In this session, we will be exploring how adults in education can begin to understand and recognize self-awareness related to implicit bias and social awareness to better understand the perspectives of others. Through a review of transformative SEL, we will continue deepening our understanding of the CASEL Core Competencies to promote and leverage equity and promote personal growth. This deepening awareness contributes to a healthier culture and climate of schools, and the overall professional learning community.

Outcomes:

- Identify strategies to recognize adults' social awareness

- Describe "transformative SEL” and how to utilize it to promote equity

- Identify the importance of adults' social and emotional competencies for their work with students and their own well-being, and in relation to district SEL implementation.

Please note:

- REGISTRATION DEADLINE: May 21, 2021.

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

OVERVIEW:

Participants will learn each of the components of the competing Behavior Pathway in order to identify behavioral interventions to promote desired behavior.

OUTCOMES:

Participants will be able to apply the competing behavior pathway to promote positive desired behavior.

PLEASE NOTE:

- Registration deadline: May 19, 2021.

- This session, with identical content, was previously offered on 4.21.21.

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

- PREREQUISITE: Introduction to Behavior Pathways

Overview:

In this session, school librarians will be working with teachers currently enrolled in the Year 2 Acceleration Cohort to develop Summer Reading Programs/Incentives for their students. We'll share summer book (including online text) resources available through school library systems and our public libraries. Additionally, we'll examine some ways you can have students connect with one another through book recommendations.

Outcomes:

- Identify texts resources available for summer student use -in school and public libraries

- Describe strategies and tools you could use for students to share book recommendations

- Describe ideas for promoting summer reading

- Identify ideas for getting started

Please note:

- This session is intended for School librarians who work with teachers enrolled in the Accelerating Students' Literacy Growth Year 2 Cohort. Participating districts are: Chenango Forks, Sidney, Susquehanna Valley, and Union-Endicott

- Registration Deadline: May 27, 2021.

- The facilitator will provide registrants with access information prior to the session start time.

In this 1-hour session, we will identify risk behaviors for suicide in youth and adults. Resources will be given for offering assistance to those in need. Content developed by the Suicide Prevention Center of NY.

Outcomes:

- Identify risk behaviors of suicide in youth and adults

- Access resources that address mental health needs

PLEASE NOTE:

REGISTRATION DEADLINE: Thursday, May 27, 2021.

This session, with identical content was previously offered on the following dates: October 1, November 5, and December 3, 2020, January 7, February 24, March 24, April 21, and May 13, 2021.

Stipend processing through BT BOCES is restricted to Certified Staff ONLY.

This event is sponsored by Broome County Mental Health's Promise Zone.

This two-hour session will be focused on helping coaches build their clubs and teams. We will go over initial setup of platforms, identify means of communication for individual clubs, the roles students can play in the club, and the role the coach plays in the club. This will also serve as a time for community building among coaches to meet each other and discuss their ideas and questions.

Outcomes:

- Identify what is an eSports coach

- Identify communication structures

- Identify the roles team members play in the club

Please note:

- Registration Deadline is Tuesday, June 1, 2021.

- The facilitator will provide registrants with access information prior to the session start time.

It's Real: Teens and Mental Health is a 45-minute program, developed by the American Foundation for Suicide Prevention (AFSP), which provides young people with mental health education and resources. This session is intended to introduce health educators to "It's Real: Teens and Mental Health” so that they can utilize the program in their classrooms with their students.

The presentation covers such topics as:

- What is mental health? How is it similar to, or different from, physical health?

- How to notice signs of someone needing help

- Tips and strategies for having a caring conversation with someone you might be worried about

- Methods of self-care for mind, body, soul, and surroundings

- Examples of trustworthy resources

- How reaching out to trusted adults can help teens manage their mental health

- PLEASE NOTE:

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

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:

From the NYSED CRSE Framework, "Ongoing professional learning is rooted in the idea that teaching and learning is an adaptive process needing constant reexamination (Moll, et al., 1992; Gay, 2010). It allows learners to develop and sharpen a critically conscious lens toward instruction, curriculum, assessment, history, culture, and institutions. Learners must be self-directed and take on opportunities that directly impact learning outcomes.”

In this session, we will share conversation around two questions:

1. What are strategies for holding ourselves accountable to culturally responsive and sustaining education?

2. How can we continuously educate ourselves and grow our professional learning network?

Please note:

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

This blended opportunity will engage teachers and interdisciplinary teams in designing civics readiness project based learning that aligns with the K-12 Social Studies Framework and uses NYSED Civic Readiness guidelines and models of civic action. Alignment with ELA Standards and curricular priorities will also be emphasized. Participants will work through decision points including:

1. Students who will take on the work

2. Criteria for success

3. Learning outcomes

4. Sequence and draft mapping of instructional days

5. Assessment

6. Engaging students in the research process

7. Opportunities for student voice and choice

8. Involvement of community partners

Virtual "check in” sessions will be scheduled by facilitators in Fall 2021 to allow for reflection on progress and sharing of strategies.

Outcomes:

- Design a civic engagement pilot project that builds student's critical thinking and communication skills

- Describe how the project aligns with the Social Studies Practices, the K-12 Social Studies Framework , NYSED expectations for civic action/readiness capstone and/or civic project work and ELA Standards and priorities

PLEASE NOTE:

- Registration Deadline: Monday, June 21, 2021.

- Registrants will receive access information for the June 29th Zoom Kick-off session prior to the session start time.

This asynchronous Schoology course will provide participants with the opportunity to dive into a series of seven webinars and topic briefs that were created for New York State Education Department (NYSED) by New York University (NYU) researchers Dr. Okhee Lee, Lorena Llosa, Alison Haas, and Scott Grapin. These briefs promote the implementation of New York State P-12 Science Learning Standards and build the instructional capacity of ELL and science educators. Through videos and online discussion boards participants will take on new learning that is based on cutting-edge research on integrating science and language for all students with a focus on ELLs and that will support educators in making key shifts in their classroom instruction and assessment.

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education, then

2. Go to Schoology.com

3. Schoology Course Access Code:GSX3-498D-B5VVF

3. Once you sign in to Schoology, please see Resources Folder for next steps.

This asynchronous Schoology course will provide participants with an overview of the NYS Science P-12 Science Learning Standards. Participants will also explore several resources that are available to help them as they transition to the new standards. Through videos and online discussion boards participants will review the major shifts in the standards as well as the impact these standards will have on curriculum, instruction and assessment.

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education, then

2. Go to Schoology.com

3. Schoology Course Access Code:CTKR-T5CJ-4JF35

3. Once you sign in to Schoology, please see Resources Folder for next steps.

This asynchronous training will be an online self-paced learning opportunity for new teachers. Participants will be provided with materials, videos and interactive activities to be completed during the 3-week time frame provided.

This training will provide participants with an understanding of Explicit Direct Instruction, learn instructional strategies and practice developing lesson plans within the EDI framework while embedding learned strategies.

PLEASE NOTE:

- Registrants will be provided with access information prior to the course start date.

- Maximum CTLE Credits: 5

- REGISTRATION DEADLINE: June 30, 2021

This hybrid training involves both asynchronous activities which begin on July 5th, as well as one 2-hour Zoom session on July 8th, followed by additional asynchronous activities that conclude on July 16th. The focus of this course will be on:

- How assessment informs instructional decisions

- Differentiate between 3 families of academic interventions

- Identify and categorize academic interventions

- Identify ways of intensifying interventions

Outcomes:

- Identify and differentiate between skill-based, fluency-based, and performance-based interventions

- Determine when each of these approaches is appropriate, given the nature of the observed problem

- How to determine the intensity of intervention to the learner as a response to instruction

PLEASE NOTE:

- Zoom Session: Thursday, July 8th from 10:00 am - 12:00 pm.

- Registrants will be provided with access information prior to the course start date.

- CTLE Credits: Asynchronous (Google Classroom, etc.) = 4 hours, Synchronous (Zoom) = 2.0 hours

- REGISTRATION DEADLINE: June 30, 2021

Whether you are teaching General Music, a Performance Ensemble, or private lessons, we all want our students to take on the learning and become accomplished musicians. Through this book study, we will examine our curriculum and reflect on our practice in order to develop strategies which will engage students and empower them to be critical thinkers. This book will guide all music educators in thinking of ways that they can "pass the baton” and empower student musicians.

Outcomes:

- Describe strategies which empower students to think critically about music in order to enhance student achievement

- Create a plan to implement new strategies in your lessons.

A digital copy of Pass the Baton will be loaned to participants through SORA.

PLEASE NOTE:

- Registration Deadline: Friday, June 25, 2021.

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

OVERVIEW:

This professional development training is designed to follow the CSE/CPSE process from referral through re-evaluation as defined in NYSED Law and Regulations. The training will include the following modules: Regulatory Foundations, Referral, Evaluation, Eligibility, Recommendation/IEP Development, IEP Implementation, Annual Review, Reevaluation, Effective Meetings and the CPSE Process.

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

- Identify strategies for the Committee to make high quality decisions that will result in an individualized education program (IEP) that meets State requirements and will result in educational benefit to the student.

This is a synchronous adaption to the vetted 4-day professional development workshop by NYS State Education Department in order to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process, their role as a chairperson and is recommended by NYSED, especially for those in their position two years or less.

PLEASE NOTE:

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

- REGISTRATION DEADLINE: June 30, 2021.

Overview:

Participants will be provided an overview of Seesaw and the basic tools available in this platform. The second half of this session will include tips and ideas on how to utilize Seesaw specifically for students with disabilities. During the session participants will be given time to practice utilizing the features shown as well as have any Seesaw questions they may have answered.

PLEASE NOTE:

- Registration Deadline is Friday, July 2, 2021

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

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Resources Include: Elementary Core Course Resource Book, First Six Weeks of School, and Yardsticks

PLEASE NOTE:

- Registration Deadline is Friday, June 25, 2021.

- Please be aware that the first session runs from 8:00 am - 3:30 pm, whereas all remaining sessions run from 8:30 am - 3:30 pm.

- 45-minutes will be allocated for lunch on-your-own

- This series, with identical content, is also offered July 26th - July 29th

This series is supported by funding from the Broome County Promise Zone initiative.

How can we integrate technology, specifically Google Collaborative Tools, to foster equity in your classroom? This workshop will use IDE's (Innovative Designs for Education) Seven Lenses of Instructional Equity as a framework for our focus. Specifically, participants will learn how to leverage the applications within the Google Workspace for Education to promote equity around both relationships and authenticity. Participants will then select one of these focus areas to create lessons that they will be able to implement during the 2021-2022 school year.

Outcomes:

- Identify the 7 lenses of instructional equity

- Describe ways to leverage Google tools to build equity in your classroom

- Create lesson(s) that build relationships and authentic learning experiences

- Share and collaborate with colleagues around ways of building equity

This course will be completely online and will include 3 synchronous sessions, as well as asynchronous work in between sessions.

Please note:

- Registration Deadline is Friday, July 9, 2021

- CTLE Hours: 5 synchronous; 2 asynchronous

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

Chairs: Eric Attleson (CV) and Kevin Strahley (Windsor)

In a world where the lines between fact, fiction, bias, and conspiracy theories seem blurred, how do we educate our students to navigate their media centric world? In this workshop we will identify ways to access credible resources, and evaluate them on accuracy and quality. Teachers will bring a unit and develop a plan to have students find and evaluate media, thereby incorporating this important skill into their content/course.

Outcomes:

- Access credible resources related to specific content

- Evaluate media for accuracy and quality

- Develop a plan to engage students in finding and evaluating media during a unit of study

- Analyze media to interpret the intended message, and the production choices used to influence the consumer of the media

PLEASE NOTE:

- Registration Deadline: Friday, July 9, 2021.

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

How can we support teachers in designing assessments that do not mirror state assessments, but help students demonstrate deeper learning while excelling on state exams? How do we ensure diverse and robust assessment experiences that engage learners in a self-reflection process? During this 1-day workshop administrators will reflect on the types of assessments used in their building/district, determining ways they can support teachers in rethinking their use, design, and variation of assessments to optimize identification of student learning and inform instruction. This session will serve as the foundation for the 2-day Rethinking Assessment workshop for teachers. Administrators will have the opportunity to craft a message to participating teachers to support them in their learning. Upon completion of the 2-day workshop, teachers will share their finished assessment product, reflection, and plan for implementation.

Outcomes:

- Describe common purposes for a range of assessments, including daily checks for understanding, formative, summative, and performance tasks

- Evaluate students' roles in the assessment process and describe ways to increase students' ownership of learning

- Evaluate schoolwide assessment practices to identify gaps/ leverage points for assessment revision

- Describe leadership practices for supporting teachers in rethinking assessment for deeper learning

REGISTATION DEADLINE: Friday, July 9, 2021

The July 14th - 16th Solution Tree RTI at Work LIVE Institute will be broadcasted from RTI-focused schools in San Antonio, TX and steamed for viewing (in-person only) at Owego-Apalachin CSD Middle School. Keynotes at this event include Luis F. Cruz, Brian K. Butler, Nicole M. Dimich, and Mike Mattos. Breakout sessions presented by these speakers will also be part of the agenda for this three day event. View the tentative agenda and session narratives HERE.*

OVERVIEW:

- A Clear Path for Doing What's Right for Students -

Student achievement gaps - no matter how wide they may be - can be closed. The key is not to do more, but to shed the excess in order to do more of what matters. As you focus your efforts on navigating your way forward, rely on the RTI at Work™ process to set your school's compass to true north.

A commitment to this proven process will elevate every member of your team as you work to collectively focus on the essentials, act with urgency, and eradicate hot spots that impede learning.

BENEFITS:

- Move beyond survival mode and prepare both new and veteran teachers to support students who have fallen behind grade-level expectations.

- Forge team bonds and comradery as you work to craft an intentional intervention plan that explicitly articulates actionable steps.

- Create and propel productive habits and routines to ensure every student's learning needs are met.

- Provide peace of mind for your staff by maintaining control over safety protocols for gatherings in your school rather than traveling to out-of-town events.

- Celebrate the dedication of your team to persevere during challenging circumstances.

- Secure commitment from parents and school board members as a result of direct participation in the learning process.

District teams who will support the work in a specifically identified building (Middle school or High School) will learn and practice circle Keeping for community building. Teams will develop a draft multi-year action plan for implementation of Restorative Practices and be given guidance and recommendations for successful implementation.

Outcomes:

- Identify basic principles of Restorative Practices and the research base that supports the work

- Describe how Restorative Practices fits into a multi tiered system of Social and emotional learning supports

- Use prompts to practice circle keeping for community building

- Develop a draft plan for implementation

These sessions are supported by funding from the Broome County Promise Zone initiative.

REGISTRATION DEADLINE: Friday, July 9, 2021.

OVERVIEW:

This training consists of three modules, presented via zoom. Participants will be provided with information and resources related to the following:

Module 1: Diploma and Credential Options [July 15]

1. Credit requirements for graduation

2. Multiple pathways to graduation 4+1 Option requirements for all students

3. Appeal eligibility criteria for all students

4. Safety net options for students with disabilities

5. Exiting Credentials available in NYS and requirements for each

Module 2: CDOS Learning Standards [July 22 - ** RESCHEDULED TO August 3rd **]

1. Foundation of the CDOS Commencement Credential and CDOS Learning Standards

- Career Development (Standard 1)

- Integrated Learning (Standard 2)

- Universal Foundation Skills( Standard 3a)

2. Documentation/Resources

Module 3: Work-Based Learning [July 29]

1. Work-based learning requirements/hours

2. Work-based learning options

3. Documentation/resources

OUTCOMES:

This training will provide participants with information and resources to utilize for diploma and graduation options for students with and without disabilities. It will provide an opportunity to breakdown the CDOS Commencement Credential requirements for implementation within Educational Organizations.

PLEASE NOTE:

- Registration deadline: July 12, 2021.

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

Culture, Community, and the Classroom teaches culturally-responsive and culturally-engaged learning through the arts. Folk arts are found in every community and authentically reflect their diversity. BT BOCES is partnering with Local Learning* to offer this professional learning opportunity that will connect educators in any subject area (Grades K-12) with local folk artists to:

- Define folk arts and folklife through uncovering personal and local traditions

- Create lessons using ethnographic tools of folklife such as interviewing, note taking, sketching, photographing, and mapping

- Demonstrate their own cultural knowledge through creative activities that they can replicate in the classroom so students can explore their cultural identity

- Examine the ethical considerations of representing diverse cultures in a classroom

- Practice how to moderate "tough” conversations that culture may provoke

- Access local and national interdisciplinary resources for artists and educators to integrate folk arts into classroom curricula and activities

- Connect local folk arts traditions and research to NYS learning standards

Following completion of this two-day learning opportunity for educators, there will be an option for eight teacher-artist partnerships to continue working together to create and implement lesson plans though an artist residency program; information regarding eligibility will be discussed at the first session.

*For over 25 years Local Learning has provided services to the field of Folk Arts in Education, offering training around the nation. Our New York State series includes building capacity of excellent local host organizations, teaching artists, and educators for sustainability.

Please register early; seating is limited. Registration Deadline: Thursday, July 15, 2021.

OVERVIEW:

This 3-hour training will provide participants with the knowledge and skills needed to monitor the progress of individual students. The training will focus on the evidence-based works of Fuchs and Fuchs as a highly effective strategy for evaluating the effectiveness of the instruction/intervention being provided.

OUTCOMES:

Participants will:

- Describe the purpose of progress monitoring

- Define progress monitoring

- Identifying the steps for implementing progress monitoring of student growth at the individual level

PLEASE NOTE:

- Registration deadline: July 15, 2021.

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

Overview:

Participants will be shown how they can use the Seesaw platform to track standards growth as well as create and utilize authentic assessments with their students. During the session participants will be given time practice utilizing the features shown as well as ask any questions that they have.

PLEASE NOTE:

- Registration Deadline is Friday, July 16, 2021

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

During this session, participants will explore strategies which will ensure student engagement and promote retention of knowledge and skills. Participants will examine ways to manage student behavior effectively while holding them accountable for the work. Teachers will leave with a bank of strategies which can be implemented right away.

Outcomes:

- Describe strategies for building classroom relationships

- Explain when to incorporate inclusion strategies and the impact they will have on student achievement

- Identify strategies for whole/small group instruction which promote student collaboration for retention of knowledge and skills

- Explain effective strategies for formative and summative assessments in any learning environment

PLEASE NOTE:

- Registration Deadline: Thursday July 15, 2021.

In order to get the full benefit, consider registering for the entire series.

- May 20th: Reimaging School

- July 26th: What is Learning?

- July 27th: The 100-Day Leader: Real Results Right Now with Dr. Douglas Reeves

Overview:

During this session we will engage in conversations around the first big question in 9 Big Questions Schools Must Answer to Avoid Going ‘Back to Normal': What is Sacred? After looking at our reflection on learning and leading from the past year, ‘What is so sacred about the school experience that we would fight to keep it into the future?'

Outcomes:

- Revisit our reflection on learning and leading from the past year.

- Identify our systemic values and beliefs to answer the question: What is sacred.

PLEASE NOTE:

- Please register by Monday, July 19, 2021

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

This work is intended for teams who began Restorative Practices implementation prior to the 2021-2022 school year and who are successfully implementing initial action plans. The work will focus on using Restorative Practices specifically for Restorative Justice. Strategies and practices during the session will concentrate on developing emotional resilience, promoting healing, repairing harm and problem solving. Teams will also use reflective protocols to reflect on their Restorative Practices Implementation, lessons learned and next steps.

Outcomes:

- Describe uses of circle in level 2 and level 3 Restorative Justice work

- Use circle facilitation skills to facilitate circles that develop emotional resilience, address trauma and repair harm

- Use reflective protocols to examine strengths and success and consider next steps

This session is supported by funding from the Broome County Promise Zone initiative.

REGISTRATION DEADLINE: Friday, July 16, 2021.

Take questioning to the next level in your classroom! This two day workshop will develop your skill in asking better questions and your intentional decision-making that strengthens opportunities for students to become better questioners. Our work will also be inherently connecting quality questioning practices to the planning and conduct of classroom discussion. Leave with techniques and protocols to immediately add to your classroom practice.

Outcomes:

- Describe effective classroom questioning practices.

- Identify specific strategies to build student questioning skills.

- Use techniques and protocols to improve classroom discussion and to facilitate student to student interaction

- Develop an individual classroom action plan with respect to building your questioning skills and that of your students

PLEASE NOTE:

- Registration Deadline: Friday July 16, 2021.

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Resources Include: Elementary Core Course Resource Book, First Six Weeks of School, and Yardsticks

PLEASE NOTE:

- Registration Deadline is Friday, July 16, 2021.

- Please be aware that the first session runs from 8:00 am - 3:30 pm, whereas all remaining sessions run from 8:30 am - 3:30 pm.

- 45-minutes will be allocated for lunch on-your-own

- This series, with identical content, is also offered July 12th - July 15th

This series is supported by funding from the Broome County Promise Zone initiative.

In order to get the full benefit, consider registering for the entire series.

- May 20th: Reimagining School

- July 22nd: What is Sacred?

- July 27th: The 100-Day Leader: Real Results Right Now with Dr. Douglas Reeves

Overview:

We've reflected and identified what is sacred, now it is time to immerse ourselves in a question that may seem very simple, but yet is quite complex: What is Learning? Does our district have a clear definition of learning, and does it communicate and support this definition? Does our current practice align with that definition? How might we create a plan for change to assure our practice aligns and holds true to our beliefs?

Outcomes:

- Revisit our reflection on learning and leading and what we believe is sacred.

- Identify our district definition of what is learning.

- Analyze the alignment between our definition of learning and current practice.

PLEASE NOTE:

- Please register by Wednesday, July 21, 2021

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

In order to get the full benefit, consider registering for the entire series.

- May 20th: Reimagining School

- July 22nd: What is Sacred?

- July 26th: What is Learning?

Overview:

Although many educational leaders engage in long‐term strategic plans and annual improvement plans, the latest research suggests that student performance, professional practices, and leadership success is best served by 100‐day cycles of improvement. This presentation sheds light on international research and illustrates a six‐step process for creating a 100‐day plan. Douglas Reeves shares evidence from his latest updates to the 90-90-90 schools, where equity and excellence are happening as a result of consistently effective leadership and teaching practices.

Outcomes:

- Describe research that supports the benefits of 100 day cycles of improvement

- Identify a six step process for creating 100 day plans

- Use updates to the 90-90-90 schools to share evidence of consistent leadership and teaching practices that are advancing equity and excellence

REGISTER BY: July 21, 2021

Overview:

Agendas for Days 1-4 include the Planning Conversation Map and the Reflecting Conversation Map as well as the tools of Cognitive CoachingSM. Days 5-8 provide for skill refinement and understanding of the Problem-Resolving Map.

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

How can we design assessments that do not mirror state assessments, but help students demonstrate deeper learning while excelling on state exams? Have you been struggling with designing assessments that give you a variety of information to inform student learning? During this 2-day workshop teachers will be guided through a reflection of the types of assessments they use, determining ways they can rethink their use, design, and variation of these assessments to optimize identification of student learning and inform instruction. Then based on this reflection, and a completion of an ‘Assessment Audit', teachers will choose their own direction to focus on, creating assessments that can be used in an upcoming unit. Upon completion of the 2-day workshop, teachers will share their finished assessment product, reflection, and plan for implementation with their administrators.

Outcomes:

- Describe common purposes for a range of assessments, including daily checks for understanding, formative, summative, and performance tasks

- Evaluate students' roles in the assessment process and describe ways to increase students' ownership of learning

- Evaluate assessment practices to identify gaps/ leverage points for assessment revision

- Design diverse assessments to measure students' learning

** Note: Participants will need to bring a unit with them that has identified standards and outcomes. This should be a unit that will be implemented in the fall.

REGISTATION DEADLINE: Friday, July 23, 2021

The structure of the two days will involve the ability to attend either remotely, or in-person. The instructor will provide Zoom access information to all registrants prior to the session start time.

Once a reader has mastered foundational reading skills, comprehension of ever-increasingly complex texts becomes a main goal. Comprehension, the invisible thinking work of a reader, can often be a gray area for explicit instruction. Is comprehension:

- the ability to answer questions about a text?

- the ability to "lose oneself" in a book?

- being able to write about or discuss a text?

- all of the above?

This online session consists of four modules, one released each week across the duration of the course. Each module takes approximately 3 hours to complete and contains videos, interactive tools, a case study, and an assignment to be submitted.

- Module 1: Released August 2-6

- Module 2: Released August 9-13

- Module 3: Released August 16-20

- Module 4: Released August 23-27

*Two optional 30-minute Zoom coaching sessions with the instructor are also available for participants (dates/times TBD).

After taking the course, participants will be able to:

- Define explicit success criteria for readers and comprehension

- Use comprehension assessment data to design comprehension instruction for whole group, small groups, and individual students

- Choose instructional strategies for reading ability and engagement

- Choose appropriate "tools” from their own "comprehension toolkit” for instruction and assessment

PLEASE NOTE:

- REGISTRATION DEADLINE: Monday, July 26, 2021

- Registrants will be provided with the Schoology access code prior to the session start date.

- CTLE: Asynchronous = 12 hours; Optional Synchronous (Zoom) = Up to 1 Hour

This three-day professional learning institute for grades K-2 teachers will feature a mix of synchronous sessions and asynchronous learning in the following areas:

Coding: Teachers will learn to program a Dash robot and to integrate coding and robotics projects into their classroom.

Computational Thinking: Teachers will explore the four elements of computational thinking (pattern recognition, decomposition, abstraction, and algorithm design) and learn how to apply them within core content areas such as ELA, science, and math.

Cybersecurity Awareness: Teachers will learn age-appropriate concepts and teaching strategies around privacy, communication, communication, and digital citizenship. The institute will showcase hands-on activities and projects from CYBER.ORG's Cyber Fundamentals, Science+, Cybersecurity Basics, and Computational Thinking courses.

All content will be aligned to the New York State K-12 Computer Science/Digital Fluency Learning standards, as well as any other relevant state standards

DAILY SCHEDULE:

9:00 - 10:30 am: Synchronous

10:30 am - 11:30 am: Asynchronous

11:30 am - 12:00 pm - LUNCH

12:00 - 1:30 pm: Synchronous

1:30 - 2:30 pm: Asynchronous

2:30 - 3:00 pm: Synchronous

Please note:

** Registration is restricted to invited districts to include designated seating limits per district. Please check with your administrator before registering for this course. **

- Registration Deadline is Friday July 16, 2021

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

Overview:

This session is designed to provide clarity around assessments teachers can use in order to make targeted reading instructional decisions. Guidance will be shared regarding specific assessment tools teachers can use across the school year, including screening and diagnostic assessment tools to support students in grades K-5. Free assessment tools are provided including tools that could be used in a remote environment.

Outcomes:

- Explain how to use the Literacy Assessment Map to guide targeted instructional decisions

- Identify specific assessment tools for screening and diagnostic assessment in literacy

PLEASE NOTE:

- Registration Deadline: Friday, July 30, 2021

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

OVERVIEW:

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

PLEASE NOTE:

- Registration deadline: August 2, 2021.

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

OVERVIEW:

This training is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities as per the Part 201 of the Commissioner's Regulations. This professional development supports the administrator's understanding of the regulatory requirements and the administrative responsibilities, as they relate to discipline, and are aligned to state law to ensure district compliance. Participants will increase their knowledge of policies, regulations, and best practices related to suspension, removal, and behavioral supports related to implementing discipline for students with disabilities.

OUTCOMES:

Participants will:

- Understand the process relating to discipline of students with disabilities

- Identify regulatory requirements and administrative responsibilities relating to discipline

- Gain knowledge of policies and best practices relating to suspension, removal, and behavioral supports

PLEASE NOTE:

- Registration deadline: August 4, 2021.

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

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d as amended by the Laws of 2019. The focus for these sessions is knowledge of the NYS Teaching Standards, Evidence Based Observation techniques and use of the state approved professional practice rubrics. This professional learning opportunity is a combination of synchronous (in person and Zoom) and asynchronous learning. Session completion will require approximately twelve hours of work (including synchronous meetings and asynchronous assignments). Lead evaluator certification will be reported to districts upon completion

Outcomes:

- Explain the structure and philosophy of the professional practice rubrics

- Identify the teaching standards and explain how they align with the teacher observation rubrics

- Define and identify critical attributes of essential elements of instruction: teach to an objective, student engagement, checking for understanding, effective questioning, and learning environment.

- Describe evidence based observation and explain why it is important

- Use criteria for quality evidence collection to collect evidence and justify its alignment to district-selected professional practice rubrics

- Describe effective practices for supporting growth of teachers through the observation process (coaching and feedback)

- Identify key considerations for evaluating teachers of English Language Learners and Students with Disabilities

* SYNCHRONOUS SESSION DETAILS: *

- August 10, 8:30 -11:30 am at Johnson City Learning Center, Upper C/R A

- August 24, 8:30 -11:30 am at BT BOCES Instructional Support Center, C/R A

- September 1, 8:30 -9:30 am via Zoom; the instructor will provide registrants with access information prior to the session start time.

CTLE Hours = 12 (7 Synchronous, 5 Asynchronous)

This three-day professional learning institute for grades 3-5 teachers will feature a mix of synchronous sessions and asynchronous learning in the following areas:

Coding: Teachers will learn to program a micro:bit and to integrate coding and robotics projects into their classroom.

Computational Thinking: Teachers will explore the four elements of computational thinking (pattern recognition, decomposition, abstraction, and algorithm design) and learn how to apply them within core content areas such as ELA, science, and math.

Cybersecurity Awareness: Teachers will learn age-appropriate concepts and teaching strategies around privacy, communication, communication, and digital citizenship. The institute will showcase hands-on activities and projects from CYBER.ORG's Cyber Fundamentals, Science+, Cybersecurity Basics, and Computational Thinking courses.

All content will be aligned to the New York State K-12 Computer Science/Digital Fluency Learning standards, as well as any other relevant state standards

DAILY SCHEDULE:

9:00 - 10:30 am: Synchronous

10:30 am - 11:30 am: Asynchronous

11:30 am - 12:00 pm - LUNCH

12:00 - 1:30 pm: Synchronous

1:30 - 2:30 pm: Asynchronous

2:30 - 3:00 pm: Synchronous

Please note:

** Registration is restricted to invited districts to include designated seating limits per district. Please check with your administrator before registering for this course. **

- Registration Deadline is Friday, July 16, 2021

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

Overview:

The Elementary Advanced Course is designed to increase your knowledge and expand your teaching strategies and practices to strengthen the Responsive Classroom approach you're already using.

In this four-day, interactive training course, you will learn new methods and strategies including:

- Engaging Academics: Teacher Language, Open-ended Questions, Academic Choice, and Guided Discovery. We'll also cover the Language of Learning, including core thinking, speaking and listening skills.

- Effective Management: Classroom Organization, as well as Effective Behavior Management tools such as Problem-Solving Conferences and Role-Play.

- Many other strategies and practices

Participants will receive the Elementary Advanced Course Resource Book.

Please note:

* Prerequisite: Responsive Classroom Elementary Core Course

- Registration Deadline is Friday, August 6, 2021

- Please be aware that the first session runs from 8:00 am - 3:30 pm, whereas all remaining sessions run from 8:30 am - 3:30 pm.

- 45-minutes will be allocated for lunch on-your-own

This series is supported by funding from the Broome County Promise Zone initiative.

This three-day professional learning institute for grades 6-8 teachers will feature a mix of synchronous sessions and asynchronous learning in the following areas:

Coding: Teachers will learn to program a micro:bit and to integrate coding and robotics projects into their classroom.

Computational Thinking: Teachers will explore the four elements of computational thinking (pattern recognition, decomposition, abstraction, and algorithm design) and learn how to apply them within core content areas such as ELA, science, and math.

Cybersecurity Awareness: Teachers will learn age-appropriate concepts and teaching strategies around privacy, communication, communication, and digital citizenship. The institute will showcase hands-on activities and projects from CYBER.ORG's Cyber Fundamentals, Science+, Cybersecurity Basics, and Computational Thinking courses.

All content will be aligned to the New York State K-12 Computer Science/Digital Fluency Learning standards, as well as any other relevant state standards

DAILY SCHEDULE:

9:00 - 10:30 am: Synchronous

10:30 am - 11:30 am: Asynchronous

11:30 am - 12:00 pm - LUNCH

12:00 - 1:30 pm: Synchronous

1:30 - 2:30 pm: Asynchronous

2:30 - 3:00 pm: Synchronous

Please note:

** Registration is restricted to invited districts to include designated seating limits per district. Please check with your administrator before registering for this course. **

- Registration Deadline is Friday, July 16,2021

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

This workshop will utilize the NYSED Culturally Responsive & Sustaining Education Framework and eTeachNY Teaching in Remote Learning Environments (TRLE) Initiative resources to help educators build classroom environments that support all students. Participants will have the opportunity to examine and enhance their approach to culturally responsive teaching as we explore various strategies. Time will be given for teachers to choose topic areas to further explore and plan for September.

Outcomes:

- Describe strategies for designing equitable and culturally responsive learning environments

- Describe considerations for incorporating student experiences, cultures, and strengths

- Create a plan for creating a welcoming and affirming classroom environment

PLEASE NOTE:

- Registration Deadline: Friday, July 9, 2021

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

The NYSED Culturally Responsive & Sustaining Education Framework and the Call to Action around Advancing Diversity, Equity, and Inclusion in Schools outline principles and a vision for systems that make learning inclusive and meaningful for all. This session will provide an opportunity for leaders to examine current policies and practices and consider next steps towards strengthening their current culture of care.

Outcomes:

- Describe the four guiding principles of the NYSED CRS-E (Culturally Responsive and Sustaining Education) Framework

- Use the Framework principles as a lens for identifying current school policies and practices that promote equity and inclusion

- Develop a plan that defines next steps towards strengthening your culture of care and advancing equity

PLEASE NOTE:

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

Overview:

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

Outcomes:

- Explain profiles of struggling readers, how the brain reads, and what makes reading difficult for some students

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

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

- Implement a system to house your data digitally

PLEASE NOTE:

- Registration Deadline: Monday, August 16, 2021

- October - March sessions begin at 8:00 am

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

Overview:

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

Outcomes:

- Explain profiles of struggling readers, how the brain reads, and what makes reading difficult for some students

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

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

- Explain ways to progress monitor students' growth

PLEASE NOTE:

- Registration Deadline: Monday, August 16, 2021

- October - March sessions begin at 8:00 am

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

Overview:

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

Outcomes:

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

- Registration Deadline is Thursday, August 19, 2021

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

Overview:

This one-hour session will be focused on the student user experience and how they engage with content and organizational structures that teachers put in place.

Outcomes:

- Use instructional design and organizational structures to create a better user experience for students

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

Overview:

This one-hour session will be focused on the different ways digital differentiation can be done using grading groups, individually assigned materials and folders.

Outcomes:

- Create various grading groups

- Identify key aspects of digital differentiation to meet the individual needs of students

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

OVERVIEW:

The purpose of this professional learning experience is to:

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

- Promote acquisition of the skills necessary to complete the FBA process

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

- Ensure these skills align with the New York State Regulations of the Commissioner of Education, Part 200

OUTCOMES:

Participants will:

1. Understanding the Behavior Pathway: Build fluency with the theoretical foundations on which FBAs and BIPs are based (i.e., the behavioral pathway)

2. Conducting a Functional Behavior Assessment: Understand and develop the skills necessary to complete the FBA; learn the components of the Competing Behavior Pathway (CBP) from which to develop the BIP

3. Using the Competing Behavior Pathway to Develop the Behavior Intervention Plan: Identify interventions based upon the Competing Behavior Pathway

4.. Implementation and Progress Monitoring of the Behavior Intervention Plan: Develop the skills necessary to 1) ensure the BIP is implemented with fidelity and 2) progress monitor a student's response to the plan with regard to changes in both the problem and replacement/desired behaviors.

PLEASE NOTE:

- Registration deadline: August 19, 2021.

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

Overview:

This one-hour session will be focused on utilizing tools within Schoology to provide students the opportunity for authentic assessments.

Outcomes:

- Identify the tools in Schoology to aid with providing students an authentic assessment experience

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

Overview:

This one-hour session will be focused on the use of different communication tools in Schoology with the lenses of SEL activities, parent communication, and student communication.

Outcomes:

- Utilize Schoology tools

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

Overview:

This one-hour session will be focused on utilizing the Mastery Learning area of Schoology and utilizing standards tagging and tracking within Schoology.

Outcomes:

- Identify how to tag standards to assignments/assessments

- Utilize rubrics with standards

- Identify key aspects of the Mastery Learning area of Schoology

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

Overview:

This one-hour session will be focused on how the Schoology interacts with the Google Workspace environment and how it can be utilized for assignments, class notebooks, and collaborative projects.

Outcomes:

- Identify how Schoology and Google Workspace compliment each other

PLEASE NOTE:

- Registration Deadline is Friday, August 20, 2021

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

Overview:

These meetings will provide an ongoing opportunity for piloting school districts to share resources and progress toward their Seal of Civic Readiness pilot goals. NYSED Civic Readiness updates and statewide progress will also be shared.

PLEASE NOTE:

- The facilitator will provide registrants with access information prior to the session's start time.

Overview:

What do I want students to learn? How will I teach so all students learn? How will I know if students have learned? How will I respond if they have or have not learned? Teachers make decisions each day when they plan for and facilitate teaching and learning. This hybrid professional learning opportunity will focus on the instructional decisions teachers make and how research-based strategies can be applied so that all students are successful. Explicit links will be made to district approved APPR documents and considerations for all learning environments will be addressed. Participation includes one on-site coaching visit that will be arranged by participants and the instructors.

Outcomes:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle has on student learning

- Design lessons that incorporate the principles of learning

REGISTRATION DEADLINE: Wednesday, August 25, 2021

Overview:

There are so many opportunities and challenges as a brand new teacher thinks about setting up their teaching and learning environment to optimize learning for all. This professional learning opportunity will provide instruction and support with key classroom management essentials, instructional delivery, communication with colleagues and families, and leveraging available resources. Time will be provided for participants to work on entry plans that will get their classroom off to a great start.

Overview:

There are so many opportunities and challenges as a brand new teacher thinks about setting up their teaching and learning environment to optimize learning for all. This professional learning opportunity will provide instruction and support with key classroom management essentials, instructional delivery, communication with colleagues and families, and leveraging available resources. Time will be provided for participants to work on entry plans that will get their classroom off to a great start.

Join us in-person for a keynote address with Jon Gordon, author of The Energy Bus. Jon will focus on the basic principles to foster positive relationships - 10 Rules to Fuel Your Life. Following the keynote address, district leadership teams will join Jon in a session on The Power of Positive Leadership which will spotlight strategies that can be used to develop a positive culture within an organization.

Jon Gordon's best-selling books and talks have inspired readers and audiences around the world. His principles have been put to the test by numerous Fortune 500 companies, professional and college sports teams, school districts, hospitals, and non-profits. He is the author of 23 books including 10 best-sellers: The Energy Bus, The Carpenter, Training Camp, You Win in the Locker Room First, The Power of Positive Leadership, The Power of a Positive Team, The Coffee Bean, Stay Positive, The Garden and his latest Relationship Grit.

Jon and his tips have been featured on The Today Show, CNN, CNBC, The Golf Channel, Fox and Friends and in numerous magazines and newspapers. His clients include The Los Angeles Dodgers, Campbell's Soup, Dell, Publix, Southwest Airlines, Miami Heat, The Los Angeles Rams, Snapchat, Truist Bank, Clemson Football, Northwestern Mutual, West Point Academy and more.

Jon is a graduate of Cornell University and holds a Masters in Teaching from Emory University. He and his training/consulting company are passionate about developing positive leaders, organizations and teams.

Schedule

Keynote: 8:30 - 9:30 a.m.

Leadership Session: 10:00 - 11:30 a.m.

*Please register by Wednesday, September 1, 2021.*

Districts will be billed under the District Collaborative Service.

Overview:

Instructional and leadership coaching are widely utilized practices that enhance educator growth and success. Through the coaching process, educators will be able to partner with a Professional Learning Specialist to identify and hone a growth area. Participants will be meeting with a coach over the course of a semester in mutually defined times to strategize around their goal. Instructional topics that participants might be interested in setting a goal around include but are not limited to: student engagement, classroom management, prioritizing curriculum, assessment and feedback. Leadership topics might include: critical conversations, conflict resolution, system change, and classroom look-fors.

Outcomes:

- Identify a goal or growth area

- Describe and use strategies that will assist in meeting your goal

- Discuss characteristics of success and areas of continued growth

How can coaching be helpful to your practice? Here's some insight from a participant we've previously coached:

My experience working with an instructional coach this year was hugely beneficial. As a third-year teacher, I am constantly working to reflect on and improve my instruction and working with a coach helped me to take this work to the next level. My coach offered tons of wonderful input and ideas for my lessons and assessments as well as regular, supportive check-ins about the plans we had discussed, which helped me to stay focused on my goals. I would highly recommend this program to any teacher that has the time to participate.

Want to know more? Check out this short video! CLICK HERE!

PLEASE NOTE:

- Registration Deadline: December 6, 2021

- CTLE credit awarded based on participation; maximum credit is 8 CTLE Hours.

Chairs: Mary Kay Ryan (UE), Elaine Taylor (UE)

* No meeting scheduled in April*

Overview:

Educators need to maintain their own wellness in order to help students be successful. Join us to think about utilizing the 6 Dimensions of Wellness to reflect on our practice as educators. We will also build a repertoire of practices and strategies that build a sense of efficacy in our roles.

Outcomes:

- Identify areas of strength and growth points utilizing the 6 Dimensions of Wellness

- Use Community building circles as a means to discuss wellness

- Develop personal wellness plans

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

This workshop is intended for Binghamton University teaching candidates who are part of the Substitutes With A Purpose (SWAP) partnership. Participants will gain a greater understanding of how to succeed as a substitute teacher, including strategies for engaging students, managing behavior, and working as a professional in the school.

Chairs: Michelle Feyerabend (CV), Natalie Brubaker (SV)

OVERVIEW:

X marks the spot! Follow the map and open the 21-22 treasure box of engagement to discover hidden gems and jewels which will promote the retention of knowledge and skills. Explore the open seas of your classroom and dig up strategies which will have all your castmates working collaboratively. After embarking on this journey, you will leave with a treasure box full of tips, tricks, and strategies.

OUTCOMES:

- Describe strategies for building classroom relationships

- Explain when to incorporate inclusion strategies and the impact they will have on student achievement

- Identify strategies for whole/small group instruction which promote student collaboration for retention of knowledge and skills

- Explain effective strategies for formative and assessments in any learning environment

COURSE FORMAT, TIMELINE, & ASSOCIATED CTLE CREDITS

Asynchronous Sessions: September 20 - October 20, 2021; Maximum CTLE = 2

Synchronous Sessions: October 20th & November 18th, 8 am - 3 pm at BT BOCES Instructional Support Center; Maximum CTLE = 12

Coaching (Optional): October 25 - November 17, 2021 [Dates/Times to be coordinated with registrants]; Maximum CTLE = 1

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

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

Overview:

This three-part series focuses on the skills that strong mentors use to make the most of their learning focused relationships with their mentees. Participants will learn tips for supporting mentees emotionally, instructionally and logistically and will practice coaching tools.

Outcomes:

- Describe attributes of effective mentors/coaches

- Describe phases of the teaching year and mentor responses to each phase

- Describe three roles of mentors in the continuum of learning- focused interaction

- Identify specific learning-focused coaching tools and use as a lens for current practice

- Use a "toolbox” of coaching tools to practice in a safe space

- Identify ways to develop a focus for your mentoring relationship

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

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.

Participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. Using this map your students can interact with the planets, sun as well as their orbital paths. Participants will be shown where they can access additional educational resources to utilize with the map.

Outcomes:

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

- Be able to set up, use and pack away the Giant Solar System Map.

- Identify potential/planned uses with students.

PLEASE NOTE:

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

- Districts must subscribe to the Regional Center for Science and Math Service.

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

Monthly agendas and Zoom access communicated via the listserv.

Chairs: Kevin Richman (Binghamton), Steven DiStefano (Union-Endicott)

Overview:

This is a make-up session for those who weren't able to attend the August 2021 Acceleration sessions that took place in August. This session is offered in-person only.

Outcomes:

- Explain what the research tells us about how the brain reads and why some students experience difficulty in learning to read.

- Explain profiles of struggling readers and the implications this has for assessment and instruction.

- Explain the essential components of literacy instruction for students in grades K-5.

- Explain the phonological awareness learning progression, including the distinction between phonemic and phonological awareness.

- Explain the relationship between the phonological awareness learning progression and phonics continuum.

- Describe efficient and effective literacy assessment, especially for students who persistently struggle with reading.

- Create an assessment plan and toolkit for the first few weeks of 2021-2022.

IMPORTANT: Participants must also be registered for the comprehensive offering - registration links provided below.

- Accelerating Students Literacy Growth, Gr K-1, Yr 1: CLICK HERE TO REGISTER

- Accelerating Students Literacy Growth, Gr 2-8, Yr 1: CLICK HERE TO REGISTER

*Additional Cost: Accelerating Student Literacy, Service #551-211-020* (cost recognized with registration in the comprehensive offering)

Overview:

These meetings are designed to provide Science Leaders and Department Chairs with regional and statewide updates, as well as a forum for planning professional learning goals.

Outcomes:

- Develop plans for regional and district professional learning

- Identify opportunities for professional growth

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

Overview:

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

Outcomes:

- Identify communication structures

- Identify the roles team members play in the club

Overview:

During these seven sessions, we will be exploring different engagement strategies to use in your math classroom. Each session will be 1.5 hours with a review of the prior session's strategy and time to learn and plan with a new strategy. All strategies can be used for both virtual and in-person instruction. At all sessions we will have time to collaborate and share best practices. Join us for any/all sessions.

Topic Schedule:

- September 29: 3 Read Protocol for Problem Solving

- October 27: Which One Doesn't Belong?

- November 16: Numberless Word Problems

- December 15: Would you rather...

- January 26: Fix the Flaw

- February 24: 3 Acts Task

- March 23: Instructional Scaffolding

Outcomes:

- Define engagement in the math classroom.

- Describe strategies to boost engagement in the math classroom.

- Design an implementation plan for an engagement strategy

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

Our colleagues from SED will give relevant updates on social studies curriculum and the Seal of Civic Readiness Pilot. We will kick off our year- long book study of Shira Eve Epstein's Teaching Civic Literacy Projects and share resources to support the field.

A detailed agenda and links for accessing zoom will be provided to registrants prior to the session.

Overview:

This series is offered in collaboration with Binghamton University. With the unique needs of Special Education Directors, CSE Chairs and RTI leaders in mind, these sessions will focus on expanding leaders' knowledge of evidence-based practices related to literacy, the systems that support achievement of students with language-based disabilities. Participants will leave with a bank of assessments and progress monitoring tools that can be shared with teachers and used to guide critical decisions at RTI and CSE meetings. We will also be discussing evidence-based approaches to reading intervention.

Outcomes:

- Explain assessment tools and strategies to better target instruction to specific student literacy needs

- Describe the characteristics of Structured Literacy and how it differs from Typical Literacy Practices

- Identify supporting evidence to construct students' present level of performance in order to create quality IEP reading goals.

- Explore templates and resources that can be easily shared at faculty meetings for supporting teachers with writing IEP goals

- Identify the components of a comprehensive school wide reading model to better meet the needs of students with reading disabilities

OVERVIEW:

Participants of our 3-day Smart Start Professional Learning Institute held in August 2021 are invited to take part in ongoing activities to support the development and application of computer science and digital fluency standards into content areas to increase engagement and learning.

ASYNCHRONOUS TOPIC SCHEDULE & FORMAT:

- October [Hybrid]: Integrating the NY Computer Science and Digital Fluency Learning Standards

- November [Asynchronous]: Central Learning Focus of the Lesson

- December [Asynchronous]: Student Engagement in Computer Science and Digital Literacy

- January [Asynchronous]: Instructional Strategies Aligned with Lessons

- February [Asynchronous]: Cyber Connections

- March [Hybrid]: Assessment Strategies Aligned with Lessons

- April [Asynchronous]: Lesson Considerations: Review & Feedback

THIS OVERVIEW HAS BEEN AMENDED. A separate registration will be required for the May in-person Final Reflection and Presentation session. Please register using the applicable link(s) below.

- Monday, May 23rd - Grades K-2: - REGISTRATION LINK

- Tuesday, May 24th - Grades 3-5 - REGISTRATION LINK

- Wednesday, May 25th - Grades 6-8 - REGISTRATION LINK

PLEASE NOTE:

- Maximum CTLE Credits [AMENDED - excludes credits for May in-person session] = 20

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

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d as amended by the Laws of 2019. The focus for these sessions is knowledge of the NYS Teaching Standards, Evidence Based Observation techniques and use of the state approved professional practice rubrics. This professional learning opportunity is a combination of synchronous (in person) and asynchronous learning. Session completion will require approximately twelve hours of work (including synchronous meetings and asynchronous assignments). Lead evaluator certification will be reported to districts upon completion

Outcomes:

- Explain the structure and philosophy of the professional practice rubrics

- Identify the teaching standards and explain how they align with the teacher observation rubrics

- Define and identify critical attributes of essential elements of instruction: teach to an objective, student engagement, checking for understanding, effective questioning, and learning environment.

- Describe evidence based observation and explain why it is important

- Use criteria for quality evidence collection to collect evidence and justify its alignment to district-selected professional practice rubrics

- Describe effective practices for supporting growth of teachers through the observation process (coaching and feedback)

- Identify key considerations for evaluating teachers of English Language Learners and Students with Disabilities

* SYNCHRONOUS SESSION DETAILS: *

- October 5, 8:30 -11:30 am at BT BOCES Instructional Support Center, C/R A

- October 22, 8:30 -11:30 am at BT BOCES Instructional Support Center, C/R C

CTLE Hours = 12 (6 Synchronous, 6 Asynchronous)

Overview:

Are you interested in learning how to provide professional learning sessions to your colleagues or enhancing your current session delivery skills? This series is designed to support teacher leaders who are designing and delivering professional learning opportunities. Participants will be introduced to the characteristics of quality professional learning, adult learning theory, and research-based practices that support the design and delivery of professional learning. Participants will have an opportunity to propose, design, and deliver a professional learning opportunity for other teachers in the region.

*Please enroll for this course through Frontline AND complete this FORM.*

Outcomes:

- Describe characteristics of quality professional learning.

- Define key research about learning theory and describe how adult needs are met through quality, research based instructional practices.

- Apply principles of adult learning to the design of professional learning

- Define decisions (skills/strategies) necessary to support quality learning for teachers/leaders and justify based on research

- Design and deliver professional learning for a specific audience

- Reflect on individual strengths and create individual goals for personal, professional growth

Overview:

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. There will be time to learn, share, and create the instructional materials to implement these strategies. Participants will have the opportunity to contribute to each session's agenda.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

- Identify patterns and gaps of learning from analyzing state test results.

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

OVERVIEW:

This professional development training is designed to follow the CSE/CPSE process from referral through re-evaluation as defined in NYSED Law and Regulations. The training will include the following modules: Regulatory Foundations, Referral, Evaluation, Eligibility, Recommendation/IEP Development, IEP Implementation, Annual Review, Reevaluation, Effective Meetings and the CPSE Process.

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

- Identify strategies for the Committee to make high quality decisions that will result in an individualized education program (IEP) that meets State requirements and will result in educational benefit to the student.

This is a synchronous adaption to the vetted 4-day professional development workshop by NYS State Education Department in order to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process, their role as a chairperson and is recommended by NYSED, especially for those in their position two years or less.

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

Overview:

This group focuses on the needs and educational goals of Family Consumer Science Educators. Participants will discuss curriculum, effective instructional practice, share strategy and collaborate with other FACS Teachers. This year will focus on creating and implementing lessons using best practices in the hybrid/virtual music classroom.

Outcomes:

- Build a regional community of practice in order to advance student achievement

- Identify evidence-based strategies for FACS classroom

- Choose strategies to try and share experiences with the group

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

OVERVIEW:

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

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

Overview:

Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing state test results.

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

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

- Design a plan for each session

Overview:

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. There will be time to learn, share, and create the instructional materials to implement these strategies. Participants will have the opportunity to contribute to each session's agenda.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

- Identify patterns and gaps of learning from analyzing state test results.

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

Overview:

This group focuses on the needs and educational goals of Music Educators. Participants will discuss curriculum, effective instructional practice, share strategy and collaborate with other colleagues.

Outcomes:

- Build a regional community of practice in order to advance student achievement

- Identify evidence-based strategies for the music classroom

- Choose strategies to try and share experiences with the group

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

Overview:

This opportunity is designed for teachers of U.S. History and Government to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of Global History and Geography in NYS. Resources will continue to be curated in a regional Schoology group. Considerations for this year will include:

- Strengthening reading and writing as part of daily social studies instruction

- Preparation for the Framework US History and Government Exam

- Supporting the Seal of Civic Readiness as it is brought on line for full implementation in 22-23

- Considerations for culturally responsive and equitable learning environments

Where possible, collaborative and vertical conversations will be encouraged. This will especially benefit districts who are able to have their middle school and high school teachers simultaneously attend. NYSED social studies updates will be shared as they are relevant to the work.

Outcomes:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment

- Describe strategies for strengthening students reading and writing as part of daily social studies instruction

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness

- Use resources including the NYS Culturally Responsive and Sustaining Education Framework as lenses for facilitating culturally responsive and equitable learning opportunities

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

- October 14: 8:00 - 3:00 @ ISC-B

- November 22: 12:00 - 3:00 @ ISC-B

- February 22: 3:00 - 4:00 @ Zoom

- May 18: 3:00 - 4:00 @ Zoom

- The instructor will provide Zoom access information for applicable sessions to registrants prior to the session start times.

Since 1996, the New York State Police has been providing school nurses, teachers, and administrators with drug awareness trainings aimed at helping participants to be able to recognize the signs, symptoms, and general indicators of drug impairment. The information taught in this training mirrors that of the NHTSA/IACP Drug Evaluation and Classification Program standards and ties together components of traffic safety, school safety, and how to proceed when you are able to determine a student is impaired by a drug.

This training will provide an overview of the data that supports both the need for drug awareness trainings and that supports the reliability of the training when it comes to accurately recognizing drug impairment. It will additionally provide you with numerous hands on tests that can be used to assist in confirming impairment in a student. This training will not make you an expert and is not designed to replace law enforcement officers who are certified Drug Recognition Experts. It will, however, make you better prepared to recognize and handle drug impaired students in a school setting and help them return to a safe learning environment.

Overview:

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

Outcomes:

- Discuss, advise on, and approve the activities of the School Library System

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

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Engage in a book study

Overview:

Librarians will leave with strategies to embed standards and practices into their lessons, explore and share resources, and engage in collaborative conversations with their regional peers.

Outcomes:

- Discuss, advise on, and approve the activities of the School Library System

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

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Engage in a book study

Overview:

Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing state test results.

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

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

- Design a plan for each session

NOTE TO ALGEBRA I TEACHERS

*Due to low enrollment for our February 24th Algebra I session, we have cancelled the session and invite you to register for this collaborative I & II discussion being held on March 22nd.*

Overview:

This ongoing series for middle school and high school health education teachers will provide them with opportunities to collaborate and plan for skills-based health instruction. Participating teachers and leaders will have the opportunity to connect with other health educators from the region to learn how each district has structured their curriculum to focus on teaching health and social emotional learning skills. Teachers will also have an opportunity to reflect on their instructional practices and identify strategies that support meeting the needs of all learners in health education.

Outcomes:

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

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

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

Overview:

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. There will be time to learn, share, and create the instructional materials to implement these strategies. Participants will have the opportunity to contribute to each session's agenda.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

- Identify patterns and gaps of learning from analyzing state test results.

- Create and share materials, strategies, and best practices (aligned to the new standards) 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.

DESCRIPTION:

The framework's focus this year will be a "2.0" version of the work begun last year. As such, this event will focus on writing in the disciplines, and will involve some small text sets for professional reading (to be shared prior to the October session). These two mornings of virtual meetings will set the stage for working within and across the book study groups from last year as a means for creating and implementing professional development sessions to be shared across the state at our virtual May 2022 "event”.

OBJECTIVE:

The objective of this virtual session will be to "kick off" our statewide writing focus with touchstone readings that will look at writing through a disciplinary lens.

The facilitator will provide participants with access information prior to the session start time.

This opportunity is designed for teachers of Global History and Geography to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of Global History and Geography in NYS. Resources will continue to be curated in a regional Schoology group. Considerations for this year will include:

- Strengthening reading and writing as part of daily social studies instruction

- Instructional strategies for engagement and preparation for the Framework Global History and Geography Exam

- Supporting the Seal of Civic Readiness as it is brought on line for full implementation in 22-23

- Considerations for culturally responsive and equitable learning environments

Where possible, collaborative and vertical conversations will be encouraged. This will especially benefit districts who are able to have their middle school and high school teachers simultaneously attend. NYSED social studies updates will be shared as they are relevant to the work.

Outcomes:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment

- Describe strategies for strengthening students reading and writing as part of daily social studies instruction

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness

- Use resources including the NYS Culturally Responsive and Sustaining Education Framework as lenses for facilitating culturally responsive and equitable learning opportunities

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

- October 21: 8:00 - 3:00 @ ISC-B

- December 9: 12:00 - 3:00 @ ISC-B

- March 1: 3:00 - 4:00 @ Zoom

- May 24: 3:00 - 4:00 @ Zoom

- The instructor will provide Zoom access information for applicable sessions to registrants prior to the session start times.

Overview:

This group focuses on the needs and educational goals of Special Education teachers. Participants will discuss curriculum, effective instructional practice, share strategy and collaborate with other colleagues.

Outcomes:

- Build a regional community of practice in order to advance student achievement

- Identify evidence-based strategies for the special education classroom

- Choose strategies to try and share experiences with the group

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

- October 25: 8:00 - 3:00 JCLC Upper Conference Room A

- November 16: 3:30 - 4:30 Zoom

- January 19: 3:30 - 4:30 Zoom

- March 15: 3:30 - 4:30 Zoom

- May 12: 8:00 - 11:00 JCLC Upper Conference Room A

- The instructor will provide Zoom access information for applicable sessions to registrants prior to the session start times.

Overview:

Researcher John Hattie points to collective teacher efficacy, the collective belief of teachers in their ability to positively affect students, as the number one influence on student achievement. Knowing this, supporting elementary educators in maintaining that sense of efficacy as they embark on their first year of teaching is essential. There are many unique opportunities and challenges new elementary teachers face as they make decisions about teaching and learning.

Outcomes:

This professional learning series is the chance for new elementary teachers to:

- Connect with other first year educators

- Learn useful instruction, assessment, and classroom management strategies

- Collaborate with veteran PL specialists in a supportive and safe space

The instructor will provide registrants with access information prior to each session's start time.

OVERVIEW:

Introduction to foundational elements of cultural responsiveness and explore the New York State Culturally Responsive-Sustaining Education Framework. Discussing connections between Cultural Responsiveness and meeting the needs of students with disabilities. Providing an opportunity for reflection on the extent to which culturally responsive practices are present within their school community.

OUTCOMES:

- Explore foundational elements of culture and Culturally Responsive Education

- Reflect on personal culture & experiences

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

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

Additional presenters at this session include:

- Karen Roseman, Early Childhood Family and Community Engagement Professional Development Specialist

- Tara Ayres, School Aged Family and Community Engagement Professional Development Specialist

- Shannon Smith, Resource Referral Specialist South School Aged Family and Community Engagement

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

Overview:

This four-part series will address the efficient, effective, and precise assessment and instruction of critical reading skills at the secondary level. Connections will be made to support students who have challenges in a number of areas-from comprehension to fluency, to word recognition. Effective strategies to address the identified needs of these learners will be discussed and incorporated into instructional plans for immediate intervention with identified students. Participants will choose 1-2 "case study” students on which to focus with this work, and virtual coaching support will be provided by facilitators.

There is a separate registration for administrators interested in supporting this work. In those two sessions we will share highlights of what teachers are learning as well as talking points related to support for literacy systems at the secondary level.

Outcomes:

- Explain what the research tells us about why some students experience difficulty in learning to read and implications for instruction

- Explain the essential components of literacy instruction for secondary learners

- Identify effective and efficient assessment for targeted instruction

- Describe high yield strategies for instruction to address both comprehension and code-based difficulties with reading

- Create an assessment and instructional plan for working with students who struggle with reading at the secondary level

- Identify and incorporate assistive technology to support learners' content area reading