OVERVIEW:

The BT BOCES Battery Academy Bootcamp is a series of professional learning opportunities designed to support teachers in preparing, implementing, & reflecting on Battery Academy course instruction.

Teachers will be asked to complete the asynchronous Battery Academy courses prior to associated in-person summer sessions. During the in-person sessions, members of the BOCES professional learning team and representatives from BU and Battery Academy will facilitate an analysis of battery course content and the development of supplementary activities/effective instructional practices. Participants will finalize planning and connect in a virtual community between January and May. Courses will be taught in Spring 2025; a final session to reflect on course implementation will take place in May 2025.

OUTCOMES:

- Complete Battery Academy coursework from the student perspective; reflect on needed student supports and hand-on opportunities.

- Collaboratively develop course materials and effective instructional practices designed to supplement and extend virtual Battery Academy course content, including hands-on labs

- Engage in a community of regional battery elective teachers for ongoing support

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Maximum CTLE = 56 hrs will be awarded based on participation in the following:

- Six In-Person and Four Virtual* Sessions (max 27): Jul 10, Jul 25, Aug 15, Oct 10, Nov 14, 2024; Jan 13*, Feb 19*, Mar 18*, Apr 15*, May 13, 2025

- Asynchronous Activities/Assignments (Max CTLE) - #1: 6.01.24 - 7.09.24 (18); #2: 7.11 - 7.24.24 (4); #3: 7.26 - 8.14.24 (8)

IMPORTANT - ** Additional In-person: October 10, 2024 - ISC-G **

______________

This is a grant-funded activity not eligible for SCI sub/stipend claim processing. Applicable reimbursement for participation will be processed through BT BOCES Instructional Programs. Inquiries to Matt Sheehan at msheehan@btboces.org

OVERVIEW:

Are you leading MTSS-I 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 use the book Integrated Multi-Tiered Systems of Support Blending RTI and PBIS by Kent McIntosh and Steve Goodman as a reference for our sessions. Participants will receive a complimentary copy of this book.

OUTCOMES:

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

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

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

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

OVERVIEW:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for middle school teams of teachers and building administrators looking to do things a little differently. The goal is to embrace the task of implementing Performance-Based Learning Assessments (PBLA) while receiving comprehensive support from the BT BOCES PLIC staff. Throughout the 2024-2025 school year, these teams will develop, implement, and reflect on PBLA experiences for their students. The program includes individual coaching, team coaching, and collaborative opportunities with other regional schools participating in the pilot, all aimed at enhancing insights into the PBLA implementation process.

OUTCOMES:

- Define the essential components of a successful Performance-Based Learning and Assessment (PBLA) classroom

- Create and implement authentic learning experiences for your students

- Reflect on the impact PBLA had on student learning and your professional 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:

- OIR's 2024-25 Retreat will be held on August 5, 2024 from 8:00 am - 3:30 pm at SUNY-Broome located at 907 Front Street, Binghamton.

- No April 2025 Meeting

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

OVERVIEW:

This service provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the literacy needs of primary grade students. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

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

- Explain 3-5 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 3-5 students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

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

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

OVERVIEW:

This service provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the literacy needs of primary grade students. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

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

- Explain K-2 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 K-2 students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

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

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

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): August 20, January 15, May 14

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 15 - 25; Week of March 17 - 28

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching℠.

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℠ also serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and strive for high achievement.

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 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

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 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24): August 21, February 21, May 22

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 25

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

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): August 27, August 28, January 14, May 13

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 25

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

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.

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: Kevin Richman (Binghamton); Steven DiStefano (U-E)

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

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.

In these sessions, regional curriculum directors and instructional technology leaders meet to discuss issues that are pertinent to curriculum, assessment, instruction, and instructional technology. Included in the meetings are updates and talking points related to NYS and national standards, regional professional learning needs and planned offerings, requirements from the NYS Education Department, as well as new programs and resources available to support the work of schools.

DIVISION CHAIRS: Tom Curry (Chenango Valley); Valerie Murtha (Newark Valley)

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology-based best practices are occurring in their districts.

OUTCOMES:

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

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

Please BYOD to the sessions.

OVERVIEW:

These 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.

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, when applicable, who you replaced at the district.

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 our reflective refresher data to help stretch and grow our practice/skill and the culture of LSCI in our learning environments.

OVERVIEW:

In this Community of Practice, we will explore how an integrated Multi-Tiered 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:

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:

Designed for grades 4-12 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:

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

- BOCES will order and distribute materials at the training 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.

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.

OVERVIEW:

Monthly Workgroup meeting for Windsor DEI Committee members.

PARTICIPANTS WILL:

- Identify gaps in Equity & Inclusion and create plans to address them.

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 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. 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.

These sessions are a time for the regional world language teachers to learn, discuss, and share the current best practices in world language teaching and their current implementations of new classroom technologies and pedagogies.

OUTCOMES:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

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 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:

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:

- Describe skills-based health education and explain how this instructional approach is a match for students' needs.

- Draft a new (or refine a) curricular unit for implementation during the year and describe how the unit supports the development of health skills.

- Identify instructional strategies that promote engagement and success for all learners in health education.

Representatives from all Broome-Tioga School Districts are invited to discuss and brainstorm ideas related to Work-Based Learning.

Participants Will:

- Share WBL best practices with others from around the Broome-Tioga area

- Brainstorm ideas to overcome roadblocks facing WBL implementation

- Share WBL related business contacts through Broome and Tioga Counties

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. This group will meet twice to learn together, share resources, problem solve, and support each other in providing high quality preschool programs.

OUTCOMES:

- Identify evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging preschool classrooms

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:

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 FACS teachers. Educators in this group will share strategies and best practices for FACS 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 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:

These one-hour Zoom 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.

OUTCOMES:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

- This activity is restricted to districts that subscribe to BT BOCES eSports Service [552.368.250] ONLY.

- Registrants will be provided with Zoom access information prior to the session start time.

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 Chair: Eric Attleson (CV)

Zoom access information will be communicated via the listserv.

OVERVIEW:

This workshop series continues the learning from year 1, but with a focus on structured literacy approaches in support of comprehension, vocabulary, & word study. As part of Year 2, participants will be enrolled in the asynchronous course, Key Comprehension Routine (KCR), and will follow a timeline/syllabus that paces the 18 hours of coursework over the span of September through March. Facilitated discussion of the learning and application and extensions to the learning will occur during four in-person days.

The KCR 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.

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

-- Summary

-- Question Generation

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

PLEASE NOTE:

- Facilitators will provide guidance & initiate pre-activation of participant accounts for Keys to Comprehension Routine with participants finalizing activation of their accounts.

- Maximum CTLEs Awarded = 45 (In-person = 24; Asynchronous = 18)

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

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching℠.

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℠ also serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and strive for high achievement.

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 2024-25 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 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 three-part series will allow participants to identify areas of alignment between high school research expectations and college-level research. Participants will engage in collaborative conversations with college-level library staff to define college-level research expectations and identify gaps; teacher/librarian pairs will collaboratively design a research project.

OUTCOMES:

- Articulate college-level research expectations

- Identify opportunities to scaffold towards college-level expectations in the high school curriculum

- Design, implement, and reflect on a research project to address key research skills

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:

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. We will be working to ensure participating districts are aligned regarding the process and establish a consistent regional approach to the IAAP and its requirements. It will be a focus of the group to develop a plan for interscholastic grading and credit awarding, tailored to local needs.

Overview:

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

Outcomes:

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

- Explain what we know about the new assessments

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

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

Word Connections manuals and Student Materials will be provided at no cost. 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

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation

This training is intended for RISE GRANT Teachers (4-7) or TUTORS (CF, Dep, Gre, Harp, JC, NV, Sid, UE, WP, Win)

Note: RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

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: $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:

ABT & Workforce Ready CoP is a group of Agriculture, Technology, Business, Work-Based Learning and CTE educators that meet regularly, share expertise and resources to improve opportunities and learning experiences for students. Anchored in the principles of NYS Portrait of a Graduate, UDL,PBL and NYSED Standards, participants will engage in a supportive community through collaborative sessions and reflective practices. Participants will share in the design plan for each session in order to best meet their collective needs.

OUTCOMES:

- Create and share materials, strategies, and best practices

- Describe learning experiences that foster the development of career readiness skills in all students

- Design a plan for each session

OVERVIEW:

The purpose of this professional learning experience is to build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based; promote acquisition of the skills necessary to complete the FBA process; develop the skills necessary to create, implement and progress monitor the BIP; and ensure these skills align with the New York State Regulations of the Commissioner of Education, Part 200.

Participants Will:

- Build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based

- Acquire the skills necessary to complete the FBA process

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

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

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

OVERVIEW:

The purpose of this 2-day training is to provide participants with an overview of what progress monitoring for academics is and how to implement this practice with individual students. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS, RTI) and students receiving special education services. The training covers the essential knowledge and skills needed to understand the importance and core features of progress monitoring, as well as modeling and practice with feedback on implementing progress monitoring. Participants are given an opportunity for independent work with support from the presenter. Participants must sign up for both days of this training.

Day 1:

Part one of this training focuses on providing instruction, modeling, and guided practice in implementing progress monitoring with individual students.

Day 2:

Part two of this training is an application/work session for independent practice using either:


• Data from the participant's own students


• Example data supplied by the presenter

This time will be used to practice applying skills learned to engage in the progress monitoring process independently.

At the conclusion of this training, participants should be able to:

- Describe the purpose of progress monitoring

- Define progress monitoring

- Identify the steps for implementing progress monitoring at the individual student level

Please note: Participants will need to collect data after day 1 to bring to day 2 (to earn one CTLE hour outside of the Zoom sessions).

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

OVERVIEW:

This training contains information on the development and provision of an effective Student Exit Summary for students. It covers both the exit summary for students earning a diploma and for those receiving a Skills and Achievement Commencement Credential.

Participants Will:

- Learn the federal and state requirements for the Student Exit Summary

- Recognize and identify the required components of the Student Exit Summary

- Analyze the importance of students' self-determination skills in making the Student Exit Summary a meaningful and relevant document

- Identify a process for the development and issuance of the Student Exit Summary that is student-centered

OVERVIEW:

The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants' knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address learning barriers. Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs and characteristics. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities.

The training is most applicable to those who will be engaging directly in designing, developing and delivering specially designed instruction to students with disabilities.

Participants Will:

- Define and describe specially designed instruction (SDI)

- Identify what instructional strategies may work to close gaps based on different characteristics of each student

- Examine what SDI looks like in the classroom

- Examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP

- Apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs. 

Registered participants will receive an email prior to the session which will include all links and participant documents for the workshop.

Session includes a 30-minute lunch.

OVERVIEW:

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) and alignment with the accommodations and modifications provided in the classroom daily/throughout the school year.

OUTCOMES:

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 New York State Education Department will release a new series of numeracy briefs, developed by Dr. Deborah Loewenberg Ball, that focus on evidence-based practices for teaching mathematics. The agenda includes an overview of each of the eight numeracy briefs, with time to reflect and discuss with colleagues.

This event, which will be a hybrid webinar with in-person discussion and presentations, will provide New York State administrators and numeracy leaders with specific and useful information to support high-quality teaching of mathematics across grades PK-12.

Participants in the event will have the opportunity to learn about the briefs with Dr. Deborah Loewenberg Ball and the SED team. Dr. Loewenberg Ball is the William H. Payne Collegiate Professor at the University of Michigan and the director of TeachingWorks.

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

OUTCOMES:

- Describe the eight numeracy briefs developed by Dr. Deborah Loewenberg Ball, that focus on evidence-based practices for teaching mathematics across PK-12

- Identify strategies based on the numeracy briefs to support and sustain high-quality mathematics instruction across PK-12 classrooms

PLEASE NOTE:

- This session is open to all districts

- Lunch will be provided

OVERVIEW:

This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.

Family Engagement, Communication, & Culture will help support full implementation of the systems that serve Students with Disabilities and all students by building sustainable relationships with parents and the larger student support community.

This session, with identical content, will also be offered on April 30th.

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

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:

Join Marissa McNamara and Liz Wood as we dive into student use of Generative Artificial Intelligence. We will discuss AI's impact on its users, the various skills needed to use AI, and connections to the Computer Science and Digital Fluency Learning Standards. By the end of the session, participants will leave with a learning opportunity for students to apply critical thinking and learning skills to AI.

OUTCOMES:

- Describe which users are most impacted by AI and how they are affected.

- Identify the critical thinking and learning skills needed for students to engage responsibly with AI.

- Create a learning opportunity for students to apply the identified critical thinking and learning skills.

This session, with identical content was also offered on December 10, 2024.

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

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Prerequisites: This session is geared towards teachers with some background in Artificial Intelligence. It is recommended that participants are Model Schools Community of Practice members, have previously completed Teaching, Learning and Reflecting with AI: A Teacher's Journey, or have previously completed Navigating the AI Frontier.

OVERVIEW:

Join us to celebrate the 2024-2025 Southern Tier Teacher Academy students! Our program will include a keynote and panel discussion focused on supporting pathways in education. This year's keynote will feature Dr. Larry Dake, Superintendent of Chenango Valley CSD; our panel discussion will include pre-service and in-service teachers.

Lunch will be provided.

OVERVIEW:

This is the fourth session in the Media Library's Mini Session Series. Throughout the series, participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

In this session we will be working with the various resources available to you around video creation and podcasting.

PARTICIPANTS WILL:

- Identify connections between media library resources and the Computer Science and Digital Fluency Connections

- Solve for a given scenario.

- Develop a plan for implementation of these resources in your programs with at least one or more of the tools demonstrated

PLEASE NOTE:

- To fully participate in session, please bring a device.

- This session is open to districts that subscribe to Media Library Services [504.310.100]

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Participation in the entire 4-session series is NOT required; please be sure to register for each of the sessions that interest you.

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

- 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

PLEASE NOTE:

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

OVERVIEW:

LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. Recommended for teachers, counselors, or administrators who want to commit the time needed to help students recognize patterns of self-defeating behavior, gain understanding of relationships among behaviors, feelings and reactions, improve problem-solving skills for coping with stress & emotions, and emerge with improved self- esteem.

OUTCOMES:

- Identify & define the 3 Main Structures of LSCI.

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

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

- Develop a plan for implementing and supporting your practice.

PLEASE NOTE:

- Upon completing the 5 day training, participants will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

- Course materials will be provided.

- 1-hour lunch on your own.

- BT BOCES will initiate an ARFS at the conclusion of the course to participating districts.

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

OVERVIEW:

Disciplinary literacy instruction - teaching students to become proficient readers of various disciplines - has recently surfaced as a vital focus for educators. As we continue with NYS Science Learning Standards with a heavy emphasis on reading and writing skills, a focus on disciplinary literacy is a crucial piece of science education.

This interactive one-day session will utilize the differences between content and disciplinary literacy, distinguishing the unique and important characteristics science offers learners. By the end of the session, participants will uncover high-impact practices and tools for implementing this explicit form of instruction in ways that supplement already established lessons and units of study.

OUTCOMES:

- Differentiate content-area literacy and disciplinary literacy

- Identify high-impact areas for teaching science literacy

- Design a strategy lesson that supports science literacy

- Compare and contrast science and literacy standards

OVERVIEW:

The final weeks of the school year can be chaotic and challenging. Treat yourself to a morning of exploring mindfulness strategies and engaging in self-care activities that will help you maintain your focus and energy to finish the school year with strength and vitality. In this workshop, you will develop a plan to move "self-care” from being just a buzzword to being a practical part of your daily routine.

Learning Outcomes:

- Explain mindfulness strategies that help teachers to reduce stress, promote self-awareness, and enhance focus

- Describe self-care activities that support educator wellness and balance between professional and personal identities

- Create an end-of-year educator wellness routine

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:

Join your school librarian for breakfast and a presentation on best practices in the school library! Following the presentation, librarians and their administrators will have the opportunity to discuss the current state of their school libraries and plan for the future.

Breakfast will be provided.

OVERVIEW:

Join us for a day of library advocacy and learning!

The morning session (8:00-10:00) will consist of a mini-presentation by a keynote speaker, and the annual presentation of our Administrator of the Year award. Following the presentation, librarians and their administrators will have the opportunity to discuss the current state of their school libraries and plan for the future.

Breakfast and lunch will be provided.

OVERVIEW:

Join us for this one-hour Zoom session focusing on how leaders can use AI platforms to help save time in their day through the use of various AI platforms.

OUTCOMES:

- Identify AI platforms that can be used for presentation building.

Zoom access information will be provided to registrants 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 and the academic performance of students through the New York State Science Learning Standards. The goal of this brand new 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 3-5 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

Please Note: This is session #4 in the Elementary School (Gr 3-5) Science Community of Practice series. Participants who registered for the series running October 2024-March 2025 should register for this additional session.

OVERVIEW:

The issue of in and out-of-school suspensions of all students, including students with disabilities who demonstrate escalated classroom behavior, has become controversial and divisive, leaving many staff members at odds. This two-day training package, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies, and procedures that contribute to the on-going suspension crisis in schools today. Throughout these two days, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

Participants Will:

- Understand the purpose of using alternatives to suspension

- Gain knowledge of the recent research on school suspensions

- Examine scenarios when alternatives to suspension may be used to change behavior

- Learn how a systemic change on the approach to discipline and problem behavior can affect school climate

- Learn about practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension

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

OVERVIEW:

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, what phonics and word recognition is and how crucial this skill set 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 phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics instruction for students. To overcome equity barriers, educators need to focus on systemic, explicit instruction to teach the skills supported by the science of reading.

Participants will be able to:

- Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition

- Define phonics and word recognition and describe why they are important to overall reading development

- Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading

- Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcome

- Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support

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

OVERVIEW:

The Graduation and Dropout Rates TSG is designed to assist Educational Organizations (EOs) to develop systems and evidence-based practices that are known to enhance successful completion of school for students with disabilities. As part of this TSG, participating districts may work with coaches on items such as facilitating teams, accessing data, using data effectively to make decisions, selecting appropriate interventions, and evaluating the effectiveness of interventions.

Participants Will:

-Teams will identify actionable steps to implement to raise graduation/dropout rates within their districts

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

OVERVIEW:

The purpose of this training is to provide participants with an overview of universal screening and how to adopt this practice in their schools. Content is applicable to work with all general education students within a tiered model of academic support (e.g., MTSS and RTI) as well as students receiving special education services. This training covers the essential knowledge and skills necessary to understand the importance and core features of universal academic screening as well as modeling and practice with feedback on implementing universal screening. This training is focused on providing focused instruction, modeling, and guided practice in implementing universal screening.

Participants will be able to:

- Define universal screening

- Describe the purpose of universal screening

- Describe the features of a high‐quality universal screening measure

- Identify tools to guide them in selecting a universal screening measure

- Describe ways in which data from a universal screening measure can be used

Description of local Educational Organization academic screening program including, but not limited to, assessment protocols, timeline, implementation plans, fidelity monitoring, data collection, data teams, data analysis, data‐based decision‐making procedures, and reporting.

A ZOOM link for this virtual training will be emailed out to registered participants on the Monday prior to the training.

OVERVIEW:

This half-day training package is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities, with a focus on DCIP as per the part 201 of the Commissioner's Regulations. This professional development supports the administrator's understanding of the regulatory requirements, as they relate to DCIP.

Participants Will:

- Have a deeper understanding regarding regulations and systems surrounding DCIP. Improving systems and practices within EOs will lead to improved outcomes for all students.

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

Overview:

Teachers will participate in regional scoring of the new Life Science: Biology and Earth and Space Regents exams. Because it is the first ever administration of these exams, regional scoring will allow extra support for teachers going through this process and a new testing format. All NYSED Regents Scoring Regulations will be followed.

Outcomes:

- Clear criteria for scoring new regents exams

- Support with new testing format and scoring

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some asynchronous work to complete BEFORE attending the in-person session. Instructor will send link to access the asynchronous material one week prior to session.

- This course, with identical content, is also being offered July 28th and August 11th.

Districts will need to print Word Connections Materials prior to taking the training (Teacher manual and student workbook) using the links below:

Teacher manual: https://drive.google.com/file/d/11EBK8ZP5JqVrOS9Rbhy3OBcMEwPyp-Vc/view?usp=sharing

Student manual: https://drive.google.com/file/d/1KjtMfj4a8XvcV9-Brdv40965JMnhL4d3/view?usp=sharing

As participants register, digital materials will be emailed. Participants will all 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

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation

This training is intended for RISE GRANT Teachers (4-7) or TUTORS (CF, Dep, Gre, Harp, JC, NV, Sid, UE, WP, Win)

Note: RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW:

As mindful educators we will practice strategies to help ground ourselves during stressful situations and build our resilience as we learn to pay attention to our thoughts and bodies. Calm, connected educators create learning spaces that allow students to feel safe and supported. Each week we will learn about everyday mindfulness and how to keep going and weave mindfulness into your daily life through formal and informal practices.

OUTCOMES:

- Create a routine to practice mindfulness formally and informally

- Explore a mindful way of being in your body

- Describe why adopting a trauma-sensitive approach to exploring mindfulness is important for everyone as all bodies experience overwhelm in the nervous system due to stress and trauma to differing degrees

- Begin to identify when you are dysregulated and start utilizing practices to bring yourself back into equilibrium

- Begin to uncover and identify your blindspots, biases, and cognitive distortions by using mindfulness to notice and disrupt them

Please Note:

- The instructor will provide all registrants with Zoom access information prior to session start times.

- Expectations and process for asynchronous submission to be discussed at first session.

- Each week there will be one hour dedicated to practicing mindfulness at home with a mindful reflection to be completed in Google Classroom as part of the asynchronous work.

- Maximum CTLE Hours = 11.5 (7.5 Hours Virtual - Zoom; 4 Hours Asynch - Google Classroom)

OVERVIEW:

In this user group, educators 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:

This session is designed for participants to dive into essential models, strategies, and hands-on for instruction, and problem solving methods associated with the Next Generation Math Standards. All Algebra I teachers with various levels of experience are welcome!

OUTCOMES:

- Identify essential models aligned to grade level content

- Create a plan for the upcoming school year

OVERVIEW:

Curiosity is at the heart of every creative act. In this session, music and art educators will explore how to design lessons that spark student inquiry and build meaningful classroom dialogue. Using effective questioning techniques, peer critique, and reflection strategies, we'll discover how to move beyond "making” to foster deeper thinking, collaboration, and student voice. Come ready to wonder, share, and leave with fresh ideas to bring your classroom conversations-and creativity-to life.

OUTCOMES:

- Describe strategies which foster student curiosity and discourse in the Music and Art Classroom

- Explain how curiosity and discourse foster creativity in students

- Identify connections between effective questioning techniques and the Fine Arts Standards

- Create a plan to implement at the start of the school year

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. It takes participants beyond the idea of professional learning communities to practical and sustainable implementation.

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

In this four-day seminar, participants learn:

- 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.

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*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.

OUTCOMES:

- Explain the recent changes to the NYS Math Standards

- Explain the significance of these changes to local curriculum and assessment

- Create an action plan for sharing these changes with colleagues

OVERVIEW:

This 2-day session is for 9-12 teachers identified from participating districts in the Hello Ed Grant. Over the 2 days, teachers will focus on high quality ENL instructional strategies to support English Language Learners in the classroom, foundational skills regarding generative AI, and connections to bridge the two areas to help support ELLs in English language acquisition and content knowledge.

This session is part of the first year of the Hello Ed Learning Technology Grant. Teachers that successfully complete the required components will receive a $500 stipend at the end of the 25-26 school year. Additional expectations of the grant include:

- Participation in the summer institute

- Attendance at quarterly synchronous 1 hour after school Zoom check-ins

- Implement ai tutor with ELL students

- Respond to all surveys

OUTCOMES:

- Identify instructional strategies to support ELLs

- Examine the AI tool, ChatforSchools by Skillstruck

- Develop a plan for implementation of content

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

Please note that this series will be offered again with identical content on August 13-14, 2025.

OVERVIEW:

In this interactive session, we'll explore how to shift from classroom compliance to authentic student curiosity, all while improving student behavior. Drawing on behavior science and strong instructional practice, we'll discuss practical strategies to create lessons that engage students, inspire intrinsic motivation, and foster positive classroom dynamics. You'll leave with actionable techniques to transform disengaged students into active learners, reduce disruptive behavior, and cultivate an environment where curiosity drives learning and behavior alike.

Learning Outcomes:

- Explain effective behavior management techniques which will improve your classroom environment

- Describe instructional strategies which promote student participation and inquiry

- Create a plan to shift your classroom from the start of the school year

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:

In this session participants will be introduced to the DIBELS 8 assessment. We'll overview the assessment battery, including changes that have been made to the sub-assessments in this latest edition. Participants will leave with a knowledge of how to administer these assessments and the purpose of these assessments. We will also explore the logistics of administering this assessment, and participants will leave with materials to support use of the assessment. Finally, participants will learn to analyze data from the assessment and to support students in next steps.

OUTCOMES:

- Describe the rationale for using the DIBELS 8 assessment, with connection to how it potentially informs instruction early in the year

- Explain how to implement the DIBELS sub-assessments

- Practice administering this assessment, walking away confident in your ability to assess your students

- Explain how to use results to set goals and progress monitor select students

- Understand how to use data to support student learning

OVERVIEW:

In this session, participants will take a deep dive into heavily assessed standards from the New York State math assessment. Participants will explore the associated Performance Level Descriptors, examine how the standard is assessed, and engage in a guided review of NYS scoring materials. Participants will gain a deeper understanding of the scoring process, and strengthen their assessment literacy to support improved student outcomes.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

OVERVIEW:

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

PARTICIPANTS WILL:

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

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

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

In this interactive follow-up session, we will build on core engagement principles and introduce advanced strategies to foster deeper collaboration, critical thinking, and student ownership of learning. Through hands-on activities and discussion, you'll gain new tools to create dynamic learning experiences that sustain engagement beyond the first weeks of school.

OUTCOMES:

- Describe how the engagement strategies last year positively impacted your classroom environment and student success

- Explain strategies which promote engagement in the classroom.

- Describe strategies which help students to grow knowledge and skill in a collaborative setting

- Create a plan to implement engagement and collaborative learning strategies into your classroom at the start of the school year.

OVERVIEW:

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

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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

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

PARTICIPANTS WILL:

1. Define the concept of unconscious bias

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

3.Learn strategies to disrupt the cycle and make informed decisions.

Please note: This session, with identical content, will also be offered on August 27th.

This session is a prerequisite for Disrupting Microaggressions, which is offered on July 15th and August 27th from 12:30-3:30pm.

OVERVIEW:

Microaggression is defined as intentional or unintentional verbal, nonverbal, and environmental slights that communicate hostile, derogatory, or negative messages to the recipient based on their group membership. Microaggressions are pervasive in educational settings and have documented negative effects on its recipients and bystanders. Many school districts aim to create a welcoming and affirming environment for all and microaggressions can impact achieving this goal. This workshop will create a safe space for participants to learn about microaggressions, understand its impact, and identify strategies to minimize its occurrence.

PARTICIPANTS WILL:

1. Develop awareness surrounding the prevalence of microaggressions.

2. Explore the impact of microaggressions on individuals from vulnerable and marginalized communities.

3. Learn about the implication of microaggressions as it relates to the Dignity for All Student Act (DASA).

4. Discover how to apply techniques to minimize the occurrence of microaggressions and ways to respond when someone has been microaggressive.

Prerequisite Learning: Participants MUST have attended The Silent Shaper: How Unconscious Bias Influences Our World training, being offered on July 15th from 8:30am -11:30am.

Please note: This session, with identical content, will also be offered on August 27th.

Overview:

In this math specific session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms”. 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. Whether you are new to Building Thinking Classrooms, or have been doing it for a while, we would love to have you join the conversation!

Please Note: Copies of the book will NOT be provided.

Outcomes:

- Describe the 14 practices

- 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 incorporated

OVERVIEW:

Teaching in a special class (or self-contained) takes creativity, tenacity, and skill. Although every classroom is unique, there are many evidence-based strategies to support you in developing an environment where all students thrive. Join us to find ways to structure your space and schedule, proactively manage student behavior, and maintain rigorous expectations.

Learning Outcomes:

- Identify necessary procedures and routines that maximize learning time

- Explain behavioral management systems that increase student motivation and skill development

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

OVERVIEW:

In this session, we will use the New York State Performance Level Descriptors to collaboratively design common assessments for our grade level. Together, we will establish consistent expectations for grading through shared rubrics and the analysis of sample student work. Participants will also engage in meaningful discussions about instructional and intervention strategies informed by the assessment data.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

Please note: There will be sessions scheduled throughout the school year to continue this work.

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:

In this session, participants will take a deep dive into heavily assessed standards from the New York State math assessment. Participants will explore the associated Performance Level Descriptors, examine how the standard is assessed, and engage in a guided review of NYS scoring materials. Participants will gain a deeper understanding of the scoring process, and strengthen their assessment literacy to support improved student outcomes.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

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

OVERVIEW:

In this session, we will use the New York State Performance Level Descriptors to collaboratively design common assessments for our grade level. Together, we will establish consistent expectations for grading through shared rubrics and the analysis of sample student work. Participants will also engage in meaningful discussions about instructional and intervention strategies informed by the assessment data.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

Please note: There will be sessions scheduled throughout the school year to continue this work.

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 21-23; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R C [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:

Every classroom has students who exhibit challenging behaviors and that can lead to educator stress. Join me to learn strategies that minimize and improve behaviors while supporting all students (and you!) Participants will also learn how to analyze individual student behaviors to choose interventions that work best.

Learning Outcomes:

- Identify Proactive behavior management strategies

- Explain Function of Behavior utilizing the Behavior Pathway

- Describe strategies for Responding to Challenging Behaviors

- Choose strategies to utilize in your classroom

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at vpriscott@btboces.org