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

Additional Notes:

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

- This session, with identical content, will be offered again on March 4, 2019; please see link in catalog to register for this alternate date.

In A Guide to the Common Core Writing Workshop, Lucy Calkins shares: “What we know about writing development is that students need extensive opportunities to write on topics they care about or learn to care about, they need explicit and sequenced instruction that helps them develop along a learning progression, and they need critical feedback that helps them know next steps.” Writing Workshop is a curricular framework that supports this powerful writing instruction. This four-part series is designed to support teachers as they implement a writing workshop framework, including districts using the Units of Study in Writing.

Part 2: Designing the Mini-Lessons for Maximum Impact: Strong, efficient, effective mini lessons are the core of building a writer’s ongoing repertoire of skills and strategies. This session supports the development of powerful minilessons, and the progression of skills and strategies strong writers have in their writing “toolboxes.”

** Participation in the entire four-part series is NOT required; please be sure to register for EACH of the sessions that interest you **

This 4-day professional development training designed to follow the CSE/CPSE process from referral through reevaluation 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.

NOTE:

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

Outcomes:

- Perform specific responsibilities as 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.

Function-Based Thinking is a useful tool for all educators- without the need for the FBA/BIP process. Today we will explore how targeting the function of a behavior in the classroom is a more ecological, user-friendly method of supporting those students that exhibit less severe behaviors.

Outcomes:

At the conclusion of this session, participants will be able to:

- Articulate the importance of a function based approach

- Describe the difference between function based thinking and full FBA

- Generate examples of how to support students using function based thinking

PBIS Study Hall

Outcomes:

This invitation-only session is an opportunity for PBIS districts within the DCMO and ONC regions to come together and complete any PBIS-related work necessary with the support of other teams and PBIS external coach, Laura Morris.

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.

**Session Attendance & Completion of All Online Assignments are MANDATORY for this 45-hour course.**

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 nine (3 hour) classes and will also have six (3 hour) online sessions.

Dates: Nov 29, Dec 6, 13, 20, Jan 10, 17, 31, Feb 7, 21 (one class per week), 6-9 pm

Online assignments will be due by 6 pm on the following dates: Dec 13, 20, Jan 17, Jan 31, Feb 7, 21

Cost: $395

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.

In this series, teachers will create lessons/units that are aligned to the New York State Science Learning Standards. Participants will also develop assessments to accompany the materials.

Outcomes:

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

Tags: science, NYSSLS, NGSS,3rd Grade

Every day our students are engaging in two realities, the human and the digital. With the increased amount of screen time and digital social environments there is a need more than ever in educating students in how to be responsible, cognizant, and respectful digital citizens. This workshop is designed to help administrators examine their implementation structure and develop around digital citizenship at more of a systemic level.

Additional Note:

- 12.18.18 session will be a joint professional development session with teachers.

Safe Dates is a middle school and/or high school curriculum designed to assist adolescents with understanding differences between healthy and unhealthy or abusive relationships. Research on the program demonstrated that adolescents who received the Safe Dates program reported from 56% to 92% less dating violence victimization and perpetration than those in a control group even four years after the program. National and NYS Youth Risk Behavior Survey and other data indicate increasing trends in adolescent dating abuse. In 2017 up to 10% of NYS adolescents reported being hit, slapped or physically hurt by a dating partner. Additionally 10% reported being forced to do sexual things or to have sexual intercourse against their will. Based on the Safe Dates research, education is an effective method of prevention and intervention.

This interactive training supports implementation of the Safe Dates program with fidelity in a middle school, high school, or community program. Participants will learn information about dating violence and prevention and experience key components of the program. Safe Dates aligns with Dignity Act implementation as it addresses healthy relationships that promote a safe and supportive school environment. The cost of this training and all program materials is free for school educators in NYS as long as participants complete a brief school assessment.

NOTES:

- Lunch will be provided.

- This session is open to SCI & CSHW subscribers.

Every day our students are engaging in two realities, the human and the digital. With the increased amount of screen time and digital social environments there is a need more than ever in educating students in how to be responsible, cognizant, and respectful digital citizens. This workshop is designed to help teachers examine their implementation structure and develop around digital citizenship at more of a systemic level.

Additional Note:

- 12.18.18 session will be a joint professional development session with administrators.

This learning community will focus on the needs of elementary school physical education teachers. Participants will have the opportunity to discuss effective instructional strategies, collaborate with others, and share ideas that will improve students’ learning in physical education.

Participants will have the opportunity to view new and upcoming improvements to the OPALS system, and speak directly to company representatives about improvements and issues in the OPALS and SCOOLS systems.

This two-day session will focus on small group work through the use of learning stations. Individuals will discuss best practice in managing individual stations and rotations while keeping engagement, participation, and learning at a high level.

Outcomes:

- Develop routines that facilitate movement and productive independent work.

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

- Identify core topics and materials needed for various stations.

This learning community will focus on the needs of high school physical education teachers. Participants will have the opportunity to discuss effective instructional strategies, collaborate with others, and share ideas that will improve students learning in physical education.

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 **

Sponsored by SCI & CSHW

Do you have a group of kids that are out of control? Nothing you do seems to matter? Out of ideas and coffee? Then this roundtable is for you!

Outcomes:

This informal workshop is designed to permit educators a place to gain insight from other educators to implement behavior interventions within their classroom while discussing how the larger system of behavior support within their building supports that.

TAGS: Classroom, behavior, support, intervention

This course is designed to facilitate the planning for students who strive to achieve in the math classroom. Participants in this course will engage in activities to support students within the three learning levels based around data

Outcomes:

- Describe the three math levels of learning

- Identify characteristics of high quality assessments

- Design learning groups around interpretation of assessment data

- Create an action plan to boost growth for all learners

tags: Math, AIS, Special Education

This training provides an in-depth look at the development of a compliant goal through the present levels of performance and student evaluative data. Additional training components consist of progress monitoring such goals.

This is a time dedicated individual worktime for those who attend the Annual Goal Writing and Progress Monitoring training to work on developing, documenting and reflecting on students annual goals all while having the support, if needed, of the regional special education training specialist.

Circuitry & Electronics is the third session in the Media Library's Mini Session Series. Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Notes:

- Open to districts that subscribe to Media Library Services [504.310.100]

- Participation in the entire seven-part series is not required; please be sure to register for each of the sessions that interest you.

Understand evidenced-based practices for promoting positive behavior in young children. Topics to include: Teaching Pyramid Model, Executive Function, Function-based thinking about behavior. Time given to share ideas and resources with colleagues.

Outcomes:

- Develop strategies to help students with challenging behaviors in your classroom.

- Explore ways to help young children develop executive function skills

- Respond to challenging behaviors in ways that de-escalate the situation

Once we have prioritized and identified essential learning for all, it is critical that we have aligned assessments in place that can provide information that we need to make informed decisions that will support our learners. This session will provide an overview of effective assessment practices and design, and will provide leaders with samples of assessments that are currently being used across the region. There will also be a focus on ensuring alignment between learning intentions, success criteria, and assessment. The following critical questions will guide the work:

- How do we ensure alignment between assessment questions and tasks and identified learning intentions?

- How do we ensure alignment between scoring guides and identified learning intentions?

- How do we create deliberate learning progressions for student success with the identified learning intentions?

Outcomes:

- Explain effective assessment practices for visible learning

- Identify criteria for high quality assessment design

- Describe a process for ensuring alignment between learning intentions, success criteria, and assessment

- Develop a plan for supporting teachers in implementing effective assessment design and practices

Keyword: Leaders'PLC

The morning session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. A cultural awareness component is included and teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

The afternoon session will focus on strategies for making Math content more accessible for ELLs in the general education classroom. Methods of scaffolding and differentiating instruction and materials to make content more comprehensible for ELLs will be the main area of focus. Content specific strategies will be introduced and applied.

**Participants should bring a recent or future math lesson and an assessment from their class with them.**

PBIS Coach/Administrator Forum - Invitation Only

Outcomes:

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

The morning session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. A cultural awareness component is included and teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

The afternoon session will focus on strategies for making Science content more accessible for ELLs in the general education classroom. Methods of scaffolding and differentiating instruction and materials to make content more comprehensible for ELLs will be the main area of focus. Content specific strategies will be introduced and applied.

**Participants should bring a recent or future science lesson and an assessment from their class with them.**

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 Dome 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 must bring a device that can connect to the internet.

Outcomes:

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

- Identify potential/planned uses with students.

Additional Note:

-This session, with identical content, was previously offered on September 18, 2018 and will be offered again on February 19, 2019; see links in catalog to register for an alternate date.

Tags: planetarium

Understand evidenced-based practices for promoting positive behavior in young children. Use the behavior pathway to understand students’ function of behavior. Discuss trauma-informed responses to behavior.

Outcomes:

-Reframe approaches to challenging behaviors using function-based thinking and the behavior pathway

-Choose and teach replacement behaviors that mold students’ behavior

-Utilize appropriate data collection systems to progress monitor individual student behavior plans

-Gain strategies to de-escalate student behaviors

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

Additional Note:

- This session, with identical content, was previously offered on October 9, 2018.

tags: formative assessment, digital

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades 3-6. Focus will be on making content comprehensible for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make instruction more effective for ELLs.

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

In this series, we will be working on creating lessons/units that are aligned to the New York State Science Learning Standards. We will also be working to create assessments to accompany with those materials.

Outcomes:

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

Science, NYSSLS, NGSS, 6th grade, Earth and Space Science

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

November: Community Agency Partners

December: Transition Activities Made Easy!

January: Student Led IEP Meeting

February: Be Ready for Annual Reviews

March: Exiting Option Essentials

April: Job Exploration for Summer Employment

May: Meaningful Exam Preparation

June: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

This full day session will be devoted to examining the challenges ELLs face in mainstream content classes. Subject specific tools and strategies for Math, Science, and Social Studies will be explored and practiced. Effective approaches and best practices for making the most of the integrated ENL setting will be discussed, as well as ways to work effectively with content class teachers.

In this series, teachers will create lessons/units that are aligned to the New York State Science Learning Standards. Participants will also develop assessments to accompany the materials.

Outcomes:

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

Tags: science, NYSSLS, NGSS, 5th Grade

Understand evidenced-based practices for promoting positive behavior in young children. Use the behavior pathway to understand students’ function of behavior. Discuss trauma-informed responses to behavior.

Outcomes:

-Reframe approaches to challenging behaviors using function-based thinking and the behavior pathway

-Choose and teach replacement behaviors that mold students’ behavior

-Utilize appropriate data collection systems to progress monitor individual student behavior plans

-Gain strategies to de-escalate student behaviors

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

PBIS Study Hall

Outcomes:

This invitation-only session is an opportunity for PBIS districts within the DCMO and ONC regions to come together and complete any PBIS-related work necessary with the support of other teams and PBIS external coach, Laura Morris.

The learning community meetings will be an opportunity for MS and HS Performing Arts teachers to collaborate on the implementation of the NYS Learning Standards for the Arts. The focus of this year’s collaboration with be around Assessment & Reflection Aligned to the Standards. The teachers will have an opportunity to share ideas and resources that will improve students’ learning and performance of the standards.

The learning community meetings will be an opportunity for Elementary Performing Arts teachers to collaborate on the implementation of the NYS Learning Standards for the Arts. The focus of this year’s collaboration with be around Assessment & Reflection Aligned to the Standards. The teachers will have an opportunity to share ideas and resources that will improve students’ learning and performance of the standards.

In A Guide to the Common Core Writing Workshop, Lucy Calkins shares: “What we know about writing development is that students need extensive opportunities to write on topics they care about or learn to care about, they need explicit and sequenced instruction that helps them develop along a learning progression, and they need critical feedback that helps them know next steps.” Writing Workshop is a curricular framework that supports this powerful writing instruction. This four-part series is designed to support teachers as they implement a writing workshop framework, including districts using the Units of Study in Writing.

Part 3: Assessing and Conferring in the Writing Workshop: Critical, explicit, visible feedback moves writers forward. This session digs deeper into the writing progressions, focusing on their role in assessment and conferring.

** Participation in the entire four-part series is NOT required; please be sure to register for EACH of the sessions that interest you **

The learning community meetings will be an opportunity for Elementary Visual/Media Arts teachers to collaborate on the implementation of the NYS Learning Standards for the Arts. The focus of this year’s collaboration with be around Assessment & Reflection Aligned to the Standards. The teachers will have an opportunity to share ideas and resources that will improve students’ learning and performance of the standards.

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 many decisions each day when they enter a classroom. This professional development 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.

Outcomes:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle of learning has on student learning

- Design lessons that incorporate the principles of learning

Participation includes one on-site coaching visit that will be arranged by participants and the instructor.

Tags: effective teaching , NYS teaching standards, assessment , great teachers and great leaders APPR/teacher evaluation, motivation, brain friendly teaching

eBooks and Audiobooks is the third session in the Media Library's Mini Session Series. In this session, participants will explore the eBook and Audiobook collections provided through the Media Library service.

Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Notes:

- Open to districts that subscribe to Media Library Services [504.310.100]

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

In this workshop teachers will be looking at how picture books can be used to not only enhance literacy skills in students but also bring Science topics and activities into the elementary classroom.

Outcomes:

- Identify how the Science standards compliment the ELA standards

- Explain the components of the 5E model and how it supports student learning in Science

- Identify the components of the 5E model in lessons provided

- Design a Science lesson that incorporates the 5E model and literature

Using Educational Board Games to Teach Core Concepts is the fourth session in the Media Library's Mini Session Series. Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Notes:

- Open to districts that subscribe to Media Library Services [504.310.100]

- Participation in the entire seven-part series is not required; please be sure to register for each of the sessions that interest you.

Understand evidenced-based practices for promoting positive behavior in young children. Use the behavior pathway to understand students’ function of behavior. Discuss trauma-informed responses to behavior.

Outcomes:

-Reframe approaches to challenging behaviors using function-based thinking and the behavior pathway

-Choose and teach replacement behaviors that mold students’ behavior

-Utilize appropriate data collection systems to progress monitor individual student behavior plans

-Gain strategies to de-escalate student behaviors

This ongoing work focuses on four things: This work will focus on four things:

1. Building a regional learning community of Grade 11 social studies professionals and library media specialists who support them.

2. Promoting and supporting teacher leadership within Grade 11 social studies education.

3. Aligning instruction and assessment with the Social Studies Practices and the New York State K-12 Social Studies Framework.

4. Ensuring readiness for the changing New York State Social Studies Regents Exam in US History and Government.

Outcomes:

- Design instruction that builds student’s critical thinking and communication skills

- Design assessments aligned with the Social Studies Practices and the K-12 Social Studies Framework

- Identify a range of resources to support rigorous, inquiry driven instruction

Tags: social studies, effective teaching, inquiry learning, common core integration, technology integration, motivation, student engagement, library media, media literacy

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

February: Transition IEP Meetings

March: Exiting Options Essentials

April: Meaningful Exam Preparation

May: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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.

Evidence-Based Classroom Practices offers evidence-based strategies for increasing instructional time and student engagement, while decreasing the likelihood that problem behavior occurs.

Outcomes:

- Establish effective strategies, interventions and practices

- Self-Assess & discuss current practices for effectiveness

- Reflect & action plan for immediate implementation of:

o Expectations & rules

o Routines & procedures

o Acknowledgement systems

o Proactive consequences

Overview:

This session is designed to give participants strategies to increase student participation in the math classroom.. Participants will see how cooperative learning can promote a positive learning environment where all students are engaged and accountable. Participants will also see how to increase student discourse using multiple engagement strategies

Outcomes:

- Describe how cooperative learning and other strategies can impact engagement and accountability in the math classroom

- Design a plan to increase engagement

This training is developed in order to support the development of an Individualized Education Program. The training provides extensive information on all components of State mandated IEP consistent with laws and regulations.

This training is developed in order to support the development of an Individualized Education Program. The training provides extensive information on all components of State mandated IEP consistent with laws and regulations.

Imagine students who describe their learning as visible and say: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” This workshop series is designed as an opportunity for K-5 teachers to develop, practice, and explore the literacy skills and strategies that build the foundation of visible learning. Sessions will include defining a visible learner, learning intentions and success criteria for visible learning, teacher clarity in assessment and feedback, and tools that support the rigor and independence of visible learners.

Outcomes:

- Make the invisible work of reading and writing visible through metacognitive study

- Organize and design instruction and assessments that emphasizes specific teaching decisions and feedback

- Develop tools that support reading rigor and independence

Understand evidenced-based practices for promoting positive behavior in young children. Use the behavior pathway to understand students’ function of behavior. Discuss trauma-informed responses to behavior.

Outcomes:

- Reframe approaches to challenging behaviors using function-based thinking and the behavior pathway - Choose and teach replacement behaviors that mold students’ behavior

- Utilize appropriate data collection systems to progress monitor individual student behavior plans

-Gain strategies to de-escalate student behaviors

Imagine students who describe their learning as visible and say: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” This workshop series is designed as an opportunity for 6-8 teachers to develop, practice, and explore the literacy skills and strategies that build the foundation of visible learning. Sessions will include defining a visible learner, learning intentions and success criteria for visible learning, teacher clarity in assessment and feedback, and tools that support the rigor and independence of visible learners.

Outcomes:

- Make the invisible work of reading and writing visible through metacognitive study

- Organize and design instruction and assessments that emphasizes specific teaching decisions and feedback

- Develop tools that support reading rigor and independence

In A Guide to the Common Core Writing Workshop, Lucy Calkins shares: “What we know about writing development is that students need extensive opportunities to write on topics they care about or learn to care about, they need explicit and sequenced instruction that helps them develop along a learning progression, and they need critical feedback that helps them know next steps.” Writing Workshop is a curricular framework that supports this powerful writing instruction. This four-part series is designed to support teachers as they implement a writing workshop framework, including districts using the Units of Study in Writing.

Part 4: Building Teaching Toolkits: Effective instruction includes differentiation, rigor, and independence. This session focuses on teaching tools that support writers toward those goals such as: anchor charts, demonstration notebooks and micro-progressions.

** Participation in the entire four-part series is NOT required; please be sure to register for EACH of the sessions that interest you **

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

November: Community Agency Partners

December: Transition Activities Made Easy!

January: Student Led IEP Meeting

February: Be Ready for Annual Reviews

March: Exiting Option Essentials

April: Job Exploration for Summer Employment

May: Meaningful Exam Preparation

June: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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 Dome 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 be a participant in the Regional Science program.

*Bring a device that can connect to the internet

Outcomes:

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

- Identify potential/planned uses with students.

These meetings will provide Earth Science teachers with the opportunity to collaborate in areas of curriculum, instruction and assessment to begin transitioning to the New York State Science Learning Standards. The focus of this year's meetings will be on the development of curriculum and assessment materials, as well as a focus on a book (title TBD) to be utilized in the classroom with students.

Outcomes:

- Develop lesson strands or units that align with the 3 dimensions of the new standards.

- Collaborate on the creation of assessments that align with the new performance expectations.

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

This learning community will focus on the needs of middle and high school health education teachers. Participants will have the opportunity to discuss effective instructional strategies, collaborate with others, and share ideas that will improve students’ learning in health education.

Video & Music Production is the fifth session in the Media Library's Mini Session Series. Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Notes:

- Open to districts that subscribe to Media Library Services [504.310.100]

- Participation in the entire seven-part series is not required; please be sure to register for each of the sessions that interest you.

In this session we will overview the recent changes to the NYS Math Standards, with a focus on grades PK-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

** This session, with identical content, was previously offered on November 6, 2018 **

PBIS Coach/Administrator Forum - Invitation Only

Outcomes:

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

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

February: Transition IEP Meetings

March: Exiting Options Essentials

April: Meaningful Exam Preparation

May: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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

Additional Notes:

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

- This session, with identical content, was previously offered on November 28, 2018.

- If a coach wishes to gain certification in an additional sport while taking Coaching Course II, he or she must meet additional requirements by completing a sport-specific internship experience.

- If a coach has already completed the Theory and Techniques of Coaching course for one sport and at a later date wishes to have certification in a second sport, he or she must complete the additional requirements by completing a sport-specific internship experience. The coach does not have to take the entire Coaching Course II again, but must provide proof of previous full-course completion.

- PARTICIPANTS MUST REGISTER FOR THIS COURSE BY FEBRUARY 11, 2019. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Dates: Classes - March 4, May 16 and Resource Coach Sessions - 12 additional hours (TBD)

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.

This 30-hr. course will begin with an introductory phase in which the basic concepts common to all sports will be discussed to include the following: history of interscholastic athletics in NYS; the objectives, rules, regulations & policies of athletics, performance skills, technical information; organization & management practices. The special training and conditioning of the athletes in specific sports, the fitting of equipment, specific safety precautions and officiating methods will also be examined. An internship that will include practical experience as a coach in the specific sport and/or periods of observing other approved coaches will also be required.

** Attendance for all Sessions & Activities is MANDATORY ***

All registered participants will be sent an email asking which sport certification they are seeking in advance of the first class date.

This 30-hour course is divided into three parts:

1. Concepts Common to all sports - 6 classroom sessions on the following dates (15 hours and concluding session)

o Mar 4, 11, 18, 25, Apr 1, May 6

2. Sport-specific Certification (12 hour)

*Please note: 1 certification is included with the course; for additional certifications, please register for Coaching Course II - Additional Sport Certification ONLY session in MLP

o This includes three 3-hour sessions with a resource coach from your specific sport. You will be provided with a resource coach and will meet with him or her.

o Each participant is required to participate in an internship experience. The requirements of this experience will be discussed during one of your classroom sessions. This work is expected to take 3 hours and will be completed on your own time.

3.Concluding Classroom Session (3 hours) - May 6

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.

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

November: Community Agency Partners

December: Transition Activities Made Easy!

January: Student Led IEP Meeting

February: Be Ready for Annual Reviews

March: Exiting Option Essentials

April: Job Exploration for Summer Employment

May: Meaningful Exam Preparation

June: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

In this series workshop participants will learn about worm composting and gardening implementation in the classroom. They will be given educational materials for their own learning on these topics as well as practical uses in the class. The activities will be aligned to the NYS Science Learning Standards.

Outcomes: - Discuss potential implementation of worm composting and/or gardening in the classroom.

- Identify the resources needed for these activities as well as the classroom procedures that will be necessary for implementation.

Additional Note:

- This session, with identical content, was previously offered on October 19, 2018.

Tags: Science, NYSSLS, NGSS, Composting, Gardening

This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainer will provide updated memos, policy, and regulations all while providing a refresher on topics such as, but not limited to; the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

This workshop is designed to deepen a school principal’s understanding of the Special Education process as supported through educational law and regulations. Training information will included, but not limited to: updated NYSED special education policy/guidance, foundations of Special Education, overview of CSE process, and continuum of service.

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

** This session, with identical content, was previously offered on October 11, 2018 **

In this workshop participants will learn about Science notebooks and why they are a powerful tool for use in the classroom. Participants will see examples of notebooks from classrooms as well as have time to develop and design their own.

Outcomes:

- Discuss the process and procedures that will work best in their class/grade level.

- Identify the benefits of using Science notebooks in the class.

- Develop their plan for implementation and use.

Additional Note:

- This session, with identical content, was previously offered on October 23, 2018

Tags: Science, NYSSLS, NGSS, Science Notebooks

Once the essential learning has been prioritized and there are assessments in place, teams will be meeting to make instructional decisions that will advance learning for their students. Additionally, an essential component of students taking on the learning is that the students themselves are assessment capable. We will discuss ways to help students better take on their own learning so that they can identify what it is they are learning, what it means to be successful, where they are currently, and what are their next steps. Leaders must think about how they will support their team and develop a plan to monitor the following critical questions :

- How will we respond when students don’t learn?

- How will we respond when students do learn?

- How will we help our students be assessment-capable learners?

Outcomes:

- Define assessment-capable learners

- Describe strategies for developing assessment-capable learners

- Explain structures that can support a wide variety of students needs as identified by assessments

- Develop a plan for supporting teams as they use assessment to inform instruction, and plan supports for a wide range of student needs

Keyword: Leaders'PLC

This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainer will provide updated memos, policy, and regulations all while providing a refresher on topics such as, but not limited to; the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

This workshop is designed to deepen a school principal’s understanding of the Special Education process as supported through educational law and regulations. Training information will included, but not limited to: updated NYSED special education policy/guidance, foundations of Special Education, overview of CSE process, and continuum of service.

Indicator 13 is a district self-review process in which IEPs of transition age students are evaluated for compliance. ONC BCOES School districts engaged in Indicator 13 review for the 2019-2020 school year are: Milford, Morris

Outcomes:

- Participants will review the transition components of their own IEPs and benchmark their results

PBIS Study Hall

Outcomes:

This invitation-only session is an opportunity for PBIS districts within the DCMO and ONC regions to come together and complete any PBIS-related work necessary with the support of other teams and PBIS external coach, Laura Morris.

Revisit key elements of Focus on Effective Teaching! This day is designed for those who have completed one of our Focus on Effective Teaching Cohorts in the past and want this opportunity to both “brush up” on the targeted decision making of the Focus on Effective Teaching course and consider how that essential work is reflected in their daily instructional practice.

Outcomes:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle of learning has on student learning

- Describe how Focus on Effective Teaching principles are reflected in current individual teacher practice

Tags: effective teaching , NYS teaching standards, assessment , great teachers and great leaders APPR/teacher evaluation, motivation, brain friendly teaching

What is the difference between writing with technology and digital writing? This one-day session reimagines the “technology-writing” relationship as a new lens in literacy. Participants will consider how the linguistic, technological, and socially-situated shifts in technology have broadened how we write, and rethink traditional literacy practices.

Outcomes:

- Define the implications of a digital world on what it means to be a writer and what “digital writing” is

- Practice digital writing

- Differentiate between writing with technology vs digital writing

- Re-design writing in your classroom

This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainer will provide updated memos, policy, and regulations all while providing a refresher on topics such as, but not limited to; the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

This workshop is designed to deepen a school principal’s understanding of the Special Education process as supported through educational law and regulations. Training information will included, but not limited to: updated NYSED special education policy/guidance, foundations of Special Education, overview of CSE process, and continuum of service.

Stanford’s d.school puts design to work through Design Thinking, described as: “building on methods from across the field of design to create learning experiences that help people unlock their creative potential and apply it to the world.” In this one-day session, participants will live the Design Thinking process and apply the structure to an instructional framework, focusing on possibilities in Robotics and writing.

Outcomes:

- Identify writing skills and standards

- Write a program for a robot

- Experience the d.school Design Thinking process

- Integrate information, argument, & narrative writing and robotics

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

November: Community Agency Partners

December: Transition Activities Made Easy!

January: Student Led IEP Meeting

February: Be Ready for Annual Reviews

March: Exiting Option Essentials

April: Job Exploration for Summer Employment

May: Meaningful Exam Preparation

June: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

Graphic Novels in the Classroom is the sixth session in the Media Library's Mini Session Series. Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Notes:

- Open to districts that subscribe to Media Library Services [504.310.100]

- Participation in the entire seven-part series is not required; please be sure to register for each of the sessions that interest you.

This session will provide an introduction to the concepts and systems necessary to utilize Functional Behavior Assessments and Behavior Intervention Planning (FBA-BIP) to support students with challenging behavior. These sessions will focus specifically on the processes and tools needed to assist coaches, facilitators and problem-solving teams in planning, implementing, and evaluating FBA-BIP.

Outcomes:

Participants will:

- Review NYS Regulations

- Define behavior and the purpose it serves

- Practice developing hypotheses statements

- Examine data collection tools & web-related resources

- Review district forms for critical elements

- Utilize a competing behavior pathway to align function of behavior to interventions

- Examine & discuss intervention ideas for replacement behaviors

- Examine tools for progress monitoring

- Action plan for next steps for a team approach

This session will provide an introduction to the concepts and systems necessary to utilize Functional Behavior Assessments and Behavior Intervention Planning (FBA-BIP) to support students with challenging behavior. These sessions will focus specifically on the processes and tools needed to assist coaches, facilitators and problem-solving teams in planning, implementing, and evaluating FBA-BIP.

Outcomes:

Participants will:

- Review NYS Regulations

- Define behavior and the purpose it serves

- Practice developing hypotheses statements

- Examine data collection tools & web-related resources

- Review district forms for critical elements

- Utilize a competing behavior pathway to align function of behavior to interventions

- Examine & discuss intervention ideas for replacement behaviors

- Examine tools for progress monitoring

- Action plan for next steps for a team approach

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

February: Transition IEP Meetings

March: Exiting Options Essentials

April: Meaningful Exam Preparation

May: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

This training is developed in order to support the development of an Individualized Education Program. The training provides extensive information on all components of State mandated IEP consistent with laws and regulations.

This training is developed in order to support the development of an Individualized Education Program. The training provides extensive information on all components of State mandated IEP consistent with laws and regulations.

In this workshop participants will engage in multiple STEM activities that can be replicated in the classroom. The activities will be aligned to the NYS Science Learning Standards.

Additional Note:

- This session, with identical content, was previously offered on October 15, 2018

Tags: Science, Math, STEM, Engineering, NYSSLS, Next Generation Math Standards

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

November: Community Agency Partners

December: Transition Activities Made Easy!

January: Student Led IEP Meeting

February: Be Ready for Annual Reviews

March: Exiting Option Essentials

April: Job Exploration for Summer Employment

May: Meaningful Exam Preparation

June: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

Augmented Reality is the seventh and final session in the Media Library's Mini Session Series. Participants will engage in an intensive half-day session that introduces Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Additional Note:

- Open to districts that subscribe to Media Library Services [504.310.100]

- Participation in the entire seven-part series is not required; please be sure to register for each of the sessions that interest you.

PBIS Study Hall

Outcomes:

This invitation-only session is an opportunity for PBIS districts within the DCMO and ONC regions to come together and complete any PBIS-related work necessary with the support of other teams and PBIS external coach, Laura Morris.

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

Outcomes:

Participants will:

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

- Explore key resources related to the standards.

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

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

TOPICS for 18-19:

September: Transition 101

October: Transition Assessment Basics

February: Transition IEP Meetings

March: Exiting Options Essentials

April: Meaningful Exam Preparation

May: Exit Summaries

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition