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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

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

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

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

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

OVERVIEW:

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.

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

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.

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:

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:

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:

The conference will bring together world language educators from secondary and higher education, including TESOL specialists, to build stronger connections and advance language instruction. The Honing our Craft conference is hosted by Binghamton University Department of Romance Languages and Literatures in collaboration with multiple departments, University at Buffalo, Klett World Languages, and Broome-Tioga BOCES.

OVERVIEW:

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

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

REPEATS on 12/2/26

OVERVIEW:

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

Participants Will:

- Understand the purpose of using alternatives to suspension

- Gain knowledge of the recent research on school suspensions

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

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

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

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

OVERVIEW:

In anticipation of secure NYS assessment data becoming available for in-district use in June, now is the perfect time to revisit the instructional reports that will be available to teams before summer break. Join us for a one-hour Zoom session as we guide participants through accessing, and utilizing Level 1 NYS assessment reports to support meaningful conversations with leadership and teaching teams.

Please note: this session is identical to the June 17 offering.

OBJECTIVES:

- Identify Level 1 instructional reports and define how they can be used

- Access instructional reports for use inside of Level 1

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:

In anticipation of secure NYS assessment data becoming available for in-district use in June, now is the perfect time to revisit the instructional reports that will be available to teams before summer break. Join us for a one-hour Zoom session as we guide participants through accessing, and utilizing Level 1 NYS assessment reports to support meaningful conversations with leadership and teaching teams.

Please note: this session is identical to the June 15 offering.

OBJECTIVES:

- Identify Level 1 instructional reports and define how they can be used

- Access instructional reports for use inside of Level 1

OVERVIEW:

In this ½ day session we are inviting administrators along with teams of teachers to discuss the new Personal Finance topics for grades 5-8. Anyone that may teach a part of the PFE objectives within those grade bands should come and join in on the discussion. Including, but not limited to: FACS Teachers, Business Teachers, Social Studies Teachers, Math Teachers, etc. Come join us to work together to figure out the best plan possible to implement the Personal Finance Education Objectives.

OUTCOMES:

- Discuss the Personal Finance Education Objectives

- Create an action plan for implementation of the Objectives

OVERVIEW:

High School EDUC 111 teachers will collaborate on building the Fall 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!

OUTCOMES:

- Collaboratively create the Fall EDUC 111 Syllabus

- Schedule field trip and observation dates

- Review curricular topics and related resources

- Discuss best practices

OVERVIEW:

In this ½ day session we are inviting administrators along with teams of teachers to discuss the new Personal Finance topics for grades 9-12. Anyone that may teach a part of the PFE objectives within those grade bands should come and join in on the discussion. Including, but not limited to: FACS Teachers, Business Teachers, Social Studies Teachers, Math Teachers, etc. Come join us to work together to figure out the best plan possible to implement the Personal Finance Education Objectives.

OUTCOMES:

- Discuss the Personal Finance Education Objectives

- Create an action plan for implementation of the Objectives

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

PLEASE NOTE:

- Asynchronous work MUST BE completed BEFORE attending the session.

- Instructor will send a link to access material one week prior to session.

- All texts will be provided by instructor at the session.

- Please bring a device for post-session exam and feedback to receive your YMHFA certification. - This course, with identical content, is also being offered July 1st and August 19th.

OVERVIEW:

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

- Carnegie Foundation for the Advancement of Teaching

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

PLEASE NOTE:

- Asynchronous work MUST BE completed BEFORE attending the session.

- Instructor will send a link to access material one week prior to session.

- All texts will be provided by instructor at the session.

- Please bring a device for post-session exam and feedback to receive your YMHFA certification. - This course, with identical content, is also being offered June 24th and August 19th.

OVERVIEW:

In this math specific session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms”. Participants will experience and explore the 14 practices in this book, and more specifically tool kits 2 and 3. Teachers will collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. We will also take a deeper look into Peter's follow-up books "Mathematical Tasks for the Thinking Classroom”.

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

OUTCOMES:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

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

- Create an action plan for strategies that can be incorporated

OVERVIEW:

This 2-day session is for 9-12 teachers identified from participating districts in the Hello Ed Grant. Over the 2 days, teachers will focus on high quality ENL instructional strategies to support English Language Learners in the classroom, foundational skills regarding generative AI, and connections to bridge the two areas to help support ELLs in English language acquisition and content knowledge.This session is part of the second year of the Hello Ed Learning Technology Grant. Teachers that successfully complete the required components will receive a $500 stipend at the end of the 26-27 school year. Additional expectations of the grant include:

- Participation in the summer institute

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

- Implement AI tutors with ELL students

- Respond to all surveys

OUTCOMES:

- Identify instructional strategies to support ELLs

- Examine the AI tool, ChatforSchools by Skillstruck

- Develop a plan for implementation of content

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

Please note that this series will be offered again with identical content on August 4-5, 2026.

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

OVERVIEW:

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

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

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

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

OUTCOMES:

- Define Executive Function and explore the brain science behind it

- Explore what executive function challenges look, sound, and feel like, as well as examine their role in the classroom setting

- Explore strategies and activities that will help students develop Executive Function Capacities to facilitate goal setting and how this relates to high expectations for all students (SEL, CRSE, Portrait of a Graduate) - Create a plan to incorporate at least one strategy in the classroom

OVERVIEW:

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

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

Onsite coaching visits are included as part of the service.

OUTCOMES:

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

- develop trust and rapport

- develop an identity as a mediator of thinking

- utilize conversation structures for planning, reflecting and problem resolving

- develop teachers' autonomy and sense of community

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

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

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

- distinguish among the five forms of feedback

- use data to mediate thinking

OUTCOMES:

- Define engagement and describe what effective engagement looks, sounds, and feels like in the classroom

- Explain strategies which promote engagement in the classroom

- Describe the essential classroom management techniques which allow for highly engaged classrooms

- Identify various strategies for grouping students

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

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

OVERVIEW:

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

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

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

- Create student materials for immediate implementation in September

Participants must bring their own copy of the UFLI manual.

OUTCOMES:

- Examine current practices for acceleration to identify best practices

- Identify standards that are essential for Algebra I and beyond

- Develop a plan for integrating essentials into other curriculum

OVERVIEW:

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

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

OUTCOMES:

- Uncover the hidden effects of toxic stress on child development

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

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

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

OVERVIEW:

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

OUTCOMES:

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

- Identify strategies that promote positive relationships and classroom community

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

- Identify evidence-based instructional strategies to support these skills

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

- Create instructional plans based on your ongoing, formative data

OVERVIEW:

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

OUTCOMES:

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

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

- Analyze artistic primary sources using structured strategies

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

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

OVERVIEW:

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

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

OUTCOMES:

- An increased capacity to initiate, develop and sustain high functioning groups - New lenses for diagnosing the stages and phases of group development - An expanded repertoire of practical facilitation tools - Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each - Skills to move groups beyond consensus to common focus - Ways to value and use dissension, argument and conflict - Strategies for keeping group members on track, on topic, energized and resourceful

OVERVIEW:

Performance-based classrooms can naturally create opportunities for students to develop strong communication skills. When students express ideas through creation, movement, collaboration, and presentation, learning is clear and strong. In this session, teachers will explore how to develop learning experiences that build effective communicators aligned to the New York State Education Department Portrait of a Graduate. Participants will leave with practical strategies to strengthen student voice, peer feedback, and authentic presentation so communication becomes a natural outcome of the performance-based classroom.

OUTCOMES:

- Describe the characteristics of an effective communicator

- Explain teacher moves which can develop students as effective communicators

- Identify strategies which can be used to build effective communicators

- Create a plan to implement in the classroom

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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.

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

OUTCOMES:

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

- Explain strategies which promote engagement in the classroom

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

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

*** Pre-requisite: Participants must have taken EngageMINT 1 OR 2 in the past ****

OVERVIEW:

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

OUTCOMES:

- Explain key restorative practice strategies

- Describe roles and responsibilities in leading restorative practices

- Identify and evaluate systems that support restorative practices

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

OVERVIEW:

This initiative brings educators, athletic coaches, and community schools representatives together around one shared goal: strengthening literacy from PK-12 across our communities.

Designed for literacy leaders, elementary principals, athletic directors, and coaches, this session provides a practical roadmap for leading meaningful family literacy engagement in schools. Participants will receive ready-to-use, adaptable materials such as presentations, family focus group tools, and literacy event resources that can be customized for local needs.

The session focuses on two key areas: supporting literacy development in PK-2 and partnering with high school athletics to promote literacy across schools and communities.

Participants will also learn how to launch or expand Literacy Under the Lights, an initiative that uses athletics as a platform for literacy engagement. High school athletes serve as visible reading role models who inspire younger students and families to read more while strengthening connections among schools, teams, and communities.

This session is ideal for curriculum directors, principals, district literacy leaders, librarians, reading specialists, athletic directors, and coaches who want to make an impact beyond the field. Bringing a team representing multiple roles is encouraged.

OUTCOMES:

- Ready-to-use family literacy materials for PK-2 students

- "Make and take” family literacy kit ideas

- Actionable strategies for launching Literacy Under the Lights

- Ideas for positioning athletes as literacy leaders and role models

- Structures for collaboration to create a unified PK-12 literacy approach

Each district will leave with a limited number of family literacy kits for young learners, to be distributed at family literacy events.

This year's academy will empower leaders with practical strategies, innovative ideas, and collaborative learning experiences that translate vision into meaningful action-ultimately strengthening outcomes for students. Participants will engage in three dynamic keynote presentations, choose from a range of breakout sessions tailored to current leadership needs, and connect with colleagues to share insights, challenges, and successes.

Walk away inspired, supported, and equipped with actionable tools that elevate leadership practice and leave a lasting impact on the students and communities you serve.

If you are interested in presenting a breakout session at this year's leadership academy, please submit the call for proposals form here:

https://docs.google.com/forms/d/e/1FAIpQLSfmBuc1okijsAUx797fz_8XxxBiCje2IrJI_zZcGnZ0Yir0yQ/viewform?usp=header

The full schedule, including details about the keynote speakers and breakout session options coming soon _______________________________________________________

Payment is supported by your district's 2026-27 FRS (per person) subscription to SCI Leadership Support Service [551.211.200]; BT BOCES will initiate an ARFS when applicable.

OVERVIEW:

This session is designed to support educators in grades 3-8 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:

- Explain scoring protocol for the NYS 3-8 ELA 2- point constructed response

- Describe critical attributes of grade-level text complexity

- Practice scoring the 2-point constructed response questions

OVERVIEW:

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

OUTCOMES:

- Define the concept of unconscious bias

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

- Learn strategies to disrupt the cycle and make informed decisions

OVERVIEW:

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

OUTCOMES:

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

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

OVERVIEW:

LSCI empowers educators and school staff with trauma‑informed tools to turn behavioral crises into powerful teaching moments. Learn practical strategies to support students with chronic self‑defeating behaviors while improving problem‑solving skills, emotional regulation, and self‑esteem-benefiting both students and staff.

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

Material fee may be required at a later point

OVERVIEW:

This session will revolve around walking administrators through what they should be looking for in classrooms when students are asking students to engage in AI. We will be focusing on human in the loop thinking and what it looks like to put structures in place to encourage active social learning and preserve students ability to critically think and learn.

OUTCOMES:

- Identify teaching practices that facilitate active social learning

- Identify teaching practices that preserve students ability to critically think

- Identify how teachers should be asking students to engage with AI

OVERVIEW:

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

OUTCOMES:

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

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

OVERVIEW:

This session will revolve around walking administrators through what they should be looking for in classrooms when students are asking students to engage in AI. We will be focusing on human in the loop thinking and what it looks like to put structures in place to encourage active social learning and preserve students ability to critically think and learn.

OUTCOMES:

- Identify teaching practices that facilitate active social learning

- Identify teaching practices that preserve students ability to critically think

- Identify how teachers should be asking students to engage with AI

OVERVIEW:

This crash course in Performance Based Learning and Assessment (PBLA) introduces teachers to the core principles of PBLA which ensures meaningful instruction and assessment opportunities for all students . Grounded in best practices, participants experience how well-designed performance tasks ask students to apply knowledge, think critically, and demonstrate understanding through authentic work. The session will make explicit connections to the Portrait of a Graduate, showing how performance-based approaches naturally develop students as communicators, creators, collaborators, and reflective learners. Teachers will leave with a plan to implement PBLA into their classroom.

OUTCOMES:

- Describe the essential elements for successful performance based learning and assessment

- Explain how PBLA builds student portrait of a graduate skills

- Create a plan to support PBLA in your school and classroom

OVERVIEW:

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

Sessions will focus on:

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

- Promoting positive relationships & classroom community

- Literacy assessment to identify skill needs

- Essential skills and their pacing across the year

- Evidence based instructional practices in literacy & math

- Quick strategies for formative assessment to guide upcoming instruction

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

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

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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

Explore the current state of AI and its broader impacts on our evolving society. This introductory session on generative AI focuses exclusively on teacher-facing applications, showing you how to harness AI to streamline professional tasks. You will gain the essential skills needed to navigate these tools effectively while identifying specific opportunities to enhance your daily workflow. Teachers will walk away with a better sense of generative AI and its impact on education in NYS, in addition to identifying where and when AI can be leveraged as a tool to support your workload.

OUTCOMES:

- Explain the current state of AI in education

- Describe the skills needed to be successful when using AI

- Identify the opportunities where AI can assist in professional needs

Please BYOD to the session.

OVERVIEW:

What if the most powerful evidence of learning in your school isn't a test-but the work students create?

During this session administrators will learn how performance-based learning and assessment lead to deeper instruction and authentic demonstrations of understanding. Leaders will explore how this approach naturally advances the attributes of the New York State Portrait of a Graduate and identify the key conditions-time, collaboration, and clear expectations-that allow this work to thrive across classrooms. Participants will leave with a plan of how to support PBLA in their buildings and districts.

OUTCOMES:

- Describe the essential elements for successful performance based learning and assessment

- Explain how PBLA builds student portrait of a graduate skills

- Create a plan to support PBLA in your school and district

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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.

Please note that Part 1 will be covered in the morning and Part 2 in the afternoon. Individuals who attended part 1 previously need attend the afternoon only.

OVERVIEW:

This 2-day session is for 9-12 teachers identified from participating districts in the Hello Ed Grant. Over the 2 days, teachers will focus on high quality ENL instructional strategies to support English Language Learners in the classroom, foundational skills regarding generative AI, and connections to bridge the two areas to help support ELLs in English language acquisition and content knowledge.This session is part of the second year of the Hello Ed Learning Technology Grant. Teachers that successfully complete the required components will receive a $500 stipend at the end of the 26-27 school year. Additional expectations of the grant include:

- Participation in the summer institute

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

- Implement AI tutors with ELL students

- Respond to all surveys

OUTCOMES:

- Identify instructional strategies to support ELLs

- Examine the AI tool, ChatforSchools by Skillstruck

- Develop a plan for implementation of content

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

Please note that this series will be offered again with identical content on July 7-8, 2026.

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

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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

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

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

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

- Identify opportunities for regional collaboration and support

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

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

OVERVIEW:

Schools strive to be welcoming, affirming spaces for everyone-and awareness is a key part of that work. Microaggressions and harmful language, often unintentional, can affect students, staff, and the overall school climate.

Facilitators will work to create a safe, supportive space for all participants to learn about microaggressions and harmful language, explore their impact, and practice practical strategies for addressing them in school settings. Together, we'll build skills that strengthen inclusive, respectful learning communities. Let's learn together!

OUTCOMES:

- Develop awareness surrounding the prevalence of microaggressions

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

- Define harmful language and understand the historical context behind it

- Learn strategies to mitigate and address microaggressions and harmful language in the school setting

OVERVIEW:

What if joy wasn't a bonus, but a condition for deep learning? What if the moments students call "fun” are the moments they are practicing the skills in the Portrait of a Graduate?

Learning can be fun, social and rewarding while still maintaining rigor and lasting knowledge. In this session, educators learn how academic engagement and strong social emotional skills assist students in achieving the Portrait of a Graduate attributes. Participants will experience ready-to-use strategies that can be implemented in their classroom starting on the first day of school.

OUTCOMES:

- Describe strategies to embed social-emotional skill practice into all content areas

- Explain ways to build meaningful student engagement

- Choose strategies to utilize in your classroom

OVERVIEW:

This session supports administrators and curriculum leaders in designing a coherent, district-wide K-12 career development continuum that aligns curriculum, counseling, and career-connected learning experiences. Grounding in the priorities of NY Inspires and district Portrait of a Graduate frameworks, participants will examine how to scaffold career awareness, exploration, preparation, and work-based learning across grade levels.

This session provides leadership teams with time and structure to move from vision to action. Through guided analysis and planning, teams map current practices, identify gaps in alignment and access, and establish clear priorities. Districts leave with a shared understanding, a clearer picture of current reality, and a focused plan for building a sustainable K-12 career development system that supports student success.

OUTCOMES:

- Outline the progression of career awareness, exploration, and preparation experiences from Kindergarten through 12th grade

- Evaluate the cohesion between curriculum, counseling and career-connected experiences

- Identify gaps, redundancies, and equity challenges across grade levels

- Develop 2-3 strategic priorities for strengthening a district's continuum

- Draft the framework and next-step action plan

OVERVIEW:

This full-day professional learning session supports middle and high school teachers in embedding and assessing Portrait of a Graduate competencies and career-connection within existing instruction without adding to their workload. Educators will explore how the competencies and career-connections are already present in their lessons and learn how to make them more explicit, visible, and measurable for students.

Participants will analyze classroom tasks, refine a lesson or unit to include authentic, real-world application, and develop clear, student-friendly success criteria aligned to key competencies. Teachers should bring a draft lesson or unit they plan to use at the start of the school year, which will serve as the foundation for this work.

OUTCOMES:

- Identify where PoG attributes and career-connections are already present in a lesson/unit

- Explain natural areas where PoG attributes and career-connections can be strengthened within a lesson/unit

- Redesign a current lesson/unit that incorporates stronger connections with the PoG attributes and careers

- Create a rubric that can assess the students success of demonstrating the PoG attributes and career-connections

Bring a lesson and/or unit to utilize and redesign for immediate implementation.

OVERVIEW:

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

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

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

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

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

OUTCOMES:

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

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

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

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

OVERVIEW:

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

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

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

OUTCOMES:

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

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

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

- Apply high yield instructional strategies to address identified needs

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

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

OVERVIEW:

Description This session brings together K-12 social studies educators to explore how vertically aligned instruction strengthens student learning over time. Grounded in the Portrait of a Graduate, participants will identify key skills and practices that build coherence from elementary through high school. Through a focus on inquiry, critical thinking, and discourse, educators will examine how these experiences contribute to students' civic readiness and their ability to engage thoughtfully with the world around them.

OUTCOMES:

- Identify Social Studies skills that are aligned vertically and within the Portrait of a Graduate

- Explain strategies to support student engagement in Social Studies

- Design an activity that supports students' knowledge and participation in civic readiness

OVERVIEW:

What is a district wide comprehensive prevention plan - what do you need and where do you start? We will explore data, a planning process, a menu of options in a tier of support model, and wrap it up with the way a community schools framework can support this process.

OUTCOMES:

- Learn how prevention strategies help educational outcomes

- Understand the need for comprehensive prevention

- Explore how to use data to appropriately assess needs

- Understand the district's role in prevention strategies

- Learn how to implement prevention tiered model

OVERVIEW:

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

OUTCOMES:

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

- Describe instructional strategies which promote student participation and inquiry

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

OVERVIEW:

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

OUTCOMES:

- Identify Proactive behavior management strategies

- Explain Function of Behavior utilizing the Behavior Pathway

- Describe strategies for Responding to Challenging Behaviors

- Choose strategies to utilize in your classroom

OVERVIEW:

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

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

OUTCOMES:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

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

- Create an action plan for strategies that can be incorporated

OVERVIEW:

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

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

OVERVIEW:

This training supports districts in training NEW evaluators in accordance with Education Law 3012-e. This session includes the following required elements of the training:

- the NYS Teaching Standards and their related elements and performance indicators;

- evidence-based observation techniques that are grounded in research, including controlling for evaluator bias;

- application and use of the district-selected rubrics for use in evaluations

OVERVIEW:

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

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

OUTCOMES:

- Learn and practice strategies used to mitigate risk

- Understand the risks of disengagement and restrictive interventions

- Learn & Practice disengagement skills and restrictive holds

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

PLEASE NOTE:

- Asynchronous work MUST BE completed BEFORE attending the session.

- Instructor will send a link to access material one week prior to session.

- All texts will be provided by instructor at the session.

- Please bring a device for post-session exam and feedback to receive your YMHFA certification. - This course, with identical content, is also being offered June 24th and July 1st.

OVERVIEW:

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

OUTCOMES:

- Describe strategies to establish communication protocols

- Identify frameworks for facilitating classroom discourse

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

OVERVIEW:

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

OUTCOMES:

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

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

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

OVERVIEW:

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

PLEASE NOTE:

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

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

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

OUTCOMES:

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

- Identify potential/planned uses with students.

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

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

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

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

OVERVIEW:

When students ask, "Is this for a grade?” what are they really telling us? What happens when everything is graded? And what happens when it's not? This session tackles the tension between grading and motivation to engage in learning experiences. Educators will explore the impact of grading on student motivation and consider how to shift from compliance-driven behaviors to authentic engagement within your current grading system.

Impactful grading practices will do more than reward task completion, they will create students who are reflective, self-directed, and future-focused. They can inspire students to ask "What will I learn?” instead of "Is this graded?”

OUTCOMES:

- Describe the purpose of your grading system and what the system communicated to students.

- Identify strategies to leverage your grading system to increase student motivation.

- Create a plan to enhance your grading system for your desired student impact.

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

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

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

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

- Five 1-hour Coaching Sessions (max 5 hrs): Final Date June 11 2027 Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2026-27 FRS.

OVERVIEW:

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

OVERVIEW:

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

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

Participants will engage in hands-on learning focused on:

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

Reading comprehension strategies such as Close Reading and question generation

Writing strategies that strengthen sentence construction and written responses

Vocabulary and morphology to support access to complex texts

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

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

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

OUTCOMES:

- Understand and apply high-impact Tier 1 literacy routines

- Develop proficiency in implementing evidence-based fluency strategies

- Strengthen reading comprehension instruction

- Integrate effective writing strategies into daily instruction

- Use assessment data to inform Tier 1 instruction

- Build instructional coherence across the school year

OVERVIEW:

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

OUTCOMES:

- Describe evidence-based strategies to meet student needs

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

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

- Other Learning Outcomes will be determined by the group

OVERVIEW:

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

OUTCOMES:

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

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

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

PLEASE NOTE:

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

OVERVIEW:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for cross curricular school teams of teachers and building administrators looking to do things a little differently. The goal is to embrace the task of implementing Performance-Based Learning Assessments (PBLA) while receiving comprehensive support from the BT BOCES PLIC staff. Throughout the 2026-2027 school year, these teams will develop, implement, and reflect on PBLA experiences for their students. The program includes individual coaching, team coaching, and collaborative opportunities with other regional schools participating in the pilot, all aimed at enhancing insights into the PBLA implementation process.

OUTCOMES:

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

- Create and implement authentic learning experiences for your students

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

OVERVIEW:

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

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

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

OUTCOMES:

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

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

- Create a dynamic, student-centered learning environment

*The cost per participant is one SCI Day*

OVERVIEW:

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

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

OUTCOMES:

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

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

- Identify community partners and resources

- Choose strategies to utilize in your school/district

OVERVIEW:

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

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

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

OUTCOMES:

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

- Assess and address the diverse literacy needs of adolescent learners

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

- Develop culturally responsive teaching strategies to engage all students

OVERVIEW:

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

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

This 45-hour course includes two parts:

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

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

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

Cost: $450

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

OVERVIEW:

In this session, we will discuss the practices and strategies from Peter Liljedahl's book, Building Thinking Classrooms. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. 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:

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

OUTCOMES:

- Define the concept of unconscious bias

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

- Learn strategies to disrupt the cycle and make informed decisions

REPEATS on 3/2/27

OVERVIEW:

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

OUTCOMES:

- Examine current research around educational technology

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

- Apply learned content to district context

*Please bring your own device*

OVERVIEW:

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

OUTCOMES:

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

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

- Develop action plans relevant to district specific Technology Plans

OVERVIEW:

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

OUTCOMES:

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this intensive series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Throughout this series, 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 support resources.

This session is anchored in Science of Reading high-impact instructional practice: Phonological awareness, phonics, spelling and word study-skill building.

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:

- Describe and 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

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

Cost is $360 per participant

BOCES will order and distribute materials at the training

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this intensive series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in middle/high school grade levels.

Throughout this series, 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 support resources.

This session is anchored in Science of Reading high-impact instructional practice: Phonological awareness, phonics, spelling and word study-skill building.

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:

- Describe and 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

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

Cost is $360 per participant

BOCES will order and distribute materials at the training

OVERVIEW:

Did you know that the Broome-Tioga BOCES School Library System purchases databases for you and your students to use? Join us as we review our lineup of databases for the 26-27 school year including; Kids Discover, News-O-Matic, Sooth.fyi, BrainPOP, FactCite, Sora, and more!

OUTCOMES:

- Explore the library databases to gain an understanding of their features, content, and search capabilities

- Curate a list of ways to integrate specific databases into their teaching and curriculum

- Discuss strategies for promoting the use of these databases among their students and colleagues

- Create a lesson featuring one of the library databases

Lunch will be provided

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