OVERVIEW:

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

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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

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

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

OUTCOMES:

- Analyze current district literacy systems and identify areas for improvement

- Develop a comprehensive literacy action plan aligned with MTSS principles

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

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

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

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

Series begins on September 30th

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.

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

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

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

LEARNING OUTCOMES:

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

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

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

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

- Three 6-hour Regional Sessions (max 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.

OVERVIEW:

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

OUTCOMES:

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

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

- Create a dynamic, student-centered learning environment

Please Note:

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

- The cost per participant is one SCI Day.

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

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

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

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

Bring Your Own Device

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

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

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

OVERVIEW:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

- Examine current research

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

Please BYOD to the sessions.

OVERVIEW:

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

OUTCOMES:

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

- Developing plans for learning together (initially)

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

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

- Networking and sharing among members

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

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

OVERVIEW:

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

OUTCOMES:

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

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

Please BYOD to the sessions.

OVERVIEW:

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

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

OVERVIEW:

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

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

Adults will…

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

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

- Generate outcomes for our future community of practice

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

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

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

PLEASE NOTE:

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

OVERVIEW:

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

Learning Outcomes:

Participants will:

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

- Engage in problem-solving discussions

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

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

Teams access information will be communicated via the listserv.

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth and professional learning

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

Overview:

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

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

OVERVIEW:

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

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

OUTCOMES:

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

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

3. Identify community partners and resources.

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

OVERVIEW:

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

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

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

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

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

OUTCOMES:

- Identify students' function of behavior

- Describe behavioral interventions that meet functional needs

- Create a plan to increase positive behaviors

- Implement your plan and receive feedback for modification as needed

OVERVIEW:

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

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

On May 19th, participants are encouraged to register for the Advancing Prevention and Awareness of Co Occurring Disorders training (The Harris Project) in the morning.

After the Advancing Prevention and Awareness of Co Occurring Disorders training, Health Educators are invited to stay and participate in the Health Education Community Of Practice (1pm-3pm). During this session, participants will intentionally apply the morning's learning by making connections to their own curriculum, instruction, and student needs. Educators will have time to develop or refine classroom resources, explore alignment with the NYS Mental Health Standards, the CR SE Framework, and the CS/DF Standards, and plan meaningful next steps for integrating the Co-Occurring Disorders Curriculum into their skills based health education practice.

OUTCOMES:

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

OVERVIEW:

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

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

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

- Identify strategies to support student skill growth

OVERVIEW:

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

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

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

Learning Outcomes:

- Explain high leverage practices for teaching students with special needs

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

OVERVIEW:

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

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

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

Learning Outcomes:

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

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

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

PROGRAM OBJECTIVES:

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

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

▪ List the elements of Psychological First Aid.

▪ Demonstrate competence through practice of Psychological First Aid elements.

▪ Manage their own stress while practicing Psychological First Aid.

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

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

OVERVIEW:

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

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

Joining information will be shared with participants before the session.

LEARNING OUTCOMES:

Grant Goals:

Goal 1: Enhance English Language Acquisition for ELLs and MLLs

Goal 2: Improve Subject Matter Comprehension

Goal 3: Professional Development for Educators

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

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

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

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

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

OVERVIEW:

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

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

OVERVIEW:

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

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

OVERVIEW:

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

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

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

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

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

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

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

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

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

OVERVIEW:

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

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

What to Expect:

- A learning community grounded in inquiry and collaboration

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

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

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

LEARNING OUTCOMES:

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

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

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

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

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

- Apply some of this learning to partner classrooms and schools

OVERVIEW:

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

Learning Outcomes:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

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

Overview:

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

Outcomes:

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

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

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

- Collaborative planning of session structure and content

OVERVIEW:

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

LEARNING OUTCOMES:

- Will be determined by the group.

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

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

RISE Districts ONLY

OVERVIEW:

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

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

This 45-hour course includes two parts:

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

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

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

Cost: $425

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

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.

In this course led by a partnership with Binghamton University Community Schools faculty and BOCES, participants will explore key applied and community engaged research methodologies designed to aid in inquiry-based learning, service learning, and work-based learning. Participants will learn to identify high-quality data and critically discuss community needs through the University-assisted Community Schools approach and actively apply research methods by engaging in their own practitioner research inquiries, tailoring their learning to the unique contexts of their school and communities.

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

OVERVIEW:

1. Understanding Learner Differences

- Learning Profiles & Styles in Autism

- Flexibility and Generalization of Skills

2. Environmental & Physical Supports

- Physical Organization of the Classroom

- Classroom Choreography (movement flow & transitions)

- Structured Use of Materials

3. Visual Systems & Supports

- Visual Schedules

- Work Systems (task organization & independence tools)

4. Behavior & Emotional Regulation

- Positive Behavior Support Strategies)

5. Monitoring Progress

- Ongoing Assessment & Data Collection

Please note that this training is a repeat of the three-part series that was offered in fall 2025. Participants who attended the series previously should not register for this series.

OVERVIEW:

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

LEARNING OUTCOMES:

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

OVERVIEW:

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:

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

LEARNING OUTCOMES:

- Explain the two ways of talking

- Define facilitative skills in orchestrating data-driven dialogue

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

OVERVIEW:

This half day session is for school administrators and literacy leaders who are interested in learning more about dyslexia and its implications for schools. Dr. Sheila Clonan, former school psychologist, researcher, and expert in learning disabilities, will provide clarity around the topic of dyslexia- this clarification is an important part of beginning to impact both academic and mental health consequences in students who persistently struggle with reading.

She will discuss:

- Clarification of what dyslexia is, including discussion of the updated definition from the International Dyslexia Association

- Myths and misconceptions about dyslexia

- The impact of dyslexia and any persistent literacy challenges on mental health

- What's important for assessment and instruction - from prevention to intervention within an MTSS framework and implications for potential classification

- Suggestions for partnering with families

Administrators and literacy leaders are encouraged to attend with a thinking partner or two as there will be time for table discussion.

This is part of a planned series of support for districts in the 26-27 school year to address the needs of students who persistently struggle in literacy and would benefit from specialized reading instruction within an MTSS approach.

LEARNING OUTCOMES:

- Define dyslexia, inclusive of the 2025 updates from the IDA

- Explain secondary consequences of dyslexia and the impact on mental health

- Explain evidence-based recommendations for instructional approaches across tiers

- Explain recommendations for communicating and partnering with families to better support students with persistent reading challenges

- Identify some implications for your district and possible next steps you might take

OVERVIEW:

This training provides an overview of policies, procedures and practices that focus on addressing disproportionate identification and classification/placement by race/ethnicity.

Data shows NYS English Language Learners (ELLs) are disproportionately identified as students with disabilities. In particular, ELLs are significantly over-identified as students with speech and language impairments, learning disabilities, and emotional disabilities as compared to students who are not ELLs. Based on State Performance Plan (SPP) 9 and SPP10, school districts that identify disproportionality in identification, classification, and placement due to misidentification or misclassification of ELLs.

OUTCOMES:

- The materials of this package support school districts in reviewing their policies, practices, and procedures that may contribute to the disproportionality of ELLs in Special Education.

Please have your laptop, tablet or other internet enabled device to ensure you are able to access materials during the session

OVERVIEW:

Microaggressions are pervasive in educational settings and have documented negative effects on their recipients and bystanders. Many school districts aim to create welcoming and affirming environments for all and microaggressions can impact achieving this goal.

Harmful language includes words, phrases, or ideas that are offensive, discriminatory, dehumanizing, or cause emotional distress to others, often targeting individuals based on their race, gender, sexual orientation, disability, religion, or other group affiliations.

This workshop will create a safe space for participants to learn about microaggressions and harmful language, understand their impact, and identify and practice strategies to address both in the school setting.

PARTICIPANTS WILL:

- 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

Prerequisite Learning: Participants should attend The Silent Shaper: How Unconscious Bias Influences Our World training on April 27, 2026 in the morning (new date)

OVERVIEW:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

The instructor will provide registrants with the virtual link.

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

OVERVIEW:

Dedicated to the prevention and treatment of co-occurring disorders, the harris project is a non-profit organization committed to increasing understanding, raising awareness, and transforming systems of care to better meet the needs of individuals living with both mental health challenges and substance use issues.

This professional learning opportunity provides interactive training on the first-of-its-kind Co-Occurring Disorders (COD) Curriculum designed for high school aged youth. Participants will learn how to integrate the curriculum into existing health and wellness instruction, explore practical teaching strategies, and strengthen prevention and resilience in students.

Through hands-on activities, educators will gain the knowledge and tools to confidently address the intersection of mental health and substance use in the classroom, fostering student well-being and informed decision-making.

OVERVIEW:

Join us to celebrate the 2025-26 Southern Tier Teacher Academy students! Our program will include a keynote and panel discussion focused on supporting pathways in education. This year's keynote will feature Dr. Tonia Thompson, Superintendent of Binghamton CSD; our panel discussion will include pre-service and in-service teachers.

Lunch will be provided.

OVERVIEW:

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

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

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

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

Participants Will Be Able To:

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

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

- Explore resources designed to support effective explicit instruction implementation

OVERVIEW:

Brain scientists have identified that movement is essential for enhanced brain function, circulation, focus, concentration, learning, and retention. Students learn differently - which is why this training includes strategies for teaching with visual, auditory, and kinesthetic learning modalities, all aligned with Next Generation Learning standards. These trauma-informed, multi-sensory learning strategies will engage your learners, build self-confidence, and reduce learning deficits. Best of all, kids love to learn this way! Participants will leave with one free floor mat, a copy of the math and movement training module, and a variety of electronic resources and materials.

*Lunch will be provided by the Broome County Health Department

Learning Outcomes:

- Learn the brain science behind movement-based learning

- Learn practical math strategies to facilitate teaching and learning

- Learn trauma-informed and SEL strategies for improving students' self-confidence while simultaneously increasing math confidence

OVERVIEW:

The goals of this training are to ensure that students will: Demonstrate use of self-determination skills; Increase awareness of individual strengths, preferences, interests and needs as related to post school outcomes; Increase awareness of employment and career options; Identify post-secondary goals aligned with their individual strengths, preferences, interests and needs

Participants will recognize and identify:

- The definition of self-determination and its relation to determining individualized diploma and credential options

- The credit requirements for graduation in NYS

- The Multiple Pathways to Graduation 4 + 1 Option requirements for all students

- The appeal eligibility criteria for all students

- The safety net options for students with disabilities

- Exiting credentials available in NYS and the requirements for each

BT BOCES will be hosting regional NYSESLAT scoring for component districts. Regional scoring is focused on the writing part of the NYSESLAT scoring. All registrants will be required to stay at the regional scoring site until all tests have been scored.

OVERVIEW:

Teachers will briefly review explicit instruction and gain knowledge on how to apply explicit instruction to effectively teach vocabulary to students. Teachers will learn how to utilize explicit instruction and embed vocabulary building activities into their routine.

Participants will be able to:

- Explain the importance of robust vocabulary instruction for students in the elementary grades

- Understand how explicit instruction can be applied to vocabulary instruction

- Describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day

The Zoom link will be emailed to participants prior to the start of the training.

OVERVIEW:

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

Learning Outcomes:

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

- Identify and describe best teaching and planning techniques to support teaching with i-Ready Math Classroom

OVERVIEW:

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

Participants Will:

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

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

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

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

OVERVIEW:

Join us for a day of library advocacy and learning!

This year's Sharing the Vision event is focused on local examples of strong, effective school library programs.

The morning session (8:00-10:00) will feature a student panel sharing their insights into how their school librarians and library programs have shaped their education, reading life, and overall school experience.

Following the panel, librarians and their administrators will have the opportunity to discuss their school library programs and plan for the future.

Breakfast will be provided.

Join us for a day of library advocacy and learning!

This year's Sharing the Vision event is focused on local examples of strong, effective school library programs.

The morning session (8:00-10:00) will feature a student panel sharing their insights into how their school librarians and library programs have shaped their education, reading life, and overall school experience.

Following the panel, librarians and their administrators will have the opportunity to discuss their school library programs and plan for the future.

The afternoon session (10:15-3:00) will consist of breakout presentations from the librarians of the Broome-Tioga BOCES region. If you are interested in presenting, please complete an application via this link: https://tinyurl.com/BTSTV19Present

Breakfast and lunch will be provided.

OVERVIEW:

This training was developed to promote the understanding and appropriate use of testing accommodations for students with disabilities.

OUTCOMES:

The training is intended to provide information related to the decision-making process and types of testing accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Please have access to your laptop, tablet or other internet enabled device to access reference materials throughout the session.

OVERVIEW:

This training is intended to further develop administrator's knowledge of SDI and how SDI should be designed and developed based on individual student need to address their learning barriers.

OUTCOMES:

Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.

District administrators will gain skills in supervising the implementation of SDI in all classrooms where students with disabilities are learning.

Please have access to your laptop, tablet or other internet enabled device to access reference materials throughout the session.

Overview:

Teachers will participate in regional scoring of the Life Science: Biology exam. All NYSED Regents Scoring Regulations will be followed.

Outcomes:

- Clear criteria for scoring new regents exams

- Support with new testing format and scoring

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:

Teachers will participate in regional scoring of the Earth & Space Science exam. All NYSED Regents Scoring Regulations will be followed.

Outcomes:

- Clear criteria for scoring new regents exams

- Support with new testing format and scoring

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

PLEASE NOTE:

- 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:

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.

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:

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 ****

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:

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:

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:

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.