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

Outcomes:

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

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

- Develop assignments and assessments for use in the classroom.

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

Overview:

This 4-day professional learning training is designed to follow the CSE/CPSE process from referral through reevaluation as defined in NYSED Law and Regulations. The training will include the following modules: Regulatory Foundations, Referral, Evaluation, Eligibility, Recommendation/IEP Development, IEP Implementation, Annual Review, Reevaluation, Effective Meetings and the CPSE Process.

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

Outcomes:

Participants will:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

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

Modules:

Module 1 - Regulatory Foundations

Module 2 - Referral

Module 3 - Evaluation

Module 4 - Eligibility Determination

Module 5 - Recommendation/IEP Development

Module 6 - IEP Implementation

Module 7 - Annual Review

Module 8 - Reevaluation

Module 9 - CPSE

Module 10 - Effective Meetings

Overview:

Day one, of the 2-day or multiple module training package, is designed for PK-12th grade educators who would like more information on positive behavior support - classroom management strategies including:

1) Arranging the physical environment

2) Defining, teaching, and acknowledging expectations and rules

3) Defining and teaching classroom procedures and routines

4) Active supervision

5) Behavior specific praise

6) Response strategies for inappropriate behavior

7) Class-wide group contingencies

8) Multiple opportunities to respond.

Overview:

Through a humanistic lens of social good, this book is offered with a strong belief in the prioritization of people-- their passions, their perspectives, and the great power they have to positively impact the world. (Jennifer Williams, Teach Boldly: Using Edtech for Social Good)

Through the lens of your specific curriculum, we will explore how to design and implement lessons that will open up world perspectives to our students and allow them to use their knowledge, and edtech tools, for social good. Come join us as we explore Teach Boldly through a blended learning environment. Most of the sessions will be in person, with online engagement through an easy-to-navigate platform.

Outcomes:

- Tell your own digital story and reflect on stories from around the world through virtual exchanges

- Explore and analyze the UN's Sustainable Development Goals

- Explain Design Thinking and make a plan on what it would look like in your classroom

- Use and evaluate digital edtech tools to use within your classroom for social good

- Reflect on what it means to be a local and global citizen and "lifewide' learner

- Plan your "Year in Action'

*Participants will receive a no-cost copy of Teach Boldly: Using Edtech for Social Good.*

PLEASE NOTE THE FOLLOWING:

- Books will be distributed the week of June 22nd

- Participants should read chapters 1 and 2 prior to the first in-person session on July 8th

- Bring book to July 8th in-person session to participate in class read of chapters 3-5

- Bring book to last in-person session on August 17th

- On-Your-Own Reading and Online Participation (5 CTLE credits) will also be required in the interim

Overview:

Day two, of the 2-day or multiple module training package, is designed for PK-12th grade educators who would like more information on positive behavior support - classroom management strategies including:

1) Arranging the physical environment

2) Defining, teaching, and acknowledging expectations and rules

3) Defining and teaching classroom procedures and routines

4) Active supervision

5) Behavior specific praise

6) Response strategies for inappropriate behavior

7) Class-wide group contingencies

8) Multiple opportunities to respond.

Overview:

Once a reader has mastered foundational reading skills, comprehension of ever-increasingly complex texts becomes a main goal. Comprehension, being comprised of the invisible thinking work of a reader, can often be a gray area for explicit instruction. Is comprehension the ability to answer questions about a text? Is it the ability to "lose oneself" in a book? Is it being able to write about or discuss a text? Is it all of the above? This online session will walk teachers through creating clarity around expectations for a reader's comprehension, including considering the work of a reader's head and heart. Participants will design assessments and instruction around specific comprehension goals, based on a clear and confident vision for readers.

Participants completing this course will be awarded 6 CTLE hours. Please see the structure and expectations for the course below:

Four 1-hour modules that participants will have a week to finish each:

Module 1: Week of July 6-10

Module 2: Week of July 13-17

Module 3: Week of July 20-24

Module 4: Week of July 27-31

The final 2 hours of the the course are embedded throughout the month: each participant will participate in two 30-minute coaching sessions and one 1-hour Zoom group session.

* Registrants will receive online access information the week of June 29th. *

Overview:

This 4-day professional learning training is designed to follow the CSE/CPSE process from referral through reevaluation as defined in NYSED Law and Regulations. The training will include the following modules: Regulatory Foundations, Referral, Evaluation, Eligibility, Recommendation/IEP Development, IEP Implementation, Annual Review, Reevaluation, Effective Meetings and the CPSE Process.

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

Outcomes:

Participants will:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

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

Modules:

Module 1 - Regulatory Foundations

Module 2 - Referral

Module 3 - Evaluation

Module 4 - Eligibility Determination

Module 5 - Recommendation/IEP Development

Module 6 - IEP Implementation

Module 7 - Annual Review

Module 8 - Reevaluation

Module 9 - CPSE

Module 10 - Effective Meetings

Overview:

Day one, of the 2-day or multiple module training package, is designed for PK-12th grade educators who would like more information on positive behavior support - classroom management strategies including:

1) Arranging the physical environment

2) Defining, teaching, and acknowledging expectations and rules

3) Defining and teaching classroom procedures and routines

4) Active supervision

5) Behavior specific praise

6) Response strategies for inappropriate behavior

7) Class-wide group contingencies

8) Multiple opportunities to respond.

Overview:

This professional learning opportunity is designed to follow the NYSED Vetted Explicit Direct Instruction (EDI) and Specially Designed Instruction (SDI) training packages. It teaches the fundamentals of SDI required by Federal and State regulations for students receiving special education services as well as EDI strategies for planning for and implementing lessons while incorporating SDI.

Outcomes:

Upon completion of the training, participants will:

- Define Specially Designed Instruction (SDI), describing and understanding Federal and New York State regulatory guidelines for SDI

- Differentiate SDI from general education instruction

- Identify what elements of instruction may be adapted in SDI

- Identify and describe the differences between SDI accommodations and modifications

- Learn instructional strategies and practice developing SDI in an EDI lesson.

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help youth who are experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people.

The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

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

** Lunch Provided **

Priority Area: Social & Emotional Learning

Overview & Outcomes:

An interdisciplinary team of support specialists from BT BOCES PLIC will engage teams of teachers in the process of crafting or revising a unit of instruction to be implemented in the 20-21 school year. New and returning teams are welcome. Support throughout the four days will be customized to meet your team's needs.

All teams will leave with a unit of instruction for common implementation including:

- Prioritized learning standards

- Clear learning targets derived from and aligned to standards

- Common summative and formative assessments aligned to learning targets and standards. Includes alignment of rubrics and checklists identifying clear success criteria.

- A clear pacing and progression of lessons mapped out for clear implementation.

- Core and supplemental texts for the unit.

Additionally, we will work with teams to develop and share strategies for student and teacher team ownership of the learning (including the connection to the DDI process).

Teams who attended last year are welcome to attend again to craft and revise units. Teams who are new to the work are also welcome!

** Please complete the Participation Information Form at http://tinyurl.com/curriculumcampreg in addition to registering in MLP. **

REGISTRATION DEADLINE: June 12, 2020

During this one-day session, administrators will examine key principles, messages, and updates shared with teachers, discuss supporting teams who have attended, and examine curriculum and assessment work completed by the teams.

Overview:

This workshop is designed to support special educators in navigating the complexities of teaching students with varying needs as the result of identified disabilities. Participants will "unpack" the skills that underlie the Next Generation Learning Standards to better identify supplemental instruction and supports necessary for students with disabilities to have meaningful access to the curriculum.

The session will highlight common needs associated with different types of learning disabilities and present evidence-based strategies for explicit instruction, reading & listening comprehension across content areas, and easily implemented behavior supports for the classroom. This session will include sharing practices across participants and planning time to identify a plan for implementation of these strategies.

1. Identify common characteristics of different learning disabilities and their impacts on student learning

2. Identify sub-skills of learning standards to identify student needs and areas for supplemental instruction and supports

3. Explain how specific evidence-based strategies effectively support commonly identified learner needs as a result of disability.

4. Create a plan for integrating evidence-based strategies into your instruction.

Overview:

Participants will be provided with an overview and updates of the New York State Science Standards as well as Lab minutes for Regents courses. Breakout sessions will also occur, giving participants opportunities to dive into technology integration as well as hands on Science activities. Time for vertical department conversations will also be provided.

A detailed schedule of breakout sessions will be emailed to you in advance of Superintendents Conference Day.

** PLEASE NOTE: Part of this day will potentially be outside so please bring outdoor gear.

Lunch Provided

The 34th Leaders' Academy, co-sponsored by BT BOCES, Union-Endicott CSD's Tiger Ventures, and Binghamton University, will feature a keynote each day, followed by breakout sessions to reinforce the day's focus.

On July 29th, Dr. Lindsay Portnoy, cognitive scientist and author of Design to Learn will share her work in translating research-based practices in teaching and learning to improve curriculum, assessment, and the intentional integration of emerging practices and tools. A former public school teacher, Portnoy is an associate teaching professor at Northeastern University's Graduate School of Education and cofounder and chief learning officer at Killer Snails.

Dr. Adam D. Drummond, consultant, manager, director, keynoter and author of Instructional Change Agent, will take the stage on day 2 to convey his mantra - 100% of the students, 100% of the time, offering the opportunity to engage teachers and leaders in supporting them in building their own leadership capacity and skill set to ensure that ALL students receive the best education possible every single day. Today's children are tomorrow's leaders and Adam believes that we must create the conditions for students and adults to be lifelong learners.

These meetings are a continuation of the work started for High School Biology/Living Environment teachers. These two summer days will involve analyzing Regents data as well as the modification of a NYSSLS aligned storyline to be utilized at the start of the 2020-21 school year.

Outcomes:

- Modify a storyline to fit the needs of our Region for implementation in the fall of 2020 (with the data to be looked at during the school year).

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

- Design a plan for each session.

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

Outcomes:

1. Understand Multiple Pathways to graduation as delineated in New York State (NYS) law and regulations

2. Understand Safety Net options available to support graduation for students with disabilities as delineated in New York State (NYS) law and regulations

3. Understand the requirements for the Skills and Achievement Commencement Credential and the Career Development and Occupational Studies (CDOS) Commencement Credential as delineated in New York State (NYS) law and regulations

4. Recognize the eight different components which comprise self-determination

5. Recognize the importance and impact of supporting the self-determination of students to aid in the identification of Pathway and throughout the transition planning process.

District teams who will support the work in a specifically identified District building (Middle School or High School) will learn and practice Tier One Circle Keeping Skills. Teams will develop a draft multi-year action plan for implementation of Restorative Practices and be given guidance and recommendations for successful implementation. Follow-up on-site support opportunities will be arranged between the presenter and the District teams.

Outcomes:

- Identify basic principles of Restorative Practices / Restorative Justice and the research base that supports the work

- Explain where Restorative Justice fits in with Social and Emotional Learning Standards

- Use prompts to practice circle keeping

- Develop a draft multi-year implementation plan

Priority Area: Leadership & Systems

Outcomes:

1. Understand Multiple Pathways to graduation as delineated in New York State (NYS) law and regulations

2. Understand Safety Net options available to support graduation for students with disabilities as delineated in New York State (NYS) law and regulations

3. Understand the requirements for the Skills and Achievement Commencement Credential and the Career Development and Occupational Studies (CDOS) Commencement Credential as delineated in New York State (NYS) law and regulations

4. Recognize the eight different components which comprise self-determination

5. Recognize the importance and impact of supporting the self-determination of students to aid in the identification of Pathway and throughout the transition planning process.

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Resources Include: Elementary Core Course Resource Book, First Six Weeks of School, and Yardsticks

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

New to the training? Participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. Using this map, your students can interact with the planets, sun as well as their orbital paths. Participants will 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.

**Additional Note: Participants must bring a device that can connect to the internet.**

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

Outcomes:

- Create and develop lessons utilizing the new planetarium.

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

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

NOTES:

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

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

PRIORITY AREA: Instructional Technology & Resources

Overview:

The Elementary Advanced Course is designed to increase your knowledge and expand your teaching strategies and practices to strengthen the Responsive Classroom approach you're already using.

In this four-day, interactive training course, you will learn new methods and strategies including:

- Engaging Academics: Teacher Language, Open-ended Questions, Academic Choice, and Guided Discovery. We'll also cover the Language of Learning, including core thinking, speaking and listening skills.

- Effective Management: Classroom Organization, as well as Effective Behavior Management tools such as Problem-Solving Conferences and Role-Play.

- Many other strategies and practices

Participants will receive the Elementary Advanced Course Resource Book

Prerequisite: Responsive Classroom Elementary Core Course

This professional learning opportunity is for those teaching the Foundations of College of Mathematics course. Participants will have an opportunity to brainstorm new and innovative strategies to incorporate into their instruction that will prepare students for math skills needed in the future.

Outcome:

- Identify and describe instructional strategies and resources that will prepare students in real-world math skills

PRIORITY AREA: Standards & Curriculum

Are you looking for a new strategy to engage students during general music? Have you ever considered using stations in your general music classroom? Are you already using stations and want to collaborate with other music educators to create new content? If you answered yes to any of these questions this session is for you!

During this session participants will discuss the benefits of station teaching, compare the different station teaching models, and identify the key aspects of a successful station lesson. Participants will have the opportunity to collaborate with other regional general music educators and will leave with a lesson which can be implemented at the start of school.

Objectives:

- Identify the components of a successful general music lesson using stations

- Explain the characteristics of various station models

- Create a lesson using stations

This workshop is intended for teams who have participated in follow up work in 2019-20 and who are successfully implementing initial action plans. The work of the day will focus on using circle for Level 2 and Level 3 Restorative Justice work. Learning will focus on using circle to develop emotional resiliency, promote healing, address and repair harm, problem solve and deepen established relationships. Participants will live circle in a number of different scenarios and will have opportunities to practice facilitation skills. Teams will also be given time to reflect on Restorative Practices implementation in their buildings and to think ahead to year two of the work.

Outcomes:

- Describe uses of circle in Tier 2 and Tier 3 Restorative Justice work

- Use circle facilitation skills to facilitate circles that develop emotional literacy, solve problems and repair harm

- Use reflective protocols to examine strengths of initial action plan implementation and to describe district next steps

Priority Area: Leadership & Systems

Overview:

This service, in collaboration with Binghamton University's Education Dept., provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address student needs. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have regular onsite coaching visits as part of the service.

Outcomes:

- Explain profiles of struggling readers, how the brain reads, and what makes reading difficult for some students

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

- Implement a system to house your data digitally

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

Overview:

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

Outcomes:

- Identify and use proactive management procedures to be ready day one!

- Describe considerations for supporting social and emotional learning

- Identify instructional strategies that will help students succeed

Participation includes one on-site visit (date to be determined by instructor and participant)

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Resources will include: Course book, Yardsticks, Building an Academic Community

This 2-day event is open to all Schoology users at any level (new - expert). The "camp fashion' structure will lend to breakout learning sessions on different aspects of Schoology based upon what attendees want to learn. This highly collaborative two-day experience will provide an outlet for teachers to get the personalized help that they need and all their questions answered.

Outcomes:

- Identify best practices of classroom management in an online environment

- Identify key attributes in building a successful online classroom

- Build course materials

Tags: social learning networks, hybrid class, schoology

Overview:

This service, in collaboration with Binghamton University's Education Dept., provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address student needs. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have regular onsite coaching visits as part of the service.

Outcomes:

- Explain profiles of struggling readers, how the brain reads, and what makes reading difficult for some students

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

- Describe ways to effectively and efficiently assess struggling readers

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

- Implement a system to house your data digitally

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

This session is for people who are supervisors or coaches of their school district's eSports teams. This will be an open session where coaches come together to talk about best practices and strategies they are implementing when coaching their teams. Best strategies would include topics such as practice rules, requirements to be on the team, how practices are structured and more.

Outcome:

- Build a culture of sharing and best practices around eSports

Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help youth who are experiencing a mental health or addictions challenge or is in crisis. Youth Mental Health First Aid is primarily designed for adults who regularly interact with young people.

The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.

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

** Lunch Provided **

Priority Area: Social & Emotional Learning