Overview:

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

Outcomes:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle has on student learning

- Design lessons that incorporate the principles of learning

REGISTRATION DEADLINE: Wednesday, August 25, 2021

Overview:

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

Overview:

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

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

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

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

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

Schedule

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

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

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

Districts will be billed under the District Collaborative Service.

Overview:

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

Outcomes:

- Identify a goal or growth area

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

- Discuss characteristics of success and areas of continued growth

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

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

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

PLEASE NOTE:

- Registration Deadline: December 6, 2021

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

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

* No meeting scheduled in April*

Overview:

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

Outcomes:

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

- Use Community building circles as a means to discuss wellness

- Develop personal wellness plans

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

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

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

OVERVIEW:

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

OUTCOMES:

- Describe strategies for building classroom relationships

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

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

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

COURSE FORMAT, TIMELINE, & ASSOCIATED CTLE CREDITS

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

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

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

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

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

Overview:

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

Outcomes:

- Describe attributes of effective mentors/coaches

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

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

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

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

- Identify ways to develop a focus for your mentoring relationship

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

Overview:

In this workshop participants will learn how to set up, use and pack up the Portable Planetarium. Participants will have the opportunity to try out the many different features of the Planetarium and collaborate with other participants on potential uses in the classroom. This training is required in order to sign out and use the Portable Planetarium. Schools must also subscribe to the Regional Science service.

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

Outcomes:

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

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

- Identify potential/planned uses with students.

PLEASE NOTE:

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

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

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

Monthly agendas and Zoom access communicated via the listserv.

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

Overview:

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

Outcomes:

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

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

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

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

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

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

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

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

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

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

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

Overview:

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

Outcomes:

- Develop plans for regional and district professional learning

- Identify opportunities for professional growth

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

Overview:

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

Outcomes:

- Identify communication structures

- Identify the roles team members play in the club

Overview:

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

Topic Schedule:

- September 29: 3 Read Protocol for Problem Solving

- October 27: Which One Doesn't Belong?

- November 16: Numberless Word Problems

- December 15: Would you rather...

- January 26: Fix the Flaw

- February 24: 3 Acts Task

- March 23: Instructional Scaffolding

Outcomes:

- Define engagement in the math classroom.

- Describe strategies to boost engagement in the math classroom.

- Design an implementation plan for an engagement strategy

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

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

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

Overview:

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

Outcomes:

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

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

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

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

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

OVERVIEW:

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

ASYNCHRONOUS TOPIC SCHEDULE & FORMAT:

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

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

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

- January [Asynchronous]: Instructional Strategies Aligned with Lessons

- February [Asynchronous]: Cyber Connections

- March [Hybrid]: Assessment Strategies Aligned with Lessons

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

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

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

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

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

PLEASE NOTE:

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

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

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

Outcomes:

- Explain the structure and philosophy of the professional practice rubrics

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

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

- Describe evidence based observation and explain why it is important

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

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

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

* SYNCHRONOUS SESSION DETAILS: *

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

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

CTLE Hours = 12 (6 Synchronous, 6 Asynchronous)

Overview:

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

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

Outcomes:

- Describe characteristics of quality professional learning.

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

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

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

- Design and deliver professional learning for a specific audience

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

Overview:

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

Outcomes:

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

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

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

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

- Design a plan for each session.

OVERVIEW:

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

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

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

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

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

Overview:

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

Outcomes:

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

- Identify evidence-based strategies for FACS classroom

- Choose strategies to try and share experiences with the group

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

OVERVIEW:

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

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

Overview:

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

Outcomes:

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

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

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

- Design a plan for each session

Overview:

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

Outcomes:

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

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

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

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

- Design a plan for each session.

Overview:

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

Outcomes:

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

- Identify evidence-based strategies for the music classroom

- Choose strategies to try and share experiences with the group

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

Overview:

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

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

- Preparation for the Framework US History and Government Exam

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

- Considerations for culturally responsive and equitable learning environments

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

Outcomes:

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

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

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

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

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

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

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

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

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

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

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

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

Overview:

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

Outcomes:

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

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

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Engage in a book study

Overview:

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

Outcomes:

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

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

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Engage in a book study

Overview:

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

Outcomes:

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

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

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

- Design a plan for each session

NOTE TO ALGEBRA I TEACHERS

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

Overview:

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

Outcomes:

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

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

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

Overview:

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

Outcomes:

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

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

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

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

- Design a plan for each session.

DESCRIPTION:

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

OBJECTIVE:

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

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

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

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

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

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

- Considerations for culturally responsive and equitable learning environments

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

Outcomes:

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

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

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

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

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

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

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

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

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

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

Overview:

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

Outcomes:

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

- Identify evidence-based strategies for the special education classroom

- Choose strategies to try and share experiences with the group

PLEASE NOTE:

Course Delivery, Dates, and Times Vary:

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

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

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

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

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

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

Overview:

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

Outcomes:

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

- Connect with other first year educators

- Learn useful instruction, assessment, and classroom management strategies

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

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

OVERVIEW:

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

OUTCOMES:

- Explore foundational elements of culture and Culturally Responsive Education

- Reflect on personal culture & experiences

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

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

Additional presenters at this session include:

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

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

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

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

Overview:

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

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

Outcomes:

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

- Explain the essential components of literacy instruction for secondary learners

- Identify effective and efficient assessment for targeted instruction

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

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

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

Overview:

Join Dustin Andrus and Jaime Mendelis' Podcasting for Writers 6-hour, self-paced course via Schoology! You will learn about podcasts, the writing process, as well as how to plan and create a podcast for your students.

Once registered, the Schoology course code will be emailed to you on the day of the start of the course; all additional guidance will be outlined in the Schoology course.

You will have 1 month to complete the coursework. We are excited to have you join us and we look forward to celebrating your progression in this course!

Outcomes:

- Analyze the elements and techniques of both podcasting and storytelling

- Create a podcast

- Analyzing and practicing effective interviewing techniques

- Create a lesson that incorporates podcasting

Overview:

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on helping students access grade-level text. We will examine and implement instructional scaffolds to assist striving readers with challenging text as well as create instructional plans for transfer of learning. Onsite/virtual coaching for participating teachers is included.

Outcomes:

- Revise assessment plan to include both in person and virtual assessments and to ensure precision of targeted instruction

- Continue to refine lesson planning that aligns to precise teaching points identified by data and organized to ensure transfer of critical skills

- Design multi-component instruction addressing multiple teaching points based on data

- Identify precise prompting language for more effective transfer of critical skills into reading and writing

- Design and revise communication strategies to ensure instructional coherence for identified students

This series is a collaboration with Binghamton University's Education Department.

Overview:

This meeting is for all districts interested in participating in the BT BOCES consortium for the NYS Seal of Biliteracy during the 2021-22 school year. Updates from SED will be shared, and there will be an opportunity to update the regional plan and discuss next steps for preparing interested students.

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

Overview:

Would you like to be better prepared to meet the needs of students with disabilities in your Special Area classroom? Not sure what all the acronyms and vocabulary means? Join us to better understand your responsibilities, special education lingo, and strategies to accommodate students' needs. We will also discuss how to minimize challenging behaviors in your performance based setting. Participants will create plans to implement in their classrooms and have opportunities to problem solve with colleagues.

Outcomes:

- Identify evidence- based strategies for working with students with disabilities in the Special Area Classroom.

- Explain the role of a student's IEP in a special area classroom.

- Identify strategies for mitigating student behavior in the performance based classroom.

- Describe strategies for accommodating and scaffolding instruction for students with disabilities.

Overview:

This is a two-day series focusing on building diverse, equitable, and inclusive text collections. Participants will examine their current text selections, identify regional resources to expand their collections, and create plans for embedding diverse selections into curriculum and instruction.

Outcomes:

- Discuss the "why” of this work

- Compose a vision statement for the selection and use of diverse texts

- Identify and curate a list of resources to diversify your collection

- Explain next steps for diversifying your fall/winter semester text choices

- Implement identified action steps

- Reflect on successes and challenges; determine future areas of growth

OVERVIEW:

This professional development package will be delivered in a virtual format. Overview of the current diploma and graduation options available to New York state students, including content information in:

- Credit requirements for graduation in NYS

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

- Appeal eligibility criteria for all students

- Safety net options for students with disabilities

- Exiting credentials available in NYS and the requirements of each (CDOS, SACC)

OUTCOMES:

- Educational Organizations will facilitate the active engagement and participation of students in the identification of individualized plans for graduation

- Educators will engage students in transition planning process to increase positive individual outcomes for students

- Practitioners will engage families and students with instruction and resources to support individualized pathways to graduation and post-secondary planning.

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

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

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

PLEASE NOTE:

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

- Maximum CTLE Credits: 5

Overview:

These sessions are a time for the regional world language teachers to learn, discuss, and share the current best practices in world language teaching and their current implementations of new classroom technologies and pedagogies.

Outcomes:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

Overview:

These meetings are designed to provide Calculus and AP Calculus educators with any regional updates, as well as a forum for posing questions and sharing resources and materials.

Outcomes:

- Develop an instructional plan around regional initiatives

- Identify opportunities for professional growth

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

OVERVIEW:

In today's traumatic and diverse educational spaces, students, families, and educators need support with knowledge, skills and practices related to combating prejudice reduction through collaborative and collective actions. We will review family engagement resources', reflect on equitable practices/outcomes and discuss how to foster effective and collaborative family engagement.

OUTCOMES:

- Explore meaningful and equitable training resources/tools to support effective family engagement and communication

- Explore the use of critical thinking skills to deepen connection and understanding of the resources to support equitable collaborative family engagement

Additional presenters at this session include:

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

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

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

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

In this four-part series we will be focusing on two critical questions:

1) What does ensuring learning for all look like in the classroom? and...

2) How do leaders best support teachers engaged in this work?

We will take a deeper dive into the essentials of curriculum and assessment design, which are foundational to building systems that ensure learning for all students. As part of each session we will engage in discussion about curriculum prioritization, articulation of learning intentions and success criteria, and formative assessment design. Perhaps most pertinently, we will discuss ways leaders can support this work in their districts. We will examine "pictures of the possible” related to effective curriculum and assessment work, and leaders will be invited to share ideas based on work that is happening within their districts.

Each session will focus on discussion and sharing ideas on the following topics:

Session 1: Prioritizing and Deconstructing Standards

Session 2: Designing Assessments Aligned to Prioritized Standards

Session 3: Using Assessment Data to Target Instruction

Session 4: Reflection and Forward Thinking for 22-23

The Zoom link will be provided to all registrants prior to each session start time.

OVERVIEW:

Dignity Act Coordinators play a vital role in setting the school-wide climate in relation to prevention of bullying, harassment, and discrimination. This training will focus on 11 modules:

1. School District and DASA Coordinator Responsibilities

2. Identifying differences between respect and dignity and using the dignity lens as a DASA Coordinator

3. Reporting Requirements

4. Investigation and Deception Detection

5. Examining Bias and connecting DASA to Diversity, Equity & Inclusion

6. Identifying similarities and differences between bullying, harassment, discrimination, and conflict

7. Microaggressions

8. Vulnerable Populations

9. Human Relations and Brain Research

10. Social Media and Cyberbullying

11. Resources for intervention and prevention

Overview:

These meetings are designed to provide PK-12 Math educators 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

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

Overview:

Participants will review new NYSAA information as a group, then break off to watch required videos and do the qualifiers, and then the group will resume together to wrap things up.

PLEASE NOTE:

- Please attend (virtually) in a room free of distractions.

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

Overview:

Join Dustin Andrus and Jaime Mendelis' Podcasting for Writers 6-hour, self-paced course via Schoology! You will learn about podcasts, the writing process, as well as how to plan and create a podcast for your students.

Once registered, the Schoology course code will be emailed to you on the day of the start of the course; all additional guidance will be outlined in the Schoology course.

You will have 1 month to complete the coursework. We are excited to have you join us and we look forward to celebrating your progression in this course!

Outcomes:

- Analyze the elements and techniques of both podcasting and storytelling

- Create a podcast

- Analyzing and practicing effective interviewing techniques

- Create a lesson that incorporates podcasting

Overview:

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

Outcomes:

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

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

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

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

- Design a plan for each session.

Overview:

Group work: Some students love it and some hate it. In this workshop, we will explore ways to make group work more inclusive and engaging for all learners. We will experience the difference between traditional group work and group-worthy tasks. We will consider ways to identify some of the barriers that may silence students and potentially devalue their input. We will develop strategies to remove those barriers and to afford voice and agency for all students, empowering them to fully engage in the learning process. We will also identify key performance indicators of high-quality, inclusive group-worthy tasks that give all learners the opportunity to excel. In addition to sample tasks, you will engage with a variety of HHMI BioInteractive resources applicable to all life sciences to construct a group-worthy task that can be used in the classroom tomorrow. (One 3-hour session)

Outcomes:

Explore the use of group work to make class work inclusive and engaging Identify barriers to effectively utilizing group work in science classes Develop strategies to remove the barriers to implementation of group work Review and explore HHMI resources that might be helpful for classroom use.

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

Overview:

In this hands-on workshop, you will develop the skills you need to bring the cutting edge of biology and space exploration into your classroom. We will provide training in the use of the same molecular biology tools that are used to carry out Genes in Space experiments aboard the ISS, and introduce ways you can implement these tools with your students. The workshop will include discussion of other real-world applications of this technology, including in forensics, agriculture, and medicine.

Join us to learn how you can use Genes in Space to engage your students in authentic research, and to learn how you can access free Genes in Space classroom resources, including biotechnology equipment loans.

Outcomes:

- Discuss the Genes in Space competition and determine how this could be introduced/used with your students

- Use cutting edge Science tools to do laboratory activities

- Identify challenges that occur in space travel

- Discuss how the experiments done can impact other applications of technology including forensics, agriculture and medicine

Genes in Space is a contest that launches student-designed research projects to space. We invite students in grades 7-12 to design DNA experiments that address challenges faced by space travelers. Each year, one winning project is selected to fly to the International Space Station (ISS), where it will be carried out by astronauts.

Please note:

Co-sponsors: Boeing, MiniPCR and New England BioLabs

Overview:

This workshop series is a continuation of the learning from year 2 of Accelerating the Progress of Struggling Readers, K-5. Participants will further refine their understanding and implementation of targeted instruction to meet learner needs both virtually and in person, especially in the area of targeted explicit instruction in comprehension. We will be engaging in a book study about evidence-based practice in reading instruction, and will be sharing additional strategic approaches for teachers to use in the classroom.

Outcomes:

- Explain how current research and additional evidence-based practices can inform our instruction

- Design multi-component instruction incorporating new evidence-based practices virtually and in person

- Design and implement a system of communication and planning for alignment between shared providers of children

- In collaboration with the BT BOCES Acceleration Team, design a plan to communicate key understandings from our sessions with colleagues and school leaders

This series is a collaboration with Binghamton University's Education Department.

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

Outcomes:

- Explain the structure and philosophy of the professional practice rubrics

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

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

- Describe evidence based observation and explain why it is important

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

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

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

* SYNCHRONOUS SESSION DETAILS: *

- December 7, 8:30 -11:30 am at BT BOCES Instructional Support Center, C/R F

- December 17, 8:30 -11:30 am at BT BOCES Instructional Support Center, C/R F

CTLE Hours = 12 (6 Synchronous, 6 Asynchronous)

Overview:

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

Outcomes:

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

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

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

- Design a plan for each session

Overview:

These sessions will be to inform regional teacher leaders of current best practices 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:

- Identifying current best technology practices that are occurring regionally, statewide, and nationally.

OVERVIEW:

This training is an extension of Graduation and Diploma options, focusing on the Work-Based Learning components of the Career Development and Occupational Studies Commencement Credential (CDOS). Resources for implementation of the requirements will be an integral part of this virtual model.

OUTCOMES:

- Participants will identify the requirements of the CDOS Commencement Credential

- Participants will discuss and recognize the WBL experiences available and review the quality components outlined in the WBL manual.

- Participants will explore work experiences that are individualized and based on the student's strengths, interests, preferences, and needs.

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

Overview:

These sessions will be for newly developing technology teacher leaders for districts. Individuals should be appointed by the districts to attend these sessions. These sessions will concentrate on the skills needed to be an effective technology teacher leader for the district. Such skills include the following: vision, delivering professional learning sessions, meeting organization, assessing technology, and collaboration skills.

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

OVERVIEW:

This session will 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.

OUTCOMES:

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.

Additional presenters at this session include:

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

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

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

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

Overview:

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

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

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. Each session will focus on developing strategies in one of these 5 skill areas: Morning Meetings, Interactive Modeling, Teacher Language, Responding to Misbehavior, and Engaging Academics. Participants will be encouraged to share their experiences and ideas with colleagues.

Outcomes:

- Describe key characteristics of Responsive Classroom practices

- Identify strategies to utilize in your classroom

- Create a plan for including Responsive Classroom practices in your class and evaluate their effectiveness

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

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

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 and tests from scratch and through the use of the eDoctrina question banks. Additionally, participants will have an opportunity to see the variety of reports that are available to analyze assessment data.

Outcomes:

- Create assessments in eDoctrina

- Print answer sheets

- Review scanned/entered assessment data

- Generate reports to analyze assessment data

This session is open to districts that subscribe to Assessment Professional Learning & Support [552.368.300].

Overview:

This session follows the eDoctrina Level 1 Session. In this session, participants will work within eDoctrina to learn how to create online ready assessments. Attendees will learn how to assign assessments with differentiated online tools within eDoctrina. Additionally, participants will have an opportunity to generate and view multi standard assessment reports.

Outcomes:

- Create and Administer online assessments in eDoctrina

- Score and verify student responses

- Pull intermediate assessment reports

This session is open to districts that subscribe to Assessment Professional Learning & Support [552.368.300].

Overview:

Learn how teachers and other school staff can fulfill their role in helping youth who are contemplating suicide. In this 1-hour session, we will identify risk behaviors for suicide in youth and adults. Resources will be given for offering assistance to those in need. Content developed by the Suicide Prevention Center of NY.

Outcomes:

- Identify risk behaviors of suicide in youth and adults

- Describe your role in assisting youth with identified risk behaviors

- Access resources that address mental health needs

PLEASE NOTE:

- Registration Deadline: December 13, 2021

- This session, with identical content, is being offered multiple times during the school year. Please refer to our Professional Learning Catalog or Calendar to see all available options.

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

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

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

Overview:

Join Dustin Andrus and Jaime Mendelis' Podcasting for Writers 6-hour, self-paced course via Schoology! You will learn about podcasts, the writing process, as well as how to plan and create a podcast for your students.

Once registered, the Schoology course code will be emailed to you on the day of the start of the course; all additional guidance will be outlined in the Schoology course.

You will have 1 month to complete the coursework. We are excited to have you join us and we look forward to celebrating your progression in this course!

Outcomes:

- Analyze the elements and techniques of both podcasting and storytelling

- Create a podcast

- Analyzing and practicing effective interviewing techniques

- Create a lesson that incorporates podcasting

Course Description

** Synchronous Attendance and Completion of all Schoology Assignments are MANDATORY for this 45-hour course. Participants must pick up the course book - Successful Coaching - at BT BOCES ISC Human Resources between 8 am - 4 pm M-F.**

The course is a series of interactive exercise and activities designed to study Health Sciences as they apply to coaching sports. Through these activities, exercises and health application to coaching topics, participants will gain information, organize it for professional and personal use, and apply it to their particular programs. Health Sciences as applied to coaching will also help define: selected principles of biology, anatomy, physiology, kinesiology related to coaching; risk minimization; mixed competition; NYSED selection and classification of athletes; age and maturity of athletes.

This 45-hour course is divided into three parts:

1. Philosophy, Physiology and Psychology (9 hours)

2. Fitness, Conditioning, Sport-Specific Training, Nutrition, and Weight Management (24 hours)

3. Current and On-going Health Issues and Administrative Procedures (12 hours)

The course is scheduled to meet for eight (3 hour) synchronous (Zoom) sessions and will also have seven (3 hour) asynchronous (Schoology) sessions.

All synchronous (Zoom) sessions will be held from 6:00 - 9:00 pm on the following dates: Jan 4, 6, 11, 13, 25; Feb 1, 10, 17

All asynchronous (Schoology) assignments will be due by 11:55 pm on the following dates: Jan 18, 20, 27, Feb 3, 8, 15, 22

Please note:

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

Cost: $410

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

REGISTRATION DEADLINE: Monday, December 27, 2021

This group focuses on the needs and educational goals of Elementary (Pre-K- 5th grade) Art Educators. Participants will continue to look at the Fine Arts Standards and how they impact the classroom. Participants will also discuss curriculum, effective instructional practice, share strategy and collaborate with other Elementary Art Teachers. This year will focus on creating and implementing lessons using best practices in the hybrid/virtual Art classroom.

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

Overview:

This course will provide up to 2 CTLE hours of individual support as participants work to complete the NYSCATE-sponsored asynchronous 10-hour Computational Thinking, Network, and Systems Design course (NYSCATE registration required - REGISTER WITH NYSCATE HERE!)

There will be a Zoom meeting on January 13, 2022 to ensure everyone is enrolled in the corresponding NYSCATE course and has an understanding of expectations for both the master course and coaching support.

Outcomes:

- Identify the Computer Science & Digital Fluency Computational Thinking, Network, and Systems Design standards

- Reflect on their learning and understanding of the new standards and ways to implement them

PLEASE NOTE:

- Registration Deadline: January 5, 2022

- Registrants will be provided with Zoom access information prior to the January 13th session start time.

- CTLE credit awarded based on participation; maximum credit is 2 CTLE Hours.

- CTLE and hours earned for this coaching opportunity will be communicated to participants districts on/after 6.01.21.

Overview:

This course will provide up to 2 CTLE hours of individual support as participants work to complete the NYSCATE-sponsored asynchronous 5-hour Cybersecurity and Digital Literacy course (NYSCATE registration required - REGISTER WITH NYSCATE HERE!)

There will be a Zoom meeting on January 13, 2022 to ensure everyone is enrolled in the corresponding NYSCATE course and has an understanding of expectations for both the master course and coaching support.

Outcomes:

- Identify the Computer Science & Digital Fluency for Cybersecurity and Digital Literacy standards

- Reflect on their learning and understanding of the new standards and ways to implement them

PLEASE NOTE:

- Registration Deadline: January 5, 2022

- Registrants will be provided with Zoom access information prior to the January 13th session start time.

- CTLE credit awarded based on participation; maximum credit is 2 CTLE Hours.

- CTLE and hours earned for this coaching opportunity will be communicated to participants districts on/after 6.01.21.

Overview:

This course will provide up to 2 CTLE hours of individual support as participants work to complete the NYSCATE-sponsored asynchronous 5-hour Impacts of Computing course (NYSCATE registration required - REGISTER WITH NYSCATE HERE!)

There will be a Zoom meeting on January 13, 2022 to ensure everyone is enrolled in the corresponding NYSCATE course and has an understanding of expectations for both the master course and coaching support.

Outcomes:

- Identify the Computer Science & Digital Fluency for Impacts of Computing Standards

- Reflect on their learning and understanding of the new standards and ways to implement them

PLEASE NOTE:

- Registration Deadline: January 5, 2022

- Registrants will be provided with Zoom access information prior to the January 13th session start time.

- CTLE credit awarded based on participation; maximum credit is 2 CTLE Hours.

- CTLE and hours earned for this coaching opportunity will be communicated to participants districts on/after 6.01.21.

Overview:

This is a three-part series for administrators and literacy coaches & leaders whose faculty are participating in the service, Accelerating Students' Literacy Growth K-8. We will be sharing key understandings and critical takeaways that teachers in this service are learning as part of this series including virtual strategies and resources. Additionally, we will share ideas and artifacts from the work with teachers and coaches.

Outcomes:

- Explain key understandings shared with participants during workshop sessions

- Explain look-fors and ask-abouts pertinent to to building systems to support striving readers

- Identify some action steps for working with your teachers to support learning in a hybrid environment forward this year

The instructor will provide registrants with access information prior to the first session date.

These sessions are offered in collaboration with Dr. Nicole Fenty, Binghamton University.

OVERVIEW:

This training was developed to promote the understanding and appropriate use of test accommodations for students with disabilities. The training is intended to provide information related to the decision-making process and types of test accommodations, as well as the documentation of appropriate accommodations on the individualized education program (IEP).

Participants will:

● know the purpose of test accommodations

● define test accommodations

● understand their role in supporting a student with their test accommodations

● recognize that instructional accommodations used in the classroom should be aligned with the testing accommodations provided during assessment

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

Overview:

Teachers of the VLA will be unpacking the Calkins' Units for writing, discussing what quality writing instruction looks like, the components of the Writing Workshop model, and how to adapt these to a remote classroom.

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

Agenda:

- Welcome and Overview

- Developmental Characteristics of Students and Classroom Management

- Cultivating Professional Relationships

- Teacher Self-Care

Overview:

Is your Google Drive just out of control? Need help with organizing tips and tricks? Join this asynchronous Google Classroom course to learn ways to revamp your Google Drive. Using a choice board format, participants will choose to learn and practice various skills including: color coding and naming conventions, using folders and sub-folders, utilizing shortcuts, and so much more!

In addition to asynchronous work, participants will have the option to meet with an instructor for a half hour support or coaching session.

Outcomes:

Utilize strategies that make accessing, using, and navigating your Google Drive easier and more efficient.

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

Overview:

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

Outcomes:

- Identify a goal or growth area

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

- Discuss characteristics of success and areas of continued growth

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

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

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

PLEASE NOTE:

- Registration Deadline: April 29, 2022

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

Overview:

Join Dustin Andrus and Paul Volkert's Formative Assessment 6-hour, self-paced course via Schoology! You will learn about the foundations of high quality formative assessment and how digital platforms help us get the data we need to inform our teaching

Once registered, the Schoology course code will be emailed to you on the day of the start of the course; all additional guidance will be outlined in the Schoology course.

You will have 1 month to complete the coursework. We are excited to have you join us and we look forward to celebrating your progression in this course!

Outcomes:

- Define Formative Assessment

- Identify differences between procedural practices 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

Have you found yourself a bit overwhelmed trying to meet the wide foundational skill gaps in your classroom? Join us for this one-hour intensive session, focused on meeting the skill needs of your students reading at early levels. We will share many easy-to-implement resources, including simple and effective lesson routines for small group instruction, accompanying materials for lessons and independent/center activities, and quick progress monitoring tools. We'll describe processes for grouping students by skill needs, and will provide practical tips to address how to make this work without adding more to your day or requiring extensive planning.

Outcomes:

- Describe simple lesson routines to target small group skills instruction, and identify where it could fit into the day

- Explain effective and efficient use of data for grouping students by foundational skills

- Describe how the "Literacy Grab-n-Go” document is organized, and locate materials for groups

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

Overview:

Do you have students in your classroom that exhibit persistent challenging behaviors? Have you tried multiple strategies and still not found the key to turning things around? Register for this learning experience to better understand why the student is choosing those behaviors and plan for helpful interventions. This offering includes two classroom observations with consultation to better support you in working to increase positive behaviors. Consultations will take place in the participants classrooms in between course sessions.

Outcomes:

-Identify students' function of behavior

-Describe behavioral interventions that meet functional needs

-Create a plan to increase positive behaviors

-Implement your plan and receive feedback for modification as needed

Have you found yourself a bit overwhelmed trying to meet the wide foundational skill gaps in your classroom? Join us for this one-hour intensive session, focused on meeting the skill needs of your students reading at early levels. We will share many easy-to-implement resources, including simple and effective lesson routines for small group instruction, accompanying materials for lessons and independent/center activities, and quick progress monitoring tools. We'll describe processes for grouping students by skill needs, and will provide practical tips to address how to make this work without adding more to your day or requiring extensive planning.

Outcomes:

- Describe simple lesson routines to target small group skills instruction, and identify where it could fit into the day

- Explain effective and efficient use of data for grouping students by foundational skills

- Describe how the "Literacy Grab-n-Go” document is organized, and locate materials for groups

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

Overview:

Every student you work with has a brain that is under construction. Some of your students' brain growth has been affected by trauma and stress. Join us as we learn how brains are built through a hands-on brain architecture game. We'll reflect on the "brains under construction” in your classrooms and focus on how to support strong brain growth through building executive function skills.

Outcomes:

-Describe how life events affect brain growth

-Identify executive function skills

-Choose strategies that strengthen executive function skills that you will utilize in your classroom

OVERVIEW:

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

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

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

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

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

Overview:

The workgroup will finalize plans for the culminating project presentations and evaluation. If time permits, the group will also assist in the development of resources to support students in their work towards earning the Seal of Biliteracy.

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

OVERVIEW:

This training contains information regarding Equity & Culture and NYSED Culturally Responsive Sustaining Education Framework (CRSE) which informs our work as Culturally Responsive Practitioners. Participants will explore concepts of Equity in their organization's policies the role culture plays in educational processes & systems

OUTCOMES:

Participants will come away understanding concepts of equity, culture, and socio-cultural awareness in Educational Organizations and in terms of educator development and support; internalize culturally responsive-sustaining mindsets and practices in the classroom with students and families related to discipline procedures, family engagement, and diversity in curriculum.

SWRPC specialists will also be joined by:

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

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

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

● Leigh Teisi, Resource Referral Specialist - Early Childhood Family and Community Engagement

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

Overview:

During this meeting, we will review regional Seal of Biliteracy participation numbers and discuss details for the April 28 student presentations.

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

Overview:

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

Outcomes:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle has on student learning

- Design lessons that incorporate the principles of learning

Overview:

Preschool is the foundation of a child's positive educational career. Join preschool teachers from around the region to discuss evidence-based practices and strategies. This group will meet quarterly to learn together, share resources, problem solve, and support each other in providing high quality preschool programs.

Outcomes:

- Identify evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging preschool classrooms

- Choose strategies to try and share experiences with the group

Registrants will be provided with Zoom access information prior the each session's start time.

Overview:

The New York State Program Approval Process for Career and Technical Education programs raises the quality and rigor of courses while preparing students for employment and post-secondary study. Approved programs help students attain an industry-recognized credential or lead to a certificate at the post-secondary level. They offer opportunities for students to apply academic concepts to real-world situations, prepare for industry-based assessments or certifications, earn college credit or advanced standing, and participate in work-based learning opportunities to demonstrate mastery of skills essential in the workplace.

In order to create a program of high quality, teachers from related academic areas work collaboratively with teachers from career and technical education to align learning standards in order to give experience in hands-on application of content. This process increases student achievement in all areas of academic and professional experience.

One hour lunch on-your-own

Overview:

During this session, we will be exploring topics and themes to incorporate into our 7-12 Check-in sessions. Time will also be given to plan instruction for these days through March.

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

Overview:

During this afternoon we will explore the new shifts of science instruction by immersing ourselves in science phenomena and the NYS Science Learning Standards. Resources for teaching science will also be explored.

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