OVERVIEW:

Designed for grades 4-12 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

- BOCES will order and distribute materials at the training session.

OVERVIEW:

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

The course includes the basic philosophy and principles as integral parts of physical education and general education; State, local and national regulations and policies related to athletics; legal considerations; function and organization of leagues and athletic associations in New York State; personal standards for the responsibilities of the coach as an educational leader; public relations; general safety procedures; general principles of school budgets, records, purchasing and use of facilities.

This 45-hour course includes two parts:

- Eight (8) three-hour classroom sessions (24 hours)

- Seven (7) three-hour online sessions (21 hours)

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. See itemized course schedule below.

Cost: $425

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.

Districts will need to print Word Connections Materials prior to taking the training (Teacher manual and student workbook) using the links below:

Teacher manual: https://drive.google.com/file/d/11EBK8ZP5JqVrOS9Rbhy3OBcMEwPyp-Vc/view?usp=sharing

Student manual: https://drive.google.com/file/d/1KjtMfj4a8XvcV9-Brdv40965JMnhL4d3/view?usp=sharing

As participants register, digital materials will be emailed. Participants will all need materials prior to taking the asynchronous training.

LEARNING OUTCOMES:

- Explain Word Connections' approach to teaching multisyllabic word reading

- Explain the structure of the Word Connections' lessons and the design for transfer of learning

- Practice instructional routines with Word Connections materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation

This training is intended for RISE GRANT Teachers (4-7) or TUTORS (CF, Dep, Gre, Harp, JC, NV, Sid, UE, WP, Win)

OVERVIEW:

As mindful educators we will practice strategies to help ground ourselves during stressful situations and build our resilience as we learn to pay attention to our thoughts and bodies. Calm, connected educators create learning spaces that allow students to feel safe and supported. Each week we will learn about everyday mindfulness and how to keep going and weave mindfulness into your daily life through formal and informal practices.

OUTCOMES:

- Create a routine to practice mindfulness formally and informally

- Explore a mindful way of being in your body

- Describe why adopting a trauma-sensitive approach to exploring mindfulness is important for everyone as all bodies experience overwhelm in the nervous system due to stress and trauma to differing degrees

- Begin to identify when you are dysregulated and start utilizing practices to bring yourself back into equilibrium

- Begin to uncover and identify your blindspots, biases, and cognitive distortions by using mindfulness to notice and disrupt them

Please Note:

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

- Expectations and process for asynchronous submission to be discussed at first session.

- Each week there will be one hour dedicated to practicing mindfulness at home with a mindful reflection to be completed in Google Classroom as part of the asynchronous work.

- Maximum CTLE Hours = 11.5 (7.5 Hours Virtual - Zoom; 4 Hours Asynch - Google Classroom)

OVERVIEW:

"Adaptive Schools is the grease that makes the PLC wheel turn.” ~ Rick DuFour

This seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Seminars is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society.

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings. It takes participants beyond the idea of professional learning communities to practical and sustainable implementation.

Adaptive Schools is the "how" of professional learning communities: how to behave in groups, how to develop them, and how to facilitate to improve leading, teaching, and learning.

In this four-day seminar, participants learn:

- An increased capacity to initiate, develop and sustain high functioning groups

- New lenses for diagnosing the stages and phases of group development

- An expanded repertoire of practical facilitation tools

- Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each

- Skills to move groups beyond consensus to common focus

- Ways to value and use dissension, argument and conflict

- Strategies for keeping group members on track, on topic, energized and resourceful

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Adaptive Schools [Service No. 551.211.033]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

This 2-day session is for 9-12 teachers identified from participating districts in the Hello Ed Grant. Over the 2 days, teachers will focus on high quality ENL instructional strategies to support English Language Learners in the classroom, foundational skills regarding generative AI, and connections to bridge the two areas to help support ELLs in English language acquisition and content knowledge.

This session is part of the first year of the Hello Ed Learning Technology Grant. Teachers that successfully complete the required components will receive a $500 stipend at the end of the 25-26 school year. Additional expectations of the grant include:

- Participation in the summer institute

- Attendance at quarterly synchronous 1 hour after school Zoom check-ins

- Implement ai tutor with ELL students

- Respond to all surveys

OUTCOMES:

- Identify instructional strategies to support ELLs

- Examine the AI tool, ChatforSchools by Skillstruck

- Develop a plan for implementation of content

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

Please note that this series will be offered again with identical content on August 13-14, 2025.

This session is part of the Hello Ed Grant and is not eligible for MS CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

OVERVIEW:

In this interactive session, we'll explore how to shift from classroom compliance to authentic student curiosity, all while improving student behavior. Drawing on behavior science and strong instructional practice, we'll discuss practical strategies to create lessons that engage students, inspire intrinsic motivation, and foster positive classroom dynamics. You'll leave with actionable techniques to transform disengaged students into active learners, reduce disruptive behavior, and cultivate an environment where curiosity drives learning and behavior alike.

Learning Outcomes:

- Explain effective behavior management techniques which will improve your classroom environment

- Describe instructional strategies which promote student participation and inquiry

- Create a plan to shift your classroom from the start of the school year

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary

NOTE:

- Due to the cost of materials, there is an additional cost of $360 per participant.

- BOCES will order and distribute materials at the training.

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary

NOTE:

- Due to the cost of materials, there is an additional cost of $360 per participant.

- BOCES will order and distribute materials at the training.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 14-16; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R B [Max. CTLE = 15]

- Asynch: Aug 17 - January 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info? - dandrus@btboces.org).

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

OVERVIEW:

In this session participants will be introduced to the DIBELS 8 assessment. We'll overview the assessment battery, including changes that have been made to the sub-assessments in this latest edition. Participants will leave with a knowledge of how to administer these assessments and the purpose of these assessments. We will also explore the logistics of administering this assessment, and participants will leave with materials to support use of the assessment. Finally, participants will learn to analyze data from the assessment and to support students in next steps.

OUTCOMES:

- Describe the rationale for using the DIBELS 8 assessment, with connection to how it potentially informs instruction early in the year

- Explain how to implement the DIBELS sub-assessments

- Practice administering this assessment, walking away confident in your ability to assess your students

- Explain how to use results to set goals and progress monitor select students

- Understand how to use data to support student learning

OVERVIEW:

In this session, participants will take a deep dive into heavily assessed standards from the New York State math assessment. Participants will explore the associated Performance Level Descriptors, examine how the standard is assessed, and engage in a guided review of NYS scoring materials. Participants will gain a deeper understanding of the scoring process, and strengthen their assessment literacy to support improved student outcomes.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

OVERVIEW:

Participants will explore and understand Executive Functioning and its role in the classroom setting as well as learn about, and plan to use, strategies and activities that will help students develop Executive Function Capacities to support culturally responsive, equitable learning environments.

PARTICIPANTS WILL:

1. Examine Executive Functions and discuss what executive function challenges look, sound, and feel like, as well as their role, in the classroom setting

2. Explore strategies and activities that will help students develop Executive Function Capacities to facilitate goal setting and how this relates to high expectations for all students (SEL, CRSE, Portrait of a Graduate)

3. Create a plan to incorporate at least one strategy in the classroom

OVERVIEW:

In this session, we will use the New York State Performance Level Descriptors to collaboratively design common assessments for our grade level. Together, we will establish consistent expectations for grading through shared rubrics and the analysis of sample student work. Participants will also engage in meaningful discussions about instructional and intervention strategies informed by the assessment data.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

Please note: There will be sessions scheduled throughout the school year to continue this work.

In this interactive follow-up session, we will build on core engagement principles and introduce advanced strategies to foster deeper collaboration, critical thinking, and student ownership of learning. Through hands-on activities and discussion, you'll gain new tools to create dynamic learning experiences that sustain engagement beyond the first weeks of school.

OUTCOMES:

- Describe how the engagement strategies last year positively impacted your classroom environment and student success

- Explain strategies which promote engagement in the classroom.

- Describe strategies which help students to grow knowledge and skill in a collaborative setting

- Create a plan to implement engagement and collaborative learning strategies into your classroom at the start of the school year.

OVERVIEW:

Are you leading MTSS-I (Multi-Tiered Systems of Support -Integrated) implementation in your school or district? Join us to enhance your knowledge, skills, and capacity to ensure the successful implementation and sustainability of your MTSS-I framework. In this supportive learning community, participants will gain a deeper understanding of evidence-based practices, data-driven decision-making processes, and strategies for addressing the diverse needs of all students within a multi-tiered system of support. There will be multiple opportunities to collaborate, share evidence-based practices, and problem-solve together.

We will continue to utilize the book Integrated Multi-Tiered Systems of Support Blending RTI and PBIS by Kent McIntosh and Steve Goodman as a reference for our sessions.

OUTCOMES:

- Describe evidence-based strategies to support students through MTSS-I

- Identify data collection and analysis procedures to utilize within your system to inform decision-making at all tiers of support

- Analyze strengths and needs in your MTSS-I framework and describe strategies for increasing positive outcomes

- Choose strategies to utilize in your school/district and reflect on their effectiveness

Note: Former participants are asked to bring the text they received during the 24-25 sessions. New participants will receive a complimentary copy of the text.

OVERVIEW:

Have you unpacked your bias lately? As human beings we all have biases. However, if we are unaware of the biases we hold or they go unchecked, our decisions, behaviors and interactions with others may have unintended consequences. This workshop is designed to create a safe space for participants to increase awareness of their biases, understand the impact on day to day life, and learn strategies to disrupt the cycle.

PARTICIPANTS WILL:

1. Define the concept of unconscious bias

2. Recognize how bias can influence behavior and decision making to inform your practice

3.Learn strategies to disrupt the cycle and make informed decisions.

Please note: This session, with identical content, will also be offered on August 27th.

This session is a prerequisite for Disrupting Microaggressions, which is offered on July 15th and August 27th from 12:30-3:30pm.

OVERVIEW:

Microaggression is defined as intentional or unintentional verbal, nonverbal, and environmental slights that communicate hostile, derogatory, or negative messages to the recipient based on their group membership. Microaggressions are pervasive in educational settings and have documented negative effects on its recipients and bystanders. Many school districts aim to create a welcoming and affirming environment for all and microaggressions can impact achieving this goal. This workshop will create a safe space for participants to learn about microaggressions, understand its impact, and identify strategies to minimize its occurrence.

PARTICIPANTS WILL:

1. Develop awareness surrounding the prevalence of microaggressions.

2. Explore the impact of microaggressions on individuals from vulnerable and marginalized communities.

3. Learn about the implication of microaggressions as it relates to the Dignity for All Student Act (DASA).

4. Discover how to apply techniques to minimize the occurrence of microaggressions and ways to respond when someone has been microaggressive.

Prerequisite Learning: Participants MUST have attended The Silent Shaper: How Unconscious Bias Influences Our World training, being offered on July 15th from 8:30am -11:30am.

Please note: This session, with identical content, will also be offered on August 27th.

Overview:

In this math specific session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms”. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. Whether you are new to Building Thinking Classrooms, or have been doing it for a while, we would love to have you join the conversation!

Please Note: Copies of the book will NOT be provided.

Outcomes:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

- Explain Macro and Micro moves you can make in your classroom

- Create an action plan for strategies that can be incorporated

OVERVIEW:

Upper elementary and middle school teachers often struggle with how to support students' decoding and spelling skills. In the intermediate grades, written words become longer and more complex, making reading, spelling, and understanding these words more challenging. Morphology, the study of the structure of words, is a powerful instructional tool teachers can use to help their students realize that written English does actually make sense! Through explicit teaching and exploration of the three main parts of multisyllabic words - prefixes, suffixes, and bases - students gradually come to understand the logical structures and meanings of English words. This morphological awareness helps students read, write, and comprehend words successfully.

This full-day workshop session will provide participants with a stronger understanding of morphology: what it is, and why it is important to teach. Participants will then learn how to incorporate the teaching of morphology into their classrooms, using techniques such as word sums, word matrices, and teacher resources (Morpheme Magic & Teaching How the Written Word Works).

LEARNING OUTCOMES:

- Define the terms morpheme and morphology

- Describe the role the study of morphology plays in developing children's decoding skills, encoding skills, and vocabulary development.

- Explain instructional strategies for teaching morphology in the classroom.

PLEASE NOTE:

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

OVERVIEW:

Teaching in a special class (or self-contained) takes creativity, tenacity, and skill. Although every classroom is unique, there are many evidence-based strategies to support you in developing an environment where all students thrive. Join us to find ways to structure your space and schedule, proactively manage student behavior, and maintain rigorous expectations.

Learning Outcomes:

- Identify necessary procedures and routines that maximize learning time

- Explain behavioral management systems that increase student motivation and skill development

- Describe effective strategies to provide Specially Designed Instruction to meet students' individual goals while accessing grade-level content

OVERVIEW:

During this session, we will begin by exploring "Creating Welcoming and Affirming Learning Environments,” one of four high leverage principles identified in the Culturally Responsive-Sustaining Education (CRSE) Framework. When students feel like they belong at school, they have fewer absences, fewer disciplinary infractions, higher graduation rates, as well as increased engagement, self-esteem, and attitudes. During the second half of the session this training package will provide an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students in combination with the principles of the CRSE Framework.

By the end of this training, participants will:

- Understand how a welcoming and affirming learning environment improves student outcomes

- Better understand their own identities and how those identities shape their relationships and experiences

- Develop strategies for creating a welcoming and affirming learning environment

- Describe challenging behaviors

- Understand the behavior pathway and use it to determine the function of behaviors

- Understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior

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

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 2-Day Institute - FREE hands-on activities developed by NYSCATE to use with students

● Asynchronous - Pilot high-quality lesson plans and materials & develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 17 & 18; 9 am - 3 pm at the JCLC

[Max. CTLE = 10]

- Asynch: Aug 17 - Jan 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the AI or Minecraft lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info - dandrus@btboces.org)

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

OVERVIEW:

In this session, participants will take a deep dive into heavily assessed standards from the New York State math assessment. Participants will explore the associated Performance Level Descriptors, examine how the standard is assessed, and engage in a guided review of NYS scoring materials. Participants will gain a deeper understanding of the scoring process, and strengthen their assessment literacy to support improved student outcomes.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

OVERVIEW:

This professional development series is designed for district leadership teams-including curriculum directors, literacy leaders, special education leaders, and assistant superintendents-to attend together so they can collaborate, plan, and align their efforts in developing an effective literacy action plan. Grounded in the Multi-Tiered System of Supports (MTSS) framework, the workshops will focus on building leadership capacity, using data effectively, and supporting equitable literacy instruction across all grade levels. Each session will guide leaders in deepening their expertise in the essential components of a strategic district literacy action plan, ensuring a cohesive and effective approach to literacy improvement, providing leadership teams with dedicated time to strategize for their district's unique needs. Leaders will gain insights into assessing current literacy initiatives and identifying gaps to drive systemic change. Emphasis will be placed on leveraging evidence-based practices to support all learners, including those who require targeted interventions. By the end of the series, district leadership teams will have a clear roadmap for fostering a culture of literacy excellence.

Series includes structured collaboration and action planning time, therefore attending with a leadership team is essential.

OUTCOMES:

- Analyze current district literacy systems and identify areas for improvement

- Develop a comprehensive literacy action plan aligned with MTSS principles

- Refine team structures for effective use of instructional and systems data

- Create an assessment system that informs response at three levels- all students, some, and few

- Design a plan for effective assessment-instruction linkage to support all learners

- Define the roles and responsibilities of leaders in building and sustaining the MTSS literacy work in service of all learners

Series begins on September 30th

OVERVIEW:

In this session, we will use the New York State Performance Level Descriptors to collaboratively design common assessments for our grade level. Together, we will establish consistent expectations for grading through shared rubrics and the analysis of sample student work. Participants will also engage in meaningful discussions about instructional and intervention strategies informed by the assessment data.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

Please note: There will be sessions scheduled throughout the school year to continue this work.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 21-23; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R C [Max. CTLE = 15]

- Asynch: Aug 17 - January 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info? - dandrus@btboces.org).

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

OVERVIEW:

Every classroom has students who exhibit challenging behaviors and that can lead to educator stress. Join me to learn strategies that minimize and improve behaviors while supporting all students (and you!) Participants will also learn how to analyze individual student behaviors to choose interventions that work best.

Learning Outcomes:

- Identify Proactive behavior management strategies

- Explain Function of Behavior utilizing the Behavior Pathway

- Describe strategies for Responding to Challenging Behaviors

- Choose strategies to utilize in your classroom

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at vpriscott@btboces.org

OVERVIEW:

This professional learning package contains the content and materials that are designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of:

- Age appropriateness/"typical” development

- What the research says about how children this age learn best

- Individual development - recognizing that each child develops uniquely and has individual strengths and needs

- Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family

Applying Developmentally Appropriate Practice Will Result In:

- Reduction in the number of students referred for special education services

- Reduction in problem behaviors

- Reduction in requests for FBA-BIPs

- Reduction in requests to move students to more restrictive settings

- Increase in number of students maintained in the least restrictive environment

This session will be in-person hosted by Owego Free Academy, with an hour for lunch on your own.

OVERVIEW:

High School EDUC 111 teachers will collaborate on building the Fall course syllabus, including setting tentative college field trips and observation dates. Vital textbook topics will be identified for curriculum inclusion. Teachers will share best teaching strategies and supporting documents. Laptops are highly recommended!

Learning Outcomes:

- Collaboratively create the Fall EDUC 111 Syllabus

- Schedule field trip and observation dates

- Review curricular topics and related resources

- Discuss best practices

With many changes on the horizon in NYS and beyond, this year's academy is focused on how to best prepare leaders in the region to innovate and implement changes needed to support their students and the greater school community. This year's academy will include three keynote sessions and breakout sessions to share learning from around the region.

The full schedule, including details about the keynote speakers and breakout session options can be found here- https://sites.google.com/btboces.org/btleads25/home

_______________________________________________________

Payment is supported by your district's 2025-26 FRS (per person) subscription to SCI Leadership Support Service [551.211.200]; BT BOCES will initiate an ARFS when applicable.

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 2-Day Institute - FREE hands-on activities developed by NYSCATE to use with students

● Asynchronous - Pilot high-quality lesson plans and materials & develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2025 SCHEDULE:

-In Person: July 24 & 25; 9 am - 3 pm at BT BOCES ISC, C/R A

[Max. CTLE = 10]

- Asynch: Aug 17 - Jan 16 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the AI or Minecraft lesson/activity you piloted in your classroom [submit by Oct 3]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 12]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 12]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Oct 7: 3 - 4 pm; Oct 8: 3:30 - 4:30 pm; Oct 9: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dustin Andrus (more info - dandrus@btboces.org)

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

OVERVIEW:

Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive Coaching is a research-based model that capitalizes upon and enhances teachers' cognitive processes.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ is a model that supports individuals and organizations in becoming self-directed, and in turn, become self-managing, self-monitoring and self-modifying. The results are stronger individuals within a team and better organizational teams overall.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

"Do the best you can until you know better. Then, when you know better, do better”- Maya Angelou

This session will support teachers who are implementing UFLI in their classrooms. Participants will review and solidify their understanding and implementation of days 1 & 2 using self-reflection tools. We will focus on how to plan for 30 minutes of small group instruction using progress monitoring data and plan for what other students can be doing when not working in a teacher-led group. We'll explore the use of end of unit assessments. Finally, we will identify connections between progress monitoring and DIBELS data that can be used to help plan the next best steps for instruction.

Please bring your UFLI manual for reference during the sessions.

OUTCOMES:

- Reflect on the implementation of UFLI lessons identify essential elements of days 1 & 2

- Determine how assessments can be used to plan for instruction

- Identify different materials to support small group instruction

- Use progress monitoring data to inform instructional decisions

OVERVIEW:

This training helps administrators gain a greater understanding of what the Science of Reading has determined to be the foundational skills needed to become a proficient reader. Participants will explore current instructional practices in reading and the impact they have on reading proficiency. The training will also provide context for the importance of effective reading instruction and the impact that it has on equity for all students. To overcome equity barriers, school leaders need to support educators in utilizing systemic, explicit instruction to teach the skills supported by the science of reading. This training also highlights ineffective practices and why those may not be working; this is intended to inform leadership support of teachers implementing research-based and effective reading instruction.

Participants will be able to:

- Describe the status of reading achievement of students in the United States and New York State

- Understand the instructional elements aligned to reading research that are essential for proficient reading

- Understand reading science research to share with staff and begin to transition to the Science of Reading as the foundation of reading instruction

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

OVERVIEW:

A sound wall - a classroom display that supports students' understanding of speech sounds and their corresponding letter combinations - is one of the core components of the UFLI phonics program. BUT - how can primary and special area teachers effectively implement sound walls in their classrooms? In this half-day session, teachers will review what a sound wall is and the value of incorporating a sound wall into their foundational skill instructional practice. They will learn how to display and introduce the sound wall components to students, and how to support their students in using the sound wall as a tool when engaging in reading and writing tasks. Teachers will come away from this workshop with a deeper understanding of the role sound walls play in the UFLI curriculum, and with increased confidence in maximizing their use of sound walls in their classrooms.

Please bring a copy of your UFLI manual and a device. Session Repeats on August 21

LEARNING OUTCOMES:

- Define what a sound wall is and explain its purpose within the UFLI phonics program

- Identify the key components of a sound wall, including phoneme organization, grapheme mapping, and articulation cues

- Demonstrate how to introduce and model the use of a sound wall to students in both primary and special area classrooms

- Plan to apply strategies for integrating sound wall use into daily reading and writing instruction

OVERVIEW:

This professional learning opportunity is designed for any 6-12 educator who would like to better support students with reading and writing in their classroom! Grounded in the science of reading, the course focuses on practical evidence based strategies.

Participants will learn effective decoding techniques to help students master multisyllabic words to be used in content area classrooms (like continental and neolithic and isotope!) along with fluency-building routines to develop reading confidence and accuracy. The course highlights comprehension-building strategies to help readers effectively understand and engage with texts, while also focusing on explicit vocabulary instruction. Educators will explore appropriate assessment tools and methods for analyzing data, enabling them to make informed instructional decisions that meet their students' specific needs. Each session will include practical strategies that can be easily implemented in both whole group and small group settings.

OUTCOMES:

- Describe the core components of the Science of Reading and their application to adolescent learners

- Assess and address the diverse literacy needs of adolescent learners

- Apply evidence-based strategies to your classroom to enhance decoding, fluency, reading comprehension, and vocabulary

- Develop culturally responsive teaching strategies to engage all students

OVERVIEW:

LSCI is an advanced, interactive trauma informed, therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. Recommended for teachers, paraprofessionals, counselors, and administrators who want to help students recognize patterns of self-defeating behavior, gain understanding of relationships among behaviors, feelings, and reactions, improve problem-solving skills for coping with stress & emotions, and emerge with improved self-esteem.

OUTCOMES:

- Identify & define the 3 Main Structures of LSCI

- Analyze the Conflict Cycle and gain insight into how our reactions impact student behavior

- Practice & apply reclaiming interventions for working with students who exhibit self defeating patterns of behavior

- Develop a plan for implementing and supporting your practice

PLEASE NOTE:

- Upon completing the 5 day training, participants will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

- Course materials (book and manual) will be provided on the first day of training.

- 1-hour lunch on your own.

- BT BOCES will initiate an ARFS at the conclusion of the course to participating districts.

*BT BOCES Instructional Program Staff should register through their internal Frontline catalog for this offering.*

OVERVIEW:

This two day series is focused on guiding teachers through our artificial intelligence professional learning progression:

1. Teachers can explain what AI is and how it works.

2. Utilize the capabilities of AI to help with professional tasks.

3. Design learning opportunities to educate students about AI through the lens of the CSDF standards.

4. Design learning opportunities that develop critical thinking and learning skills needed for students to engage responsibly with AI.

Teachers will walk away from this series with an awareness of current trends in AI and its connections to the NYS Computer Science and Digital Fluency Standards, in addition to creating a lesson that they can use with their students connecting the topic of AI to the CSDF standards.

OUTCOMES:

- Identify the opportunities where AI can assist in professional needs as an educator

- Explain the potential for beneficial impact and the risks to consider around AI

- Identify the skills needed to be successful when using AI

- Create a lesson teaching students about AI incorporating the CSDF Standards

Please BYOD to the sessions.

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some asynchronous work to complete BEFORE attending the in-person session. Instructor will send link to access the asynchronous material one week prior to session.

- This course, with identical content, is also being offered June 25th and August 11th.

OVERVIEW:

Join secondary educators to explore engaging, inquiry-driven strategies for social studies instruction. Collaborate on best practices, integrate primary sources, and promote critical thinking, historical inquiry, and civic engagement. Gain practical tools, share ideas, and leave with resources and strategies to create meaningful learning experiences for students.

OUTCOMES:

- Explain strategies to develop inquiry-based learning activities

- Identify civic engagement resources and opportunities

- Create a tool-kit of social studies resources and instructional strategies

OVERVIEW:

In this workshop, attendees will gain knowledge on setting up, utilizing, and dismantling the Portable Planetarium. They will also have the chance to explore various features of the Planetarium and engage in collaborative discussions with fellow attendees regarding its potential applications in the classroom.

Participants will also be trained on how to use the 25 ft. National Geographic Giant Map of the Solar System. They will learn how to use this interactive map with students to explore the planets, the sun, and their orbital paths. Participants will also be shown where they can access additional educational resources to utilize with the map.

OUTCOMES:

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

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

- Identify potential/planned uses with students

PLEASE NOTE:

- Districts must subscribe to the Regional Center for Science Base Service [410.840.200].

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

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

OVERVIEW:

Join fellow elementary educators to explore engaging, inquiry-based strategies for social studies instruction. Collaborate on best practices to integrate social studies practices across content areas and promote critical thinking and civic understanding. Develop practical tools, share ideas, and leave with resources and strategies to create meaningful learning experiences for students.

OUTCOMES:

- Explain strategies to develop inquiry-based learning activities

- Identify civic engagement resources and opportunities

- Create a tool-kit of social studies resources and instructional strategies

Overview:

In this 2-day session, participants will dive into all 3 required NYS Investigations for Physical Science: Chemistry. In addition to working through the investigations, participants will discuss the content surrounding the investigations and ways of implementing and assessing NYS Science Learning Standards for Chemistry.

Outcomes:

- Examine the objectives and goals of all 3 Physical Science: Chemistry required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Regents exam and new curriculum

Please Note: Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigations materials for use during this training.

During this interactive session we will delve into the core components of student engagement and explore effective strategies to promote active participation among students. Discover essential strategies for maintaining a positive and inclusive learning environment where every student feels valued and empowered to participate.

No matter what grade or content you teach, you will leave this session with a tool kit of strategies you can implement right away in September.

OUTCOMES:

- Define engagement and describe what effective engagement looks, sounds, and feels like in the classroom.

- Explain strategies which promote engagement in the classroom.

- Describe the essential classroom management techniques which allow for highly engaged classrooms.

- Identify various strategies for grouping students.

- Describe strategies which help students to grow knowledge and skill in a collaborative setting.

- Create a plan to implement engagement and collaborative learning strategies into your classroom at the start of the school year.

OVERVIEW:

This training will include modules 1 and 3 of the Co-teaching series.

Module 1:The purpose of this training is to help participants gain a foundational understanding of co-teaching as a service delivery model and the six models used to implement it. The module will review the six models of co-teaching (one teach, one observe; station teaching; parallel teaching; alternative teaching; teaming; one teach, one assist). In NYS the co-teaching model is most often associated with the special education service integrated co-teaching. This model will be covered as well as the use of the co-teaching model among other service providers.

Module 3: Prerequisite Required- participants must have attended Co-Teaching Module 1 and Module 2 previously

The purpose of this training is to provide foundational knowledge for the effectiveness of purposeful co-planning. In addition, participants will gain knowledge about options for co-planning and apply the information to co-plan a lesson for current or future use. It is highly recommended that co-teaching teams attend together, although the information provided will benefit individual teacher practice as well.

Participants Will Be Able To:

- Understand co-teaching as a service delivery model

- Learn the 6 models of co-teaching and how to effectively implement them

- Gain skills for matching the co-teaching models to elements of their lessons

- Understand that co-planning is critical to the success of the co-teaching structure

- Gain knowledge of how to effectively and efficiently co-plan

- Describe the various types of co-planning that co-teachers might use

- Co-plan a lesson that uses the co-teaching models to address student needs and provide equitable access for all students

This is part 1 and part 3 of a series, but it is not necessary to attend all of the parts.

The instructors will email out a reminder to all attendees the Monday prior to the training.

The Key Comprehension Routine is a structured approach to teaching thinking routines to support students' comprehension. It is designed for intermediate grade level students through high school and is helpful for all readers as they take on more sophisticated processing of content and texts in all disciplines. Participating teachers will add to their instructional toolkit from year 1 of this series, focused on language comprehension.

Highly recommended: Facilitated discussion of the learning and application and extensions to the learning will occur during four in-person days. (Participants will need to register using a separate link.)

LEARNING OUTCOMES:

- Explain the Key Comprehension Routine and essential elements of explicit comprehension instruction

- Explain the structure of Key Comprehension Routine's lessons and the design for transfer of learning to support: Critical Thinking, main idea skills, and text structure knowledge

- Practice the instructional routines with Key Comprehension Routine's materials to support student use of: Top Down Topic Webs; Two-Column Notes; Question Generation

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

Please note that there is a cost of $240 per person, which includes the asynchronous training and The Key Comprehension Routine book.

OVERVIEW:

The Broome County Health Department (BCHD) will cover school immunization requirements, discussing public health law and how school principals can make a difference in ensuring the health of their students. The session will review what is required of schools, parents, healthcare providers, and the local health department, as well as detail resources available in Broome County to help facilitate vaccination.

Broome County Health Department members Connor Lawless (Health Program Director), Heather Ryan, and Chelsea Remoe-Nedlik will be available for questions during the Zoom session.

As time permits, BCHD staff members can also provide information on strategies for recognizing and addressing misinformation around vaccinations.

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

OVERVIEW:

In this user group, educators will share best practices, and work collaboratively to improve teaching skills and the academic performance of students through the use of Eureka Squared. The goal of the group is to improve the skills and knowledge of educators with Eureka Squared through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Create and share materials, strategies, and best practices with Eureka Squared

- Identify and describe best teaching and planning techniques to support teaching with Eureka Squared

OVERVIEW:

In this user group, educators will share best practices, and work collaboratively to improve teaching skills and the academic performance of students through the use of Eureka Squared. The goal of the group is to improve the skills and knowledge of educators with Eureka Squared through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Create and share materials, strategies, and best practices with Eureka Squared

- Identify and describe best teaching and planning techniques to support teaching with Eureka Squared

OVERVIEW:

This series provides newer teachers (in their 3nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills. - Explain classroom management strategies which promote a welcoming and affirming environment. - Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback. - Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 22 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 18 hrs): August 6, January 20, May 28

- Four 1-hour Coaching Sessions (max 4 hrs): September 15 - October 3; November 3 - 21; January 26 - February 18; April 14 - May 1

Per person subscription to the New Teacher Institute, Service # 551.211.046, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

Overview:

In this cross curricular specific session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms” and how they can be applied to subject areas like ELA and other content-area literacy. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. This session is intended for teachers whose content is other than math that are new to Building Thinking Classrooms and would like to try the strategies outlined in this book, or for teachers that have used it in math classrooms, but would also like to try it in other content areas.

Please Note: Copies of the book will NOT be provided.

Outcomes:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

- Explain Macro and Micro moves you can make in your classroom

- Create an action plan for strategies that can be incorporated

OVERVIEW:

This series provides newer teachers (in their 2nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills.

- Explain classroom management strategies which promote a welcoming and affirming environment.

- Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback.

- Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24 hrs): August 7, January 14, May 20

- Two 3-hour In-District 1/2 Day Sessions (max 6 hrs): Week of October 14 - 23; Week of March 17 - 26

- Five 1-hour Coaching Sessions (max 5 hrs): September 15 - Oct 3; November 3 - 21; January 26 - February 18; April 14 - May 1; May 25 - June 12

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some asynchronous work to complete BEFORE attending the in-person session. Instructor will send link to access the asynchronous material one week prior to session.

- This course, with identical content, is also being offered June 25th and July 28th.

OVERVIEW:

The modules contained within this training are intended to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process and their role as a chairperson that is consistent with State law and regulation. This is a 5 day series.

Please Note: Some asynchronous reading may be assigned. Further information will be provided by email with at least one week advance warning.

This is a collaborative event with BT and GST, There will be 2 sessions in this series in each region and 1 virtual meeting. It is strongly recommended to attend all 5 sessions if you are a CSE and CPS Chair. The first 4 sessions are strongly recommended for those conducting only CSE meetings with the fifth session being optional. The converse is true if the participant is only conducting CPSE meetings.

OUTCOMES:

- CSE/CPSE Chairpersons will understand their role and responsibilities within the context of the CPSE/CSE meeting and its related documents

- CPSE/CSE Chairpersons will have a resource and background knowledge on appropriate writing and implementation of the IEP, review process, timeline protocols, and circumstances which might require a meeting to be held

- Chairpersons will begin to understand the legal implications of the IEP and related processes and requirements.

OVERVIEW:

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding?

This session is designed to integrate the computer science and digital fluency standards with science and engineering practices centered around climate action and human impacts. Participants will work with climate action kits and engage in real-world application of robotics, coding, and climate-geared careers.

Please Note: This session is for Smart Start participants who have a micro:bit already -please bring it with you to the session, along with a device.

OUTCOMES:

- Design working models of climate interventions using hardware and block based coding

- Analyze the 15 lessons and coding tutorials for where they can fit into participants' scope and sequence

- Identify best practices in design based inquiry learning

OVERVIEW:

This 2-day session is for 9-12 teachers identified from participating districts in the Hello Ed Grant. Over the 2 days, teachers will focus on high quality ENL instructional strategies to support English Language Learners in the classroom, foundational skills regarding generative AI, and connections to bridge the two areas to help support ELLs in English language acquisition and content knowledge.

This session is part of the first year of the Hello Ed Learning Technology Grant. Teachers that successfully complete the required components will receive a $500 stipend at the end of the 25-26 school year. Additional expectations of the grant include:

- Participation in the summer institute

- Attendance at quarterly synchronous 1 hour after school Zoom check-ins

- Implement ai tutor with ELL students

- Respond to all surveys

OUTCOMES:

- Identify instructional strategies to support ELLs

- Examine the AI tool, ChatforSchools by Skillstruck

- Develop a plan for implementation of content

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

Please note that this series will be offered again with identical content on July 9-10, 2025.

This session is part of the Hello Ed Grant and is not eligible for MS CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

OVERVIEW:

This session is designed to support educators in grades 3-8 in effectively scoring constructed response questions on the New York State ELA Assessment. Participants will deepen their understanding of the 2-Credit Constructed Response Rubric and the role of grade-level text complexities. They will also examine anchor papers and engage in guided as well as independent scoring practice.

OUTCOMES:

- Describe critical attributes of grade-level text complexity

- Explain scoring protocol for the NYS 3-8 ELA 2- point constructed response

- Practice scoring the 2-point constructed response questions

OVERVIEW:

Are you a teacher leader facilitating PLC meetings? Enhance your ability to lead collaborative, data-driven discussions with this interactive learning series. Gain practical strategies to structure meetings, foster collaboration, manage group dynamics, and ensure actionable outcomes. Through hands-on activities and relevant scenarios, you'll strengthen your facilitation skills, build a positive team culture, and drive meaningful professional learning that is rooted in the big ideas and foundational questions of professional learning communities. Participants will have an option to engage in coaching conversations if interested.

OUTCOMES:

- Describe best practices in PLC facilitation

- Explain strategies to structure effective PLC meetings

- Identify strategies that foster participation, collaboration, and conflict resolution

- Create a plan for upcoming PLC meetings

Please note that in addition to the 18 PL session hours, there is also two hours of additional coaching available to participants. Contact Sarah DeLarco (SDeLarco@btboces.org) to schedule the coaching hours.

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it

- Learn and practice verbal de-escalation skills

- Learn and practice strategies used to mitigate risk

- Understand the risks of disengagement skills and restrictive interventions

- Learn and practice disengagement skills and restrictive holds

Please Note:

- Participants may choose to attend Day 1 (verbal de-escalation skills) and not Day 2; however, participation in Day 1 is required to participate in Day 2.

- Cost: $40 per person (for participant manual)

OVERVIEW:

In support of educators' implementation of the NYSED Literacy Briefs, this professional learning service has been revised and updated to equip K-5 educators with essential knowledge of the Science of Reading to create language-rich classrooms to build the literacy skills and confidence of all of our students. This series covers all literacy skills from foundational abilities to comprehension of grade-level texts. Participants will work with their own students' data and receive ongoing guidance on utilizing structured literacy approaches to target instruction for accelerated learning gains. Through practical strategies and continuous support, educators will enhance their teaching and help students achieve literacy proficiency.

This service comes with an administrative strand to support building and district leaders in the systems-level application of the SOR. Also, we will provide on-site check-ins with teachers and interested administrators, to support classroom practices as well as literacy systems.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

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

- Describe ways to effectively and efficiently assess students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create small group lesson plans designed to explicitly teach precise skills and to support transfer into text and writing

- Explain instructional approaches to ensure mastery of critical skills for end-of-grade level expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth [Service No. 551-211-020]. Districts exceeding their 2025-26 FRS purchases will be billed via an ARFS.

OVERVIEW:

Restorative Practices empowers educators to build positive school cultures through an intentional focus on relationships, community, and reparation of harm. Rooted in the principles of the International Institute for Restorative Practices (IIRP), this training supports educators in shifting away from punishment-based responses to approaching behaviors with restorative mindsets and implementation of reparative, community-building circles.

OUTCOMES:

- Explain the principles and philosophies of restorative practices

- Describe strategies for building positive relationships and communities

- Identify strategies to approach conflict and repair harm

- Develop a framework for facilitating restorative conversations and circles

OVERVIEW:

In this session, participants will take a deep dive into heavily assessed standards from the New York State math assessment. Participants will explore the associated Performance Level Descriptors, examine how the standard is assessed, and engage in a guided review of NYS scoring materials. Participants will gain a deeper understanding of the scoring process, and strengthen their assessment literacy to support improved student outcomes.

OUTCOMES:

- Explain the scoring protocols for Grades 3-8 Math Assessments

- Examine the performance level descriptors for a heavily assessed grade level standard

- Describe how a standard is assessed and scored on the NYS assessment

OVERVIEW:

This training supports districts in training NEW evaluators in accordance with Education Law 3012-e. This session includes the following required elements of the training:

- the NYS Teaching Standards and their related elements and performance indicators;

- evidence-based observation techniques that are grounded in research, including controlling for evaluator bias;

- application and use of the district-selected rubrics for use in evaluations

OVERVIEW:

Leaders in restorative practices contribute to the functioning structures that support relationship building, conflict resolution, and positive school climate. Participants will explore implementation strategies that foster restorative conversations, community-building circles, peer mediation, classroom meetings, and proactive approaches to managing conflict. Through the evaluation of staff training, student and community involvement, and data collection and analysis, participants will gain skills to build a more connected, restorative school community.

OUTCOMES:

- Explain key restorative practice strategies

- Describe roles and responsibilities in leading restorative practices

- Identify and evaluate systems that support restorative practices

- Design a plan to integrate restorative practices aligned with existing structures and initiatives

Overview:

In this half-day session, participants will look deeply at the materials involved in the NYS Physical Science: Chemistry Investigations. We will connect the materials needed for these investigations to students' successful demonstration of proficiency in specific targeted standards. Participation in this session ensures equitable access to materials for all students to be successful. Participants will also leave with a full class kit of materials to be used for the investigations in their classroom.

This is a joint session with Physical Science: Physics.

Outcomes:

- Examine the objectives, procedure, and materials of the new required Physical Science: Chemistry investigations

- Create a class size investigation kit for classroom use

Please Note: This session is open to districts subscribing to the Regional Science Service [410.840.200].

IMPORTANT: Districts must submit their Investigations Kit Order Form to support this professional learning session by July 18, 2025.

Questions related to ordering and/or registration should be directed to Paul Volkert at pvolkert@btboces.org

Overview:

In this half-day session, participants will look deeply at the materials involved in the NYS Physical Science: Physics Investigations. We will connect the materials needed for these investigations to students' successful demonstration of proficiency in specific targeted standards. Participation in this session ensures equitable access to materials for all students to be successful. Participants will also leave with a full class kit of materials to be used for the investigations in their classroom.

This is a joint session with Physical Science: Chemistry.

Outcomes:

- Examine the objectives, procedure, and materials of the new required Physical Science: Physics investigations

- Create a class size investigation kit for classroom use

Please Note: This session is open to districts subscribing to the Regional Science Service [410.840.200].

IMPORTANT: Districts must submit their Investigations Kit Order Form to support this professional learning session by July 18, 2025.

Questions related to ordering and/or registration should be directed to Paul Volkert at pvolkert@btboces.org

OVERVIEW:

Create a collaborative, safe, and productive learning environment with effective teamwork. In this workshop, participants will practice team meeting structures, establish classroom routines for safety and learning, develop a communication plan, and explore strategies for conflict resolution and relationship-building. Walk away with practical tools to strengthen teamwork and improve classroom dynamics.

OUTCOMES:

- Identify procedures and routines to create safety and readiness to learn in the classroom

- Identify strategies to resolve conflicts and promote relationship building

- Identify communication needs and create a communication plan as a classroom team

- Create and practice a structure for effective team meetings

OVERVIEW:

A sound wall - a classroom display that supports students' understanding of speech sounds and their corresponding letter combinations - is one of the core components of the UFLI phonics program. BUT - how can primary and special area teachers effectively implement sound walls in their classrooms? In this half-day session, teachers will review what a sound wall is and the value of incorporating a sound wall into their foundational skill instructional practice. They will learn how to display and introduce the sound wall components to students, and how to support their students in using the sound wall as a tool when engaging in reading and writing tasks. Teachers will come away from this workshop with a deeper understanding of the role sound walls play in the UFLI curriculum, and with increased confidence in maximizing their use of sound walls in their classrooms.

Please bring a copy of your UFLI manual and a device. Session Repeats on August 21

LEARNING OUTCOMES:

- Define what a sound wall is and explain its purpose within the UFLI phonics program

- Identify the key components of a sound wall, including phoneme organization, grapheme mapping, and articulation cues

- Demonstrate how to introduce and model the use of a sound wall to students in both primary and special area classrooms

- Plan to apply strategies for integrating sound wall use into daily reading and writing instruction

OVERVIEW:

This series provides new teachers (in their 1st year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, classroom environment, student engagement, classroom management, explicit teaching and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

- Describe unique aspects of your new school culture and strategies for integrating into the school community.

- Identify evidence-based classroom management strategies and create a plan to apply them.

- Define explicit teaching and student engagement.

- Create lesson plans that include explicit teaching and incorporate various engagement strategies

Please Note Maximum CTLE of 35 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24 hrs): August 26, August 27, January 13, May 19

- Two 3-hour In-District 1/2 Day Sessions (max 6 hrs): Week of October 14 - 23; Week of March 17 - 26

- Five 1-hour Coaching Sessions (max 5 hrs): September 15 - Oct 3; November 3 - 21; January 26 - February 18; April 14 - May 1; May 25 - June 12

Per person subscription to the New Teacher Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2025-26 FRS.

OVERVIEW:

This professional learning package contains the content and materials that are designed to help general and special education preschool teachers set up learning environments that are developmentally appropriate for preschool students with diverse needs and backgrounds. DAP involves an awareness of:

- Age appropriateness/"typical” development

- What the research says about how children this age learn best

- Individual development - recognizing that each child develops uniquely and has individual strengths and needs

- Cultural context - providing meaningful, relevant, and respectful learning experiences for each child and family

Applying Developmentally Appropriate Practice Will Result In:

- Reduction in the number of students referred for special education services

- Reduction in problem behaviors

- Reduction in requests for FBA-BIPs

- Reduction in requests to move students to more restrictive settings

- Increase in number of students maintained in the least restrictive environment

This session will be in-person hosted by the Corning-Painted Post Central School District, with an hour for lunch on your own.

OVERVIEW:

Dignity Act Coordinators play a vital role in setting the school-wide climate in relation to bullying prevention. DASA Coordinators need to be well-prepared to manage the demands of this important position and this training will provide them with the tools to be successful. NYS defines the role of DASA Coordinator to include: understanding and applying distinctive knowledge of the differences between conflict and bullying; developing a flow complaint process; making complaint mechanisms confidential and readily available to all students and parents; being able to provide strategies for the mitigation of bullying to include both the student who bullied and the victim; completing all mandatory reporting requirements; and providing support and training to staff and students.

OUTCOMES:

- Defines the role of the DASA Coordinator

- Prepares individuals for DASA Coordinator responsibilities

- Provide Tools for successful implementation

PLEASE NOTE:

This training is offered to districts subscribing to BT BOCES DEI service at no cost. BT BOCES will initiate billing to non-subscribing districts at the conclusion of the course.

OVERVIEW:

Have you unpacked your bias lately? As human beings we all have biases. However, if we are unaware of the biases we hold or they go unchecked, our decisions, behaviors and interactions with others may have unintended consequences. This workshop is designed to create a safe space for participants to increase awareness of their biases, understand the impact on day to day life, and learn strategies to disrupt the cycle.

PARTICIPANTS WILL:

1. Define the concept of unconscious bias

2. Recognize how bias can influence behavior and decision making to inform your practice

3.Learn strategies to disrupt the cycle and make informed decisions.

Please note: This session, with identical content, will also be offered on July 15th.

This session is a prerequisite for Disrupting Microaggressions, which is offered on August 27th from 12:30-3:30pm.

OVERVIEW:

Microaggression is defined as intentional or unintentional verbal, nonverbal, and environmental slights that communicate hostile, derogatory, or negative messages to the recipient based on their group membership. Microaggressions are pervasive in educational settings and have documented negative effects on its recipients and bystanders. Many school districts aim to create a welcoming and affirming environment for all and microaggressions can impact achieving this goal. This workshop will create a safe space for participants to learn about microaggressions, understand its impact, and identify strategies to minimize its occurrence.

PARTICIPANTS WILL:

1. Develop awareness surrounding the prevalence of microaggressions.

2. Explore the impact of microaggressions on individuals from vulnerable and marginalized communities.

3. Learn about the implication of microaggressions as it relates to the Dignity for All Student Act (DASA).

4. Discover how to apply techniques to minimize the occurrence of microaggressions and ways to respond when someone has been microaggressive.

Prerequisite Learning: Participants MUST have attended The Silent Shaper: How Unconscious Bias Influences Our World training, being offered on July 15th from 8:30am -11:30am or August 27th from 8:30am -11:30am

Please note: This session, with identical content, will also be offered on July 15th.

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

Outcomes:

- Describe strategies for setting the tone at the start of class

- Identify typical developmental characteristics of children by age

- Explain effective teaching and management strategies to meet students' developmental needs

- Explain the importance of cultivating and maintaining professional relationships

- Identify strategies for practicing self-care

OVERVIEW:

In this session participants will be introduced to the DIBELS 8 assessment. We'll overview the assessment battery, including changes that have been made to the sub-assessments in this latest edition. Participants will leave with a knowledge of how to administer these assessments and the purpose of these assessments. We will also explore the logistics of administering this assessment, and participants will leave with materials to support use of the assessment. Finally, participants will learn to analyze data from the assessment and to support students in next steps.

OUTCOMES:

- Describe the rationale for using the DIBELS 8 assessment, with connection to how it potentially informs instruction early in the year

- Explain how to implement the DIBELS sub-assessments

- Practice administering this assessment, walking away confident in your ability to assess your students

- Explain how to use results to set goals and progress monitor select students

- Use data to support student learning

This session, with identical content, will also be offered on January 6, 2026.

OVERVIEW:

Building Future-Focused Classrooms is an opportunity for tenured teachers to make transformative shifts in their classroom by being empowered and supported in their pedagogical practices. Anchored in the principles of ASCD & ISTE's Transformational Learning and NYS Portrait of a Graduate, participants will engage in a supportive community through collaborative workshops, personalized coaching, and reflective practices.

OUTCOMES:

- Describe strategies to create equitable and meaningful learning experiences for all learners

- Identify methods for nurturing critical thinking, curiosity, and inclusivity

- Create a dynamic, student-centered learning environment

Please Note:

- Participants are eligible to receive 4 hours of coaching in addition to the 21 workshop hours.

- The cost per participant is one SCI Day.

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at ktalbut@btboces.org

OVERVIEW:

Welcome back to Year 2 of our Performance-Based Learning Assessment (PBLA) journey! This year, we'll deepen our commitment to powerful, student-centered learning by enhancing our PBLA practices, amplifying student voice and agency, and designing assessments that are authentic and meaningful. We will continue to align our work with district priorities and the NYS Portrait of a Graduate. Through ongoing team coaching, cross-district collaboration, and reflective practice, you and your team will refine, elevate, and lead the way in transforming assessment in our region.

Bring Your Own Device

OVERVIEW:

This is a make-up session for those who weren't able to attend the August Acceleration sessions that took place on August 18-19. Please note that you will need to be enrolled in the main series if you are attending this makeup session- Link to the main series can be accessed using the link below

https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=14861&I=5068394

LEARNING OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

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

- Explain the essential components of skilled reading

- Describe tools to effectively and efficiently assess students to determine precise teaching points based on strengths and areas of need

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

- Refine your assessment plan and toolkit for the first few weeks of 2025-2026

This monthly meeting for HS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals' Center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

DIVISION CHAIRS: Steven DiStefano (U-E); Dawn Young (Vestal)

Teams access information will be communicated via the High School Principals listserv.

OVERVIEW:

In this full-day session, educators will be introduced to a short-term (11-week) structured literacy intervention designed to build foundational skills in phonemic awareness and alphabet knowledge for young learners. The session centers on two evidence-based approaches: Road to the Code, a systematic phonemic awareness intervention, and embedded alphabet mnemonics, a powerful strategy for teaching letter names and sounds.

Participants will explore how these two tools work together to support students in taking their first confident steps into early reading. The session will balance research and practice-examining the research base behind these approaches while diving into the practicalities of implementation: what to teach, how to teach it, and how to adapt instruction to meet student needs.

Educators will be oriented to the instructional manual, scope and sequence, and accompanying materials, all designed for immediate classroom use. We'll also discuss how to identify students who would benefit most from this intervention, ensuring targeted and effective support.

What's Included:

- Access to free, downloadable instructional tools

- Hands-on guidance with implementation

- Opportunities for discussion, practice, and collaboration

OUTCOMES:

- Explain the research foundations of an explicit, systematic approach to teaching phonemic awareness and letter sound correspondence

- Describe the lesson structure and scope and sequence in support of students who need special attention to reduced cognitive load

- Practice key instructional strategies using materials from the approaches

- Collaborate with colleagues and plan for implementation with a group of students or a small class

Each participating teacher will need a copy of the instructional manual. Manuals must be purchased separately and can be ordered from the link below

https://products.brookespublishing.com/Road-to-the-Code-P322.aspx

OVERVIEW:

The purpose of this ongoing professional learning is to gather educators committed to ongoing growth and collaboration in implementing Adaptive Schools and/or Cognitive Coaching®. Participants will share expertise and engage in collaborative efforts to enhance their skills and capacities in Adaptive Schools and Cognitive Coaching® methodologies. The ultimate aim is to foster the development of collaborative groups and sustain systems, employing the effective strategies and structures derived from Adaptive Schools and Cognitive Coaching® principles.

OUTCOMES:

- Describe how to approach challenges around supporting collaborative groups with a growth mindset, fostering resilience and adaptability

- Explain how to facilitate meaningful conversations, build consensus, and inspire others to action

- Practice active listening, empathy, and trust-building, leading to stronger relationships with colleagues, supervisors, and stakeholders

OVERVIEW:

If your Professional Learning Community feels like it's just another meeting on your calendar, it's time to hit refresh. In this session, participants will take a critical look at the current state of their PLC practices and explore strategies to move beyond compliance-driven routines toward meaningful, results-focused collaboration. Through reflection and reconnection with foundational, research-based practices of PLCs, educators will learn how to realign their PLCs with shared goals, student learning outcomes, and collective efficacy. Participants can expect to rethink, refocus, and revitalize their perspectives on PLCs, ensuring their own active participation in the process.

OUTCOMES:

- Identify common barriers to impactful PLCs

- Explain effective PLC structures and protocols

- Design a protocol for team collaboration

- Develop SMART goals aligned to PLC needs and student learning goals

- Create an action plan to implement new PLC strategies

OVERVIEW:

Special Education encompasses a wide range of knowledge, skills, and strategies that can be challenging to learn and practice for new educators. This course will help new special education teachers and educators serving in these roles to understand ways to balance student needs and reporting needs. Participants will also gain knowledge around behavioral management and student engagement techniques.

Learning Outcomes:

- Describe responsibilities of the special educator

- Explain strategies to meet students' IEP needs and monitor progress

- Identify strategies to support students' behavioral needs

- Choose practices to utilize in your classroom

OVERVIEW:

This is a make up session for anyone who missed day 1 (July 28th) of the series. Participants must be registered for the series and this session.

This professional learning opportunity is designed for any 6-12 educator who would like to better support students with reading and writing in their classroom! Grounded in the science of reading, the course focuses on practical evidence based strategies.

Participants will learn effective decoding techniques to help students master multisyllabic words to be used in content area classrooms (like continental and neolithic and isotope!) along with fluency-building routines to develop reading confidence and accuracy. The course highlights comprehension-building strategies to help readers effectively understand and engage with texts, while also focusing on explicit vocabulary instruction. Educators will explore appropriate assessment tools and methods for analyzing data, enabling them to make informed instructional decisions that meet their students' specific needs. Each session will include practical strategies that can be easily implemented in both whole group and small group settings.

OUTCOMES:

- Describe the core components of the Science of Reading and their application to adolescent learners

- Assess and address the diverse literacy needs of adolescent learners

- Apply evidence-based strategies to your classroom to enhance decoding, fluency, reading comprehension, and vocabulary

- Develop culturally responsive teaching strategies to engage all students

OVERVIEW:

Explore effective strategies for fostering collaboration between Social Studies and English Language Arts classrooms. By aligning themes, texts, and skill development, educators can create interdisciplinary learning experiences that promote critical thinking, historical empathy, and strong literacy skills. Participants will examine model lessons, co-planning structures, and content-standards alignment to support reading, writing, research, and discourse across both disciplines. Whether you're new to collaboration or looking to strengthen existing partnerships, this session will offer practical tools and planning time to help bridge the content areas for more cohesive and impactful instruction.

OUTCOMES:

- Identify overlapping themes, skills, and standards that support interdisciplinary instruction

- Analyze a model interdisciplinary lesson

- Describe co-planning strategies or protocols to support ongoing collaboration

- Design a collaborative, cross-content lesson

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This year the group will focus on continuing to build capacity around the IAAP and what each teacher and district needs to be successful. The group will focus on developing regional resources and sharing effective instructional strategies which will help lead to the success of students.

Participants in this series will learn about inquiry and service learning development at all levels of education and make connections to organizations and researchers working on community-engaged research projects.

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

OVERVIEW:

This community of practice will inform regional teacher leaders of current best practices and trends in educational technology all while supporting the NYS Computer Science and Digital Fluency Standards. These will also provide a time where teacher leaders can collaborate across the region to discuss and highlight what technology-based practices are occurring in their districts.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Examine current research

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

Please BYOD to the sessions.

OVERVIEW:

These quarterly sessions will be for technology teacher leader teams appointed by their district to work as a team to have concentrated time to work toward planning district initiatives.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Identify PL needs for the district and how to build targeted sessions

Please BYOD to the sessions.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

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

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

- Design a plan for each session

OVERVIEW:

1. Understanding Learner Differences

- Learning Profiles & Styles in Autism

- Flexibility and Generalization of Skills

2. Environmental & Physical Supports

- Physical Organization of the Classroom

- Classroom Choreography (movement flow & transitions)

- Structured Use of Materials

3. Visual Systems & Supports

- Visual Schedules

- Work Systems (task organization & independence tools)

4. Behavior & Emotional Regulation

- Positive Behavior Support Strategies)

5. Monitoring Progress

- Ongoing Assessment & Data Collection

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This year the group will focus on educating and providing information about the IAAP. Participants will collectively develop regional resources and strategies to assist in the success of the IAAP and achievement of HSII Music Standards.

OVERVIEW:

New mentors will engage in a collaborative professional conversation that identifies how they can make their learning focused relationship with their mentee the most productive that it can be.

OUTCOMES:

- Describe attributes of effective coaches/mentors

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

- Identify characteristics of adult learners and consider their impact on our mentoring relationship

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

- Identify ways to develop a focus for your mentoring relationship

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

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

Course Description

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

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.

Cost: $440

Payment by personal check or money order should be made payable to BT BOCES; 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis

OUTCOMES:

- Identify patterns and gaps of learning from analyzing Regents results

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

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

- Design a plan for each session

Overview:

This session is designed to support K-12 Science Teachers in developing lessons, sequences of lessons, units, and assessments aligned to the NYS P-12 Science Learning Standards (aka NYSSLS). The facilitators will act as instructional coaches to ensure the application of performance expectations (PEs), the three dimensions of the standards (SEPs, DCIs, and CCCs), and the student voice at the forefront of the design work.

Participants should already be familiar with NYSSLS and be on the road to NYSSLS alignment in their lessons. This is an active workshop for participants to plan and design instructional products they will use in their classrooms-there will be minimal delivery of content by the facilitators. This will be an independent study for individual teachers or district teams to plan instruction and develop lesson content. Participants should come prepared to work on target performance expectations of their choice and also be prepared to share out about their work.

Outcomes:

- Create 3-dimensional, NYSSLS aligned lessons and assessments

- Develop an action plan for continuation of 3-dimensional work

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. The content and outcomes of a Community of Practice are teacher-centered and teacher-generated with the overarching aim to improve practice through lived experience.

Learning Outcomes:

Participants will:

- Dialogue to explore generative themes and problems of practice specific to secondary English educators

- Engage in problem-solving discussions