OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior. This training fulfills the NYSED requirement for all school staff to be trained in de-escalation; "Updates to Behavioral Supports and Interventions in Schools” NYCRR §19.5, section D-5.

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

This session, with identical content, will also be offered December 2, 2026.

OVERVIEW:

"If we want better outcomes for students, we have to improve the systems in which teaching and learning occur.”

- Carnegie Foundation for the Advancement of Teaching

In this four-part series, we will collaboratively refine and strengthen integrated multi-tiered systems of support for the 2026-27 school year. Grounded in New York State's Portrait of a Graduate and NY Inspires framework as our shared compass, we will focus on deepening alignment across literacy and social-emotional health to ensure our systems are coherent, responsive, and centered on the outcomes we want for all learners.

Building on the MTSS-I for Leaders & Coordinators series, this experience elevates the work into strategic, multi-year planning. District and building leaders will work in partnership to translate vision into action-leveraging data, strengthening collaborative teams, and creating structures for consistent monitoring, reflection, and adjustment throughout the year.

*Note: This series is intended for district and school leadership and is offered in conjunction with the NY Inspires Regional Network series focused on implementing plans for Portrait of a Graduate success.

OUTCOMES: - Strengthen the effectiveness of district and building-level teams through clear roles, collaboration protocols, and shared ownership - Analyze multiple data sources to drive responsive, timely instructional and intervention decisions across tiers - Explore data visualizations that are actionable and incorporate into the assessment and monitoring components of local plans - Develop actionable, aligned MTSS-I plans that connect Portrait of a Graduate outcomes to daily practice - Establish accountability systems, including progress monitoring cycles and structured check-ins, to ensure sustained implementation and impact

OVERVIEW:

In this multi-day series, pre-k teachers will develop a master plan for ELA instruction for the 2026-27 school year, including planning for: setting up the classroom and school day, routines and procedures, assessments, targeted ELA instruction, and addressing other content areas. Social-Emotional Learning and behavior management will also be an academy goal. Teachers will identify essential learning outcomes for pre-k reading and writing, develop progress monitoring to ensure growth in the essential learning outcomes, and develop instructional plans to deliver targeted instruction throughout the year that focuses on the whole child including play-based learning and targeted oral language development. Participants will build their strategy toolkit to address outcomes and assessment.

OUTCOMES:

- Identify the skills that are critical to successful reading at the pre-k level

- Identify strategies that promote positive relationships and classroom community

- Explain how to support the transfer of critical skills into reading, writing, and math

- Identify evidence-based instructional strategies to support these skills

- Develop strategies to support the use of play as one of many appropriate teaching tools to help children work toward learning goals and meet developmental expectations.

- Create instructional plans based on your ongoing, formative data

OVERVIEW:

Across four full-day professional learning sessions, starting with a summer launch on July 28th, teachers of kindergarten through second grade will deepen their understanding of effective Tier 1 literacy practices that support and accelerate student growth.

Sessions will focus on:

- Setting up the classroom and school day with a focus on rules and procedures

- Promoting positive relationships & classroom community

- Literacy assessment to identify skill needs

- Essential skills and their pacing across the year

- Evidence based instructional practices in literacy & math

- Quick strategies for formative assessment to guide upcoming instruction

- High quality texts, and simple ways to incorporate them into the classroom to build academic language while having fun!

Participants will build their strategy toolkit to address essential skills and assessment, implement practices in their classrooms, and share with colleagues throughout the series.

It is recommended that participants register for and attend all sessions in the series. A make-up is offered for the 7/28/26 session. If you cannot attend the 7/28 session, a separate registration date of 10/14/26 will be coming soon in the fall catalog. Please register for the series and make up session if needed.

OUTCOMES:

- Identify the skills that are critical to successful language-building experiences (reading, speaking, listening, & writing) & math at different check-points during the year

- Explain and apply evidence-based tier 1 routines to support academic language building, decoding, fluency, oral language, writing, and comprehension

- Implement strategies to support the transfer of critical skills into reading, writing, and spoken language using rich text as mentors

- Explain and apply Tier 1 math routines to support engagement and mathematical discourse

- Create instructional plans based on your ongoing, formative data collection

OVERVIEW:

Join us for a series of strategic, collaborative discussions focused on implementing the shifts driven by the NY Inspires plan. We encourage district leadership teams to attend together to:

- Assess current district initiatives and programs that align with the NY Inspires plan

- Brainstorm opportunities, challenges, and next steps towards achieving the vision of NY Inspires

- Share promising practices and highlights from across our region and beyond

- Identify opportunities for regional collaboration and support

District teams will be provided a NY Inspires Implementation Review and Planning Guide template to guide their work.

*Note: This series is intended for district and school leadership and is offered in conjunction with the MTSS-I impact series focused on creating and revising district strategic plans for Portrait of a Graduate success.

OVERVIEW:

The foundation for New York's visionary Portrait of a Graduate is built in the earliest years of schooling-and the leadership moves we make in PreK-2 matter more than ever.

Join a community of fellow leaders who are passionate about supporting our youngest learners. This series offers practical strategies to help strengthen systems, sharpen decision-making, and elevate outcomes for students in grades PreK-2. Together we will focus on: literacy learning, attendance, and behavior and social-emotional development.

Across the series, we'll dig into assessment and data in ways that feel actionable and not overwhelming, alongside high-impact instructional and systems practices that make a difference. Along the way, we'll keep play and joy at the center-exploring how to intentionally design rich, engaging experiences that spark curiosity and a love of learning.

We kick things off in August with proactive strategies to set the tone for a successful school year for all learners. From there, each session will build your leadership toolkit with ready-to-use ideas, and will build in collaboration and time to plan for implementation.

Grounded in meaningful data but driven by purpose, this series is about more than analysis-it's about action. It's about building systems that respond effectively to what we see, while creating schools where our youngest learners thrive, feel known, and experience joy every day.

OUTCOMES:

- Describe assessment recommendations and integrate data-based decision making practices in your system

- Review the data at critical checkpoints and plan for "doubling down” where needed!

- Explain high-impact practices to support students' early literacy development, behavior and social emotional learning, family engagement, communication, and attendance

- Plan for supporting teachers and staff in implementing key actions to address attendance, behavior/social-emotional learning, and literacy

OVERVIEW:

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

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

ADDITIONAL COST: Accelerating Students Literacy Growth [Service No. 551-211-020]. Districts exceeding their 2026-27 FRS purchases will be billed via an ARFS.

OUTCOMES:

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

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

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

- Apply high yield instructional strategies to address identified needs

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

Per person subscription to the New Teacher Institute, Service # 551.211.046, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2026-27 FRS.

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

- Three In- District Sessions (Up to 6 Hours) Weeks of Oct 13-22 and March 16-24

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

- Five 1-hour Coaching Sessions (max 5 hrs): final Date June 11 2027

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2026-27 FRS.

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

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

- Four 6-hour Regional Sessions (max 24 hrs): August 31, September 1, January 11, May 17

- Two 3-hour In-District 1/2 Day Sessions (max 6 hrs): Week of October 13 - 22; Week of March 16 - 24

- Five 1-hour Coaching Sessions (max 5 hrs): Final Date June 11, 2027

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2026-27 FRS.

OVERVIEW:

Broome-Tioga BOCES convenes the Community Schools Regional Leadership Advisory Group, a team designed to strengthen the connection between district needs and the regional resources that support them. While not all districts have Community Schools Coordinators, all district perspectives are essential as we focus on regional needs and shared priorities.

This group works to align the Community Schools Framework with broader community systems, ensuring we identify and activate the partnerships that most effectively support student growth and strengthen district capacity.

OUTCOMES:

- Identify shared regional goals to advance in 2026-2027

OVERVIEW:

The School Psychologist Community of Practice meets regularly to share expertise and collaborate on ways to support students in elementary and secondary schools. The goal of the group is to improve the skills and knowledge of school psychologists through collaborative study, best-practice exchange, and professional dialogue.

OUTCOMES:

- Describe evidence-based strategies to meet student needs

- Explain the role of the School Psychologist as a member of a students' support team

- Identify practices that enhance students' skills related to NYSED Portrait of a Graduate attributes

- Other Learning Outcomes will be determined by the group

OVERVIEW:

This forum is designed for K-12 New York State science teacher leaders, department chairs, and science administrators to engage in collaborative dialogue around current NYSED Science and Portrait of a Graduate updates, regional science instructional needs and opportunities. Through professional collaboration and reflective discussion, educators will strengthen instructional leadership, share successful practices, and identify actionable steps to support high-quality science teaching and learning across districts.

OUTCOMES:

- Analyze current NYSED science and Portrait of a Graduate updates, instructional resources and opportunities to identify implications for science teaching, learning, and program development.

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: Shannon Koehler, Whitney Point; Sarah Miller, Harpursville

PLEASE NOTE:

- All meetings held at the 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:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for cross curricular 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 2026-2027 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

OVERVIEW:

Building Future-Focused Classrooms is a yearlong professional learning experience designed for tenured teachers who are ready to make meaningful, lasting shifts in their practice. Grounded in the principles of ASCD and ISTE Transformational Learning and aligned to the New York State Education Department Portrait of a Graduate, this experience moves beyond strategies and into deep instructional change that empowers teachers to design learning that is relevant, engaging, and future-focused.

Participants will learn within a supportive professional community that values collaboration, reflection, and growth. Through a series of interactive workshops, teachers will explore how to create learning environments that foster curiosity, student agency, authentic problem-solving, and interdisciplinary thinking. Personalized coaching cycles will provide space to apply new ideas directly to classroom practice, receive targeted feedback, and refine instructional approaches in real time. Ongoing reflective practices will help teachers examine the impact of their shifts on student learning and engagement.

By the end of the experience, teachers will not only have new tools and strategies, but a transformed lens for designing learning-one that intentionally cultivates the knowledge, skills, and dispositions students need to thrive in an ever-changing world.

OUTCOMES:

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

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

- Create a dynamic, student-centered learning environment

*The cost per participant is one SCI Day*

OVERVIEW:

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

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

Each session will include practical strategies that can be easily implemented in both whole group and small group settings.

OUTCOMES:

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

- Assess and address the diverse literacy needs of adolescent learners

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

- Develop culturally responsive teaching strategies to engage all students

OVERVIEW:

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

OUTCOMES:

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

- Developing plans for learning together (initially)

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

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

- Networking and sharing among members

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

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

OVERVIEW:

** 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: $450

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

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 (SCI) service.

Division Chair: Jessica Bowerman (Susquehanna Valley)

All meetings will be held over Microsoft Teams, and Teams access information will be communicated via the Elementary School Principals listserv in advance of each meeting.

Please note there will be no meeting in April.

OVERVIEW:

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

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

OUTCOMES:

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

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

- Generate outcomes for our future community of practice.

OVERVIEW:

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

OUTCOMES:

- Examine current research around educational technology

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

- Apply learned content to district context

*Please bring your own device*

OVERVIEW:

These quarterly sessions will be for technology teacher leader teams appointed by their district to work collaboratively towards planning district specific technology 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

- Develop action plans relevant to district specific Technology Plans

OVERVIEW:

This community of practice for teachers of NYS Next Gen Algebra II provides participants with an opportunity to collaborate with other teachers from the region and explore best practices for math education. We will spend time engaging with state, regional and local data to drive our learning. We will also use resources and information from NYSED to guide our sessions including Portrait of a Graduate, Numeracy Briefs and NYS Next Gen Standard documents.

OUTCOMES:

- Engage with and analyze relevant data to inform instructional decisions and curriculum planning

- Explore and apply concepts from the NYS Numeracy Briefs to refine instruction in Algebra II

- Collaborate with peers to reflect on current mathematics teaching pedagogy and support continuous professional growth

- Discuss and identify high-leverage mathematical content and instructional strategies tailored to participant-driven topics

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, data analysis and a focus on creating 3D learning experiences specific to Chemistry and Physics. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data to inform instructional decision making

- Create and share NYSP-12SLS aligned instructional materials, strategies, feedback and best practices

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:

The NY Inspires Statewide Transformation Collaborative is a series of statewide meetings connecting BOCES, Big 5+3, school districts, networks, NYSED, and other partners around NY Inspires. These meetings will be planned by a statewide steering committee with BOCES representation and will supplement the work of the BT BOCES Regional Network. We encourage districts to bring smaller leadership teams to these meetings.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. Educators in this group will share strategies and best practices for ENL education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

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

This year, the group will deepen its shared understanding of the IAAP by focusing on clear communication, consistent expectations, and regional coherence. Participating districts will work collaboratively to calibrate their processes, clarify requirements, and move toward a unified regional approach to IAAP implementation. A central focus will be continuing the Visual Arts Presention Day.

OVERVIEW:

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

OUTCOMES:

- Explain high leverage practices for teaching students with special needs

- Identify strategies to support student skill growth

This monthly meeting for Middle 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 (SCI) service.

Division Co-Chairs: Sean Swider (Owego-Apalachin); Trish Llaguno (Windsor)

All meetings will be held over Microsoft Teams, and Teams access information will be communicated via the Middle School Principals listserv in advance of each meeting.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.This year the group will focus on educating and providing information about the IAAP. Participants will collectively develop regional resources and strategies to assist in the success of the IAAP and achievement of HSII Music Standards.

OVERVIEW:

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

OUTCOMES:

- Explain high leverage practices for teaching students with special needs

- Identify strategies to support student skill growth

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

OVERVIEW:

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

OUTCOMES:

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

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

Co-Chairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

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

This monthly meeting for High 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 (SCI) service.

Division Co-Chairs: Steven DiStefano (U-E); Dawn Young (Vestal)

All meetings will be held over Microsoft Teams, and Teams access information will be communicated via the High School Principals listserv in advance of each meeting.

OVERVIEW:

In this user group, educators using i-Ready Math Classroom as their tier 1 resource will share best practices, and work collaboratively to improve teaching skills and the academic performance of students through the use of i-Ready Math Classroom. The goal of the group is to improve the skills and knowledge of educators with i-Ready Math Classroom through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Create and share materials, strategies, and best practices with i-Ready Math Classroom

- Identify and describe best teaching and planning techniques to support teaching with i-Ready Math 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.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 as well as supporting Portrait of a Graduate.

OUTCOMES:

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

OVERVIEW:

Join a collaborative network of educators dedicated to advancing career-connected learning and Work-Based Learning (WBL) experiences for all students. This Community of Practice (CoP) serves as a dynamic hub for professionals to share high-quality resources, navigate the latest programmatic and policy updates from the NYSED, and collaboratively discuss regional best practices.

Participants will engage in peer-to-peer learning, troubleshoot shared challenges, and gain actionable insights to strengthen industry partnerships, streamline student placements, and enhance career readiness frameworks within their schools. Whether you are an experienced WBL coordinator or an educator looking to expand career connections in your curriculum, this supportive space will equip you with the tools and network needed to foster meaningful student success.

OUTCOMES:

- Identify connections between career connected learning and the NYSED Portrait of a Graduate

- Describe strategies to increase student interest and involvement in career connected experiences, including Work Based Learning

- Identify areas for improving K-12 career connected learning continuum

OVERVIEW:

This series of meetings is intended for districts who are interested in participating in the BT BOCES regional consortium for 2026-27. The purpose of the advisory group meetings is to share NYSED guidelines and updates, support participating districts, and plan for the culminating project presentation days.

OVERVIEW:

The Regional Conference Days series is designed for grades 6-12 ELA, Social Studies, and Science teachers seeking practical, research-based literacy strategies that can be immediately implemented in their classrooms.

Across two full-day professional learning sessions- October Conference Day (October 9), and March Conference Day (March 12)-teachers will deepen their understanding of effective Tier 1 literacy practices that support and accelerate student growth.

Participants will engage in hands-on learning focused on:

High-impact fluency routines that build accuracy, rate, and comprehension

Reading comprehension strategies such as Close Reading and question generation

Writing strategies that strengthen sentence construction and written responses

Vocabulary and morphology to support access to complex texts

Assessment-informed instruction, including data-driven decision-making and test preparation

Each session builds on the previous learning, allowing teachers to refine routines, analyze student data, and strengthen instruction throughout the year. Emphasis is placed on simple, repeatable classroom routines that support diverse learners and align across content areas.

Whether teachers are new to literacy instruction or looking to refine their Tier 1 practices, this regional professional learning opportunity provides practical tools, collaborative learning, and strategies that translate directly into improved classroom instruction and student outcomes.

OUTCOMES:

- Understand and apply high-impact Tier 1 literacy routines

- Develop proficiency in implementing evidence-based fluency strategies

- Strengthen reading comprehension instruction

- Integrate effective writing strategies into daily instruction

- Use assessment data to inform Tier 1 instruction

- Build instructional coherence across the school year

OVERVIEW:

This community of practice for teachers of NYS Next Gen Geometry provides participants with an opportunity to collaborate with other teachers from the region and explore best practices for math education. We will spend time engaging with state, regional and local data to drive our learning. We will also use resources and information from NYSED to guide our sessions including Portrait of a Graduate, Numeracy Briefs and NYS Next Gen Standard documents.

OUTCOMES:

- Engage with and analyze relevant data to inform instructional decisions and curriculum planning

- Explore and apply concepts from the NYS Numeracy Briefs to refine instruction in Geometry

- Collaborate with peers to reflect on current mathematics teaching pedagogy and support continuous professional growth

- Discuss and identify high-leverage mathematical content and instructional strategies tailored to participant-driven topics

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:

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, data analysis and a focus on creating 3D learning experiences specific to Elementary Science. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data to inform instructional decision making

- Create and share NYSP-12SLS aligned instructional materials, strategies, feedback and best practices

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

LEARNING OUTCOMES:

- Explain Word Connections' approach to teaching multisyllabic word reading

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

- Practice instructional routines with Word Connections materials

- Identify digital materials for use with students

- Create student materials for immediate implementation

Participants will need copies of Word Connections materials prior to taking the training. 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

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

LEARNING OUTCOMES:

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

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

- Practice the instructional routines with Key Comprehension Routine's materials to support student use of:

* Top Down Topic Webs

* Two-Column Notes

* Summary

* Question Generation

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

Books will be sent to participants' school buildings via BOCES Courier in early October

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, data analysis and a focus on creating 3D learning experiences specific to Life Sciences: Biology. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data to inform instructional decision making

- Create and share NYSP-12SLS aligned instructional materials, strategies, feedback and best practices

OVERVIEW:

This third year of the PBLA journey is designed for experienced cross-curricular school teams and building administrators who have already built, tested, and refined Performance-Based Learning Assessments. Now, the focus shifts from trying PBLA to mastering, scaling, and sustaining it.

During the 2026-2027 school year, teams will analyze evidence from prior PBLA work, refine assessment design for deeper student thinking, strengthen alignment to the NYS Portrait of a Graduate, and expand PBLA practices across classrooms. With continued support from BT BOCES PLIC staff, participants will engage in advanced team coaching, and rich collaboration with other veteran PBLA schools to troubleshoot challenges, share innovations, and codify best practices.

This year is about moving from implementation to ensuring PBLA becomes an embedded, sustainable part of how teaching, learning, and assessment happen in your school.

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

OVERVIEW:

This training was developed to promote the recommendation and implementation of quality special education services for all students with disabilities.

OUTCOMES:

The modules contained within this training are intended to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process and their role as a chairperson that is consistent with State law and regulation.

Please Note:

Some sessions of the training will be held at BT BOCES Instructional Support Center and some sessions will be held at GST BOCES.

Please plan to bring your internet enabled device. You will receive numerous handouts prior to each module and may want to access those during the sessions.

OVERVIEW:

This is a community of practice for regional world language educators to discuss best practices for instruction and assessment.

OUTCOMES:

- Collaboratively create Check Point A and B exams

- Discuss data from Check Point A and B exams

OVERVIEW:

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

This seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society. This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation. Adaptive Schools is the "how" of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

OUTCOMES:

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

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

- An expanded repertoire of practical facilitation tools

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

- Skills to move groups beyond consensus to common focus

- Ways to value and use dissension, argument and conflict

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

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.

How can elementary art and music classrooms become powerful spaces for developing the skills students need far beyond school? In this interactive session, elementary fine arts teachers will explore how everyday studio and performance experiences naturally cultivate the attributes of the NYS Portrait of a Graduate. Participants will identify where Creative Innovator, Critical Thinker, Effective Communicator, Global Citizen, and Reflective & Future-Focused skills already live within their practice-and learn simple, intentional strategies to make those skills visible, explicit, and assessable for students.

OVERVIEW:

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

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

OUTCOMES:

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

- Explain strategies and best practices to support all students and families

- Identify community partners and resources

- 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 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, data analysis and a focus on creating 3D learning experiences specific to Intermediate Science. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data to inform instructional decision making

- Create and share NYSP-12SLS aligned instructional materials, strategies, feedback and best practices

OVERVIEW:

A quarterly convening to guide the systematic process used to understand and create a profile of a community school's needs in each represented district. The purpose of Action and Implementation planning is to gather a wide range of information that will inform and drive decisions about implementation of community school's programming and operations.

OUTCOMES:

- Leverage the Community Schools framework to drive student outcomes

- Collaborate with teams to build sustaining systems that improve overall best practices

OVERVIEW:

This community of practice for teachers of NYS Next Gen Algebra I provides participants with an opportunity to collaborate with other teachers from the region and explore best practices for math education. We will spend time engaging with state, regional and local data to drive our learning. We will also use resources and information from NYSED to guide our sessions including Portrait of a Graduate, Numeracy Briefs and NYS Next Gen Standard documents.

OUTCOMES:

- Engage with and analyze relevant data to inform instructional decisions and curriculum planning

- Explore and apply concepts from the NYS Numeracy Briefs to refine instruction in Algebra I

- Collaborate with peers to reflect on current mathematics teaching pedagogy and support continuous professional growth

- Discuss and identify high-leverage mathematical content and instructional strategies tailored to participant-driven topics

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.

How can physical education prepare students with the skills needed for success after graduation? In these interactive sessions, physical education teachers will explore how everyday learning experiences naturally cultivate the attributes of the NYS Portrait of a Graduate. Participants will identify where Creative Innovator, Critical Thinker, Effective Communicator, Global Citizen, and Reflective & Future-Focused skills already live within their practice-and learn simple, intentional strategies to make those skills visible, explicit, and assessible for students.

OVERVIEW:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for cross curricular 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 2026-2027 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, 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

OVERVIEW:

This interdisciplinary professional learning course is designed for middle and high school educators seeking to strengthen students' academic literacy and deepen disciplinary inquiry across content areas. Grounded in the Reading Apprenticeship framework, the course invites teachers to engage as both readers and practitioners, exploring how to make the invisible processes of expert reading visible to students. Participants will learn and practice high-impact, inquiry-driven routines that foster critical thinking, purposeful talk, and collaborative meaning-making with complex texts. Emphasis is placed on supporting students' independence, confidence, and engagement as they navigate the unique literacy demands of different disciplines.

Through interactive sessions, participants will analyze classroom video, engage in professional reading, and collaborate with colleagues to design and refine instruction they can immediately apply. This synchronous online course includes nine two-hour sessions offered during the Fall 2026 semester and is open to any secondary educator committed to advancing students' comprehension and inquiry skills. By the end of the course, teachers will leave with a practical toolkit of evidence-based strategies to help all students read more deeply, think more critically, and participate more fully in disciplinary learning.

OUTCOMES:

- Apply the Reading Apprenticeship framework to support academic literacy across content areas, making expert reading processes visible

- Establish classroom routines and norms that promote collaboration and student voice in academic inquiry

- Teach metacognitive strategies to deepen comprehension of complex texts

- Address disciplinary literacy demands, including specific aspects of text complexity and rhetorical structures

- Design inquiry-based lessons that strengthen reading, thinking, and problem-solving

- Share with colleagues in a supportive environment

OVERVIEW:

The intervention approach developed by the UNC TEACCH Autism Program is called Structured TEACCHing (Mesibov, G.B., Shea, V. and Schopler, E. (2005) The TEACCH Approach to Autism Spectrum Disorders. Springer, New York.) Structured TEACCHing is an antecedent-based approach grounded in the understanding of the symptoms and learning styles of autistic individuals and the use of visual supports to provide meaning, promote independence, and capitalize on the individual's strengths and interests. The framework of Structured TEACCHing focuses on:

- Physical organization

- Individualized schedules

- Work/activity systems

- Materials structure and visual supports

Learning Outcomes:

- To support multi-disciplinary professionals in their implementation of Structured TEACCHing principles to enhance program effectiveness in their work settings

- To provide educators and clinicians with a professional certification that allows them to document their use of evidence-based practices. - To protect the fidelity, integrity and promote the quality of TEACCH intervention approaches. - To provide an opportunity for professionals interested in conducting their own training programs to receive an Advanced Consultant Certification.

Please note that sessions run 8:00am-4:00pm October 26-29 and 8:00am-3:00pm on Friday, October 30th.

There will be a one-hour lunch on your own each day.

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.

OUTCOMES:

- Create a tool-kit of shared resources

- Identify local history resources

- Make connections and collaborate on curriculum and instructional design with regional colleagues

OVERVIEW:

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

Cognitive Coaching℠ is a model that supports individuals and organizations in becoming self-directed, and in turn, become self-managing, self-monitoring and self-modifying. The results are stronger individuals within a team and better organizational teams overall.

Onsite coaching visits are included as part of the service.

OUTCOMES:

In the 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 teachers' 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

OVERVIEW:

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

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

Joining information will be shared with participants before the session.

Grant Goals:

1: Enhance English Language Acquisition for ELLs and MLLsGoal

2: Improve Subject Matter ComprehensionGoal

3: Professional Development for EducatorsGoal

4: Integration of NYSED Computer Science and Digital Fluency Standards

OVERVIEW:

Leaders in restorative practices contribute to the functioning structures that support relationship building, conflict resolution, and positive school climate. Participants will explore implementation strategies that foster restorative conversations, community-building circles, peer mediation, classroom meetings, and proactive approaches to managing conflict. Through the evaluation of staff training, student and community involvement, and data collection and analysis, participants will gain skills to build a more connected, restorative school community.

OUTCOMES:

- Explain key restorative practice strategies

- Describe roles and responsibilities in leading restorative practices

- Identify and evaluate systems that support restorative practices

- Design a plan to integrate restorative practices aligned with existing structures and initiatives

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, 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:

This training is intended to provide general education administrators an overview of special education and their role in supporting its implementation.

Session 1: Foundations, Law & the Intervention-to-Referral Pathway

Session 2: The IEP, Placement/LRE, SDI & Pathways to Graduation

Session 3: Dually-Identified ELLs & Discipline of Students with Disabilities

Participants Will:

- Become familiar with Federal and State laws, regulations, and policies establishing the special education process

- Identify intervention frameworks and instructional supports that impact the special education eligibility process

- Understand their responsibilities in the Committee of Preschool Special Education (CPSE)/Committee on Special Education (CSE), and Individualized Education Program (IEP) processes

- Learn about Least Restrictive Environment (LRE), specially designed instruction (SDI), classroom observations, and diploma and credential options for students with disabilities

- Identify specific considerations for English language learners (ELLs) with or suspected of having disabilities

- Describe discipline considerations for students with disabilities

The instructor will provide registrants with the Zoom link.

This 3-part series, with identical content, will also be offered during winter 2027 (Jan 28, Feb 25, and Mar 25 3:30-5:30pm) over Zoom.

OVERVIEW:

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

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

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

OUTCOMES:

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

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

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

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, data analysis and a focus on creating 3D learning experiences specific to Earth & Space Science. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data to inform instructional decision making

- Create and share NYSP-12SLS aligned instructional materials, strategies, feedback and best practices

OVERVIEW:

Participants will be provided with the regulatory references and practical applications of Quality IEP development to create functional, informative documents. Opportunities for group activities and Q & A will be provided, as well as specific scenarios.

OUTCOMES:

- Participants can expect clear references for the regulatory guidelines presented by the state and federal guidance. Practical application of guidance in the form of specific habits to develop for successful, clear and functional IEP development. Focus includes descriptive present levels, appropriate considerations for testing accommodations, service provision and considerations for measurable goals.

A one-hour lunch break will be provided each day.

Participants should plan to have an internet enabled device to access electronic handouts. When attending in person, please contact the presenter if paper copies are required.

Participants should bring 1-2 fully redacted IEPs for activities and to generate questions.

OVERVIEW:

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

Participants Will:

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

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

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

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

The instructors will provide registrants with the Zoom link.

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

There will be a one-hour lunch break during each session.

OVERVIEW:

Join us for this full-day session of thinking about how teachers can successfully provide opportunities for students to be more collaborative through Performance Based Learning Assessments. We will explore various structures that can be implemented through single collaborative learning opportunities, co-use learning, and multi student projects that will allow for increased student collaboration. Participants will leave with a PBLA plan which can be used in their classroom right away.

OUTCOMES:

- Identify essential elements of student engagement and successful student collaboration

- Explain strategies to incorporate student collaboration which augment the PBLA experience

- Describe ways to assess students while working collaboratively on a performance assessment

- Create a plan for a performance based learning assessment which incorporates student collaboration

*Please bring your own device*

This workshop is intended for substitute teachers within regional school districts and Binghamton University teaching candidates who are part of the Sub-In program. Participants will gain a greater understanding of how to succeed as a substitute teacher, including strategies for engaging students, managing behavior, and working as a professional in the school.

Outcomes:

- Describe strategies for setting the tone at the start of class

- Identify typical developmental characteristics of children by age

- Explain effective teaching and management strategies to meet students' developmental needs

- Explain the importance of cultivating and maintaining professional relationships

OVERVIEW:

Have you been curious to understand what Generative AI is all about? In this introductory session, K-12 teachers will build a foundational understanding of how AI actually works and how it can be intentionally leveraged to support professional tasks. We will explore the dual nature of this technology, celebrating its potential for beneficial impact while candidly addressing the critical risks-from the rise of social AI companions and deep fakes to the often-overlooked environmental and financial costs. You will walk away not just with tools you can use, but with the essential prompt engineering skills and ethical framework needed to navigate this shifting landscape with confidence and purpose.

OUTCOMES:

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

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

- Identify the skills needed to be successful when using AI

*Please bring your own device*

OVERVIEW:

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

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

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

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

Participants Will Be Able To:

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

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

- Explore resources designed to support effective explicit instruction implementation

OVERVIEW:

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

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

OUTCOMES:

- Identify precise teaching points to inform targeted skills instruction

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

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

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

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

Districts must purchase Accelerating Students' Literacy Growth within the SCI service (additional cost per participant of $922) Service No: 551.211.021

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.

How can elementary physical education classrooms become powerful spaces for developing the skills students need far beyond school? In this interactive session, elementary physical education teachers will explore how everyday learning experiences naturally cultivate the attributes of the NYS Portrait of a Graduate. Participants will identify where Creative Innovator, Critical Thinker, Effective Communicator, Global Citizen, and Reflective & Future-Focused skills already live within their practice-and learn simple, intentional strategies to make those skills visible, explicit, and assessible for students.

OVERVIEW:

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

Participants Will:

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

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

- Develop strategies for fostering high expectations and rigorous instruction

- Identify 2-3 next steps for ongoing professional learning

The instructor will provide registrants with the Zoom link.

OVERVIEW:

This session is designed to support K-12 science teachers in developing learning experiences, units, and assessments aligned with the NYS P-12 Science Learning Standards. The facilitator will serve as an instructional coach, supporting participants in the application of performance expectations (PEs), the three dimensions of the standards (SEPs, DCIs, and CCCs), and Portrait of a Graduate attributes.

This active workshop will provide participants with time to plan and design instructional products for use in their classrooms, with minimal direct content delivery from the facilitator. Participants should come prepared to plan and share feedback with fellow science teachers.

OUTCOMES:

- Design 3-dimensional lessons and assessments aligned to the NYSSLS

- Collaborate, co-plan, and share feedback with fellow science educators

Digital versions of NYSP-12 Science Learning Standards, Performance Expectations, Performance Level Descriptors and planning templates will be provided.

OVERVIEW:

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

OBJECTIVES:

- Identify new features and updates to the OPALS automation systemp> - Propose and recommend future updates and features

- Curate and personalize their OPALS catalogs

OVERVIEW:

Fifth Sierra Consulting offers practical, expert-led Lean Six Sigma (LSS) training programs designed to make continuous improvement and problem-solving accessible to everyone. Designed and delivered by a seasoned Master Black Belt, the courses feature self-paced, engaging content-using a blend of verbal, slide, and whiteboard instruction rather than AI scripts. The training paths range from a free introductory White Belt to advanced Yellow and Green Belt certifications, alongside specialized certificates like "Intro to Problem Solving" and "Intro to Change Management." The curriculum is tailored to help professionals, business owners, educators, and students apply Lean Six Sigma methodologies immediately to streamline their everyday routines and work environments.

Learning Outcomes:

- Lifetime Lean Six Sigma Certifications: Participants earn industry-recognized credentials (such as White, Yellow, and Green Belts) that are valid for life, meaning there are no expiration dates or costly renewal fees

- Advanced Problem-Solving Skills: Trainees learn how to eliminate inefficiencies, apply critical thinking, and use strategic methodologies to solve complex everyday challenges and streamline operations in any industry

- Effective Change Management: Learners gain the leadership tools and confidence necessary to support or lead continuous improvement initiatives, manage complex projects, and guide teams through successful organizational transformation

- Career and Academic Advancement: The training provides highly sought-after business skills that give professionals a competitive edge, while giving high school students and educators real-world credentials to stand out in college and the future workforce

Please note: This three-day training, with identical content, will also be offered on January 25, 26, 27, 2027 and again on January 27, 28, 29, 2027.

OVERVIEW:

How do we ensure that generative AI serves as a catalyst for student inquiry rather than a replacement for critical thought? This session moves beyond basic tool exploration to focus on the intentional "co-use" of AI, grounded in the work of Liz Kolb's Triple E Framework to ensure technology effectively Engages, Enhances, and Extends learning goals. We will examine practical "human-in-the-loop" workflows that require students to remain the primary drivers of their own intellectual work. Participants will explore specific instructional strategies to preserve critical thinking and academic integrity, shifting the classroom focus from AI-generated outputs to the student-led process of inquiry and evaluation. This session is designed for secondary teachers that have a district approved Generative AI tool for student use during the instructional day.

OUTCOMES:

- Apply the Triple E Framework to evaluate and design student-facing AI activities that prioritize learning goals over the technology itself

- Implement "Human-in-the-Loop" practices to maintain academic rigor

- Design Co-Use Strategies that foster collaborative problem-solving and critical thinking

*Please bring your own device*

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 more specifically tool kits 2 - 4. Teachers will collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. We will also take a deeper look into Peter's follow-up books "Mathematical Tasks for the Thinking Classroom”.

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:

This full-day workshop will prepare teachers to set up and facilitate the required NYSED Physical Science: Chemistry Investigations. The Investigations are locally administered curriculum-embedded performance-based tasks that are one of the multiple components of the assessment strategy for the Physical Science: Chemistry Regents examination. Teachers will practice the hands-on scientific and engineering experiences within each of the following NYSED Science Investigations:

- Structures and Properties of Matter: The Fast and the Fragrant - Evaporation and Intermolecular Forces

- Structures and Properties of Matter: Bend and Stretch - Structure and Function of Designed Materials

- Chemical Reactions: Just a Drop - Properties of Acids and Bases

Teachers will engage in dialogue on best practices for preparation of embedded knowledge and skills in the performance expectations, scoring, NYSED required secure evidence storage protocols and strategies for successful completion for all students.

OUTCOMES:

- Analyze NYSP-12SLS (HS) Science & Engineering Practices and Performance Expectations for each investigation

- Identify required materials, safe preparation strategies, instructional routines, procedures for scoring and secure evidence storage protocols for each investigation.

Please bring your own protective eyewear and paper copies of each investigation. Be sure to bring teacher directions, student directions and both student answer packets for each investigation.

OVERVIEW:

In this session, participants will receive training on setting up SchoolTool processes to document work-based learning, community service, credentialing, run individualized reports and more. Bring your device and prepare to explore and experience SchoolTool to make your life easier by working smarter in SchoolTool.

OUTCOMES:

- Explain how SchoolTool can support the work around career-connected learning

- Create new functions in SchoolTool to record work-based and career-connected learning experiences

- Create individualized reports based on new functions created in SchoolTool

Overview:

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

PLEASE BRING:

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

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

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

Light snacks will be provided.

OVERVIEW:

In this workshop, attendees will gain knowledge on setting up, utilizing, and dismantling the Portable Planetarium. They will also have the chance to explore various features of the Planetarium and engage in collaborative discussions with fellow attendees regarding its potential applications in the classroom. Participants will also be shown where they can access additional educational resources to utilize with the map.

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

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

- This training is required in order to sign out and use these resources

OUTCOMES:

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

- Identify potential/planned uses with students

OVERVIEW:

This professional development package provides foundational information related to what quality transition assessment is and why it is important, transition assessments that can inform each of the measurable postsecondary goal areas of education/training, employment, and independent living, and an optional section on how to utilize the information gathered through transition assessment to develop quality transition-focused Individualized Education Programs (IEPs).

Participants Will:

- Identify what transition is and why it is important

- Learn how transition assessments support career planning

- Explore transition assessments for education and training, employment, independent living, and those that generalize across areas

- Use assessment results to identify transition strengths and needs, to develop individualized goals and services

The instructor will provide registrants with the Zoom link.

OVERVIEW:

Join the Southern Tier Affiliate of NYS Association for Women in Administration (NYSAWA) on November 30, 2026, for an inspiring professional learning session featuring special guest Dr. Yolanda Sealey-Ruiz. Centered on her book, The Archaeology of Self: The Introspective Educator's Guide to Racial Literacy, this session offers educational leaders a transformative space to explore the internal work required to build equitable, culturally responsive learning environments.

Attendees will dive into the core concepts of racial literacy, engaging in meaningful self-reflection and dialogue on how personal excavation shapes effective educational leadership.

In-Person Event Cost:

$35 for NYSAWA members

$45 for non-members

Every in-person participant will receive a complimentary copy of The Archaeology of Self as part of the cost for the event.

Tetra Tech has generously sponsored the food.

Please note: If you are unable to attend in person, a virtual option is also being offered; virtual registration link here: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=14861&I=5535873

OVERVIEW:

Join the Southern Tier Affiliate of NYS Association for Women in Administration (NYSAWA) on November 30, 2026, for an inspiring professional learning session featuring special guest Dr. Yolanda Sealey-Ruiz. Centered on her book, The Archaeology of Self: The Introspective Educator's Guide to Racial Literacy, this session offers educational leaders a transformative space to explore the internal work required to build equitable, culturally responsive learning environments.

Attendees will dive into the core concepts of racial literacy, engaging in meaningful self-reflection and dialogue on how personal excavation shapes effective educational leadership.

Virtual option includes presentation and live connection; the book may be purchased independently.

Virtual Event Cost:

$15 for NYSAWA members

$25 for non-members

Checks payable to NYSAWA (can mail to Rebecca Stone, BT BOCES, 435 Glenwood Rd, Binghamton NY 13905)

Please note: If you wish to participate in person, please register for the in-person option using this link:https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=14861&I=5535834

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior. This training fulfills the NYSED requirement for all school staff to be trained in de-escalation; "Updates to Behavioral Supports and Interventions in Schools” NYCRR §19.5, section D-5.

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

This session, with identical content, will also be offered April 6, 2027.

OVERVIEW:

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

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

OUTCOMES:

- Learn and practice strategies used to mitigate risk

- Understand the risks of disengagement and restrictive interventions

- Learn & Practice disengagement skills and restrictive holds

This session, with identical content, will also be offered April 7, 2027.

OVERVIEW:

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

OUTCOMES:

- Participants will understand the importance of using data to inform the goal writing process, allowing for measurable, well written goals that will guide the instruction for students with disabilities thereby impacting student outcomes.

A one-hour lunch break will be provided.

Please have access to an internet enabled device to access electronic handouts during the session. If paper copies are required for in person events please contact the trainer.

Please have a fully redacted IEP available to engage in activities and generate questions.

OVERVIEW:

How do we help our students express their views, remain open to others, and navigate classroom discourse? This content-agnostic workshop provides tools and protocols for facilitating classroom conversations around a variety of topics. Participants will explore frameworks for classroom discourse, tools for managing difficult conversations, and ways to create classroom norms that support open, respectful communication. This is a two-day session with an optional coaching visit.

OUTCOMES:

- Describe strategies to establish communication protocols

- Identify frameworks for facilitating classroom discourse

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

OVERVIEW:

In this multi-day series, grades 3-5 teachers will focus on strengthening their tier 1 core ELA instruction. Participants will plan for effective literacy block structures, routines and procedures, assessment systems, and targeted instruction that supports all learners within core instruction. Teachers will deepen their understanding of the upper elementary shift from learning to read toward using reading and writing as a tool for learning.

Across the series, teachers will focus on key topics including multisyllabic word reading, fluency, oral language, vocabulary development, comprehension strategies, writing about text, and supporting students with grade-level complex texts. Participants will also explore how strong Tier 1 instructional practices help implement curriculum programs with integrity while still responding to student needs through purposeful scaffolds, differentiation, and engagement strategies and will leave with practical tools, routines, and strategies to strengthen literacy achievement for all students. OUTCOMES:

- Identify the literacy skills most critical to successful grade level academic language development in grades 3-5, including multisyllabic word reading, fluency, oral language, vocabulary, comprehension, and writing, with an emphasis on targeted Tier 1 instruction.

- Apply evidence-based strategies that increase student access to grade-level complex text through collaborative reading, purposeful discussion, scaffolds, and writing about text

- Identify structures for implementing district-adopted curriculum programs with integrity while differentiating instruction to meet diverse learner needs.

OVERVIEW:

This session is intended to introduce participants to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. In doing so, it is meant to facilitate connections between Cultural Responsiveness and meeting the needs of students with disabilities, while also providing an opportunity for critical reflection on the extent to which culturally responsive practices are present within their District or educational organization.

Participants Will:

- Explore foundational elements of culture and Culturally Responsive Education

- Reflect on personal culture & experiences

- Become familiar with the NYSED Culturally Responsive-Sustaining Education Framework

- Reflect on the ways practices & approaches outlined in the NYSED CRSE Framework are present within your Educational Organization(EO)

This PD will support the improvement of culturally responsive practices in the following areas: Tier one instruction and behavioral supports, family engagement practices, and centering student voice.

OVERVIEW:

Classrooms can help students understand that their learning, choices, and actions are connected to people and communities beyond themselves. In this session, teachers will explore how to design learning experiences that develop global citizens aligned to the New York State Education Department Portrait of a Graduate. Participants will leave with practical strategies to broaden student perspectives, build empathy, explore diverse experiences, make connections to real-world issues, and create meaningful opportunities for students to contribute to their classrooms, communities, and world.

OUTCOMES:

- Define global citizenship

- Explain why being a global citizen is important for NYS students

- Identify strategies to build global citizens in the classroom

OVERVIEW:

In this session we are inviting elementary principals and curriculum leaders along with teams of K-4 educators to discuss the new Personal Finance topics for the K-4 grade band. Anyone that may be a part of implementing the PFE objectives within this grade band should come and join in on the discussion, including Curriculum Directors, Elementary Principals, and Teachers.

Then morning will be focused around what the expectations of PFE objectives are and there will be an opportunity to plan where they fall within each grade. The afternoon will be planning for instruction while exploring resources.

OUTCOMES:

- Discuss the Personal Finance Education Objectives

- Create an action plan for implementation of the Objectives

OVERVIEW:

In this session we will be discussing teaching strategies revolving around New York State's Portrait of a Graduate at the elementary level. Kindergarten through fifth grade teachers will engage in activities that will help them in incorporating the seven Portrait of a Graduate attributes into their teaching practices.

OUTCOMES:

- Define the Portrait of a Graduate

- Explain teaching practices that support the Portrait of a Graduate

- Create an action plan for implementation

OVERVIEW:

Discover the powerful tools available in our media library! This interactive hands-on session introduces educators to the Media Library's rich collection of instructional resources and the easy-to-use system for accessing them. This session will highlight new materials available including: LEGO AI & Computer Science Kits, Chomp Saws, along with a variety of robots and resources for students to learn the basics of programming.

Experience the power of collaborative problem-solving through hands-on activities that mirror real-world challenges. Gain the confidence and skills needed to implement these innovative tools in your educational programs, fostering a dynamic and engaging learning environment.

OUTCOMES:

- Identify connections between media library resources and attributes from the NYS Portrait of a Graduate

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

*Please bring your own device* *Open to districts that subscribe to Media Library Services [504.310.100]*