During this two-day leadership academy, Dr. Cruz will clarify and deepen our thinking about strategies to build collaborative cultures for the achievement of all learners within a simplified RTI model. Leaders will examine models of collaboration and conduct a self-assessment to identify critical next steps. Dr. Cruz will also address working with staff resistance. Participants will work in teams to create or revise an action plan that moves their district forward.

Outcomes:

- Define the roles and responsibilities of collaborative teacher teams and guiding coalitions, and specifically the role of administrators in each

- Identify factors that imperil the collective effort to improve achievement of ALL students

- Identify characteristics and actions of the continuum of resistant staff who compromise the effort to improve student achievement

- Describe action steps administration can take to address different levels of staff resistance

In this training session for the Windsor/M-E 1:1 program, teachers will be introduced to the concept of the 1:1 classroom. The workshop will highlight how an effective 1:1 classroom can improve student engagement, and therefore lead to increased student learning. The workshop will outline the challenges and benefits of a 1:1 digital conversion. We will focus on instructional practices and procedures, as well as embedding a digital citizenship curriculum in a 1:1 environment.

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

- Identify and understand pedagogical shifts in 1:1 learning environment

- Define and design digital citizenship curriculum for learners in 1:1 environment

- Identify and design classroom procedures in a 1:1 learning environment

- Explain the role of a Learning Management System (Schoology) in 1:1 environment

Tags: 1:1 education

New teachers face many challenges as they begin the school year. This professional development opportunity will prepare them to enter their classroom and get off to a GREAT start! First-year teachers often need support in areas such as classroom management, parent communication, grading, homework, and instructional delivery; this course will successfully prepare them in these areas and more.

Outcomes:

- Develop management procedures that will positively impact student behavior.

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

- Identify instructional strategies that will help students succeed.

* Participation includes one on-site visit (dates to be determined between facilitator and participant)

Tags: Effective Teaching - NYS Teaching Standards, APPR, Teacher Evaluation, Behavior Management, Growth Mindset

Learn the basics of secondary transition and how to implement best practice in the special education teacher role.

Outcomes:

- Gain knowledge of SPP Indicator 13 and the IEP writing process

- Overview of the Student Exit Summary; Pathways to Graduation; CDOS Commencement Credential and Documentation; and Preparing for the CSE meeting

- Develop a Transition Resource Toolkit

This training session for the Windsor/M-E 1:1 teachers offers an introduction to The G Suite (Drive, Docs, Forms, Slides) as well as an introduction to Chromebooks. In the first part of the workshop, we will look at how G Suite products can be shared as well as created collaboratively between users. In the second half of the workshop will focus on the form and functionality of Chromebooks. Discussion throughout the day will address how G Suite, Chromebooks, and apps/extensions can help increase student efficiency and engagement.

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

- Create files, share files, and locate files share with them within GAfE

- Create a file within GAfE collaboratively with other users

- Turn on/off (log on/off) a Chromebook

- Sync a GAfE account

- Explain the difference between an app and an extension

- Install and uninstall apps and extensions on a Chromebook

- Explain the difference between local and cloud storage on a Chromebook

- Log in to the Chrome web browser

Tags: 1:1 education

-Examine Universal Interventions to Encourage Positive Behaviors of All Students

-Design Classroom Routines to Minimize Challenging Behaviors

-Gain Strategies for Teaching Social-Emotional Skills

-Reframe Approaches to Challenging Behaviors Using Function-Based Thinking

Physical activity has a positive impact on learning. This professional development session will incorporate the use of brain research to improve academic achievement- learning, memory and motivation. Teachers will explore techniques for incorporating physical activity into existing lesson plans. This session will prepare teachers to integrate physical activity and brain-based research into their instruction, which will lead to improved health and academic success for all students.

Outcomes

As a result of this session, participants will:

o Describe strategies that can be used to enhance learning through purposeful movement

o Create a plan to incorporate movement in a lesson

Sponsored by: Healthy Communities Grant (Broome County Health Department)

Tags: Health / Physical Education - NYS Teaching Standards - Assessment - Common Core

This training session for the Windsor/M-E 1:1 teachers focuses on creating and optimizing the digital workflow provided by the learning management system, Schoology. Teachers will be given time to share best practices regarding digital workflows, as well as work time to create materials for their courses with education technology integration specialists present as coaches. One of the major goals for these lesson materials is to increase student learning and engagement. There will also be time dedicated to having each participant create goals for the year with regarding to their individual 1:1 classroom. These goals, and the progress made towards them, will be addressed throughout the school year.

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

- Explain how information will be disseminated to their 1:1 students

- Explain how information/work will be turned in by their 1:1 students

- Create media/materials taking advantage of the 1:1 environment provided to their students.

- Identify and establish 1:1 implementation goals for the 2016-2017

Tags: 1:1 education

QUARTERLY COACHES MEETING FOR PBIS COACHES

Outcomes:

INTERNAL COACHES

MENTORING/NETWORKING SESSIONS

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

As part of our conversations we will be discussing the book, Engaging the Rewired Brain by David A. Sousa, as noted below.

September 13, 2017: Chapter 3 "Engaging Attention"

December 6, 2017: Chapter 4 "Engaging Memory"

February 7, 2018: Chapter 5 "Engaging Thinking"

May 23, 2018: Chapters 6 & 7 "Engaging Social Behavior" and "Where We Are Going"

School librarians face the challenging task of creating flexible, inclusive, collaborative spaces with limited resources, funding, and time. Building on the “MacGyver” philosophy shared by Jennifer LaGarde at our year-end event, join us to virtually explore local model libraries, identify small moves that can have a big impact, and create a plan for transforming your library space.

Superintendents, administrators, dean of students, related service providers, possible coaches

Outcomes:

- Review response to intervention for mult-tiered systems of support for behavior

- Look at examples of schools in implementation

- Determine next steps for commitment

Providing support for new teachers is essential for their success. This professional development opportunity will provide new mentors with information on how to support their mentees. They will have the opportunity to work with other professionals and discuss solutions to real-life situations they may encounter as a new mentor.

Outcomes:

The participants will:

- Define the roles of a mentor

- Describe strategies that could be used to support new teachers based on their needs

- Create a plan to support their mentee

Tags: Mentoring, Coaching, NYS Teaching Standards, Teacher Leadership, Effective Teaching

This session is designed to provide teachers with multiple approaches for establishing routines and procedures for a well-managed classroom. We will discuss strategies for different instructional structures such as whole and small group. We will also share multiple approaches for establishing behavior systems in the classroom to support all students, including those needing some extra behavioral guidance.

Outcomes:

- Identify clear and consistent routines and procedures for the early grades, including:

o Routines for whole group

o Transition procedures

o Routines for small group

- Describe possible tier one and two approaches for a well-managed preK and K classroom

- Create an action plan for your classroom

Have you heard about Project-Based Learning (PBL)? Do you want to try it in your classroom? Then this is the workshop for you! We will take you through the PBL framework step by step and facilitate your designing of a PBL experience. Opportunities will be provided to reflect on PBL successes and next steps. Teachers will hear from teachers who have incorporated PBL into their practice.

Outcomes:

- Define eight essential elements of project-based learning

- Describe how project-based learning targets the needs of today's students

- Describe instructional strategies to support project-based learning

- Design a project based learning experience to meet specific learning outcomes

- Use criteria and feedback to assess and revise the project-based learning experience

Tags: project-based learning, technology integration, effective teaching, critical thinking, inquiry, 21st century skills

This training will walk participants through using Google Expeditions in their classroom. Participants will learn best practices in integrating Google Expeditions in lessons to enhance student learning experiences. Participants will also learn logistics tips and tricks to try to ensure a smooth integration of the technology into the classroom.

*Google Expeditions Regional Training and district participation in BT BOCES Library Media Service are prerequisites to classroom kit loan.

tags: Ed Tech, Google Expeditions, Library Media Services

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

Outcomes:

- Implement evidence based practices for transition

- Build teaching resources

- Establish local agency connections

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

*PLEASE NOTE: LOCATION ALTERNATES

This session has a focus on how to create assessments designed to guide instruction based on data retrieved. Participants will see how to create high quality questions with plausible distractors while holding to the rigor of a state designed assessment.

Outcomes:

- Define rigor and what is looks like on a math assessment

- Create high quality questions with varying rigor

- Define what is needed to create plausible distractors

- Describe the process for interpreting data when creating an action plan

tags: DDI, Math, Common Assessments

Administrative overview for positive behavior interventions and supports. Participants will become familiar with multi-tiered systems of support for behavior.

Outcomes

- Review response to intervention for mult-tiered systems of support for behavior

- Look at examples of schools in implementation

- Determine next steps for commitment

* No meeting scheduled in February due to NYS Testing.*

This course provides ongoing support for literacy coaches who previously participated in Developing Literacy Coaches- Year 1. During the second year, participating coaches will have opportunities for continued professional development and onsite coaching visits (per building). There will be opportunities to try different coaching models and strategies to extend the year one coaching work. Additionally, we will further our practice of coaching conversations to meet different levels of teacher needs.

Outcomes:

Coaching:

- Collect evidence and conduct coaching conversations

- Apply analysis of student data to planning for coaching conversations

- Refine use of norms for collaboration in coaching conversations including use of language differentiated for working with teachers at levels 1-4.

- Participate in group coaching debriefing sessions

Literacy:

- Identify and explain use of a variety of student engagement strategies

- Identify and explain various formative assessment techniques and accompanying strategies for student ownership of learning

- Identify critical components ELA instruction, and make application to classroom practice

- Explain principles of acceleration and identify and practice look-fors and ask-abouts in coaching conversations

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

These sessions will be to inform regional teacher leaders of current best practices to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology based best practices that are currently occurring in their districts.

Outcomes:

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

tags: technology leaders, technology

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

Outcomes:

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

tags: technology leaders, technology

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

Overview:

- Implement evidence based practices for transition

- Build teaching resources

- Establish local agency connections

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

*Additional dates will follow, location will vary

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

In this session we will overview the recent changes to the NYS ELA Standards, with a focus on grades preK-5. We will discuss implications for local curriculum and assessment decisions and well as recommendations for supporting other teaching colleagues in their understanding of these changes.

Outcomes:

- Explain the recent changes to the NYS ELA Standards

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

- Create an action plan for sharing these changes with colleagues

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

What do I want students to learn? How will I teach so all students learn? How will I know if students have learned? How will I respond if they have or have not learned? Teachers make many decisions each day when they enter a classroom. This professional development opportunity will focus on the instructional decisions teachers make and how research-based strategies can be applied so that all students are successful. Explicit links will be made to district approved APPR documents.

Outcomes:

- Define the principles of learning and their critical attributes

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

- Design lessons that incorporate the principles of learning

Participation includes one onsite coaching visit from the instructors. Scheduling TBD by instructors and participants.

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

MONTHLY COACHES MEETING FOR PBIS COACHES

Outcomes:

- INTERNAL COACHES

- MENTORING/NETWORKING SESSIONS

8:15 - 10:15 a.m. - Curriculum Discussion

10:15 a.m. - 12:15 p.m. - IT Discussion

Indicator 13 is a district self-review process in which IEPs of transition age students are evaluated for compliance. School districts engaged in Indicator 13 review for the 2017-2018 school year are: Addison, Arkport, Canaseraga, Canisteo-Greenwood, Cooperstown, Deposit, Franklin, Harpursville, Roxbury, Sidney, South Kortright, Vestal 2018-2019 Districts are strongly encouraged to attend: Binghamton City, Elmira City, Hancock, Hunter-Tannersville, Jasper-Troupsburg, Johnson City, Norwich City, Schenevus, Watkins Glen, Worcester

Outcomes:

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

In this workshop participants will learn how to use Google apps for education. We will learn the basics ins and outs of how to use Google Drive, Forms, Presentations, Spreadsheets and Documents.

Outcomes:

- List the benefits of being able to work in Cloud.

- Identify how GSuite will aid in a streamlined workflow.

Tags: Flipped classroom, flip

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

What does ensuring learning for all look like in the classroom? As leaders how do we support teachers engaged in this work? This professional learning community provides the opportunity for leaders to focus on the following critical questions:

- What do we expect our teachers to know and be able to do to ensure learning for all

- How will we know when they’ve learned it?

- How will we respond when they don’t?

- How will we respond when they do?

Leaders will identify critical elements of learning for all and collect informal qualitative data on findings from their own school. Participants will have an ongoing opportunity to meet in critical friends groups to discuss what they are seeing and to identify strategies to help teachers move forward.

Outcomes:

- Identify critical elements of learning for all

- Identify strategies to support teacher teams in your building

Light lunch provided for Day 1 session on 9.27.17

In this second workshop in the two-part Going Google series, participants will learn how to use Google Apps for Education. We will dive into the ins and outs of Chromebooks, as well as explore different classroom apps and extensions.

Outcomes:

- List the benefits of being able to work in Cloud.

- Identify how Google Apps for Education will aid in streamlining workflow.

- Identify apps that will help elevate student learning experiences

tags: cloud, google apps

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

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

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

- PARTICIPANTS MUST REGISTER FOR THIS COURSE BY SEPTEMBER 20, 2017. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Dates: Classes - Sept 27, Nov 29 and Resource Coach Sessions - 12 additional hours (TBD)

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

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

- PARTICIPANTS MUST REGISTER FOR THIS COURSE BY SEPTEMBER 20, 2017. All registered participants will be sent an email asking which sport certification they are seeking.

This 30-hour course is divided into three parts:

1. Concepts Common to all sports - 5 classroom sessions on the following dates (15 hours and concluding session)

o Sept 27, Oct 4, 11, 18, 25

2. Sport-specific Certification (12 hour)

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

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

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

3. Concluding Classroom Session (3 hours) - April 3

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.

The Literacy Roadmap for All Students is a four-part series of professional development that focuses on building in-district capacity for improving the literacy achievement of all students. This yearlong journey is based on a comprehensive literacy framework that includes professional development in a range of small-group and large-group structures and high-yield reading and word study instructional strategies.

Outcomes:

Session 1: (Sept 28) Assessment for targeted instruction; aligning instruction with standards

Session 2: (Oct 16) Shared reading strategies and supporting students’ knowledge of phonics

Session 3: (Nov 14) Read aloud strategies and routines to ensure a well-managed ELA classroom

Session 4: (Feb 6) Guided reading approaches and conferring with readers

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

Transition Assessment is a requirement that informs multiple areas of a student’s IEP. Beginning at age 12 and updated annually, formal and informal transition assessments support the development of realistic measurable post-secondary goals.

Outcomes:

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

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

The Literacy Roadmap for All Students is a four-part series of professional development that focuses on building in-district capacity for improving the literacy achievement of all students. This yearlong journey is based on a comprehensive literacy framework that includes professional development in a range of small-group and large-group structures and high-yield reading and word study instructional strategies.

Outcomes:

Session 1: (Sept 29) Assessment for targeted instruction; aligning instruction with standards

Session 2: (Oct 23) Supporting students’ reading of challenging text; guided reading approaches and routines for a well-managed ELA classroom

Session 3: (Dec 8) Supporting students’ reading of challenging text through read aloud and shared reading approaches

Session 4: (Feb 7) Supporting students’ reading of challenging texts with collaborative partners; conferring with readers

In this workshop, teachers will learn the ins and outs of the flipped classroom model. It will encompass the who, what, when, why and how of the flipped classroom. This workshop will provide key aspects in how to create engaging technology-based lessons, enhance student-to-student and student-to-teacher communications and interactions.

Outcomes:

- Identify the critical attributes/essential components of a flipped classroom

- Identify the pros and cons of a flipped classroom

- Describe how instructional decisions impact the effectiveness of a flipped classroom

tags: flipped classroom, flip

This course is a continuation of our summer 2017 sessions: Math Grade 7 Curriculum and Math Grade 8 Curriculum Development.

The PLC 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 items that they will administer 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

tags: math, scope and sequence, common assessments

This course is a continuation of the 2017 summer sessions: Algebra I Curriculum Development and Algebra IA Curriculum Development. It 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

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

tags: formative assessment, digital

Outcomes:

- Planning for and starting up writing workshop

In this course participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. There will be time to learn, share and create the instructional materials to implement these strategies.

Outcomes:

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

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

tags: algebra I, math

*No meetings scheduled for September or April.*

Focus on guided math and small group work. How to manage individual stations and rotations while keeping engagement and learning up.

Outcomes:

- Develop routines that facilitate movement and productive independent work.

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

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

tags: stations, math centers, guided groups

In this course participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. There will be time to learn, share and create the instructional materials to implement these strategies.

Outcomes:

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

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

tags: algebra II, math

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

Outcomes:

- Explain the recent changes to the NYS ELA Standards

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

- Create an action plan for sharing these changes with colleagues

Physical Education teachers from across the region will use the NYS Curriculum & Assessment Guidance Document to refine their curricula.

This four-part series is designed to support middle grade teachers as they implement a writing workshop framework. Participation in each of the four sessions is not required; that is, participants may attend any session without obligation to attend the others.

Outcomes:

- Planning for and starting up writing workshop

In this course participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. There will be time to learn, share and create the instructional materials to implement these strategies.

Outcomes:

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

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

tags: geometry, math

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

Outcomes:

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

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

- Integrate instructional technology into the math classroom.

**Regional Leadership Team participants may also consider registering for the afternoon Regional PK Roundtable sessions.**

tags: collaboration, math

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

Session 1: Teaching Pyramid Model Overview Session 2: Thinking Functionally About Behavior Session 3: Executive Function Skills Session 4: Responding to Challenging Behaviors

Teams of ENL Teachers and Content Area Teachers will explore building strong professional relationships, models of co-teaching, strategies for co-planning and delivering instruction in the co-taught classroom and ways to enhance instruction through co-teaching.

Outcomes:

Participants will:

- Engage in team building activities to create a strong foundation for the co-teaching relationship.

- Explore and experiment with various models for co-teaching.

- Delve into the process and structure of co-planning lessons with a focus on efficiency and effectiveness.

- Examine strategies for assessment and reflection to strengthen the co-teaching relationship and instruction.

This series will include 3 full day sessions, online participation activities between sessions, and follow-up at the school level. Participants are required to attend as a team consisting of an ENL Teacher and one or more Content Teachers.

In this four-day session, we will discuss the role of instructional coaches, how to work with colleagues who may be unfamiliar with instructional coaching, essential "look-fors" of effective instruction, and how to conduct a coaching conversation focused on student learning. Participants will leave able to clearly articulate their coaching role, with ideas for building coaching relationships with colleagues and coaching tools.

Outcomes:

- Define your role as an instructional coach

- Explain strategies for building relationships with adult learners (colleagues) - Describe the critical attributes of effective teaching - Identify and label the critical attributes of effective teaching in lessons - Explain the coaching protocol - Identify tools that can be used for effective coaching and use the tools during a coaching conversation

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

* * Prerequisite: participation in Instructional Coaching Academy- Year 1 (Part 1) during the summer of 2017

Focus on guided math and small group work. How to manage individual stations and rotations while keeping engagement and learning up.

Outcomes:

- Develop routines that facilitate movement and productive independent work.

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

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

tags: stations, math centers, guided groups

Transition ties the IEP together! Dissect each transition component and develop a resource binder to assist in the IEP writing process.

Outcomes

- Participants will gain an understanding of each part of the transition IEP and learn to write with quality and compliance in accordance with SPP 13.

Participants must register for all four dates!

Session 1: MPSG & Transition Assessment

Session 2: Present Levels of Educational Performance

Session 3: Transition Needs & Course of Study

Session 4: Coordinated Set of Activities/ Annual Transition Goal

Participants must register for all four dates!

Designing Successful Classrooms offer research based strategies for increasing instructional time and student engagement, while decreasing the likelihood that problem behavior occurs.

Outcomes:

Participants will:

- Establish effective strategies, interventions and practices

- Self-Assess & discuss current practices for effectiveness

- Reflect & action plan for immediate implementation of:

o Expectations & rules

o Routines & procedures

o Acknowledgement systems

o Proactive consequences

2 full days – day 1 is prerequisite for day 2. Participants must attend both days

Indicator 13 is a district self-review process in which IEPs of transition age students are evaluated for compliance. School districts engaged in Indicator 13 review for the 2017-2018 school year are: Addison, Arkport, Canaseraga, Canisteo-Greenwood, Cooperstown, Deposit, Franklin, Harpursville, Roxbury, Sidney, South Kortright, Vestal 2018-2019 Districts are strongly encouraged to attend: Binghamton City, Elmira City, Hancock, Hunter-Tannersville, Jasper-Troupsburg, Johnson City, Norwich City, Schenevus, Watkins Glen, Worcester

Outcomes:

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

*Note: Districts must come in groups of 2 or more with each participants bringing two current IEPs for review.

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

Session 1: Teaching Pyramid Model Overview Session 2: Thinking Functionally About Behavior Session 3: Executive Function Skills Session 4: Responding to Challenging Behaviors

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

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

The Literacy Roadmap is a four-part series of professional development that focuses on building in-district capacity for improving the literacy achievement of all students. This yearlong journey addresses strategies to engage all learners and to support students toward successful independence—including strategies for direct, guided, and collaborative instruction. Additionally a variety of strategies for independent learning will be addressed.

Outcomes:

Session 1: Assessment for targeted instruction; learning intentions and success criteria for student ownership of learning in the MS ELA classroom

Session 2: Strategies to engage and support all learners during direct instruction in the MS ELA classroom

Session 3: Designing and supporting collaborative discussion to engage ALL learners in the MS ELA classroom

Session 4: Designing guided instruction to support all learners in the MS ELA classroom: Small group reading instruction and other techniques to increase student independence

Indicator 13 is a district self-review process in which IEPs of transition age students are evaluated for compliance. School districts engaged in Indicator 13 review for the 2017-2018 school year are: Addison, Arkport, Canaseraga, Canisteo-Greenwood, Cooperstown, Deposit, Franklin, Harpursville, Roxbury, Sidney, South Kortright, Vestal 2018-2019 Districts are strongly encouraged to attend: Binghamton City, Elmira City, Hancock, Hunter-Tannersville, Jasper-Troupsburg, Johnson City, Norwich City, Schenevus, Watkins Glen, Worcester

Outcomes:

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

Districts must come in groups of 2 or more with each participants bringing two current IEPs for review.

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

Session 1: Teaching Pyramid Model Overview Session 2: Thinking Functionally About Behavior Session 3: Executive Function Skills Session 4: Responding to Challenging Behaviors

This two-part series will address complex texts and how to help students read and respond to these in a digital environment. We will compare the process of reading traditional vs digital complex texts, with emphasis on the implications for deeper analysis of complex digital texts. We will address digital annotation tools and strategies for student response to text.

Outcomes:

- Explain similarities and differences in comprehension of digital versus traditional texts

- Describe annotation tools and strategies useful for helping students access digital text

- Describe tools and strategies useful for helping students respond to text in a digital environment

- Create a plan for incorporating digital text into the curriculum, as well as use of digital tools for student processing of those texts

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

Outcomes:

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

Tags: science, NYSSLS, NGSS, 5th Grade

In this session teachers will experience digital and traditional texts and make comparisons about the comprehension processes involved in each. The role of read aloud in supporting students’ independent comprehension processes will also be discussed. Participants will experience a digital read aloud and make application to their own classrooms by designing a digital read aloud for their students.

Outcomes:

- Compare digital and traditional reading processes to identify implications for teaching points

- Explain the use of digital read aloud to address the demands of digital reading

- Compare digital and traditional read alouds, including procedures and how they support readers language building and comprehension processes

- Design a digital read aloud experience for your classroom

In this course participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. There will be time to learn, share and create the instructional materials to implement these strategies.

Outcomes:

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

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

tags: grade 7, grade 8, math

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

Teachers will explore ways to scaffold and differentiate instruction for ELLs. Focus will be on making content comprehensible for ELLs and strategies for structuring coursework so that ELLs can be successful in the content area classroom.

Outcomes:

Participants will:

- Define and distinguish between scaffolding and differentiation.

- Learn strategies to scaffold text for comprehensibility.

- Acquire a toolkit of scaffolding strategies to make instruction more comprehensible for ELLs.

- Experiment with differentiating texts and assessment to better meet the needs of ELLs.

This one-day session with follow-up activities is open to ALL teachers.

This is ongoing work that focuses on integration of social studies content and practices and the New York State K-12 Social Studies Framework. Opportunities will be provided for participants to both explore and share resources. Educators will leave with strategies that facilitate assessment and instruction aligned with the K-12 New York State Social Studies Framework, and the Social Studies Practices. Work will continue to infuse best practice with media literacy and inquiry driven instruction.

Outcomes:

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

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

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

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

Transition ties the IEP together! Dissect each transition component and develop a resource binder to assist in the IEP writing process.

Outcomes:

Participants will gain an understanding of each part of the transition IEP and learn to write with quality and compliance in accordance with SPP 13.

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

Session 1: Teaching Pyramid Model Overview Session 2: Thinking Functionally About Behavior Session 3: Executive Function Skills Session 4: Responding to Challenging Behaviors

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

Outcomes:

- Implement evidence based practices for transition

- Build teaching resources

- Establish local agency connections

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

*PLEASE NOTE: LOCATION ALTERNATES

Participants will learn the ins and outs of the Lulzbot software and hardware, identify best practices and logistical considerations for integrating 3D printing into the classroom/library, and create a 3D model.

*Prerequisites: Lulzbot training and district participation in BT BOCES Library Media Service are prerequisites to 3D printer loan

This course is designed to give participants strategies for incorporating cooperative learning in their math classroom. Participants will go over each strategy and how it can be used within the math curriculum and develop an implementation plan for classroom use.

Outcomes:

- Describe strategies for organizing students into learning groups

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

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

tags: cooperative learning, brain-friendly instruction, effective teaching, collaboration and communication, social and emotional learning

This ongoing series is for administrators who have previously participated in lead evaluator training. The training will continue to include the required components of APPR lead evaluator training, with specific emphasis on instructional leadership (NYS teaching standards and leadership, evidence-based observation, and application of state-approved teacher rubrics). Participants will take part in inter-rater agreement work using the approved rubrics from their districts.

Outcomes:

- Identify quality instructional practices and justify with evidence from classrooms

- Score evidence using the district-approved teacher observation rubric

- Describe a coaching protocol and identify a coaching point (objective) for sample lessons

- Plan a coaching conversation based on evidence collected in a lesson

tags: lead evaluator, administration, evaluation

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

Overview:

- Implement evidence based practices for transition

- Build teaching resources

- Establish local agency connections

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

*Additional dates will follow, location will vary

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

These sessions will be to inform regional building and district leaders of current technology integration best practices to take back to their districts. These sessions will also provide a time where leaders will discuss best practices that are occurring in their districts currently and time for personal skill building opportunity.

Outcomes:

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

tags: technology, leadership, administration

What are the characteristics of high expectations teaching?

How do we help students have the confidence that they already have enough brain power to do demanding work?

How do we teach them the strategies for exerting effective effort?

In the past few years there has been a lot of productive conversations around mindset and messaging belief in students. We also know that talking about growth mindset and effort is not enough. This workshop will focus on operationalizing those conversations on a daily basis. We make many correct decisions every day in the classroom. However, sometimes our daily habits and decisions are not messaging belief on a consistent basis. We will use the lens of high expectations teaching to reflect on our own practice and to build our repertoire of strategies that impact students’ beliefs and actions.

Outcomes:

- Describe daily verbal behaviors and teacher choice of language that positively impact students’ belief in themselves and students’ ownership of their own learning

- Explain daily instructional strategies for clarity of learning and clarity of criteria for student success

- Describe how we explicitly teach students effective effort behaviors

- Identify focus areas for your own classroom practice

** RECOMMENDED PREREQUISITE: Focus on Effective Teaching **

tags: attribution theory, effective teaching, growth mindset, resiliency, student engagement, brain friendly instruction

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

Outcomes:

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

Tags: science, NYSSLS, NGSS,3rd Grade

ENL teachers working with students in grades 3-12 will explore strategies for building strong literacy foundations for ELLs. Approaches and strategies for teaching reading beyond the primary grades and improving the writing process and products will be main topics for the series.

Outcomes:

Participants will:

- Gain a deeper understanding of the literacy needs of ELLs.

- Explore the guided reading process and how to adapt it for older ELLs

- Learn to adapt text and curriculum materials for struggling readers.

- Examine ways to scaffold and differentiate the writing process for ELLs

This series will include 3 full day sessions, online participation activities between sessions, and follow-up at the school level.

Understand evidenced-based practices for promoting positive behavior in young children. Discover strategies that help young children gain social-emotional skills. Explore resources from CSEFEL Teaching Pyramid Model.

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors

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

In this workshop participants will learn how to set up, use and pack up the Digital Dome portable planetarium. Participants will have the opportunity to try out the many different features of the Dome and collaborate with other participants on potential uses in the classroom. This training is required in order to sign out and use the Digital Dome. Schools must also be a participant in the Regional Science program.

*Bring a device that can connect to the internet

Outcomes:

- Be able to set up, use and take down the Digital Dome.

- Identify potential/planned uses with students.

Tags: planetarium

Transition Assessment is a requirement that informs multiple areas of a student’s IEP. Beginning at age 12 and updated annually, formal and informal transition assessments support the development of realistic measurable post-secondary goals.

Outcomes:

- Practice using transition assessments related to self-determination, independent living, education and employment

- Select age appropriate transition assessments

- Use transition assessment data in IEP development

Designing Successful Classrooms offer research based strategies for increasing instructional time and student engagement, while decreasing the likelihood that problem behavior occurs.

Outcomes:

Participants will:

- Establish effective strategies, interventions and practices

- Self-Assess & discuss current practices for effectiveness

- Reflect & action plan for immediate implementation of:

o Expectations & rules

o Routines & procedures

o Acknowledgement systems

o Proactive consequences

2 full days – day 1 is prerequisite for day 2

This learning community will focus on the needs of health education teachers. Participants will have the opportunity to discuss effective instructional strategies, collaborate with others and share ideas that will help improve student learning and their health.

These meetings are designed to get the collaborative districts together to share best practices for math instruction.

Outcomes:

- Develop instructional plans based on common assessments.

- Integrate instructional technology into the math classroom.

tags: collaboration, math

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

Outcomes:

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

Tags: science, NYSSLS, NGSS,6th Grade

Transition Assessment is a requirement that informs multiple areas of a student’s IEP. Beginning at age 12 and updated annually, formal and informal transition assessments support the development of realistic measurable post-secondary goals.

Outcomes:

- Practice using transition assessments related to self-determination, independent living, education and employment

- Select age appropriate transition assessments

- Use transition assessment data in IEP development

Understand evidenced-based practices for promoting positive behavior in young children. Discover strategies that help young children gain social-emotional skills. Explore resources from CSEFEL Teaching Pyramid Model.

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors

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