OVERVIEW:

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

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

This 45-hour course includes two parts:

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

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

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

Cost: $425

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

OVERVIEW:

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

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

NOTE:

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

- BOCES will order and distribute materials at the training.

OVERVIEW:

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

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

NOTE:

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

- BOCES will order and distribute materials at the training.

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

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

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

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

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

2025 SCHEDULE:

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

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

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

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

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

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

PLEASE NOTE:

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

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

OVERVIEW:

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

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

OUTCOMES:

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

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

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

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

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

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

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

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

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

2025 SCHEDULE:

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

[Max. CTLE = 10]

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

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

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

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

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

PLEASE NOTE:

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

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

OVERVIEW:

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

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

OUTCOMES:

- Analyze current district literacy systems and identify areas for improvement

- Develop a comprehensive literacy action plan aligned with MTSS principles

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

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

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

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

Series begins on September 30th

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

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

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

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

2025 SCHEDULE:

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

[Max. CTLE = 10]

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

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

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

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

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

PLEASE NOTE:

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

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

OVERVIEW:

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

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

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

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

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

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

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

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

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

OVERVIEW:

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

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

OUTCOMES:

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

- Assess and address the diverse literacy needs of adolescent learners

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

- Develop culturally responsive teaching strategies to engage all students

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

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

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

LEARNING OUTCOMES:

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

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

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

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

- Three 6-hour Regional Sessions (max 24 hrs): August 7, January 14, May 20

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

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

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

OVERVIEW:

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

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

OUTCOMES:

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

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

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

- Apply high yield instructional strategies to address identified needs

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

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

*ADDITIONAL COST:

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

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

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

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

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

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

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

Learning Outcome - Implement coding and climate education

OVERVIEW:

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

OUTCOMES:

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

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

- Create a dynamic, student-centered learning environment

Please Note:

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

- The cost per participant is one SCI Day.

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

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

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

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

Bring Your Own Device

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

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

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

OVERVIEW:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

- Examine current research

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

Please BYOD to the sessions.

OVERVIEW:

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

OUTCOMES:

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

- Developing plans for learning together (initially)

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

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

- Networking and sharing among members

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

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

OVERVIEW:

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

OUTCOMES:

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

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

Please BYOD to the sessions.

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

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

OVERVIEW:

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

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

OVERVIEW:

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

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

Adults will…

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

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

- Generate outcomes for our future community of practice

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

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

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

PLEASE NOTE:

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

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

LEARNING OUTCOMES:

- Explain Word Connections' approach to teaching multisyllabic word reading

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

- Practice instructional routines with Word Connections materials

- Identify digital materials for use with students

- Create student materials for immediate implementation

RISE DISTRICTS ONLY

OVERVIEW:

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

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

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

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

- Design a plan for each session

OVERVIEW:

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

Learning Outcomes:

Participants will:

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

- Engage in problem-solving discussions

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

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

Teams access information will be communicated via the listserv.

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth and professional learning

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

OVERVIEW:

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

OUTCOMES:

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

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

Overview:

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

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

OVERVIEW:

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

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

OUTCOMES:

- Create Check Point A and Check Point B Regional exams

OVERVIEW:

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

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

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

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

- Design a plan for each session

OVERVIEW:

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

OUTCOMES:

- Analyze evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging classrooms

OVERVIEW:

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

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

OUTCOMES:

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

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

3. Identify community partners and resources.

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

OVERVIEW:

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

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

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

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

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

OVERVIEW:

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

No CTLE is associated with participation in the Advisory Group.

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

OVERVIEW:

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

OUTCOMES:

- Identify students' function of behavior

- Describe behavioral interventions that meet functional needs

- Create a plan to increase positive behaviors

- Implement your plan and receive feedback for modification as needed

OVERVIEW:

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

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

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

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

- Design a plan for each session

OVERVIEW:

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

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

OUTCOMES:

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

OVERVIEW:

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

Participants Will:

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

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

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

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

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

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

OVERVIEW:

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

OVERVIEW:

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

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

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

- Identify strategies to support student skill growth

OVERVIEW:

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

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

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

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

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

OVERVIEW:

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

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

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

Learning Outcomes:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

The instructor will provide registrants with the virtual link.

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

PROGRAM OBJECTIVES:

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

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

▪ List the elements of Psychological First Aid.

▪ Demonstrate competence through practice of Psychological First Aid elements.

▪ Manage their own stress while practicing Psychological First Aid.

OVERVIEW:

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

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

LEARNING OUTCOMES:

- Identify precise teaching points to inform targeted skills instruction

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

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

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

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

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

*ADDITIONAL COST:

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

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

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

OVERVIEW:

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

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

Joining information will be shared with participants before the session.

LEARNING OUTCOMES:

Grant Goals:

Goal 1: Enhance English Language Acquisition for ELLs and MLLs

Goal 2: Improve Subject Matter Comprehension

Goal 3: Professional Development for Educators

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

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

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

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

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

Overview:

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

Outcomes:

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

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

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

OVERVIEW:

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

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

OVERVIEW:

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

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

OVERVIEW:

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

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

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

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

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

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

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

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

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

OVERVIEW:

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

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

What to Expect:

- A learning community grounded in inquiry and collaboration

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

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

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

LEARNING OUTCOMES:

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

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

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

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

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

- Apply some of this learning to partner classrooms and schools

OVERVIEW:

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

Learning Outcomes:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

LEARNING OUTCOMES:

- Will be determined by the group.

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

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

RISE Districts ONLY

OVERVIEW:

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

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

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

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

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

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

OUTCOMES:

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

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

- Identify the skills needed to be successful when using AI

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

NOTE: This session, with identical content is also being offered in the Spring, with a start date of March 9, 2026.

Please BYOD to the sessions.

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

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

OVERVIEW:

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

OUTCOMES:

- Discuss the 14 practices outlined in this book

- Identify best practices in the book that foster student learning

- Create an action plan for strategies that can be implemented

OVERVIEW:

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

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

OUTCOMES:

- Differentiate content-area literacy and disciplinary literacy

- Identify high-impact areas for teaching science literacy in secondary classes

- Design a strategy lesson that supports science literacy

- Compare and contrast science and literacy standards

OVERVIEW:

Restorative Practices empowers educators to build positive school cultures through an intentional focus on relationships, community, and reparation of harm. Rooted in the principles of the International Institute for Restorative Practices (IIRP), this training supports educators in shifting away from punishment-based responses to approaching behaviors with restorative mindsets and implementation of reparative, community-building circles.

Learning Outcomes:

- Explain the principles and philosophies of restorative practices

- Describe strategies for building positive relationships and communities

- Identify strategies to approach conflict and repair harm

- Develop a framework for facilitating restorative conversations and circles

OVERVIEW:

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

Participants Will:

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

Overview:

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

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

Outcomes:

- Create 3-dimensional, NYSSLS aligned lessons and assessments

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

Hosted by the School Library Systems Association, this session will be attended by school librarians from around the state, with individual BOCES acting as site hosts. Join keynote speaker KC Boyd as she presents on the American Library Association Core values: Access, Equity, Intellectual Freedom and Privacy, Public Good, and Sustainability and how they can support DEI, Media Literary, Computational Thinking, Collection Development/Weeding Policies, MTSS, Makerspaces, and more!

To see past Learning Symposiums: https://slsa-nys.libguides.com/learning_symposiums

PARTICIPANTS WILL:

- Examine ALA's core values and define ways in which they support and define the responsibilities of a school librarian

OVERVIEW:

Participants will develop skills for writing clear, data informed Present Levels of Educational Progress and the aligned subsequent sections of the IEP that provide the support students require to succeed in the least restrictive environment.

The focus of this learning opportunity will be assisting RELATED SERVICE providers (Social Workers, counselors, SLP, OT, PT, etc.) to provide information, goal recommendations and recommendations for accommodations, etc. in a way that is consistent with the regulatory expectations for the IEP.

OUTCOMES:

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

Please Note: The session will be repeated with identical content in the afternoon (12pm-3pm).

OVERVIEW:

Participants will develop skills for writing clear, data informed Present Levels of Educational Progress and the aligned subsequent sections of the IEP that provide the support students require to succeed in the least restrictive environment.

The focus of this learning opportunity will be assisting RELATED SERVICE providers (Social Workers, counselors, SLP, OT, PT, etc.) to provide information, goal recommendations and recommendations for accommodations, etc. in a way that is consistent with the regulatory expectations for the IEP.

OUTCOMES:

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

Please Note: The session will be repeated with identical content in the morning (8:30am-11:30am).

OVERVIEW:

Teachers will explore the science and practice of hydroponics as a powerful interdisciplinary teaching tool. This includes directions on how to build and manage a variety of small-scale hydroponic systems, engage in data collection and analysis related to plant growth and design classroom experiments that support inquiry-based learning. Teachers will also engage in dialogue about how the products can be shared within the community and consider work-based learning opportunities within the project.

Learning Outcomes:

- Explain the fundamental principles of hydroponics

- Describe hydroponics as an interdisciplinary instructional tool connecting Life Science, engineering design, scientific practices, sel, wbl and community building

- Design and create a management plan for at least one type of small-scale hydroponic system suitable for classroom use

- Collect, analyze, and interpret data related to plant development in hydroponic systems using scientific practices that promote student-led investigations and critical thinking

This session, with identical content is also being offered on October 20, 2025.

OVERVIEW:

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

LEARNING OUTCOMES:

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

OVERVIEW:

High School EDUC 101 teachers will collaborate on building the Spring course syllabus, including setting tentative college field trips and observation dates. Vital textbook topics will be identified for curriculum inclusion. Teachers will share best teaching strategies and supporting documents. Laptops are highly recommended!

Learning Outcomes:

- Collaboratively create the Spring EDUC 101 Syllabus

- Schedule field trip and observation dates

- Review curricular topics and related resources

- Discuss best practices

OVERVIEW:

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

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

Please note that part 1 Overview of Specially Designed Instruction is being offered on November 4th via Zoom.

Participants Will:

- Define and describe specially designed instruction

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

- Examine what SDI looks like in the classroom

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

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

Participants are encouraged to bring their own laptops and to bring a student's IEP that they would like to plan out SDI for during the training.

OVERVIEW:

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

LEARNING OUTCOMES:

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

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

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

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

OVERVIEW:

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

- Understand the risks of disengagement skills and restrictive interventions

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

Please Note:

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

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

This training, with identical content, will also be offered on March 3-4, 2026.

OVERVIEW:

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

OUTCOMES:

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

- Explain how to implement the DIBELS sub-assessments

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

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

- Use data to support student learning

This session, with identical content, will also be offered on September 11, 2025.

OVERVIEW:

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

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

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

This 30-hour course is divided into three parts:

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

2. Sport-specific Certification (12 hours)

3. Internship Experience (3 hours)

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

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

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

- Concluding Classroom Session - March 4, 2026

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

OVERVIEW:

This session will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment.

OUTCOMES:

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

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

- Practice instructional routines with UFLI materials

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

- Identify digital materials for use with students

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

OVERVIEW:

This session is designed to support educators in grades 3-5 in effectively scoring constructed response questions on the New York State ELA Assessment. Participants will deepen their understanding of the 2-Credit Constructed Response Rubric and the role of grade-level text complexities. They will also examine anchor papers and engage in guided as well as independent scoring practice.

OUTCOMES:

- Describe critical attributes of grade-level text complexity

- Explain scoring protocol for the NYS 3-5 ELA 2- point constructed response

- Practice scoring the 2-point constructed response questions

OVERVIEW:

This event, which will be a hybrid webinar with in-person discussion and presentations, will provide New York State administrators and school leaders with an opportunity to engage in regional discussions about what the NYS Portrait of a Graduate means in PreK to Grade 5, as well as how this connects to inquiry-based learning.

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

This session is open to all districts.

OVERVIEW:

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

The training is most applicable to those who will be engaging directly in the progress monitoring process with students.

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

- Describe the purpose of progress monitoring

- Define progress monitoring

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

- Practice applying skills learned to engage in the progress monitoring process independently with one of their own students

Please Note:

Day 1 will be a virtual training (3 CTLE hours). Participants will want to have available the information on a student they would like to monitor for day 1 to plan out the data collection that will occur between days 1 and 2.

Day 2 will be an in person training (4.5 CTLE hours). Participants are encouraged to bring their own laptops and to bring their collected data to work with for day 2. A half-hour lunch break will be provided.

Asynchronous work portion will be homework between Days 1 & 2 to set up progress monitoring and collect data on a student to bring to Day 2 to analyze (maximum 2.5 CTLE hours)

OVERVIEW:

The new year brings the opportunity to pause, reset, and realign with what matters most. Educator Wellness: Fresh Start, Full Heart is an energizing workshop designed to help educators reconnect with their purpose, reflect on their personal and professional growth, and set meaningful intentions moving forward. Through reflective practices, mindfulness strategies, and heart-centered dialogue, participants will leave feeling recharged, inspired, and equipped with wellness tools to sustain them throughout the next half of the school year. Come ready to reflect, refocus, and fill your heart with what fuels you.

OUTCOMES:

- Identify and reflect upon personal and professional intentions

- Describe strategies to promote well-being

- Create a self-care plan based on a wellness commitment

OVERVIEW:

This highly interactive half-day session will introduce the three part Data-Driven Dialogue process. This session offers school leaders a practical toolkit for structuring and facilitating collaborative inquiry with and about data. This model supports groups in discovering assumptions, promotes data-focused investigations and develops shared understandings of both problems and possible solutions. Participants will increase their confidence and skill in facilitating data-driven dialogue by applying these practical tools and techniques.

LEARNING OUTCOMES:

- Explain the two ways of talking

- Define facilitative skills in orchestrating data-driven dialogue

- Define Collaborative Learning Cycle; an inquiry-driven model for structuring data-driven planning and problem solving

OVERVIEW:

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

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

LEARNING OUTCOMES:

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

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

- Practice key instructional strategies using materials from the program

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

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

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

Cost is $175 per participant

BOCES will order and distribute materials at the training.

OVERVIEW:

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

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

OUTCOMES:

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

- Identify cross-disciplinary resources

- Create a cross-disciplinary activity/lesson

OVERVIEW:

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

Learning Outcomes:

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

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

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

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

OVERVIEW:

During this session, we will begin by exploring "Creating Welcoming and Affirming Learning Environments,” one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. During the second half of the session this training package will provide an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students in combination with the principles of the CRSE Framework.

By the end of this training, participants will:

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

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

- Develop strategies for creating a welcoming and affirming learning environment

- Describe challenging behaviors

- Understand the behavior pathway and use it to determine the function of behaviors

- Understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior

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

A one-hour lunch break will be provided.

OVERVIEW:

This session is designed to support educators in grades 3-5 in effectively scoring constructed response questions on the New York State ELA Assessment. Participants will deepen their understanding of the 2-Credit Constructed Response Rubric and the role of grade-level text complexities. They will also examine anchor papers and engage in guided as well as independent scoring practice.

OUTCOMES:

- Describe critical attributes of grade-level text complexity

- Explain scoring protocol for the NYS 3-5 ELA 2- point constructed response

- Practice scoring the 2-point constructed response questions

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

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

OUTCOMES:

- Define key concepts of media literacy and AI literacy.

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

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

Please bring a device to this session.

OVERVIEW:

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

Learning Outcomes:

- Identify & define the 3 Main Structures of LSCI

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

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

- Develop a plan for implementing and supporting your practice