and social studies content to support historical understanding or civic engagement

- Create an original piece or model that reflects a social issue or movement

If a coach has already completed the Theory and Techniques of Coaching course for one sport and at a later date wishes to have certification in a second sport, he or she must attend Session 5 of our Comprehensive Course II on February 4, 2026, complete an internship for that sport and also attend the final session on March 4, 2025.

There is an additional cost for second sport certification.

PARTICIPANTS MUST REGISTER FOR THIS COURSE BY December 31, 2025. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Dates: Classes - February 4 and March 4, 2024 and Resource Coach Sessions - 12 additional hours (TBD) Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

This session is to be paired with the Secondary English Community of Practice morning session. While there will be no instruction, this session is designed to give teachers and teams time and space to process the learning from the morning session with the support of an instructor.

LEARNING OUTCOMES:

- Teachers will work to implement the strategies and learning from the morning session with the support of an instructor if needed.

OVERVIEW:

Do you have bright students who constantly forget homework or lose materials?

Why do some students shut down during multi-step tasks-even when they understand the content?

Could off-task behavior be a symptom of underlying executive function challenges?

Participants will explore and understand Executive Functioning and its role in the classroom setting as well as learn about, and plan to use, routines, strategies, and activities that will help students develop Executive Function Capacities to support their engagement in culturally responsive, equitable learning environments.

Learning Outcomes:

- Examine Executive Functions and discuss what executive function challenges look, sound, and feel like, as well as their role, in the classroom setting

- Explore strategies and activities that will help students develop Executive Function Capacities to facilitate goal setting and how this relates to high expectations for all students (SEL, CRSE, Portrait of a Graduate)

- Create a plan to incorporate at least one strategy in the classroom

This session, with identical content is also being offered on October 23, 2025.

OVERVIEW:

This CPR/AED training for school staff teaches essential life saving skills, including how to perform CPR on adults, children, and infants, along with how to use an Automated External Defibrillator (AED) to help restore a normal heart rhythm during sudden cardiac arrest. When someone goes into sudden cardiac arrest, trained staff members become a very important link in restoring that person's heartbeat.  Having staff trained, allows life saving measures to begin at a moment's notice until professional help arrives, greatly increasing the chance of survival.  The course also covers emergency response and choking, enabling participants to recognize and respond quickly to various emergencies. This course is designed for school safety team members, equipping them with the confidence and skills needed to potentially save lives.

OUTCOME(S):

- Identify where district is for AI Readiness; Create next steps plan for AI Readiness

Lunch will be provided.

OVERVIEW:

Join Alicia and Miss Erin (head of the children's department at the George F. Johnson Memorial Library in Endicott) as they review the best YA books of 2025!

OUTCOMES:

- Identify the best books for students in grades 7-12

- Define best practices for promoting and selecting books for your collection and how to promote them

- Design a reading culture for your library/classroom

OVERVIEW:

Join Alicia and Miss Erin (head of the children's department at the George F. Johnson Memorial Library in Endicott) as they review the best elementary picture and chapter books of 2025!

OUTCOMES:

- Identify the best books for students in grades PK-6

- Define best practices for promoting and selecting books for your collection and how to promote them

- Design a reading culture for your library/classroom

OVERVIEW:

The purpose of this training is to help participants gain skills to develop measurable goals in the Individual Education Program (IEP). Participants will learn the regulations related to goal writing, how to develop observable language for the goal and how to determine the specific components that measure progress in the goal. The training will also focus on the importance of well written, data-based present levels of performance as the foundation of the goals.

OUTCOMES:

- Describe the relationship between identified needs in the data-based present levels of performance and prioritized measurable annual goals

- Explain each of the four components of measurable annual goals

- Evaluate the quality of current measurable annual goals and develop new measurable annual goals that match the Quality Indicators in order to improve student outcomes

Please have access to your laptop, tablet or other internet enabled device to access reference materials throughout the session.

Overview:

The New York State Program Approval Process for Career and Technical Education programs raises the quality and rigor of courses while preparing students for employment and post-secondary study. Approved programs help students attain an industry-recognized credential or lead to a certificate at the post-secondary level. They offer opportunities for students to apply academic concepts to real-world situations, prepare for industry-based assessments or certifications, earn college credit or advanced standing, and participate in work-based learning opportunities to demonstrate mastery of skills essential in the workplace.

In order to create a program of high quality, teachers from related academic areas work collaboratively with teachers from career and technical education to align learning standards in order to give experience in hands-on application of content. This process increases student achievement in all areas of academic and professional experience.

Lunch will be provided.

OVERVIEW:

This will be a virtual open office hour for chairpersons who have previously attended the Chairperson's training and have questions, or wish to seek clarification or further development.

OUTCOMES:

Participants will be offered the opportunity to ask questions, receive coaching and continue to develop their skills in the CSE/CPSE Chair role.

PLEASE NOTE: Participants are expected to have participated in CSE/CPSE training prior to attending this group for support.

The instructor will provide registrants with the virtual link.

Participants may register the day of the office hour or in advance.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "Unraveling the Mystery of Lactose Intolerance”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unraveling the Mystery of Lactose Intolerance, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

This is a four-part series on understanding the FBA, BIP and PM process as it relates to the NYS part 200 regulations. Parts 1 and 2 are covered during the first session on Feb 24; parts 3 and 4 are covered during the second session on March 5.

Part 1: Understanding the Behavior Pathway

Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway)

Part 2: Conducting the Functional Behavior Assessment

Understand and develop the skills necessary to complete the FBA; learn 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

Identify interventions based upon the Competing Behavior Pathway

Part 4: Implementation and Progress Monitoring of the Behavior Intervention Plan

Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) 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

- Acquire the skills necessary to complete the FBA process

- Develop the skills necessary to create, implement, and progress monitor the BIP

- Ensure these skills align with the New York State Education Department P-12: Office of Special Education regulations

Sessions are virtual with a one-hour lunch break. The instructor will provide all registrants with access information prior to the session start time.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Earth and Space Science. In addition to working through the investigation "The Ripple Effect”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of The Ripple Effect, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Fostering High Expectations and Rigorous Instruction is one of four high-leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. Research shows that teachers' expectations of students can influence their academic achievement and behavior.

Participants Will:

- Understand how high expectations and rigorous instruction can improve student outcomes

- Reflect on cultural background and identities, and how those identities may influence teacher expectations

- Develop strategies for fostering high expectations and rigorous instruction

- Identify 2-3 next steps for ongoing professional learning

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

Middle school is the perfect time to ignite civic curiosity and empower students to explore real-world issues that matter to them. It is also a perfect time for students to get ahead on earning credit toward the Seal of Civic Readiness. In this session, participants will explore strategies that foster civic knowledge and participation through developing middle school capstone project opportunities. Participants will examine the middle school capstone criteria, share practical planning strategies, and develop project models that showcase student voice, research, and civic action.

OUTCOMES:

- Explain the criteria for middle school capstone projects

- Identify community and school resources that promote civic engagement

- Create a capstone toolkit of resources and planning strategies

OVERVIEW:

The goals of this training are to ensure that participants will: Recognize and identify the definition of self-determination and the elements that comprise self-determination process; Access and utilize materials and resources to aid in the promotion of self-determination throughout the transition planning process; Identify strategies to support self-determination skill development for students across all ages and settings; Be able to apply and implement these concepts into practice to foster self-determination in all students

Outcomes:

- Students will express their strengths, preferences, interests, and needs in the Present Levels of Performance and provide input throughout other areas of the IEP

- Teachers and related service providers will solicit and obtain information on students from the transdisciplinary team to inform IEP development

- All team members will share responsibility to facilitate active engagement and demonstration of self-determination skills with students

- Teachers and related service providers will select individualized transition assessments for students based on what additional information is needed to support IEP development

- All team members will be knowledgeable of the Career Development Occupational Studies (CDOS) learning standards and ensure connections are made in all core content area instruction

- Practitioners and families will share responsibility to facilitate active engagement and demonstration of self-determination skills in students

- Parents/Families will demonstrate and apply increased knowledge when actively participating throughout their student's transition-focused educational programming

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

This collaborative session is intended for all districts across the region to share best practices, explore common challenges, and strengthen their implementation of the Seal of Civic Readiness. Through guided discussions and collaborative activities, participants can build a network of support and spark new thinking to advance civic learning for all students. Participants are encouraged to come ready to highlight what is working in their setting and to seek inspiration and ideas from others.

OUTCOMES:

- Describe successful strategies for implementing the Seal of Civic Readiness

- Identify challenges and potential solutions to plan implementation

- Create a regional network of connections

OVERVIEW:

This 2 day overview is for staff who want to understand:

- How the brain responds to stress & trauma

- The Conflict Cycle & the adult's role

- How to support students/self during a stressful student incident

- How to support a culture of LSCI

Learning Outcomes:

- Identify & define the 3 Main Structures of LSCI

- Analyze the Conflict Cycle and gain insight into how our reactions impact student behavior

- Practice & apply strategies for working with students who exhibit self-defeating patterns of behavior

- Develop a plan for implementing and supporting your practice of LSCI

NOTE: Participants in this session will need to ensure they have access to an AI tool for student use of the creation of tutors such as SchoolAI, Chat for Schools by Skillstruck, or Magic Student.

OUTCOMES:

- Explain the Triple E Framework and its connection to AI Tutors

- Critically evaluate AI tutor tools and prompts for instructional value, student safety, cultural responsiveness, and ethical use in a secondary setting

- Design AI tutor experiences aligned with specific 9-12 content standards

Please bring a device to this session.

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

- Understand the risks of disengagement skills and restrictive interventions

- Learn & practice disengagement skills and restrictive holds (Day 2 only)

Please Note:

- Participants may choose to attend Day 1 (verbal de-escalation skills) and not Day 2; however, participation in Day 1 is required to participate in Day 2.

- At least one administrator should participate with district personnel for the full 2-day training.

This training, with identical content, will also be offered on December 17-18, 2025.

OVERVIEW:

This two-day professional development training aims to equip educators with the knowledge and skills to effectively utilize Minecraft Education Edition (MC:EE) as a powerful tool for enhancing student engagement and learning outcomes. Participants will have the opportunity to experience MC:EE from a learner's perspective, gain hands-on experience in setting up MC:EE worlds, and explore the connections between MC:EE, various content areas, and computer science and digital fluency. Through practical activities and collaborative discussions, educators will learn to locate and utilize lesson resources from the MC:EE library and create their own engaging lessons for students.

Learning Outcomes:

Day 1

- Describe your experience in MC:EE as a learner

- Identify the steps to set up a MC:EE world

- Identify connections between MC:EE, Computer Science and Digital Fluency standards, and content standards

- Locate and utilize lesson resources from the MC:EE library

- Create a lesson for students using MC:EE

Day 2

- Reflect on MC:EE implementation

- Showcase students' projects, engagement, and/or learning takeaways

- Create more learning experiences for students using MC:EE

In advance of the session, please put in an IT ticket requesting Minecraft: Education Edition be downloaded on your device. Bring your device to the session!

Overview:

This session is designed to support K-12 Science Teachers in developing lessons, sequences of lessons, units, and assessments aligned to the NYS P-12 Science Learning Standards (aka NYSSLS). The facilitators will act as instructional coaches to ensure the application of performance expectations (PEs), the three dimensions of the standards (SEPs, DCIs, and CCCs), and the student voice at the forefront of the design work.

Participants should already be familiar with NYSSLS and be on the road to NYSSLS alignment in their lessons. This is an active workshop for participants to plan and design instructional products they will use in their classrooms-there will be minimal delivery of content by the facilitators. This will be an independent study for individual teachers or district teams to plan instruction and develop lesson content. Participants should come prepared to work on target performance expectations of their choice and also be prepared to share out about their work.

Outcomes:

- Create 3-dimensional, NYSSLS aligned lessons and assessments

- Develop an action plan for continuation of 3-dimensional work

OVERVIEW:

Join this powerful and engaging experience designed to equip education professionals with the tools to understand, respond to, and transform the impact of trauma in school communities.

This training is more than information-it's an invitation to be part of a movement creating safer, more supportive learning environments for all.

PARTICIPANTS WILL:

- Uncover the hidden effects of toxic stress on child development

- Examine the long-term impacts of complex trauma in youth and explore evidence-based strategies to foster healing and growth

- Learn how adult responses influence the Conflict Cycle-and develop proactive techniques to de-escalate and build positive behaviors

- Reflect on the realities of secondary stress and vicarious trauma in educators, while discovering personalized strategies to support resilience and well-being

Previously titled "Cultivating Resilience: Supporting Students and Staff Through Trauma-Informed Practices"

OVERVIEW:

The modules contained within this training are intended to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process and their role as a chairperson that is consistent with State law and regulation. This training was developed to promote the recommendation and implementation of quality special education services for all students with disabilities.

Please Note:

This is a collaborative event with BT and GST BOCES consisting of 6 sessions. There will be sessions in each region and 1 virtual meeting. If registration exceeds 10 individuals, the sessions scheduled at the BT Instructional Support Center on 3/19 and 4/16 will move to virtual. It is strongly recommended to attend all sessions if you are a CSE and CPSE Chair.

OUTCOMES:

- CSE/CPSE Chairpersons will understand their role and responsibilities within the context of the CPSE/CSE meeting and its related documents

- CPSE/CSE Chairpersons will have a resource and background knowledge on appropriate writing and implementation of the IEP, review process, timeline protocols, and circumstances which might require a meeting to be held

- Chairpersons will begin to understand the legal implications of the IEP and related processes and requirements.

Please have your laptop, tablet or other internet enabled device available to reference the resource materials throughout the sessions.

For virtual sessions, the instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

This two day series is focused on guiding teachers through our artificial intelligence professional learning progression:

1. Teachers can explain what AI is and how it works.

2. Utilize the capabilities of AI to help with professional tasks.

3. Design learning opportunities to educate students about AI through the lens of the CSDF standards.

4. Design learning opportunities that develop critical thinking and learning skills needed for students to engage responsibly with AI.

Teachers will walk away from this series with an awareness of current trends in education around Generative AI and its connections to the NYS Computer Science and Digital Fluency Standards. In addition to creating a lesson that they can use with their students connecting the topic of AI to the CSDF standards.

OUTCOMES:

- Identify the opportunities where AI can assist in professional needs as an educator

- Explain the potential for beneficial impact and the risks to consider around AI

- Identify the skills needed to be successful when using AI

- Create a lesson teaching students about AI incorporating the CSDF Standards

NOTE: This session, with identical content is also being offered in the Fall, with a start date of November 18, 2025.

Please BYOD to the sessions.

OVERVIEW:

Have you unpacked your bias lately? As human beings we all have biases. However, if we are unaware of the biases we hold or they go unchecked, our decisions, behaviors and interactions with others may have unintended consequences. This workshop is designed to create a safe space for participants to increase awareness of their biases, understand the impact on day to day life, explore the impact of unconscious bias in systems, and learn strategies to disrupt the cycle.

PARTICIPANTS WILL:

- Define the concept of unconscious bias and explore the brain science underlying our biaes

- Recognize how bias can influence behavior and decision making to inform your practice

- Examine how bias shows up in systems

- Learn strategies to disrupt the cycle if bias and make informed decisions

Please note that this session is a prerequisite to attend the "Disrupting Microaggressions and Addressing Harmful Language in School Settings" training on April 14, 2026.

OVERVIEW:

Create a collaborative, safe, and productive learning environment with effective teamwork. In this workshop, participants will practice team meeting structures, establish classroom routines for safety and learning, develop a communication plan, and explore strategies for conflict resolution and relationship-building. Walk away with practical tools to strengthen teamwork and improve classroom dynamics.

OUTCOMES:

- Identify procedures and routines to create safety and readiness to learn in the classroom

- Identify strategies to resolve conflicts and promote relationship building

- Identify communication needs and create a communication plan as a classroom team

- Create and practice a structure for effective team meetings

OVERVIEW:

** Session Attendance and Completion of all Online Assignments are MANDATORY for this 45-hour course.**

The course includes the basic philosophy and principles as integral parts of physical education and general education; State, local and national regulations and policies related to athletics; legal considerations; function and organization of leagues and athletic associations in New York State; personal standards for the responsibilities of the coach as an educational leader; public relations; general safety procedures; general principles of school budgets, records, purchasing and use of facilities.

This 45-hour course includes two parts:

- Eight (8) three-hour classroom sessions (24 hours)

- Seven (7) three-hour online sessions (21 hours)

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. See itemized course schedule below.

Cost: $425

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.