This training is designed to explain the meaning of a standards based IEP, examine the process of aligning IEPs to Common Core Learning Standards and providing resources to identify and support student goals.

Outcomes:

Participants will:

- Recognize and define a "standards-based IEP” and the steps for its development.

- Explore key resources related to the standards.

- Identify goals that move students toward participating more fully in the curriculum.

This session will allow building and district leaders take a deep dive into looking at this one area of Digital Citizenship and analyze the systems they have in place at the district, building, and classroom level to better educate parents around this topic.

Outcomes:

- Identify strategies on how to engage parents

- Identify resources that will support next steps toward educating parents

- Create an action plan or regional resource tool kit for next steps in educating parents

Transition Work Groups (TWGs) exist across New York State and are viewed as a "best practice" for the development of quality transition planning and implementation at the district and the regional level.

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

For information on upcoming topics, please contact Dawn Kalleberg at dkalleberg@oncboces.org.

In this session, participants will work together to analyze the new math standards being introduced in 6th grade and develop a shared plan and resources to minimize gaps when full implementation of the NGMS occurs in the 2020-2021 school year.

Outcomes:

- Identify potential gaps for the 2019-20 6th grade cohort

- Develop a plan for implementing the NGMS

- Create resources that can be used in the upcoming school year to support NGMS

tags: 6th grade building capacity, NGMS

This training will provide training and assistance surrounding the scoring of the New Global History and Geography II Framework Based Regents exam. Participants will examine and discuss all materials contained in the NYS scoring guide including rubrics for the Part 2 Constructed Response and Part 3 Enduring Issues Essay (rubrics, anchor papers and practice papers)

Outcome:

Identify and explain key scoring considerations for scoring the new Global History and Geography II Framework Exam.

Tags: social studies, global history and geography, regents

This training will provide training and assistance surrounding the scoring of the New Global History and Geography II Framework Based Regents exam. Participants will examine and discuss all materials contained in the NYS scoring guide including rubrics for the Part 2 Constructed Response and Part 3 Enduring Issues Essay (rubrics, anchor papers and practice papers)

Outcome:

Identify and explain key scoring considerations for scoring the new Global History and Geography II Framework Exam.

Tags: social studies, global history and geography, regents

Transition Work Groups (TWGs) exist across New York State and are viewed as a "best practice" for the development of quality transition planning and implementation at the district and the regional level.

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

For information on upcoming topics, please contact Dawn Kalleberg at dkalleberg@oncboces.org.

PBIS Coach/Administrator Forum - Invitation Only

Outcomes:

This invitation-only forum is an opportunity for material presentation, sharing, collaborating, and networking for PBIS schools in the DCMO and ONC component district region.

This course is a continuation of the current Grade 6 PLC but new participants are welcome to attend. It 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

tags: math, plc

In this workshop participants will learn how to set up, use and pack up the Portable Planetarium. Participants will have the opportunity to try out the many different features of the Planetarium and collaborate with other participants on potential uses in the classroom. New to the training, participants will also be trained on how to use our 25ft. National Geographic Giant Map of the Solar System. Using this map your students can interact with the planets, sun as well as their orbital paths. Participants will be shown where they can access additional educational resources to utilize with the map.

Outcomes:

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

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

- Identify potential/planned uses with students.

**IMPORTANT**

- This training is required in order to sign out and use the Portable Planetarium. Schools must also be a participant in the Regional Science program.

- Bring a device to the session that can connect to the internet.

In this session participants will extend their knowledge of scaffolding word problems. Participants will identify high rigor math problems in their curriculum and create a series of word problems that can be used for learners at all levels of learning. This process includes adding supports for students to enhance their word problem solving ability in addition to their skill solving ability.

Outcomes:

- Extend knowledge of scaffolding word problems to enhance student problem solving ability

- Identify high rigor math problems where content scaffolding could be applied

- Apply the content scaffolding format to high rigor math problems

- Create content scaffolds

Leveled Literacy Intervention (LLI) is a small-group, supplementary intervention plan designed for young children who struggle with reading and writing. Designed to bring children up to grade-level performance in as little as 14-18 weeks, LLI is a powerful, research-based early intervention plan that can prevent literacy difficulties before they turn into long-term challenges.

Outcomes:

- Explain the Leveled Literacy Intervention

- Describe key aspects of teaching phonics,reading,and writing in Leveled Literacy Intervention lessons

- Design daily Leveled Literacy Intervention lessons based on student data

Overview:

This professional learning opportunity is for those teaching the Foundations of College of Mathematics course. Participants will have an opportunity to review the previously identified topics to be taught in the course and identify priority learning for 19-20. They will explore resources that will prepare students for college level math and create shared resources.

Outcomes:

- Refine the curriculum for Foundations of College Math, identifying learning targets that are aligned to real-world skills.

- Develop unit materials, including lessons, and real-world projects/assessments that are aligned to the final exam.

Tags: Foundations of College Math

District teams who will support the work in a specifically identified District building (Middle School or High School) will learn and practice Tier One Circle Keeping Skills. Teams will develop a draft multi-year action plan for implementation of Restorative Practices and be given guidance and recommendations for successful implementation. Follow-up on-site support opportunities will be arranged between the presenter and the District teams.

Outcomes:

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

- Explain where Restorative Justice fits in with Social and Emotional Learning Standards

- Use prompts to practice circle keeping

- Develop a draft multi-year implementation plan

** This session, with identical content, is also being offered on August 1-2, 2019 **

Overview:

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

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

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

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

- And much more

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

This series, with identical content, is also being offered July 29 - August 1, 2019.

The LLI System is designed for students who are reading below grade level. The LLI System may also be used to help children at higher grade levels who are reading below text level W. This system can also be used effectively with special education children for whom the activities meet the educational program specifications.

Outcomes:

- Explain the Leveled Literacy Intervention

- Describe key aspects of teaching phonics,reading,and writing in Leveled Literacy Intervention lessons

- Design daily Leveled Literacy Intervention lessons based on student data

In this session, teachers will look at digital tools and platforms that they can use to integrate technology into their 1:1 classroom.

Outcomes:

1. Describe basic functions of a Chromebook

2. Create and share files in the G-Suite

3. Identify platforms and extensions to make your classroom more efficient

4. Design a lesson plan for immediate implementation

Overview & Outcomes:

An interdisciplinary team of support specialists from BT BOCES PD&RC will engage teams of teachers in the process of crafting or revising a unit of instruction to be implemented in the 19-20 school year. Teams will leave with a unit of instruction form common implementation including:

- Prioritized learning standards

- Common summative and formative assessments aligned to learning targets and standards. Includes alignment of rubrics and checklists identifying clear success criteria.

- A clear pacing and progression of lessons mapped out for clear implementation.

- Core and supplemental texts for the unit.

Additionally, we will work with teams to develop and share strategies for student and teacher team ownership of the learning (including the connection to the DDI process).

** Please complete the participation information form at http://tinyurl.com/curriculumcampreg in addition to registering in MLP. **

REGISTRATION DEADLINE: MAY 22, 2019

During this half-day session, participants will discuss key principles and messages shared with teachers during Curriculum Camp. Examples of curriculum and assessment work completed by teams will be examined. Participants will leave with strategies for successful implementation of the work for fall semester of the 2019-2020 school year.

Overview:

This service, in collaboration with Binghamton University's Education Dept., provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the needs of students receiving intervention services in grades 5-8. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have regular onsite coaching visits as part of the service.

Outcomes:

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

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

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

- Implement a system to house your data digitally

*Additional Cost: Accelerating Student Literacy - Year 1, Service #551-211-020*

Overview:

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

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

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

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

- And much more

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

This series, with identical content, was previously offered July 15 - July 18, 2019.

These meetings are a continuation of the work started for High School Biology/Living Environment teachers. These two summer days will involve analyzing Regents data as well as the modification of a NYSSLS aligned storyline to be utilized at the start of the 19-20 school year.

Outcomes:

- Modify a storyline to fit the needs of our Region for implementation in the fall of 2019 (with the data to be looked at during the school year).

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

- Design a plan for each session.

Tags: Biology, Living Environment, Science, NYSSLS, NGSS

District teams who will support the work in a specifically identified District building (Middle School or High School) will learn and practice Tier One Circle Keeping Skills. Teams will develop a draft multi-year action plan for implementation of Restorative Practices and be given guidance and recommendations for successful implementation. Follow-up on-site support opportunities will be arranged between the presenter and the District teams.

Outcomes:

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

- Explain where Restorative Justice fits in with Social and Emotional Learning Standards

- Use prompts to practice circle keeping

- Develop a draft multi-year implementation plan

** This session, with identical content, was offered on July 11-12, 2019 **

Overview:

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

Outcomes:

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

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

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

- Implement a system to house your data digitally

*Additional Cost: Accelerating Student Literacy, Service #551-211-020*

Overview:

This workshop will focus on the core ideas of what is best practices of formative assessment and how we can utilize a variety of digital formative assessment platforms to better inform our teaching practices.

Outcomes:

- Define Formative Assessment

- Identify differences between procedural vs learning

- Identify characteristics of high quality formative assessment

- Justify new student learning targets based on data

- Design Digital Formative Assessments

- Identify and label critical attributes of designed formative assessments

This year's two-day academy will focus on Fostering A Culture of Resilience and feature a full-day keynote by Dr. Ken Ginsburg on August 7th followed by an exciting day of presentations from districts across the region on August 8th.

Dr. Dr. Ginsburg is a pediatrician specializing in Adolescent Medicine at The Children's Hospital of Philadelphia and an Associate Professor of Pediatrics at the University of Pennsylvania School of Medicine, and Co-Founder and Director of Programs at Center for Parent and Teen Communication. He is also the author of Building Resilience in Children and Teens - Giving Kids Roots and Wings.

Day one of the Academy will feature a full-day presentation by Dr. Ginsburg on Building on the Strengths of Young People: A Trauma-Informed, Resilience-Building Approach. This presentation will summarize the three foundational frameworks that prepare us to develop children capable of thriving through good and difficult times positive youth development, resilience, and trauma informed care. It will cover the proven effects of childhood trauma and adverse childhood experiences on the brain, body, and behavior throughout the lifetime. It will then introduce the essentials of delivering trauma-informed care and offer a variety of strategies to apply these principles at the school level to support the work with children, youth, and their families. It will focus on the imperative of restoring a sense of control back to people who have been traumatized.

Day two of the Academy will include a variety of presentations from districts within our region, sharing successful practices about "Fostering a Culture of Resilience." CALL FOR PROGRAMS: PLEASE SUBMIT YOUR PROPOSAL HERE BY MARCH 18, 2019.

The detailed breakout session schedule will be available in mid-April.

This is a meeting for districts who participated as part of the BT BOCES regional Seal of Biliteracy Plan in 18-19 and/or those who are interested in participating for 19-20. The meeting will include an overview of the regional plan for 18-19, including an update and debrief of the April 2019 Presentation/Evaluation day. We will also discuss next steps for updating the plan for 19-20.

Outcomes:

- Identify areas of success and areas for improvement in the implementation of the 18-19 regional Seal of Biliteracy plan

- Develop a plan for updating the regional plan for 19-20

- Identify districts who are interested in joining the regional consortium for 19-20

Overview:

This session focuses on creating teaching tools that help make your teaching more concrete, specific, and responsive to reading and writing skills, stamina and independence. The session will support participants in focusing intently on students and curriculum before launching into developing anchor charts, demonstration notebooks and micro-progressions. Materials will be provided for participants to create tools that can be used for 2019-2020.

Outcomes:

- Identify skill, stamina, and independence challenges in current reading and writing units

- Determine which teaching tools best address specific challenges

- Plan and design anchor charts, demonstration notebooks, and micro-progressions specific to your students and units

Overview:

In this multi-day series, first grade teachers will develop a master plan for ELA instruction for the 19-20 school year, including planning for: setting up the classroom and school day, routines and procedures, literacy assessments, and targeted ELA instruction. Teachers will identify essential learning outcomes for first grade reading and writing, develop progress monitoring to ensure growth in the essential learning outcomes, and develop instructional plans to deliver targeted instruction throughout the year. Participants will build their strategy toolkit to address outcomes and assessment. This series will include onsite coaching visits for each teacher.

Outcomes:

- Identify the skills that are critical to successful reading and writing at the first grade level (emphasis on targeted tier 1 instruction)

- Explain how to support the transfer of critical skills to the context of reading and writing

- Identify evidence-based instructional strategies to support these skills

- Create a prompting language guide to support skills transfer into context

- Create instructional plans based on your ongoing, formative data collection, in order to move readers up levels successfully

** REGISTER EARLY! This course is capped at 25 **

Overview:

In this multi-day series, kindergarten teachers will develop a master plan for core ELA instruction for the 19-20 school year, including planning for: setting up the classroom and school day, routines and procedures, literacy assessments, and targeted tier 1 ELA instruction. Teachers will identify essential learning outcomes for kindergarten, develop progress monitoring to ensure growth in the essential learning outcomes, and develop instructional plans to deliver targeted instruction throughout the year. Participants will build their strategy toolkit to address outcomes and assessment. This series will include onsite coaching visits for each teacher.

Outcomes:

- Identify the skills that are critical to successful reading and writing at the Kindergarten level (emphasis on targeted tier 1 instruction)

- Explain how to support the transfer of critical skills to the context of reading and writing

- Identify evidence-based instructional strategies to support these skills

- Create a prompting language guide to support skills transfer into context

- Create instructional plans based on your ongoing, formative data collection, in order to move readers up levels successfully

** REGISTER EARLY! This course is capped at 25 **

Overview:

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

Outcomes:

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

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

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

- Implement a system to house your data digitally

*Additional Cost: Accelerating Student Literacy, Service #551-211-020*

Overview:

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d. 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. Inter-rater reliability and inter-rater agreement will be assessed during the training process.

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

- 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

This 2-day event is open to all Schoology users at any level (new - expert). The "camp fashion' structure will lend to breakout learning sessions on different aspects of Schoology based upon what attendees want to learn. This highly collaborative two-day experience will provide an outlet for teachers to get the personalized help that they need and all their questions answered.

Outcomes:

- Identify best practices of classroom management in an online environment

- Identify key attributes in building a successful online classroom

- Build course materials

Tags: social learning networks, hybrid class, schoology

Overview:

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

Outcomes:

- Identify and use proactive management procedures to be ready day one!

- Describe considerations for supporting social and emotional learning

- Identify instructional strategies that will help students succeed

Participation includes one on-site visit (date to be determined by instructor and participant)

Chairs: Kerrie Johnston (Sidney), Jo-Ann Sexton (Whitney Point)

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.

Chair: TBD

Maine-Endwell Central School District, in collaboration with Broome-Tioga BOCES, will be hosting educators for a two day conference, entitled "Mindfully Digital," to showcase the district's journey in technology integration.

Maine-Endwell has been a frontrunner in educational technology, and has not only provided students devices, but has allocated resources, such as embedded training and support through Broome-Tioga BOCES and the South Central Regional Information Center, to ensure mindful use in student instruction. Maine-Endwell recognizes that to be prepared for college and careers, schools need to equip our students with future ready skills. This is why the district is committed to being Mindfully Digital and would like to share our experience with other districts who are embarking on this journey or looking to drive their journey to the next step.

Day 1: You will participate in guided visits throughout our four schools where you'll be introduced to teachers who will welcome you into their classrooms to get a first-hand view of what our program looks like "in real time."

Day 2: You will join Maine-Endwell staff in attending a series of sessions presented by M-E CSD teachers, administrators, and regional partners, that will address a wide range of topics centered around the ongoing, and ever evolving, experience with technology integration.

** Daily Breakfast and Lunch Included **

Overview:

An afterschool science conference providing teachers with opportunities to learn and present exemplar lessons, techniques and technology.

Outcomes:

Educators will present on a variety of effective instructional topics, including:

- Sharing innovative instructional approaches

- Discovering how to deploy technology to support student learning

- Practicing progressions of learning that make learning engaging and impactful

Tags: Science, Conference, NYSSLS

Come explore free natural selection and genetics resources from HHMI BioInteractive that will help students build their science practice skills, including graphing, data analysis, mathematical reasoning, and writing evidence-based explanations, while learning disciplinary core ideas. Participants will engage in strategies to help students make sense of and communicate their understanding of data and reflect on how the strategies and resources can be used in your own classrooms.

Notes:

- Participants MUST bring a device.

- Lunch will be provided.