OVERVIEW:

Learn relationship-building, brain-based de-escalation skills along with trauma-informed intervention strategies for reaching out to young people and turning problem situations into learning opportunities.

OUTCOMES:

- LSCI will provide participants with the skills to create positive relationships with students with chronic patterns of self-defeating behaviors, and facilitate student insight into their behavior patterns and develop new skills to react to problem situations and stress in more productive ways.

- Upon completing the 5 day training, you will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

This is a two-year commitment and includes eight in-person learning days spread across two years. It also has a digital learning component with online content and assessments for teachers, which involves additional hours per year.

YEAR 1

- Explain why reading is difficult for some students, and what the brain does when it reads

- Identify the major types of reading difficulties and implications for assessment

- Describe the phonology connection and its role in reading, with assessment and instructional recommendations

- Explain major principles of English orthography and strategic approaches to teaching accurate reading

- Explain approaches to more advanced word study

YEAR 1 MAXIMUM CTLE = 87 hrs (In-person: 24 hrs; Asych = 63)

YEAR 2

- Describe effective approaches to teaching vocabulary

- Explain roots of comprehension difficulties and critical components for targeted instruction

- Explain the role of comprehension strategies and how to structure lessons to address active processing of text

- Describe critical aspects of writing instruction and how to address these in an explicit way

YEAR 2 MAXIMUM CTLE = 81 hrs (In-person: 24 hrs; Asych = 57)

NOTE: Districts billed in full in 2022-23 ARFS.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light It Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation What's in the Bag, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of What's in the Bag, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the June 1, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW:

As mindful educators we will practice strategies to help ground ourselves during stressful situations and build our resilience as we learn to pay attention to our thoughts and bodies. Calm, connected educators create learning spaces that allow students to feel safe and supported. Each week we will learn about everyday mindfulness and how to keep going and weave mindfulness into your daily life through formal and informal practices. Instructors are certified in "Mindful Schools 201 Mindfulness in Schools.”

OUTCOMES:

- Create a routine to practice mindfulness formally and informally

- Explore a mindful way of being in your body

- Describe why adopting a trauma-sensitive approach to exploring mindfulness is important for everyone as all bodies experience overwhelm in the nervous system due to stress and trauma to differing degrees.

- Begin to identify when you are dysregulated and start utilizing practices to bring yourself back into equilibrium.

- Begin to uncover and identify your blindspots, biases, and cognitive distortions by using mindfulness to notice and disrupt them.

Please Note:

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

- Expectations and process for asynchronous submission to be discussed at first session.

- Each week there will be one hour dedicated to practicing mindfulness at home with a mindful reflection to be completed in Google Classroom as part of the asynchronous work.

- Maximum CTLE Hours = 14 (9 Hours Virtual - Zoom; 5 Hours Asynch - Google Classroom)

OVERVIEW:

The BT BOCES Battery Academy Bootcamp is a series of professional learning opportunities designed to support teachers in preparing, implementing, and reflecting on Battery Academy course instruction.

Teachers will be asked to complete the asynchronous Battery Academy courses prior to associated in-person summer sessions. During the in-person sessions, members of the BT BOCES professional learning team and representatives from Binghamton University and Battery Academy will facilitate an analysis of battery course content and the development of supplementary activities/effective instructional practices. Participants will finalize planning and connect in a virtual community between January and May. Courses will be taught in Spring 2025; a final session to reflect on course implementation will take place in May 2025.

OUTCOMES:

- Complete Battery Academy coursework from the student perspective; reflect on needed student supports and hand-on opportunities.

- Collaboratively develop course materials and effective instructional practices designed to supplement and extend virtual Battery Academy course content, including hands-on labs

- Engage in a community of regional battery elective teachers for ongoing support

______________

Please Note Maximum CTLE of 50 hours will be awarded based on participation in the following:

- Five In-Person and Four Virtual* Sessions (max 21): Jul 10, Jul 25, Aug 15, Nov 14, 2024; Jan 13*, Feb 19*, Mar 18*, Apr 15*, May 13, 2025

- Asynchronous Activities/Assignments (Max CTLE) - #1: 6.01.24 - 7.09.24 (18); #2: 7.11 - 7.24.24 (4); #3: 7.26 - 8.14.24 (8)

______________

This is a grant-funded activity and therefore not eligible for SCI sub/stipend claim processing. Any applicable reimbursement for participation will be processed through BT BOCES Instructional Programs. Please direct inquiries to Matt Sheehan at msheehan@btboces.org

OVERVIEW:

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

We will use the book Integrated Multi-Tiered Systems of Support Blending RTI and PBIS by Kent McIntosh and Steve Goodman as a reference for our sessions. Participants will receive a complimentary copy of this book.

OUTCOMES:

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

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

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

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

OVERVIEW:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for middle school teams of teachers and building administrators looking to do things a little differently. The goal is to embrace the task of implementing Performance-Based Learning Assessments (PBLA) while receiving comprehensive support from the BT BOCES PLIC staff. Throughout the 2024-2025 school year, these teams will develop, implement, and reflect on PBLA experiences for their students. The program includes individual coaching, team coaching, and collaborative opportunities with other regional schools participating in the pilot, all aimed at enhancing insights into the PBLA implementation process.

OUTCOMES:

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

- Create and implement authentic learning experiences for your students

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

OVERVIEW:

In this workshop, attendees will gain knowledge on setting up, utilizing, and dismantling the Portable Planetarium. They will also have the chance to explore various features of the Planetarium and engage in collaborative discussions with fellow attendees regarding its potential applications in the classroom.

Participants will also be trained on how to use the 25 ft. National Geographic Giant Map of the Solar System. They will learn how to use this interactive map with students to explore the planets, the sun, and their orbital paths. Participants will also 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:

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

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

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

OVERVIEW:

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

This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building

OUTCOMES:

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

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

- Practice instructional routines with UFLI materials

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

- Identify digital materials for use with students

- Create student materials for immediate implementation

Please note that UFLI manuals will be provided to districts participating in the RISE grant (grades 4-7); ALL OTHER PARTICIPANTS should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at vpriscott@btboces.org

OVERVIEW:

Microaggression is defined as intentional or unintentional verbal, nonverbal, and environmental slights that communicate hostile, derogatory, or negative messages to the recipient based on their group membership. Microaggressions are pervasive in educational settings and have documented negative effects on its recipients and bystanders. Many school districts aim to create a welcoming and affirming environment for all and microaggressions can impact achieving this goal. This workshop will create a safe space for participants to learn about microaggressions, understand its impact, and identify strategies to minimize its occurrence.

PARTICIPANTS WILL:

1. Develop awareness surrounding the prevalence of microaggressions.

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

3. Learn about the implication of microaggressions as it relates to the Dignity for All Student Act (DASA).

3. Discover how to apply techniques to minimize the occurrence of microaggressions and ways to respond when someone has been microaggressive.

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Lunch will be 1-hour on your own.

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Lunch will be 1-hour on your own.

This year's Academy, Cultivating Community: Connecting Hearts, Minds, and Schools, will feature a full-day keynote by Andrew Marotta on Day 1 (July 30). Andrew Marotta is the leader of the Surviving & Thriving movement. Andrew is an energizing & impactful speaker, author, and school leader. He lives the words on his logo & strives to positively #IMPACT all he meets. A master storyteller, Andrew engages his audiences and fellow leaders with authentic and heartfelt stories, memorable props, and collaborative, fun, &, thought-provoking activities. Additional information about his inspiring opportunities can be found here: HERE..

Day 2 (July 31) will include a variety of breakout sessions aligned to this year's theme, presented by local school districts, regional partners, and BOCES staff. Participants can choose the breakout sessions they would like to attend. Breakout sessions will include presentations (50-minute and 100-minute options), roundtable discussions, and panel discussions. A schedule of sessions will be released in June.

Participants will receive a copy of one of Andrew Marotta's books. Registered participants will be sent a survey before the Academy to select their option.

_______________________________________________________

Payment is supported by your district's 2024-25 FRS (per person) subscription to SCI Leadership Support Service [551.211.200]; BT BOCES will initiate an ARFS when applicable.

OVERVIEW:

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

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

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

3. Designing learning opportunities to educate students about AI through the lens of the CSDF standards. What is it? How does it work? Being aware of cybersecurity

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

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

OUTCOMES:

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

- Identify the skills needed to be successful when using AI.

- Create a lesson teaching students about AI linked to CSDF Standards.

- Create a lesson introducing AI to students.

*PLEASE BRING YOUR OWN DEVICE.*

Overview:

In this session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms”. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. Whether you are new to Building Thinking Classrooms, or have been doing it for a while, we would love to have you join the conversation!

Outcomes:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

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

- Create an action plan for strategies that can be incorporated

OVERVIEW:

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

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hr Zoom repeated throughout the day.

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW:

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

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hr Zoom repeated throughout the day.

- Districts participating in RECOVS RISE grant, grade 7, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

PLEASE NOTE:

- Participants will have some pre-work to complete. Instructor will send link to access material one week prior to session.

- This course, with identical content is also being offered June 27th and July 17th.

A NEW opportunity for educators who have completed Smart Start Part 1. Partnering with Cyber.org, participants will gain hands-on training in the current "cyber landscape”, to include AI tools and activities, as well as enhance their knowledge of NYS Computer & Digital Fluency Standards.

Join colleagues for this experience that includes:

● 2-Day Institute - FREE sample activities and lesson plans developed by Cyber.org to use with students

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

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

2024 SCHEDULE:

-In Person: August 5-6; 9 am - 3 pm at Port Dickinson Elementary, 770 Chenango St, Binghamton.

[Max. CTLE = 10]

- Asynch: Aug 7 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model or a professional project to enhance CS/DF learning in your classroom or school [submit by Dec 18]

● Reflect in writing on your work [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

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

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

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

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

CHAIRS: Joe Guccia, Johnson City; Barb Tasber, Windsor

PLEASE NOTE:

- OIR's 2024-25 Retreat will be held on August 5, 2024 from 8:00 am - 3:30 pm at SUNY-Broome located at 907 Front Street, Binghamton.

- No April 2025 Meeting

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

OVERVIEW:

Upper elementary and middle school teachers often struggle with how to support students' decoding and spelling skills. In the intermediate grades, written words become longer and more complex, making reading, spelling, and understanding these words more challenging. Morphology, the study of the structure of words, is a powerful instructional tool teachers can use to help their students realize that written English does actually make sense! Through explicit teaching and exploration of the three main parts of multisyllabic words - prefixes, suffixes, and bases - students gradually come to understand the logical structures and meanings of English words. This morphological awareness helps students read, write, and comprehend words successfully.

This full-day workshop session will provide participants with a stronger understanding of morphology: what it is, and why it is important to teach. Participants will then learn how to incorporate the teaching of morphology into their classrooms, using techniques such as word sums, word matrices, and teacher resources (Morpheme Magic).

OUTCOMES:

-Define the terms morpheme and morphology.

- Describe the role the study of morphology plays in developing children's decoding skills, encoding skills, and vocabulary development.

- Explain instructional strategies for teaching morphology in the classroom.

* This session, with identical content was also offered in July 22, 2024.*

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

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

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

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

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

2024 SCHEDULE:

-In Person: August 7-9; 9 am - 3 pm at Port Dickinson Elementary, 770 Chenango St, Binghamton. [Max. CTLE = 15]

- Asynch: Aug 10 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

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

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

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.

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

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

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

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

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

2024 SCHEDULE:

-In Person: August 12-14; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R A [Max. CTLE = 15]

- Asynch: Aug 15 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

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

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

OVERVIEW:

This training is intended for building and district-level crisis team members. We encourage districts to send their teams to participate in the training. The training is based on the Lifelines Postvention: School Response to Suicide and Traumatic Death model and the Crisis Team Curriculum Training provided by the Suicide Prevention Center of NY. The training will engage teams in brief interactive exercises that will assist teams in further developing their crisis response plans. The sessions are grounded in crisis and grief theory, and are designed to spark discussion, allow teams to practice postvention principles, and plan responses to situations that include complex variables.

OVERVIEW:

LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. Recommended for teachers, counselors, or administrators who want to commit the time needed to help students recognize patterns of self-defeating behavior, gain understanding of relationships among behaviors, feelings and reactions, improve problem-solving skills for coping with stress & emotions, and emerge with improved self- esteem.

OUTCOMES:

- Identify & define the 3 Main Structures of LSCI.

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

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

- Develop a plan for implementing and supporting your practice.

PLEASE NOTE:

- Upon completing the 5 day training, participants will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

- Course materials will be provided.

- 1-hour lunch on your own.

- BT BOCES will initiate an ARFS at the conclusion of the course to participating districts.

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

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

Prerequisite: Responsive Classroom Elementary Core Course

Lunch will be 1 hour on your own.

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

Prerequisite: Responsive Classroom Elementary Core Course

Lunch will be 1 hour on your own.

OVERVIEW:

This zoom session will offer participants support in implementing RISE Intervention: REWARDS. Participants will have an opportunity to further explore REWARDS materials and ask questions to support the implementation of the program. Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

- Describe and apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

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

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

PLEASE NOTE:

- The instructor will provide registrants, via email, with the Zoom link prior to the session start time.

- Participants should have REWARDS materials, provided at the initial training, present for the session.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Toni Walker at twalker@btboces.org.

OVERVIEW:

The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. The module will review the six models of co-teaching (one teach, one observe; station teaching; parallel teaching; alternative teaching; teaming; one teach, one assist). In New York State the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers (e.g., ENL teachers, speech language pathologists, etc.). Variations for use of the models will also be discussed throughout the training.

Participants Will Be Able To:

- Understand co-teaching as a service delivery model

- Learn the 6 models of co-teaching and how to effectively implement them

- Gain skills for matching the co-teaching models to elements of their lessons

- Identify a co-teaching model in a given scenario

This is part one of a three-part series, but it is not necessary to attend all three parts.

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

Overview:

This session has been designed around the regional math goal. Participants will take a deep dive into grade level fluency progressions, essential models for instruction, and problem solving methods associated with the Next Generation Math Standards and NYS assessments. All Math teachers with various levels of experience are welcome!

Outcomes:

- Identify essential models aligned to grade level content

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

- Describe fluency progressions associated with required grade level expectations

- Discuss potential shifts for the upcoming school year

OVERVIEW:

This in-person session will offer participants support in implementing RISE Intervention: UFLI. Participants will have an opportunity to further explore UFLI materials and ask questions to support the implementation of the program. Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

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

- Practice instructional routines with UFLI materials

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

- Identify digital materials for use with students

- Create student materials for immediate implementation

PLEASE NOTE:

- Participants should have UFLI manuals, provided at the initial training, present for the session.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Toni Walker at twalker@btboces.org.

OVERVIEW:

We know students need immunizations to attend school in New York State, but what role does the building principal play? The Broome County Health Department (BCHD) will discuss public health law and how school principals can make a difference in ensuring the health of their students. We'll review what is required of schools, parents, healthcare providers, and the local health department as well as resources available in Broome County to connect families with vaccinations. This is also a great opportunity to meet the BCHD immunization team and ask questions ahead of the new school year!

Broome County Health Department will be available for questions during the Zoom session and may include the following team members:

- Heather Ryan

- Chelsea Remoe-Nedlik

- Connor Lawless

Registrants will be provided with Zoom access information via email prior to the session start time.

OVERVIEW:

This in-person session will offer participants support in implementing RISE Intervention: REWARDS. Participants will have an opportunity to further explore REWARDS materials and ask questions to support the implementation of the program. Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

- Describe and apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

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

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

PLEASE NOTE:

- Participants should bring their REWARDS materials, provided at the initial training sessions.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Toni Walker at twalker@btboces.org.

A NEW opportunity for educators who have completed Smart Start Part 1. Partnering with Cyber.org, participants will gain hands-on training in the current "cyber landscape”, to include AI tools and activities, as well as enhance their knowledge of NYS Computer & Digital Fluency Standards.

Join colleagues for this experience that includes:

● 2-Day Institute - FREE sample activities and lesson plans developed by Cyber.org to use with students

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

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

2024 SCHEDULE:

-In Person: August 15-16; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R A [Max. CTLE = 10]

- Asynch: Aug 17 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model or a professional project to enhance CS/DF learning in your classroom or school [submit by Dec 18]

● Reflect in writing on your work [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

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

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

OVERVIEW:

This service 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 the literacy needs of primary grade students. 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 onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

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

- Explain 3-5 foundational skill learning progressions of simpler to more complex skills and apply this knowledge to assessment and instructional design

- Describe ways to effectively and efficiently assess 3-5 students to determine precise teaching points based on strengths and areas of need

- 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 instructional approaches to ensure mastery of critical skills for end-of-kindergarten expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

OVERVIEW:

This service 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 the literacy needs of primary grade students. 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 onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

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

- Explain K-2 foundational skill learning progressions of simpler to more complex skills and apply this knowledge to assessment and instructional design

- Describe ways to effectively and efficiently assess K-2 students to determine precise teaching points based on strengths and areas of need

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

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

Overview:

In this half-day session, participants will look deeply at the materials involved in the NYS ESS: Earth and Space Science investigations. We will connect the materials needed for these investigations to students' successful demonstration of proficiency in specific targeted standards. Participation in this session ensures equitable access to materials for all students to be successful. Participants will also leave with a full class kit of materials to be used for the investigations in their classroom. This is a joint session with Life Science: Biology.

Outcomes:

- Examine the objectives, procedure, and materials of the new required Earth and Space Science investigations

- Create a class size investigation kit for classroom use

_______________________________________

PLEASE NOTE: This session is open to districts subscribing to the Regional Science Service [410.840.200].

_______________________________________

IMPORTANT - Districts must submit their Investigations Kit Order Form to support this professional learning session by July 19, 2024.

Questions related to ordering and/or registration should be directed to Paul Volkert at pvolkert@btboces.org

Overview:

In this half-day session, participants will look deeply at the materials involved in the NYS Life Science: Biology investigations. We will connect the materials needed for these investigations to students' successful demonstration of proficiency in specific targeted standards. Participation in this session ensures equitable access to materials for all students to be successful. Participants will also leave with a full class kit of materials to be used for the investigations in their classroom. This is a joint session with Earth and Space Science.

Outcomes:

- Examine the objectives, procedure, and materials of the new required Life Science: Biology Investigations

- Create a class size investigation kit for classroom use

_______________________________________

PLEASE NOTE: This session is open to districts subscribing to the Regional Science Service [410.840.200].

_______________________________________

IMPORTANT - Districts must submit their Investigations Kit Order Form to support this professional learning session by July 19, 2024.

Questions related to ordering and/or registration should be directed to Paul Volkert at pvolkert@btboces.org

OVERVIEW:

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

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice strategies used to mitigate risk.

- Understand the risks of disengagement skills and restrictive holds.

OVERVIEW:

The workshop was developed through a collaboration of the NYSASP, SPCNY and Alberti Center for Bullying Abuse Prevention. HSAR is designed to improve skills, processes, and protocol for helping students at risk for suicide through:

1. Equipping educators with tools, knowledge, and skills to assist students having thoughts of suicide or engaging in suicidal behavior.

2. Understanding the value of pre-planning and standardized procedures for intervention.

3. Identifying the value of collaboration and shared decision making between school mental health professionals, community providers, and the student and their family.

4. Reviewing documentation of suicide intervention.

5. Preparing to implement standardized procedures that reflect best-practice intervention.

OUTCOMES:

1. Increase familiarity with a best practice process to assist students having suicidal thoughts or Behavior.

2. Understand the need for pre-planning and standardized procedures for helping students at risk for suicide.

3. Identify the importance of collaboration and shared decision making in managing students at risk for suicide.

4. Practice with suicide assessment and safety planning tools

PLEASE NOTE:

- Standard CTLE awarded for participation = 6 hours; Six (6) CE credit hours are also available for LMSW, LCSW, and LMHC licensees upon completion of course.

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

- Three 6-hour Regional Sessions (max 24): August 20, January 15, May 14

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 15 - 25; Week of March 17 - 28

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

OVERVIEW:

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

The foundational understandings of family engagement will ultimately support improvements in many outcome areas, namely those in areas in which gaps between student sub-groups exist.

Participants will:

- Examine the impact of culture & communication in our practice as educators

- Explore the concept of culture & connect with the idea of Culturally Responsive-Sustaining Education

- Explore strategies for effective collaboration between families, caregivers, and schools to support students

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

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching℠.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ also serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and strive for high achievement.

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

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

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

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

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

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

This training package offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student's behavior.

Participants Will Be Able To:

- Describe challenging behaviors

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

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

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

OVERVIEW:

In this session participants will be introduced to the DIBELS 8 assessment. We'll overview the assessment battery, including changes that have been made to the sub-assessments in this latest edition. Participants will leave with a knowledge of how to administer these assessments and the purpose of these assessments. We will also explore the logistics of administering this assessment, and participants will leave with a binder of materials for ready implementation.

This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

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

- Explain how to implement the DIBELS sub-assessments

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

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

OVERVIEW:

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

Please Note:

- Maximum CTLE Hours = 12 (9 Hours In-Person; 3 Hours Asynchronous)

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

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

- Four 6-hour Regional Sessions (max 24): August 28, August 29, January 14, May 13

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 25

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

OVERVIEW:

This in-person session will offer participants support in implementing RISE Interventions: UFLI and REWARDS. Participants will have an opportunity to further explore REWARDS materials and ask questions to support the implementation of the program. Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

- Explain UFLI and/or REWARDS approach to teaching multisyllabic word reading.

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

- Practice instructional routines with UFLI and/or REWARDS materials

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

- Identify digital materials for use with students

- Create student materials for immediate implementation

PLEASE NOTE:

- This session, with identical content is also offered 8.28.24.

- Participants should bring their UFLI and/or REWARDS materials, provided at the initial training sessions.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Kara Talbut at ktalbut@btboces.org.

OVERVIEW:

This in-person session will offer participants support in implementing RISE Interventions: UFLI and REWARDS. Participants will have an opportunity to further explore REWARDS materials and ask questions to support the implementation of the program. Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

- Explain UFLI and/or REWARDS approach to teaching multisyllabic word reading.

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

- Practice instructional routines with UFLI and/or REWARDS materials

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

- Identify digital materials for use with students

- Create student materials for immediate implementation

PLEASE NOTE:

- This session, with identical content is also offered 8.27.24.

- Participants should bring their UFLI and/or REWARDS materials, provided at the initial training sessions.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Kara Talbut at ktalbut@btboces.org.

OVERVIEW:

Dignity Act Coordinators play a vital role in setting the school-wide climate in relation to bullying prevention. DASA Coordinators need to be well-prepared to manage the demands of this important position and this training will provide them with the tools to be successful. NYS defines the role of DASA Coordinator to include: understanding and applying distinctive knowledge of the differences between conflict and bullying; developing a flow complaint process; making complaint mechanisms confidential and readily available to all students and parents; being able to provide strategies for the mitigation of bullying to include both the student who bullied and the victim; completing all mandatory reporting requirements; and providing support and training to staff and students.

OUTCOMES:

- Defines the role of the DASA Coordinator

- Prepares individuals for DASA Coordinator responsibilities

- Provide Tools for successful implementation

PLEASE NOTE:

This training is offered to districts subscribing to BT BOCES DEI service at no cost. BT BOCES will initiate billing to non-subscribing districts at the conclusion of the course.

OVERVIEW:

This session will offer participants support in implementing RISE Intervention: Key Comprehension Routine. Participants may attend the whole day or partial day. Participants will have an opportunity to further explore materials and ask questions to support the implementation of the program(s). Support will be offered in: instructional routines and lesson structure, progress monitoring and assessment, and materials. This session connects with the Science of Reading briefs' high-impact instructional practice: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building.

OUTCOMES:

- Explain Key Comprehension Routine's approach to teaching multisyllabic word reading.

- Explain the structure of Key Comprehension Routine's lessons and the design for transfer of learning

- Practice instructional routines with Key Comprehension Routine's materials

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

- Identify digital materials for use with students

-Create student materials for immediate implementation

PLEASE NOTE:

- Participants should bring their Keys to Comprehension Routine materials provided at the initial training session.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

Questions related to participation in this session can be directed to Toni Walker at twalker@btboces.org.

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

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

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

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

OUTCOMES:

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

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

- Practice instructional routines with UFLI materials

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

- Identify digital materials for use with students

- Create student materials for immediate implementation in September

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

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

DIVISION CHAIRS: Kevin Richman (Binghamton); Steven DiStefano (U-E)

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

OVERVIEW:

This course is designed to give teachers the opportunity to create a common scope and sequence that they will use during the school year. Teachers will also create assessments from released state test items that they will give to drive future instruction. Please note the expectation will be for participating teachers to follow the agreed upon scope and sequence in order to administer and analyze common assessments.

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

The Key Comprehension Routine emphasizes the importance of using a consistent set of comprehension strategies across all grade levels and subjects. Participants will engage in follow-up discussions and activities to expand and deepen their understanding of instructional routines after taking the asynchronous KEY Comprehension Routine. Through collaboration and reflection we will take a closer look at comprehension strategies and instructional routines to actively involve students in sense making and foster ownership of their learning. Participants will be given time to design activities and lessons to use in their classroom and content areas.

OUTCOMES:

- Describe Student Comprehension Strategies: topic down web, two-column notes, summarizing and question generation.

- Describe Parallel Teacher Instructional Routines

- Identify high-impact areas for using comprehension strategies

- Design instructional activities and lessons using your own content and strategies from The Key Comprehension Routine

PLEASE NOTE:

- This session, with identical content is also offered September 25, October 29, and October 30,2024.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

___________________________

Participants should bring their Key to Comprehension Routine Grades 4-12 Guide and any text you wish to use for lesson design.

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

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.

ATTEND IN-PERSON or VIA ZOOM. Zoom access information will be communicated via the Curriculum/IT Directors listserv.

OVERVIEW:

Always wondered about Performance Based Learning Assessments (PBLA)? Is Performance Based Learning becoming more relevant again in education? Join us for a full-day deep dive of learning about PBLA for the first time or refamiliarizing yourself with the thinking and planning that goes into designing high quality learning experiences for your students.

OUTCOMES:

- Identify the attributes and characteristics of an effective performance based learning assessment.

- Explain how PBLA can allow for a more authentic learning experience and enhance student engagement.

- Create a PBLA experience

PLEASE NOTE:

This session, with identical content, is also being offered January 30, 2025.

Overview:

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

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

Outcomes:

- Create 3-dimensional, NYSSLS aligned lessons and assessments

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

OVERVIEW:

The Key Comprehension Routine emphasizes the importance of using a consistent set of comprehension strategies across all grade levels and subjects. Participants will engage in follow-up discussions and activities to expand and deepen their understanding of instructional routines after taking the asynchronous KEY Comprehension Routine. Through collaboration and reflection we will take a closer look at comprehension strategies and instructional routines to actively involve students in sense making and foster ownership of their learning. Participants will be given time to design activities and lessons to use in their classroom and content areas.

OUTCOMES:

- Describe Student Comprehension Strategies: topic down web, two-column notes, summarizing and question generation.

- Describe Parallel Teacher Instructional Routines

- Identify high-impact areas for using comprehension strategies

- Design instructional activities and lessons using your own content and strategies from The Key Comprehension Routine

PLEASE NOTE:

- This session, with identical content is also offered September 23, October 29, and October 30,2024.

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

___________________________

Participants should bring their Key to Comprehension Routine Grades 4-12 Guide and any text you wish to use for lesson design.

OVERVIEW:

A Community of Practice is a dynamic gathering of educators committed to ongoing growth and collaboration. Participants will share expertise and engage in collaborative efforts to enhance their skills and capacities in Adaptive Schools and Cognitive Coaching methodologies. The ultimate aim is to foster the development of collaborative groups, employing the effective strategies and structures derived from Adaptive Schools and Cognitive Coaching principles.

OUTCOMES:

- Describe how to approach challenges around supporting collaborative groups with a growth mindset, fostering resilience and adaptability.

- Explain how to facilitate meaningful conversations, build consensus, and inspire others to action.

- Practice active listening, empathy, and trust-building, leading to stronger relationships with colleagues, supervisors, and stakeholders.

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology-based best practices are occurring in their districts.

OUTCOMES:

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

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

Please BYOD to the sessions.

OVERVIEW:

Did you know that the Broome-Tioga BOCES School Library System purchases databases for you and your students? Join us as we introduce our new lineup of databases for the 24-25 school year including News-O-Matic, ClickView, and Factcite. In addition, we will revisit some of our old favorites including Sora eBooks and audiobooks, SWANK Motion Pictures, and TeachingBooks.

OUTCOMES:

-Participants will explore the newly introduced library databases to understanding their features, content, and search capabilities

- Participants will curate a list of ways to integrate specific database into their teaching and curriculum

- Participants will discuss strategies for promoting the use of these databases among their students and colleagues

NOTE: This session is open to districts that subscribe to Media Library Services [504.310.100]

OVERVIEW:

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

Participants Will:

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

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

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

Please BYOD to the sessions.

OVERVIEW:

Did you know that the Broome-Tioga BOCES School Library System purchases databases for you and your students? Join us as we introduce our new lineup of databases for the 24-25 school year including News-O-Matic, and ClickView. In addition, we will revisit some of our old favorites including Sora eBooks and audiobooks, SWANK Motion Pictures, and TeachingBooks.

OUTCOMES:

- Participants will explore the newly introduced library databases to understanding their features, content, and search capabilities

- Participants will curate a list of ways to integrate specific database into their teaching and curriculum

- Participants will discuss strategies for promoting the use of these databases among their students and colleagues

NOTE: This session is open to districts that subscribe to Media Library Services [504.310.100]

OVERVIEW:

Is your building abuzz with talk of the Science of Reading? Are you interested in being at the forefront of this discussion in your school? Are you trying to build an effective and efficient literacy system? Then this supportive community of practice is for you!

With so much positive momentum happening around the Science of Reading, building leaders need a supportive community with which to learn and grow their instructional leadership capacity. This series will help school principals understand the fundamentals necessary to better address building-level literacy growth goals while inspiring their teams to ensure grade-level literacy achievement for all. Leaders will receive a compendium of readings and other resources to discuss and share.

OUTCOMES:

- Summarize the key aspects of the science of reading and how they should inform curriculum and instruction

- Interpret and use data from literacy assessments to guide building-level decisions

- Share best practices for leading collaborative team meetings

- Identify and share best practices for supporting effective literacy systems

- Identify implications of this work for building-level literacy plans

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

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

OVERVIEW:

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices.

Participants Will Be Able To:

- Utilize the unique contributions of co-teaching partners to ensure high quality education and appropriate accommodations for diverse learners

- Identify key components of an effective co-teaching partnership

- Describe the three Co's of co-teaching that contribute to an effective partnership

- Utilize reflection tools to continually strengthen a co-teaching partnership

This is part of a three-part series, but it is not necessary to attend all three parts. Part 1 offered on August 12th. The date of part 3 is TBD.

OVERVIEW:

This course is designed to give teachers the opportunity to create a common scope and sequence that they will use during the school year. Teachers will also create assessments from released state test items that they will give to drive future instruction. Please note the expectation will be for participating teachers to follow the agreed upon scope and sequence in order to administer and analyze common assessments.

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

New mentors will engage in a collaborative professional conversation that identifies how they can make their learning focused relationship with their mentee the most productive that it can be.

OUTCOMES:

- Describe attributes of effective coaches/mentors

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

- Identify characteristics of adult learners and consider their impact on our mentoring relationship

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

- Identify ways to develop a focus for your mentoring relationship

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

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

OVERVIEW:

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

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

OUTCOMES:

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

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

3. Identify community partners and resources.

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

Overview:

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

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

OVERVIEW:

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

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

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

Division Chair: Eric Attleson (CV)

Zoom access information will be communicated via the listserv.

OVERVIEW:

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices.

Participants Will Be Able To:

- Utilize the unique contributions of co-teaching partners to ensure high quality education and appropriate accommodations for diverse learners

- Identify key components of an effective co-teaching partnership

- Describe the three Co's of co-teaching that contribute to an effective partnership

- Utilize reflection tools to continually strengthen a co-teaching partnership

This is part of a three-part series, but it is not necessary to attend all three parts. Part 1 offered on August 12th. The date of part 3 is TBD.

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

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

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

3. Designing learning opportunities to educate students about AI through the lens of the CSDF standards. What is it? How does it work? Being aware of cybersecurity

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

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

OUTCOMES:

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

- Identify the skills needed to be successful when using AI.

- Create a lesson teaching students about AI linked to CSDF Standards.

- Create a lesson introducing AI to students.

NOTE: This session, with identical content is also being offered in the Spring, with a start date of February 11, 2025.

Please BYOD to the sessions.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "Unraveling the Mystery of Lactose Intolerance”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unraveling the Mystery of Lactose Intolerance, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "Balancing Act”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unraveling the Balancing Act, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Leading continuous improvements in a district or school requires building up the conditions and supports that create a culture for teams to engage effectively in the complex and challenging work of teaching and learning.

The Adaptive Schools Foundation Seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning.

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation.

Adaptive Schools is the "how" of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

OUTCOMES:

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

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

- An expanded repertoire of practical facilitation tools

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

- Skills to move groups beyond consensus to common focus

- Ways to value and use dissension, argument and conflict

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

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Adaptive Schools [Service No. 551-211-033]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

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

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

This is the first session in the Media Library's Mini Session Series. Throughout the series, participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

In this session we will be working with various coding and robotic resources including: Glowforge and Cricut.

PARTICIPANTS WILL:

- Identify how to use SLS-provided fabrication tools

- Practice creating a mini-project

- Connect fabrication to content-area practices

- Create a hands-on fabrication mini-lesson

PLEASE NOTE:

- To fully participate in session, please bring a device.

- Participation in this session is mandated for any teacher that would like to borrow the Glowforge from the Media Library.

- This session is open to districts that subscribe to Media Library Services [504.310.100]

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Participation in the entire 4-session series is NOT required; please be sure to register for each of the sessions that interest you.

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

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

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light it Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light it Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

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

Please Note:

- Maximum CTLE Hours = 12 (9 Hours In-Person; 3 Hours Asynchronous)