Chairs: Kelli Parsons (Deposit), Bob Rodgers (Newark Valley)

* No meeting scheduled in April*

Overview:

This is a make-up session for those who weren't able to attend the August Acceleration sessions that took place on August 5-6 (K-1) and August 15-16 (2-8).

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 2019-2020.

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

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

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

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

Overview:

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

Co-chairs: Hannah Elwyn (CF), Jennifer Yurko (M-E)

Chairs: Heath Georgia (Owego-Apalachin), Jeff Salasny (Windsor)

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

Outcomes:

- Identify Media Library Resources and how to borrow them

- Develop a plan for implementation of these resources in your programs/create at least one of more of the tools demonstrated

- Contribute/have access to a regional collection of resource lessons

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Chairs: Eric Attleson (CV) and Kevin Strahley (Windsor)

Engineering is the second session in the Media Library's Mini Session Series. Participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Outcomes:

- Identify Media Library Resources and how to borrow them

- Develop a plan for implementation of these resources in your programs/create at least one of more of the tools demonstrated

- Contribute/have access to a regional collection of resource lessons

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Overview:

Learn the ins and outs of the IXL Math platform. We will discuss best practices in using the platform during instructional time and general platform functionality.

Outcomes:

- Identify best practices in using IXL in the classroom

* This session with identical content is also offered on February 3, 2020. *

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

In this course 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 sessions 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

PRIORITY AREA: Standards & Curriculum

These after school regional roundtable sessions will:

1. Serve as a conduit of relevant information about teaching and learning social studies in New York State

2. Provide a forum for teachers to share best practice aligned with the NYS K-12 Social Studies Framework and the Social Studies Practices

3. Promote and support teacher leadership in secondary social studies instruction

4. Maintain a regional community of those who teach and support secondary social studies

Outcomes:

- Design rigorous instruction and assessment aligned with the 6-12 NYS Social Studies Framework and the Social Studies Practices

- Develop a network of learning and sharing best practices

- Use a range of resources to support teaching and learning of the social studies

PRIORITY AREA: Instructional Practices / Pedagogy

In this half-day offering, anyone who wants to learn more about English Language Learners (ELLs) will:

- Build knowledge about the culturally-responsive and sustaining framework that supports teachers' interactions with & understanding of ELLs.

- Analyze the impact that the language acquisition process has on students' learning.

- Understand the New York State regulations that guide placement and programming for ELLs.

- Apply the information learned in a way that is applicable to their practice.

This sessions, with identical content, is also offered on March 26, 2020.

This session introduces participants to NYSED's Culturally Responsive-Sustaining Education (CR-SE) Framework which was released in Spring 2019. Participants will:

- Analyze definitions and elements of culture.

- Understand the vision and history that formed the development of the CR-SE Framework.

- Evaluate the Four Principles and apply them to our practice.

- Construct goals that integrate the 3 Mindsets.

- Create a plan to introduce the Framework to students.

This session, with identical content, is also offered on March 26, 2020.

These meetings provide additional support for instructional coaches who previously participated in the Instructional Coaching Academy- Year 1. Coaches will participate in group discussions of various current coaching topics to support their developing skills as instructional coaches. There will be opportunities to try different coaching models and practice of coaching conversations to meet different levels of teacher needs. Additionally, coaching teams will receive customized support for their work in their districts.

Outcomes:

- Participate in roundtable discussion about current coaching topics

- Conduct coaching feedback conversations

- Apply analysis of student data to planning for coaching conversations

- Refine use of norms for collaboration in coaching conversations including use of language differentiated for working with teachers who have varying degrees of receptiveness.

- Identify additional strategies for the coaching toolkit to support teachers' skills with teaching to an outcome, student engagement, checking for understanding, and questioning.

- Compare various research-based coaching models and protocols, implementing models most appropriate for respective districts and classrooms

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

* * Prerequisite: completion of Instructional or Literacy Coaching Academy- Year 1 or 2

PRIORITY AREA: Leadership & Systems

Teenage students benefit from positive, proactive behavior management strategies and training in social-emotional skills. Participants will gain evidence-based strategies to help high school students gain these skills in the classroom.

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors.

- Create targeted interventions for students with social-emotional needs.

PRIORITY AREA: Social Emotional Learning

This is a year-long session via the Schoology platform. Teachers will create, implement, and reflect on the experience of using the tool with students either for instructional presentations, formative assessments, or content creation. Each platform explored, implemented and written up by the teacher will count as one professional development / CTLE hour (up to 6 hours).

Outcomes:

- Implement new technologies into classroom instruction

- Design learning experiences that incorporate technologies into instruction

- Identify ISTE Standards associated with lessons

PRIORITY AREA: Instructional Technology & Resources

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers, K-5. 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 coaching for participating teachers is included.

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

Outcomes:

- Revise assessment plan 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

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

In this course 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

PRIORITY AREA: Standards & Curriculum

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.

PRIORITY AREA: Instructional Practices / Pedagogy

This is a meeting for districts who are interested in participating in the BT BOCES Regional consortium for the State Seal of Biliteracy in 19-20. Participants will have an opportunity to review and update the regional plan and discuss strategies for supporting students as they work towards earning the Seal of Biliteracy.

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers, K-5. 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 coaching for participating teachers is included.

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

Outcomes:

- Revise assessment plan 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

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

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

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Describe basics functions of a Chromebooks

- Create and share files in the G Suite

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

- Design a lesson plan for immediate implementation.

PRIORITY AREA: Instructional Technology & Resources

Educators understand the benefits of social emotional skill training in today's classrooms. Come and explore how to implement NYSED's SEL benchmarks with your students.

Outcomes:

- Explore NYSED Social Emotional Learning Benchmarks.

- Understand the benefits of explicitly teaching social skills to your students.

- Develop a plan to utilize the SEL Benchmarks in your classroom.

PRIORITY AREA: Social Emotional Learning

Creating civically active students is a major component of NYS K-12 Social Studies Framework. During this workshop, participants will design a civic action project that engages students, uses relevant technology, and aligns with the social studies practices. Projects will focus on defining civic action, establishing a civic voice, and impacting the local community.

Outcomes:

- Design a civic engagement project that builds student's critical thinking and communication skills

- Develop a project that aligns with the Social Studies Practices, the K-12 Social Studies Framework, and includes principles of design thinking/PBL

- Create criteria and feedback that will be used by teachers and students to assess and revise work

- Use technology to give voice to students and communicate with an authentic audience

- Develop curricular and community partnerships

PRIORITY AREA: Instructional Practices / Pedagogy

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, especially in the area of targeted explicit instruction in comprehension. 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 coaching for participating teachers is included.

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

Outcomes:

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

---- Design multi-component instruction incorporating new evidence-based practices

- 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

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

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

PRIORITY AREA: Standards & Curriculum

This three-part series will continue the work started last year to identify areas of alignment between middle school/high school research expectations and college-level research. Participants will engage in collaborative conversations with college-level library staff to define college-level research expectations and identify gaps; teacher/librarian pairs will collaboratively design a research project.

Outcomes:

- Identify and describe skills gaps between MS/HS students and college-level research expectations

- Design and implement an interdisciplinary, collaborative research project.

Note: Paired or team library/content area teacher participation is recommended.

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriclulum

This 1-½ day session is focused around guided math and small group work in the math classroom. Individuals will discuss best practices in managing individual and small group work while keeping engagement 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 session with identical content is also offered on January 9/March 5, 2020. *

PRIORITY AREAS: Instructional Practices & Pedagogy, Instructional Technology & Resources

Do you want to know more about the use of classroom circles? Come and learn about the potential of circles to support relationship building and community in your classroom! Participants will learn where circle work and circle keeping fits in with initial implementation of Restorative Practices. They will also participate in circle work and be introduced to circle keeping protocols and prompts.

Outcomes:

- Explain what circle is and where it fits in within Restorative Practice work

- Describe specifics of initiating circle practice

- Use circle keeping protocols and prompts as an adult circle participant

PRIORITY AREA: Social Emotional Learning

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

PRIORITY AREA: Standards & Curriculum

A regional leadership group designed to get districts together to share best instructional practices. This group will design implementation plans for statewide, regional, and district initiatives as well as create supports needed for the teachers of our region.

Objectives:

- Coordinate district, regional, and state initiatives

- Define and plan professional development in home district.

- Identify opportunities for professional growth.

- Create and share effective teaching practices for the math classroom.

PRIORITY AREA: Standards & Curriculum

Research has shown that strong family-school partnerships promote student success. Clarity and professionalism are essential components of engaging in effective communication with parents and the school community at large. In this session, participants will have an opportunity to identify the qualities of effective communication, discuss essential elements of professionalism, and explore strategies and tools for creating constructive home-school connections.

Outcomes:

- Participants will identify the benefits of strong home-school connections

- Participants will discuss key attributes of professionalism

- Participants will learn tools for effective communication

- Participants will create an action plan for home-school communication

Priority Area: Instructional Practices / Pedagogy

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

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

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

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

** Daily Breakfast and Lunch Included **

In this three-part series, teachers will learn In-Class flipped learning pedagogy, build a lesson, implement the lesson, and reflect on their experience. This workshop will provide teachers a new way of thinking around designing more relevant learning experiences for students.

Outcomes:

- Explain the differences between In-Class Flip Model and Station Based Learning

- Create an In-Class Flipped Lesson

- Identify where In-Class Flipped learning makes the most sense in curriculum

- Create instructional Videos

- Identify technology platforms that will assist with In-Class Flipped Learning

PRIORITY AREAS: Instructional Practices / Pedagogy; Instructional Technology & Resources

Overview:

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

Outcomes:

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

- Sharing innovative instructional approaches

- Discovering how to deploy technology to support student learning

- Practicing progressions of learning that make learning engaging and impactful

Tags: Science, Conference, NYSSLS

Are you facilitating professional development in your district? 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. Each participant will have an opportunity to plan and deliver a short professional development session (outside of the two and a half days) and receive feedback.

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 development for a specific audience

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

PRIORITY AREA: Leadership & Systems

Are you facilitating a team of colleagues focused on student learning? This series is designed to support teachers who are leading others in conversations for the purpose of refining instructional practice and improving student achievement. Participants will examine the collaborative team process, including the content of the work and strategies for guiding successful teams, as well as the role and design of effective assessment and strategies for group analysis of assessment. Application will be made as participants implement ideas with their respective collaborative teams.

Outcomes:

- Define collaboration and the work that collaborative teams prioritize

- Describe and apply strategies for assisting teams as they undertake collaborative learning-focused work

- Describe design principles for effective formative assessment

- Identify the critical look-fors of effective data driven dialogue among teams - Explain protocols for effective data driven dialogue

- Facilitate data conversations for team instructional planning

- Apply principles of data driven instruction to formative assessments, including the use of digital tools

- Identify strategies for effectively responding to learners' needs

- Apply the "look-fors" and "ask-abouts" for collaboration to self-assess and identify next steps for local teams

PRIORITY AREA: Leadership & Systems

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. Participants need to be able to attend all four sessions.

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

PRIORITY AREA: Instructional Practices / Pedagogy

In this half-day offering, administrators will:

- Build knowledge about the culturally-responsive and sustaining framework that supports teachers' interactions with & understanding of ELLs.

- Analyze the impact that the language acquisition process has on students' learning.

- Understand the New York State regulations that guide placement and programming for ELLs.

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

Participants in this two part session will take a deep dive into all of the tools available in BrainPop. By creating your own account and student accounts, BrainPop can be utilized to not only watch the videos but also allows teachers to create their own assessments, students can create concept maps around the content, develop their own BrainPop style movie and so much more! Participants will learn about new features, put them into action in their classrooms and then come back to not only share out but also learn about additional features!

Outcomes:

- Create an educator BrainPop account and classes to have your students join.

- Identify at least 1 topic area to focus on for lesson development.

- Develop assignments and assessments for use in the classroom.

** This two-day series, with identical content, will be offered again on March 10 and April 22, 2020; see link in catalog to register for this alternate offering. **

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

In these sessions 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 sessions 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

PRIORITY AREA: Standards & Curriculum

Calling all Spanish teachers! Join us for a two part series on utilizing BrainPop in your Spanish classes. In addition to the wonderful videos from BrainPop, there are many new tools and features that make BrainPop Esp more engaging and relevant for classroom use.

Outcomes:

- Create an educator BrainPop account and classes to have your students join.

- Identify at least 1 topic area to focus on for lesson development.

- Develop assignments and assessments for use in the classroom.

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

These sessions are designed to facilitate Regional Pre-K Lead Teachers conversations and share best practices for instruction.

Objectives:

- Develop instructional plans based around the needs of our students.

- Create and share techniques to differentiate instruction for all learners.

- Integrate instructional technology into the math classroom.

PRIORITY AREA: Standards & Curriculum

Engage with your colleagues in learning that is exclusively for Preschool teachers and administrators. Come to this recurring group to hone your skills.

Outcomes:

- Explore evidence based practices for young children

- Develop strategies to respond to challenging behaviors

PRIORITY AREAS: Instructional Practices / Pedagogy; Social Emotional Learning

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

Objectives:

- Develop plans for regional and district professional development

- Identify opportunities for professional growth

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

New York State's Next Generation Standards are intended to function in preparation for students to become lifelong learners and thinkers, as well as active participants in civil, community and professional endeavors. Therefore, the ability to comprehend, analyze and respond to argument are skills necessary for both standardized testing and beyond. This series of sessions will build participants' knowledge around the reading and writing of argument, and focus on how these skills appear within and across English and Social Studies standards.

Session 1: What is argument?

In this session, participants will establish a clear definition for effective argument no matter the discipline you teach.

Session 2: Argument Across Disciplines

In this session, participants will identify where argument skills thread through Social Studies and English, and what practical application of those practices might look like.

Session 3: Argument Within Disciplines

In this session, participants will use their knowledge of argument to identify skills that are specific to their disciplines, as well as practical classroom application.

Session 4: Unit Design

In this session, participants will design both interdisciplinary and discipline-specific instruction around argument.

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

Participants will learn and share with colleagues to gain evidence based strategies for success in your 6:1:1, 8:1:1, 12:1:1, or 15:1:1 class.

Outcomes:

- Understand strategies to structure your classroom for success

- Develop plans to teach positive behaviors

- Discuss evidence based practices for students with disabilities

- Cultivate supportive collegial connections

PRIORITY AREAS: Instructional Practices / Pedagogy; Social Emotional Learning

At a certain level, all readers do the same thing no matter what they are reading (decoding, etc) but at a certain point, the reading becomes more specialized to math and "math reading". In this course, participants will explore strategies that support math literacy to enhance problem solving.

Objectives:

- Describe what it means to be content literate vs discipline literate

- Identify strategies to promote problem solving and math literacy in the classroom

- Identify characteristics of text complexity within math problems

PRIORITY AREA: Standards & Curriculum

In this half-day offering, participants will learn basic linguistic vocabulary and apply strategies for using word structure to help ELLs understand and use word structure to facilitate reading comprehension.

According to Kieffer & Lesaux (2007), "An understanding of word structure can be a powerful tool for students faced with the daunting task of acquiring academic vocabulary." In this interactive professional learning experience, participants will learn basic linguistic terminology and learn how to help students understand and use word structure in reading comprehension using morphology.

This sessions, with identical content, is also offered on March 19, 2020.

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.

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

Overview:

Through the ISTE Certification process, educators will participate in an eight week blended learning cohort based on the ISTE Standards and transformative pedagogy. After completing the blended learning course, participants will have six months to apply their learning and compile artifacts and reflections into a competency-based portfolio to earn ISTE Certification. Content will be taught in the following four modules: Designing For Diversity; Personalized Learning & Alternative Assessments; Digital Learning Environments: Design Thinking & Computational Thinking; and The New Digital Citizenship.

- Attend in-person two-day workshop

- Complete an 8 week online course

- Prepare and submit an e-portfolio to ISTE for review (6 months to complete) - the educator will be provided access to a certification portal where participants can get feedback from their cohort while preparing their portfolio of artifacts and reflections.

- Once submitted, ISTE Certification Evaluators will review the artifacts. Those who successfully meet the certification will become ISTE Certified Educators.

PRIORITY AREA: Instructional Technology & Resources

**BT BOCES will initiate billing following the registration deadline.**

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

- Explore the new ESIFC and work to develop aligned lessons, assessments and strategies

PRIORITY AREA: Leadership & Systems

Board Games is the third session in the Media Library's Mini Session Series. Participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Outcomes:

- Identify Media Library Resources and how to borrow them

- Develop a plan for implementation of these resources in your programs/create at least one of more of the tools demonstrated

- Contribute/have access to a regional collection of resource lessons

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This first, of five, half-day session will provide you with further practice and collaboration around Interactive Modeling.

In this session, participants will discuss academic, social-emotional, and classroom skills that can be effectively taught through interactive modeling. Time will be given for collaboration with colleagues and creation of interactive modeling plans to utilize with your students.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

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

Other sessions in the series include:

- Teacher Language [November 22, 2019]

- Morning and Closing Meetings [December 13, 2019]

- Responding to Misbehavior [January 24, 2020]

- Engaging Academics [February 28, 2020]

PRIORITY AREA: Social Emotional Learning

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

Notes:

- Participants MUST bring a device.

- Lunch will be provided.

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards and Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Instructional Technology & Resources

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

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

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. Additionally, we will share ideas and artifacts from the work with teachers and coaches.

These sessions are offered in collaboration with Binghamton University's Education Dept.

Outcomes:

- Explain implications for supporting teachers and students from current research

- Collaborate with teachers to create/refine a formative data system

- Identify some action steps for working with your teachers moving forward this year

- In collaboration with the BT BOCES Acceleration Team, design a district plan for the systemic implementation of the key principles of the new learning.

---- Inform data-driven instructional practices

---- Create/refine a communication system among shared providers of children

---- Identify a current and multi-year plan to build expertise of teachers

---- Refine scheduling to improve access to instruction

PRIORITY AREA: Leadership & Systems

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

These ongoing, roundtable groups will focus on the practical implementation of the new American Association of School Librarians (AASL) National Standards and revised Empire State Information Fluency Continuum, particularly through the lens of content area practices and media literacy/digital citizenship. Librarians will leave with strategies to embed these standards and practices into their lessons, explore and share resources, and engage in collaborative conversations with their regional peers.

Outcomes:

- Design instruction that builds student's critical thinking, research, and communication skills

- Design collaborative opportunities that are aligned to content area practices

- Explore Media and Digital Literacy resources, guidance, and curriculums

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

PRIORITY AREA: Standards & Curriclum

These ongoing, roundtable groups will focus on the practical implementation of the new American Association of School Librarians (AASL) National Standards and revised Empire State Information Fluency Continuum, particularly through the lens of content area practices and media literacy/digital citizenship. Librarians will leave with strategies to embed these standards and practices into their lessons, explore and share resources, and engage in collaborative conversations with their regional peers.

Outcomes:

- Design instruction that builds student's critical thinking, research, and communication skills

- Design collaborative opportunities that are aligned to content area practices

- Explore Media and Digital Literacy resources, guidance, and curriculums

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

PRIORITY AREA: Standards & Curriculum

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 that are currently occurring in their districts.

Outcomes:

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

tags: technology leaders, technology

PRIORITY AREA: Leadership & Systems

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, will be offered again on February 5, 2020.

PRIORITY AREA: Standards & Curriculum

The advent of the 24-hour news cycle, citizen journalism and an increased reliance on social media as a trusted news source has had a profound effect not only on how we get our news, but also on how we evaluate sources of information, share that information and interact with others in online communities. When these issues are coupled with the "fake news" industry that intentionally spreads false stories designed to go viral, educators are left facing a new and challenging landscape. This workshop, based on Jennifer's corresponding book, will help educators address these new realities.

Outcomes:

- Identify instructional strategies for combating fake news, including models for evaluating news stories with links to resources on how to include lessons on fake news in your curricula.

*Lunch Provided

PRIORITY AREA: Instructional Practices / Pedagogy

In these sessions 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 sessions 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

PRIORITY AREA: Standards & Curriculum

For those already trained in the planetarium, join us in our new regional collaboration to learn more about the features of the planetarium, including our brand new software the Universal Console. The console will allow for easier navigation throughout the galaxy! During these days, participants will also share how they utilize the planetarium in their classes as well as having time to collaborate, create and share new lessons. The planetarium will be available for use during these days to help facilitate content creation as well as time to continue learning the new software.

Outcomes:

- Create and develop lessons utilizing the new planetarium.

- Explore the Universal Console, new software for the planetarium.

- Collaborate with educators from across the region that use this resource.

NOTES:

- To participate in this group, you must have been previously trained on the new Planetarium system.

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

PRIORITY AREA: Instructional Technology & Resources

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

Overview:

This two-session PD will be dedicated to collaborating with others in your field to identify successful blended learning strategies. Participants will learn best practice that apply both to online learning and online classroom management.

Outcomes:

- Identify best practices with new and existing technologies

PRIORITY AREA: Instructional Technology & Resources

Overview:

Participants will discuss current shifts and alignments to the World-Readiness Standards for Learning Languages (ACTFL). We will examine ACTFL Can-Do Statements and how they support content and instructional practices; also understand how tasks can be designed in Interpersonal, Interpretive and Presentational modes to introduce new themes and connect to previous content. Additionally, participants will create exemplar tasks that can be used as stand-alone activities and in Integrated Performance Assessments (IPAs) for current/upcoming units.

Please bring a computer and unit of study for reference.

This session will be held in collaboration with the November World Language Digital Learning PLC.

In this session, teachers will learn how to integrate virtual reality (VR) into their curriculum by creating their own interactive 360 tours using Tour Creator and publishing to Poly. The tours created by teachers can also be used with the Google Expeditions kit. The created tours can then be implemented at a station.

Outcomes:

- Describe potential benefits of using VR to support curricular objectives.

- Create 360 interactive tours using own images, 360 images, or Google Street View.

- Add tours to their Google Expeditions.

- Share finished product using VR.

Please note: Teachers must have desktop, laptop, or Chromebook-type devices to create a tour. However, to view tours, any device may be used (iPad, desktop, laptop, Chromebook).

This session, with identical content, is offered on May 14, 2020.

PRIORITY AREA: Instructional Technology & Resources

Join us for a two day workshop to see what BrainPop ELL can do for you and your English Language Learners! Having so many tools to utilize, these sessions will walk you through the steps to create your own class on BrainPop, learn how to make your own assessments and see all the highly engaging and interactive tools your students can use to learn English!

Outcomes:

- Create an educator BrainPop account and classes to have your students join.

- Identify at least 1 topic area to focus on for lesson development.

- Develop assignments and assessments for use in the classroom.

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

In these sessions 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 sessions 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

PRIORITY AREA: Standards & Curriculum

What do Trauma, Brain Development, and Behavior have in common? They're connected! Come and discover how you can help students who have experienced trauma to find success in your classroom.

Outcomes:

- Understand how Executive Function skills develop

- Explore how Trauma hinders the development of Executive Function Skills and how school professionals can help remediate this

- Utilize Function Based Thinking to support students with challenging behavior

PRIORITY AREA: Social Emotional Learning

This ongoing work focuses on: 1. Integrating social studies in a meaningful way into curriculum and instruction

2. Aligning relevant social studies learning experiences to the K-5 NYS Social Studies Framework and the Social Studies Practices

3. Building a regional learning community of K-5 teachers and library media specialists who support them.

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

PRIORITY AREA: Instructional Practices / Pedagogy

Overview:

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

Outcomes:

- Define Formative Assessment

- Identify differences between procedural vs learning

- Identify characteristics of high quality formative assessment

- Justify new student learning targets based on data

- Design Digital Formative Assessments

- Identify and label critical attributes of designed formative assessments

* This session with identical content is also offered on May 6, 2020. *

PRIORITY AREA: Instructional Practices / Pedagogy

In this two day collaboration participants will be reviewing the NYS Science Learning standards, identifying the changes that will impact their teaching as well as working together to create lessons/activities that are aligned to the new standards.

Outcomes:

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

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

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

- Create a plan for the continued work and meetings that we hold.

Note:

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

PRIORITY AREA: Standards & Curriculum

In this full day session participants will take a deep dive into Schoology Enterprise. This will include Schoology and Google Drive workflows, Schooltool/ PowerSchool/Eschoolplus gradebook passback, assessments and many other features. Participants must have Schoology Enterprise to attend.

Outcomes:

- Identify best practices in utilizing Schoology Enterprise

PRIORITY AREA: Instructional Technology & Resources

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.

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

Outcomes:

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

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

PRIORITY AREA: Standards & Curriculum

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

Participants will examine how positive relationships influence student performance in the classroom. The session will focus on practical strategies that participants can implement readily in their classrooms to build relationships with students.

Outcomes:

- Explain the impact of positive relationships on student achievement

- Describe strategies to foster positive student relationships

Priority Area: Instructional Practices / Pedagogy

Green Screens is the fourth session in the Media Library's Mini Session Series. Participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Outcomes:

- Identify Media Library Resources and how to borrow them

- Develop a plan for implementation of these resources in your programs/create at least one of more of the tools demonstrated

- Contribute/have access to a regional collection of resource lessons

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

Coding and Robotics is the fifth session in the Media Library's Mini Session Series. Participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

Outcomes:

- Identify Media Library Resources and how to borrow them

- Develop a plan for implementation of these resources in your programs/create at least one of more of the tools demonstrated

- Contribute/have access to a regional collection of resource lessons

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This second, of five, half-day session will provide you with further practice and collaboration around Teacher Language.

Participants will discuss Reinforcing, Reminding, and Redirecting language and their applications in the classroom. Practice in choosing and utilizing each type of language will be the focus of this session.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

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

Other sessions in the series include:

- Interactive Modeling [previously offered on October 25, 2019]

- Morning and Closing Meetings [December 13, 2019]

- Responding to Misbehavior [January 24, 2020]

- Engaging Academics [February 28, 2020]

PRIORITY AREA: Social Emotional Learning

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 - 5 classroom sessions on the following dates (15 hours)

o December 2, 4, 9, 11, 16

2. Sport-specific Certification (12 hours)

*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) - January 22

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 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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

This two day series is intended to support ongoing implementation of the collaborative research projects developed in the 2018-2019 High School to College Connection series. Prerequisite: Participation in Y1

Emphasis & Action

- Day 1: Revise and/or extend collaborative research projects

- Day 2: Reflect on continued partnership plans between college librarians, school librarians, and content-area teachers

PRIORITY AREA: Instructional Practices / Pedagogy

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. 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:

- 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.

PRIORITY AREA: Standards & Curriculum

This workshop walks participants through the process of analyzing the techniques that make for good storytelling, interviewing and podcasting. The activities culminate in students producing their own original podcasts.

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Instructional Technology & Resources