This is the second of our semi-annual meetings for the teachers from the 2016-2017 1:1 program at Maine-Endwell and Windsor. We plan on spending the morning sharing information, best practices, and trying to solve problems you are experiencing. The second half of the day will be spent building resources for your classroom that focus on the shifts in instructional practice we have (and will continue to) discussed.

Outcomes:

By the end of this workshop teachers will be able to:

- Identify and continue to develop effective instructional strategies for teaching in the 1:1 environment

- Incorporate student collaboration into both digital and analog instructional practices

- Identify personal learning/growth targets

Tags: 1:1, education

Join your colleagues for this content-specific Schoology day. The session will be dedicated to collaborating with others in the same field of study to identify successful blended learning strategies and best practices that apply both to online learning and online classroom management.

Outcomes:

-Identify best practices of classroom management in an online environment.

-Identify key attributes in building a successful online classroom.

Tags: social learning networks, hyrbid class, Schoology

Explore universal and targeted interventions that encourage positive behavior and help students gain social-emotional skills. Reframe approaches to challenging behaviors and discuss trauma-informed responses.

Outcomes:

- Develop strategies to teach positive behaviors and social emotional skills in your classroom

- Use the Behavior Pathway to discover function of behavior

- Gain strategies to de-escalate students in crisis

This is the second of our semi-annual meetings for the teachers from the 2016-2017 1:1 program at Maine-Endwell and Windsor. We plan on spending the morning sharing information, best practices, and trying to solve problems you are experiencing. The second half of the day will be spent building resources for your classroom that focus on the shifts in instructional practice we have (and will continue to) discussed.

Outcomes:

By the end of this workshop teachers will be able to:

- Identify and continue to develop effective instructional strategies for teaching in the 1:1 environment

- Incorporate student collaboration into both digital and analog instructional practices

- Identify personal learning/growth targets

Tags: 1:1, education

The McKinney-Vento Act gives important educational rights to students experiencing homelessness. This training will provide updated and timely information about students’ rights, incorporating recent changes in federal and state laws. We will review the McKinney-Vento definition of homeless, including who is considered “doubled-up”; transportation obligations of school districts and local departments of social services; forms and data entry requirements; funding; trauma-sensitive practices; and more.

Outcomes:

Participants will:

- Recognize Federal and State Regulatory Terms.

- Examine, summarize and discuss NYSED related documents.

- Investigate and implement NYSED document related to Specially Designed Instruction.

- Identify and implement collaborative documents.

- Distinguish between different co-teaching models.

Grades 3-8 Math scoring leaders will review scoring materials to prepare to lead scoring in their districts. BT BOCES professional development staff will facilitate the review of materials and provide support for the leaders to plan their own scoring sessions.

TRI-ANNUAL COACHES MEETING FOR PBIS COACHES

Outcomes:

-vINTERNAL COACHES

-vMENTORING/NETWORKING SESSIONS

Invitation Only

Transition Work Group (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.

Overview:

- Implement evidence based practices for transition

- Build teaching resources

- Establish local agency connections

- Gain current knowledge of policy, regulation, and NYSED forms

*Additional dates will follow, location will vary

Note: It is strongly recommended that all school districts and BOCES send at least one staff person to bring information back to turnkey in district.

In this workshop, participants will be immersed in the set-up and administration of the 4th grade Science Performance Exam as well as the rating of both the Performance and Written Exams.

Outcomes:

- Prepare, set-up, administer, and rate the Grade 4 Science Performance Test.

- Define the procedure for the administration and rating of the Grade 4 Science Written Test.

- Define the NYS regulations regarding the integrity of district scoring.

Tags: science, science assessment, NYSSLS, NGSS, 4th grade

This workshop will focus on exploring how we can use coding and robotics in the world language classroom to help facilitate technical writing, narrative writing, and vocabulary acquisition.

Outcomes:

- Create lessons integrating coding and robotics

- Identify key attributes of coding and robotics that will facilitate technical writing, narrative writing, and vocabulary acquisition.

Tags: Foreign Language, world language, ed tech

Outcomes:

Participants will:

- Recognize Federal and State Regulatory Terms.

- Examine, summarize and discuss NYSED related documents.

- Investigate and implement NYSED document related to Specially Designed Instruction.

- Identify and implement collaborative documents.

- Distinguish between different co-teaching models.

This session is designed around the foundational principals of formative assessment and effective documentation of learning in the PK classroom. We will discuss and create digital tools for use to collect data to drive our instruction.

Outcomes:

- Develop instructional plans based on data.

- Integrate instructional technology into the math classroom.

Prerequisite: Must have attended the PK Leadership team meetings Tags: Math, PK

Learn how to create classroom videos for your students to use as instructional pieces or review. This workshop will explore different platforms for creating videos and identify the process of how to get those videos out to students to view.

Outcomes:

- Create instructional videos that are aligned to content standards

Tags: Edtech, technology, videos

As access to technology continues to increase, we recognize the opportunity for transforming student learning also increases. To assist in helping to transform student learning, we have been working on a draft document that identifies technology skills for students K-12. This collaborative session with Maine-Endwell and Windsor is designed to solicit feedback regarding this draft document.

Outcomes:

By the end of this workshop teachers will be able to:

- Give feedback on skill progression K-12

- Suggest resources and implementation strategies

- Identify future PD needs to effectively embed these skills

Tags: Technology skills

This is an introductory session for teachers in learning how to integrate robotics into curriculum through the use of the Hummingbird Microcontroler and Scratch programming language. Participants will learns the ins and outs of the Hummingbird and how to build and program their first crafty robot.

**Important** This workshop has a fee of $128.00 per attendee to cover the cost of the Hummingbird Duo Base Kit for participants to use and take back to their districts.

*** MUST BE REGISTERED & APPROVED BY DISTRICT BY APRIL 26, 2018 FOR KIT PURCHASING ***.

Outcomes:

- Identify the components of the Hummingbird (motors, servos, LED’s, sensors)

- Build meaningful lessons that integrate Hummingbird into curriculum.

- Create Scratch code that programs robot.

- Build a programmable robot.

Tags: Ed Tech, Art, ELA, Business, Library Media, Robotics

Librarians: 8 am - 3 pm

This year’s speaker is Mark Ray, Director of Innovation and Library Services for Vancouver Public Schools and Library Lead for the Future Ready Schools movement. To learn more about Mark, you can read his bio on the Future Ready site and follow him on Twitter at @_TeacherX.

Mark will provide an overview of the Future Ready movement, and lead breakout conversations around topics that arise from your responses to the following question:

“As you think about preparing future ready graduates, what are some challenge or problems that you feel librarians, educators and administrators can work together on?”

Kindly submit your thoughts HERE by April 13th so that Mark can align his plans to your needs.

Math & Movement is a kinesthetic, multi-sensory approach to teaching math that incorporates physical exercise, stretching, cross-body movements, and yoga. The program uses visually pleasing floor mats that allow children to practice basic skills while using visual, auditory, and kinesthetic learning modalities. Math & Movement leads students through researched-based and classroom-tested exercises that result in mathematical competency and confidence. The series of “math-movements” are uniquely designed to build number sense by including moving and counting with varied voice levels. The math-movements improve students’ basic math and reading skills, critical thinking and a child’s ability to focus and learn. Activities included in the workshop are aligned to specific goals in the Common Core State Standards.

In this session we will overview the recent changes to the NYS Math Standards, with a focus on grades 6-12. We will discuss implications for local curriculum and assessment decisions and well as recommendations for supporting other teaching colleagues in their understanding of these changes.

Outcomes:

- Explain the recent changes to the NYS Math Standards

- Explain the significance of these changes to local curriculum and assessment

- Create an action plan for sharing these changes with colleagues

Tags: Math, standards

Third grade teachers are invited to participate in The Science of Teaching Science, sponsored by Binghamton University, Roberson Museum, and Broome-Tioga BOCES PD&RC. Participants will:

- Tour Roberson's newest exhibit, NatureTrek

- Learn about topics in ecology as they relate to the NYS Science Learning Standards

- Discover ways to implement hands-on ecological activities in their classroom

- Learn about the aquatic diversity at Nuthatch Hollow, including a demonstration with live animals.

Teachers will leave with all of the materials needed to conduct a lesson plan based on adaptations of wetland organisms.

Outcomes:

- Evaluate lessons and assessments to meet the demands of the new standards.

- Develop classroom materials that incorporate the outdoors.

Tags: science, NYSSLS, NGSS, 3rd Grade

In this two-hour session, our “Acceleration” team of literacy, special education, and higher education specialists will present our findings from year one of the work with regional teachers involved in our Accelerating Students’ Literacy Growth service. We will share themes that have arisen in supporting this workshop series and coaching, as well as essential look fors and ask-abouts for administrators whose teachers are involved in this work. Additionally, we will discuss recommendations to move the work forward in the 2018-2019 school year.

This session is in collaboration with Binghamton University’s Department of Teaching, Learning & Educational Leadership

Outcomes:

- Explain the trends observed during the 2017-2018 Acceleration work as well as implications for future support of struggling readers

- Describe the essential look-fors and ask-abouts for administrators supporting the work of accelerating students literacy growth

- Apply the trends and recommendations to planning for the 2018-2019 school year

This workshop is designed to give teachers strategies that improve student fluency, modeling, and real world problem solving. There will be time to learn, share and create the instructional materials to implement these strategies.

Outcomes:

- Develop instructional plans around best teaching practices

- Design instructional supports to reinforce student learning

- Integrate instructional technology into the math classroom

Tags: Math, AIS, Special Education, collaboration

Participants will focus on developing a math grade 6th Scope and Sequence Blueprint that they collectively agree to follow in 2018-19. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing throughout the 18-19 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

tags: math, plc

Overview:

Participants will focus on editing the 7th grade and 8th grade Scope and Sequence Blueprint (respectively) that was made last year, and they will collectively agree to follow it in 2018-19. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

Overview:

Participants will focus on editing the Algebra I Scope and Sequence Blueprint that was made last year, and they will collectively agree to follow it in 2018-19. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

Description:

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people. The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

** Lunch will be provided **

Overview:

In this session, participants will be introduced to eDoctrina and how it can be used to create and administer assessments. Attendees will learn how to create quizzes or tests from scratch and using the question banks that are available. Additionally, participants will have an opportunity to see the variety of reports that are available to analyze assessment data.

Outcomes:

- Create assessments in eDoctrina

- Align questions to standards/learning targets

- Print answer sheets

- Review scanned/entered assessment data

- Generate reports to analyze assessment data

REQUISITE: Districts must subscribe to Regional Curriculum Assessment & Development [551.211.200] to participate in this professional development offering.

Overview:

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

Participants of this virtual book study discussion will learn about a problem-solving protocol as well as practical interventions designed to help teams diagnose need and deliver the best support to their students. They will also have an opportunity to engage in a culture of professional sharing and digital dialogue centered around executive function and the latest neurological research.

The virtual book study discussion will begin on July 8th, with a new discussion topic posted for each chapter weekly. The book study will conclude on September 2nd.

Participants will receive a no-cost copy of Causes and Cures.

Overview:

This service is in collaboration with Binghamton University’s Education Department and 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 how the brain reads, how reading acquisition develops, and what makes reading difficult for some students

- Explain profiles of struggling readers and implications for assessment and instruction

- Describe ways to efficiently and effectively assess struggling readers in order to find precise teaching points

- Create a plan for assessment of focus students

- Describe research-proven instructional strategies to address identified needs

- Design multi-component instructional plans targeted to student needs

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

Overview:

“Be the reader you wish to teach.” This institute is designed as an opportunity for teachers to develop, practice, and explore their own use of reading skills and strategies around increasingly complex texts. Participants will experience the use of readers’ notebooks, close reading, and collaborative conversations around texts. Sessions will also explore where these opportunities can be embedded into reading instruction and assessment.

Outcomes:

- Make the invisible work of reading visible through meta-cognitive study

- Develop tools that support reading rigor and independence

- Organize and design reading instruction that emphasizes specific teaching moves and decisions

ITeachers will continue their work developing lessons and assessments aligned to the NYS Science Learning Standards for 3rd grade. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Develop lessons and assessments to meet the demands of the new standards.

Tags: science, NYSSLS, NGSS, 5th Grade

Overview:

This service is in collaboration with Binghamton University’s Education Department and 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 how the brain reads, how reading acquisition develops, and what makes reading difficult for some students

- Explain profiles of struggling readers and implications for assessment and instruction

- Describe ways to efficiently and effectively assess struggling readers in order to find precise teaching points

- Create a plan for assessment of focus students

- Describe research-proven instructional strategies to address identified needs

- Design multi-component instructional plans targeted to student needs

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

Overview:

In this session, participants will explore resources available with the Next Generation Math Standards for Awareness and Capacity Building.

Outcomes:

- Define the process of revision of the learning standards

- Identify key revisions to the standards

ITeachers will continue their work developing lessons and assessments aligned to the NYS Science Learning Standards for 3rd grade. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Develop lessons and assessments to meet the demands of the new standards.

Tags: science, NYSSLS, NGSS, 3rd Grade

Explore universal and targeted interventions that encourage positive behavior and help students gain social-emotional skills. Reframe approaches to challenging behaviors and discuss trauma-informed responses.

Outcomes:

- Develop strategies to teach positive behaviors and social emotional skills in your classroom

-Use the Behavior Pathway to discover function of behavior

-Gain strategies to de-escalate students in crisis

Description:

Foundations: Core Skills Training for Sexuality Education is a national skills-based professional development offering which allows participants to practice and enhance their skills related to facilitating health and sexuality education, including: climate building in the classroom; exploring the components of comprehensive sexuality education; pedagogical approaches for experiential learning; beliefs clarification; managing personal disclosure; and responding to sensitive questions and harassing comments. Foundations Training was developed by Answer, Inc. at Rutgers University and Cardea.

Teachers will continue their work developing lessons and assessments aligned to the NYS Science Learning Standards for High School Biology. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Develop lessons and assessments to meet the demands of the new standards.

Tags: science, NYSSLS, NGSS, biology

Creating more inclusive classrooms with better outcomes for students with disabilities begins with establishing and maintaining effective collaborative partnerships between general education teachers and special education teachers. Collaboration in the Co-Taught Classroom aims to help general education and special education teachers reflect upon and refine the effectiveness of their co-teaching approach.

Outcomes:

- Clarify and explain what the continuum of services is and the roles for all professionals in the classroom.

- Identify and describe characteristics of a co-taught classroom and formulate plans to increase the instructional impact of two teachers in the classroom.

- Design formats for communication, lesson planning and classroom management based on student needs in the classroom.

Overview:

Participants will focus on developing a Geometry Scope and Sequence Blueprint that they collectively agree to follow in 2018-19. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

In this workshop, participants will be immersed in learning about the framework of the new standards, conceptual shifts required to meet the new standards and will take part in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing and creating lessons aligned to the new Standards for 2nd grade. This professional development will be ongoing throughout the 18-19 school year.

**Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.**

Outcomes:

- Develop lessons and assessments to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

Tags: science, NYSSLS, NGSS, 2nd grade

Teachers will examine characteristics of effective questioning practice. They will develop a plan for future instruction that both lets them develop their skill in asking better questions and strengthens opportunities for students to become better questioners. The work will also be inherently connecting quality questioning practices to the planning and conduct of classroom discussion.

Outcomes:

- Describe effective classroom questioning practice

- Identify specific strategies to build questioning skills

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

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

Overview:

Opportunity Leaders training will equip principals to use data from College Board assessments to drive decision-making in their school, specifically by including more students in AP courses and offering a wider range of AP options. Included in this training will be an overview of the new teacher and student supports for AP that will launch in 2019. This content will help principals address the state’s advanced coursework components of the college, career and civic readiness index to measure school quality.

Drawing on the College Board’s experience in New York State, content will include:

- Use of PSAT and SAT data to inform instruction and college preparation

- Connection between advanced coursework in high school and success in college and career

- Identification of students with potential to perform well in AP classes, based on PSAT data

- Expansion of AP courses and implications to scheduling, staffing and budget

- Communications and engagement with teachers, families and students

Overview:

Participants will focus on developing a Geometry Scope and Sequence Blueprint that they collectively agree to follow in 2018-19. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

Overview:

This workshop is designed to give participants strategies for engaging students in the math classroom through cooperative learning. Participants will see how cooperative learning strategies can promote a positive learning environment where all students are engaged, accountable, and learning at a high level.

Outcomes:

- Describe strategies for organizing students into learning groups

- Define skills students will need to be successful in cooperative learning

- Design standard and outcome based cooperative learning strategies to implement in the math curriculum

Overview:

In this workshop, participants will be introduced to the New Science Standards. Teachers will be immersed in sample activities aligned to the new standards and will learn about the conceptual shifts required to meet the demands of the new standards.

Outcomes:

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

Tags: science, NYSSLS, NGSS, elementary

Overview:

This session has a focus on guided math and small group work. Individuals will discuss best practice in managing individual stations and rotations while keeping engagement and learning up.

Outcomes:

- Develop routines that facilitate movement and productive independent work.

- Create station plans that help students master specific standards and fluencies.

- Identify core math topics and materials needed for various stations.

The NYSSLS represents the largest conceptual shift in teaching science in decades. This revolution will only occur if teachers understand the standards and make changes in their classrooms. This workshop will focus on 3-Dimensional instructional strategies that realize the potential of the science and engineering practices, disciplinary core ideas, and crosscutting concepts. Scientific phenomenon will be used to build wonder and drive engagement. Paul Andersen will share implementation strategies that have been tested in schools around the World. Participants will create anchor charts, design assessments, and identify phenomenon to guide unit design.

** Lunch will be Provided **

Overview:

“Be the writer you wish to teach.” Often, teachers of writing do not feel like writers themselves. This institute is designed as an opportunity for teachers to develop, practice, and revisit their own writing skills and strategies through participation in a writing workshop. Teachers will experience the paper and digital use of writers’ notebooks, the writing process, and publication. The institute will also explore where these opportunities can be embedded into writing instruction. Participation in this institute is also an excellent segue into the four Writing Workshop sessions throughout the year.

Outcomes:

- Practice and develop writing skills and strategies

- Develop tools that support writing rigor and independence

- Transfer writing experience into writing instruction

*SAVE THE DATE - DETAILS TO FOLLOW*

Overview:

This regional session for administrators is to discuss current and future instructional technology needs and trends. We encourage districts to send a team of administrators to participate in conversations focused on how we are preparing students for their future, how schools are addressing digital citizenship, and the administrators’ role as a leader in utilizing instructional technology.

Overview:

This sessions follows the eDoctrina Level 1 Session. In this session, participants will work within eDoctrina to learn how to create assessments online, and use a generic answer sheet to collect data. Attendees will learn how to assign and re-assign assessments to students. Additionally, participants will have an opportunity to see the multi assessment report, how to reset student passwords, and a different way to scan answer sheets.

Outcomes:

- Create and Administer online assessments in eDoctrina

- Scan assessment data using a phone/tablet/webcam

- Use the Generic answer sheet for assessments

- View the Multi-Assessment report

REQUISITE: Districts must subscribe to Regional Curriculum Assessment & Development [551.211.200] to participate in this professional development offering.

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:

Teachers will continue their work developing lessons and assessments aligned to the NYS Science Learning Standards, with the main content area focus on Earth Science. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Develop lessons and assessments to meet the demands of the new standards.

Tags: science, NYSSLS, NGSS, 6th grade

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

Overview:

In this multi-day workshop, participants will create or revise units of instruction to help students think more deeply about the texts they read and write. Emphasis will be on designing units to help students develop an inquiry stance through interactions with a series of texts that build their readerly stamina, knowledge base, and academic language. Strategies to help all students access these challenging texts and ideas. This is part 1 of a 2 part series, with additional professional development sessions offered during the 18-19 school year.

Outcomes:

- Identify key ELA skills from the NYS Next Generation ELA Learning Standards as a focus for an instructional unit

- Identify the strategies for helping students read with an inquiry stance for deeper analysis of text

- Create text sets that purposefully build a knowledge and language base around a topic

- Create formative and summative assessments that address the identified key skills

- Describe strategies for helping students access challenging texts

In this two-day session, we will discuss the role of instructional coaches, how to work with colleagues who may be unfamiliar with instructional coaching, essential "look-fors" of effective instruction, and how to conduct a coaching conversation focused on student learning. Participants will leave able to clearly articulate their coaching role, with ideas for building coaching relationships with colleagues and coaching tools. This is part 1 of a 2 part series, with additional professional development sessions offered during the 18-19 school year.

* COST IS PER BUILDING; ALL registrants should select applicable method of payment, noting that BT BOCES will recognize building teams when billing for service not reflected on FRS - Service # 551.211.030 *

Overview:

In this workshop, participants will be immersed in learning about the framework of the new standards, conceptual shifts required to meet the new standards and will take part in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing and creating lessons aligned to the new Standards for 4th grade. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

**Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

Tags: science, NYSSLS, NGSS, 4th grade

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

AGENDA:

- The Why: Writing Workshop

- The How: Structure Inside Workshop (session, mini lesson, writing process, unit)

- Adult Writing Workshop

- The What: Unit Overview

- The What: Unit Deep Dive - Pathways (progression rubrics, check lists)

- Conferring (structure, if-then)

- Reflections

** Each participant MUST have a set of the Units of Study books on hand for the conference day.**

Participants will explore CSEFEL Pyramid Model Module 1. They will learn evidenced-based practices for promoting positive behavior in young children through adult-child relationships and classroom environment. Strategies will be developed to build positive relationships, add structure to the classroom, and explicitly teach expected behaviors.

Outcomes:

- Develop strategies to build relationships with children and their families

- Design classroom space and routines to minimize challenging behaviors

- Develop plans to explicitly teach expected behaviors

Overview:

In this workshop, participants will be immersed in learning about the framework of the new standards, conceptual shifts required to meet the new standards and will take part in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing and creating lessons aligned to the new Standards for High School Earth Science. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

**Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

Tags: science, NYSSLS, NGSS, Earth Science

Overview:

This workshop will focus on the core ideas of what are the best practices in 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 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

Overview:

In this multi-day series, kindergarten teachers will develop a master plan for ELA instruction for the 18-19 school year, including planning for: setting up the classroom and school day, routines and procedures, assessments, targeted ELA instruction, and addressing other content areas. 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 a few onsite coaching visits for each teacher.

** REGISTER EARLY! This course is capped at 20 **

This year’s two-day academy will feature a full-day keynote by Dr. Thomas Guskey on August 8 followed by an exciting day of presentations from districts across the region on August 9.

Dr. Guskey is a Professor of Educational Psychology at the University of Kentucky and is known throughout the world for his work on student assessment, grading and reporting, designing and evaluating professional learning, and educational change. He is the author/editor of 21 award-winning books and more than 250 book chapters and articles. Dr. Guskey is an engaging presenter who helps bring clarity and resolution to some of education’s most challenging problems.

Dr. Guskey’s presentation will focus on Using Assessments to Improve Teaching and Learning. We know that there are many great things happening in our schools around this topic, and we want to use the second day of the academy as an opportunity to share some of those practices.

Teachers will develop text sets to be used in units and lessons that purposefully integrate NYS K-5 Social Studies Framework , the Social Studies Practices and the English Language Arts Standards.

Outcomes:

- Identify central Idea focus in NYS K-5 Social Studies Framework

- Create text sets that purposefully integrate ELA and the Social Studies Practices

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

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.

Tags: social learning networks, hybrid class, schoology

Participants will explore universal and targeted interventions that encourage positive behavior and help students gain social-emotional skills. They will also be encouraged to re-frame approaches to challenging behaviors and discuss trauma-informed responses.

Outcomes:

- Develop strategies to teach positive behaviors and social emotional skills in your classroom

- Use the Behavior Pathway to discover function of behavior

- Gain strategies to de-escalate students in crisis

Overview:

This training supports districts in training NEW Lead Evaluators, Impartial/Independent Evaluators, and Peer Observers in accordance with the requirements of Education Law 3012-d. The learning opportunities are aligned to all nine training components required for certification. Inter-rater reliability and inter-rater agreement will be assessed during the training process.

Outcomes:

- Define the requirements for lead evaluator training

- 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

- Collect quality evidence and justify alignment to your professional practice rubric

Participants will extend their knowledge of scaffolding complex text for success in the intermediate and secondary ELA classroom. Teachers will identify the challenges of grade-level text in alignment with the expectation of the NYS Next Generation ELA Learning Standards. The focus will be on identifying the critical skills to teach, how to integrate these skills and tasks into lessons and units year-round, and strategies to support students’ reading.

Overview:

n this workshop, participants will be immersed in learning about the framework of the new standards, conceptual shifts required to meet the new standards and will take part in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing and creating lessons aligned to the new Standards for 7th grade, with the main content area focus on Life Science. This professional development will be ongoing, with additional professional development sessions offered during the 18-19 school year.

**Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

Tags: science, NYSSLS, NGSS, 7th Grade

This professional development opportunity will prepare new teachers to enter their classroom and get off to a GREAT start! First-year teachers often need support in areas such as classroom management, parent communication, grading, homework, and instructional planning and delivery. This course will successfully prepare them in these areas and more.

Outcomes:

- Develop procedures that will positively impact student behavior

- Describe how to effectively communicate with students, parents and colleagues

- Identify instructional decisions and strategies that will help students succeed

New team training for new teams in the GST Region for PBIS.

Outcomes:

- Teams will explore and begin implementation of Positive Behavior Interventions and Supports

All team members must attend all training dates/times