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.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 14-16; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R B [Max. CTLE = 15]

- Asynch: Aug 17 - January 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info? - dandrus@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by the PLIC Support Team following the conclusion of the course.

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.

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 2-Day Institute - FREE hands-on activities developed by NYSCATE to use with students

● Asynchronous - Pilot high-quality lesson plans and materials & develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 17 & 18; 9 am - 3 pm at the JCLC

[Max. CTLE = 10]

- Asynch: Aug 17 - Jan 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the AI or Minecraft lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info - dandrus@btboces.org)

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by the PLIC Support Team following the conclusion of the course.

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

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 2-Day Institute - FREE hands-on activities developed by NYSCATE to use with students

● Asynchronous - Pilot high-quality lesson plans and materials & develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 24 & 25; 9 am - 3 pm at BT BOCES ISC, C/R A

[Max. CTLE = 10]

- Asynch: Aug 17 - Jan 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the AI or Minecraft lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info - dandrus@btboces.org)

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by the PLIC Support Team following the conclusion of the course.

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 24 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.

Learning Outcome - Implement coding and climate education

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.

Participants in this series will learn about inquiry and service learning development at all levels of education and make connections to organizations and researchers working on community-engaged research projects.

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:

1. Understanding Learner Differences

- Learning Profiles & Styles in Autism

- Flexibility and Generalization of Skills

2. Environmental & Physical Supports

- Physical Organization of the Classroom

- Classroom Choreography (movement flow & transitions)

- Structured Use of Materials

3. Visual Systems & Supports

- Visual Schedules

- Work Systems (task organization & independence tools)

4. Behavior & Emotional Regulation

- Positive Behavior Support Strategies)

5. Monitoring Progress

- Ongoing Assessment & Data Collection

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

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; Barb Tasber, Windsor

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.

Course Description

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

The course is a series of interactive exercise and activities designed to study Health Sciences as they apply to coaching sports. Through these activities, exercises and health application to coaching topics, participants will gain information, organize it for professional and personal use, and apply it to their particular programs. Health Sciences as applied to coaching will also help define: selected principles of biology, anatomy, physiology, kinesiology related to coaching; risk minimization; mixed competition; NYSED selection and classification of athletes; age and maturity of athletes.

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

This 45-hour course is divided into three parts:

1. Philosophy, Physiology and Psychology (9 hours)

2. Fitness, Conditioning, Sport-Specific Training, Nutrition, and Weight Management (24 hours)

3. Current and On-going Health Issues and Administrative Procedures (12 hours)

The course is scheduled to meet for nine (3 hour) classes and will also have six (3 hour) online sessions.

Cost: $440

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

Districts will need to print Word Connections Materials. (Teacher manual and student workbook.) As participants register, digital materials will be emailed. Participants will need materials prior to taking the asynchronous training.

LEARNING OUTCOMES:

- Explain Word Connections' approach to teaching multisyllabic word reading

- Explain the structure of the Word Connections' lessons and the design for transfer of learning

- Practice instructional routines with Word Connections materials

- Identify digital materials for use with students

- Create student materials for immediate implementation

RISE DISTRICTS ONLY

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:

Designed for PreK-12th grade educators who would like more information on positive behavior support- classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, and 8) multiple opportunities to respond.

Participants Will:

- Understand the importance of building relationships with students to improve classroom management practices

- Learn foundational behavioral theory and practices to support effective classroom management

- Explain evidence-based classroom management practices and identify when to use them

- Develop a classroom management action plan that applies the practices presented in this training

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

This is a two-part series and attendance at all sessions is highly encouraged.

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:

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:

"Adaptive Schools is the grease that makes the PLC wheel turn.” ~ Rick DuFour

This seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society.

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation.

Adaptive Schools is the "how" of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

OUTCOMES:

- An increased capacity to initiate, develop and sustain high functioning groups

- New lenses for diagnosing the stages and phases of group development

- An expanded repertoire of practical facilitation tools

- Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each

- Skills to move groups beyond consensus to common focus

- Ways to value and use dissension, argument and conflict

- Strategies for keeping group members on track, on topic, energized and resourceful

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Adaptive Schools [Service No. 551-211-033]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

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:

In this workshop participants will learn how to set up, use and pack up the Portable Planetarium. Participants will have the opportunity to try out the many different features of the Planetarium and collaborate with other participants on potential uses in the classroom. This training is required in order to sign out and use the Portable Planetarium. Schools must also subscribe to the Regional Science service.

Participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. They will learn how to use this interactive map with students to explore the planets, the sun, and their orbital paths. Participants will also be shown where they can access additional educational resources to utilize with the map.

OUTCOMES:

- Be able to set up, use and take down the Portable Planetarium.

- Be able to set up, use and pack away the Giant Solar System Map.

- Identify potential/planned uses with students.

PLEASE NOTE:

- This session will run in the morning only (8am-11am)

- This session, with identical content, is also being offered March 25, 2026

- Districts must subscribe to the Regional Center for Science Base Service [410.840.200].

- Participants must bring a device that can connect to the internet.

- This training is required in order to sign out and use the Portable Planetarium.

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:

How do we help our students express their views, remain open to others, and navigate discourse around difficult topics in the classroom while we are living in an increasingly polarized society? This workshop provides tools and protocols for facilitating classroom discussions around challenging or sensitive topics and/or texts. Participants will explore frameworks for civil discourse, tools for managing difficult conversations, and ways to create classroom norms that support open, respectful communication.

OUTCOMES:

- Describe strategies to establish communication protocols

- Identify frameworks for facilitating civil discourse

- Create a discussion activity/lesson that incorporates tools for civic discourse

Overview:

In this session, participants will dive into one of the 3 required NYS Investigations for Earth and Space Science. In addition to working through the investigation "Unearthing Mars”, 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 Unearthing Mars, 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:

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 Sky is the Limit”, 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 Sky is the Limit, 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:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills to benefit learners. BT BOCES IP is the leader in our area to teach all students. With this Community of Practice, we will work to adapt assessments and UFLI lessons to meet the needs of our students who use Augmentive and Alternative Communication.

LEARNING OUTCOMES:

- Collaborate with teachers who teach literacy skills and have students who use AAC

- Analyze current resources for assessing and teaching literacy and AAC

- Build & Adapt Literacy Assessments and UFLI lessons for students who use AAC

OVERVIEW:

In this cross curricular specific session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms” and how they can be applied to subject areas like ELA and other content-area literacy. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. This session is intended for teachers whose content is other than math that are new to Building Thinking Classrooms and would like to try the strategies outlined in this book, or for teachers that have used it in math classrooms, but would also like to try it in other content areas.

OUTCOMES:

- Discuss the 14 practices outlined in this book

- Identify best practices in the book that foster student learning

- Explain Macro and Micro moves you can make in your classroom

- Create an action plan for strategies that can be implemented

OVERVIEW:

In the midst of the daily demands of teaching, it's easy to overlook our own well-being. Educator Wellness: Gratitude & Grounding is a restorative workshop designed to help educators reconnect with themselves through intentional reflection, mindfulness, and gratitude practices. Participants will explore simple yet powerful strategies to foster emotional resilience, reduce stress, and cultivate a sense of presence and purpose. This session offers a supportive space to pause, recharge, and leave with tools to nurture both personal and professional well-being.

OUTCOMES:

- Identify and reflect upon personal and professional stressors

- Describe grounding techniques that reduce stress & promote presence

- Create a personalized gratitude practice

OVERVIEW:

Participants will have the opportunity to view new and upcoming improvements to the OPALS system, and speak directly to company representatives about improvements and issues in the OPALS and SCOOLS systems.

OUTCOMES:

- Identify new features and updates to the OPALS automation system

- Propose and recommend future updates and features

- Curate and personalize their OPALS catalogs

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

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 Spring, with a start date of March 9, 2026.

Please BYOD to the sessions.

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

Please note the the session time has been changed to 8:15am - 12:15pm.

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:

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 "For the Birds”, 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 For the Birds, 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:

Participants will review new NYSAA information as a group and then do the self-directed portion along with the quizzes.

PLEASE BRING:

- A laptop or Chromebook and earbuds or headphones for the self-directed portion of the training.

- NYSAA students' IEPs or have easy access to them.

This session is intended to be a turnkey training for district experts. Districts may register 1-2 teachers as space is limited.

Light snacks will be provided.

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

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 "Balancing Act”, 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 Balancing Act, 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 workshop series continues the learning from year 1, but with a focus on structured literacy approaches in support of comprehension, vocabulary, and word study. As part of Year 2, participants will be enrolled in the asynchronous course, Key Comprehension Routine, and will follow a timeline that paces the 17 hours of coursework over the span of September through March. 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.

Participants registering at this link will be automatically enrolled in the online Keys to Comprehension course, and instructions will follow by the start of school in September. You will receive your manual through interoffice mail.

LEARNING OUTCOMES:

- Describe Student Comprehension Strategies: topic down web, two-column notes, summarizing and question generation

- Describe Parallel Teacher Instructional Routines

- Identify high-impact areas for using comprehension strategies

- Design instructional activities and lessons using your own content and strategies from The Key Comprehension Routine

PLEASE NOTE: Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

BOCES PLIC will handle purchasing and enrollment of Acceleration Year 2 participants with the Key to Comprehension Routine/Keys to Literacy Online course. Participating districts are asked to work with their respective participating teachers to accommodate the 17 hours of asynchronous work.

Overview:

In this session, participants will dive into one of the 3 required NYS Investigations for Physical Science: Chemistry. In addition to working through the investigation "Just a Drop”, 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 JUST A DROP, 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:

The Key Comprehension Routine emphasizes the importance of using a consistent set of comprehension strategies across all grade levels and subjects. Participants will engage in follow-up discussions and activities to expand and deepen their understanding of instructional routines after taking the asynchronous KEY Comprehension Routine. Through collaboration and reflection we will take a closer look at comprehension strategies and instructional routines to actively involve students in sense making and foster ownership of their learning. Participants will be given time to design activities and lessons to use in their classroom and content areas. This in-person offering is to supplement the asynchronous Key Comprehension Routine course.

OUTCOMES:

- Describe Student Comprehension Strategies: topic down web, two-column notes, summarizing and question generation

- Describe Parallel Teacher Instructional Routines

- Identify high-impact areas for using comprehension strategies

- Design instructional activities and lessons using your own content and strategies from The Key Comprehension Routine

Please bring your copy of The Key Comprehension Routine Grades 4-12 Guide and any texts you wish to use for lesson design.

This series is highly recommended for grades 3-12 teachers who previously took or are currently enrolled in The Key Comprehension Routine asynchronous course.

Overview:

In this session, participants will dive into one of the 3 required NYS Investigations for Physical Science: Chemistry. In addition to working through the investigation "Fast and the Fragrant”, 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 FAST AND THE FRAGRANT, 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:

Humanizing history means teaching the Holocaust not just as an event, but as a collection of deeply personal experiences. Designed for ELA and Social Studies educators, this session provides tools and strategies to help students engage with the Holocaust in ways that build historical understanding, empathy, and critical thinking. This workshop offers interdisciplinary reading and communication strategies for ELA and Social Studies teachers to bring the Holocaust to life through literature, primary sources, and testimony. Participants will examine how story, voice, and context help students connect emotionally and intellectually with the past, and how to guide meaningful discussions around dark chapters of history.

Participants are encouraged to take "Say WHAT?: Facilitating Civil Discourse in the Classroom” on 11/6/25 as a prerequisite for this session.

OUTCOMES:

- Describe reading and communication strategies to integrate historical facts with human stories

- Identify cross-disciplinary resources

- Create a cross-disciplinary activity/lesson

OVERVIEW:

During this training participants will gain a greater understanding of the Science of Reading; specifically, what phonological awareness is and how crucial this skillset is to the foundation of reading success. Participants will explore what skills to teach when, and how to teach these skills for students to master phonological awareness. The training will also provide context for the importance of using assessments to improve the effectiveness of phonological instruction for students.

Participants will be able to:

- Define phonological awareness and explain the difference between phonological awareness, phonemic awareness, and phonics

- Explain why phonological awareness is a crucial set of skills that are foundational to successful reading

- Identify what skills to teach when, and how to teach these skills for students to master phonological awareness

- Describe an example of how to use assessment to improve the effectiveness of phonological awareness instruction for students

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

OVERVIEW:

The Office of Bilingual Education and World Languages will be hosting an upcoming statewide hybrid webinar to introduce The Science of Reading for Multilingual Learners.  This event will include in-person discussions and presentations, providing New York State educators an opportunity to learn about the best practices for the reading instruction of Multilingual Learners.

Please note that to attend this event, you must attend in person at a BOCES or Big 5 designated site.

This session is open to all districts.

OVERVIEW:

This training was developed to promote the understanding and appropriate use of testing accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of testing accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Participants Will:

- Understand the purpose of testing accommodations

- Define testing accommodations

- Understand their role in supporting a student with their testing accommodations

- Recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment

Students Will:

- Be provided access to and participate in general education curriculum and in courses that will prepare them to take and pass the required examinations

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

OVERVIEW:

In this session, we will continue our discussion on the practices and strategies from Peter Liljedahl's book, Building Thinking Classrooms. Participants will share their experiences with implementing these strategies in their classrooms, highlighting both successes and challenges. Additionally, we will collaborate to brainstorm new strategies aimed at enhancing student learning.

OUTCOMES:

- Discuss the 14 practices outlined in this book

- Identify best practices in the book that foster student learning

- Create an action plan for strategies that can be implemented

OVERVIEW:

Teachers will gain knowledge on explicit instruction and how to effectively implement explicit instruction in their classrooms.

Explicit instruction is a high leverage practice that has proven to be an effective special education practice resulting in higher achievement for students with disabilities in both reading and math. Explicit instruction is also a high leverage practice that general education teachers can implement in their classrooms to improve student achievement.

Research has shown higher achievement results for gen ed students and students with disabilities in both reading and math after receiving explicit instruction.

Teachers in the training will learn how to use the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR) which is introduced as a general observation/reflection tool that aligns with best instructional practices for both gen ed students and students with disabilities within this training. The accompanying activity in the Participant Packet allows participants to observe a lesson and determine where the instruction would fall on the rubric. The intention is that participants might utilize the rubric as a guide as they work to incorporate elements of explicit instruction into lesson planning and/or practice.

Participants Will Be Able To:

- Understand the definition, supporting research, and benefits of explicit instruction

- Define and describe the five essential components and other common elements of explicit instruction

- Explore resources designed to support effective explicit instruction implementation