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

NOTE:

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

Outcomes:

- 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.

Overview & Outcomes:

An interdisciplinary team of support specialists from BT BOCES PD&RC will engage teams of teachers in the process of crafting or revising a unit of instruction to be implemented in the 19-20 school year. Teams will leave with a unit of instruction for common implementation including:

- Prioritized learning 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).

** Please complete the participation information form at http://tinyurl.com/curriculumcampreg in addition to registering in MLP. **

REGISTRATION DEADLINE: June 4, 2019

During this half-day session, participants will discuss key principles and messages shared with teachers during Curriculum Camp. Examples of curriculum and assessment work completed by teams will be examined. Participants will leave with strategies for successful implementation of the work for fall semester of the 2019-2020 school year.

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

Outcomes:

Participants will:

- Review the Special Education process from referral to implementation.

- Discuss discipline protocols.

- Explore State and Federal laws.

- Review components of an Individualized Education Program.

This training is designed is to review considerations, documentation and implementation of testing accommodations for students with disabilities.

Outcomes:

Participants will:

- Review the considerations, documentation and implementation of testing accommodations.

- Reference the testing accommodation manuals issued by the NYSED Office of Assessment and Office of Special Education.

- Learn and practice testing accommodation procedures.

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 the needs of students receiving intervention services in grades 5-8. 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 - Year 1, Service #551-211-020*

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

This series, with identical content, was previously offered July 15 - July 18, 2019.

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 19-20 school year.

Outcomes:

- Modify a storyline to fit the needs of our Region for implementation in the fall of 2019 (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

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

** This session, with identical content, was offered on July 11-12, 2019 **

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:

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

Outcomes:

- Define Formative Assessment

- Identify differences between procedural vs learning

- Identify characteristics of high quality formative assessment

- Justify new student learning targets based on data

- Design Digital Formative Assessments

- Identify and label critical attributes of designed formative assessments

This year's two-day academy will focus on Fostering A Culture of Resilience and feature a full-day keynote by Dr. Ken Ginsburg on August 7th followed by an exciting day of presentations from districts across the region on August 8th.

Dr. Ginsburg is a pediatrician specializing in Adolescent Medicine at The Children's Hospital of Philadelphia and an Associate Professor of Pediatrics at the University of Pennsylvania School of Medicine, and Co-Founder and Director of Programs at Center for Parent and Teen Communication. He is also the author of Building Resilience in Children and Teens - Giving Kids Roots and Wings.

Day one of the Academy will feature a full-day presentation by Dr. Ginsburg on Building on the Strengths of Young People: A Trauma-Informed, Resilience-Building Approach. This presentation will summarize the three foundational frameworks that prepare us to develop children capable of thriving through good and difficult times positive youth development, resilience, and trauma informed care. It will describe the proven effects of childhood trauma and adverse childhood experiences on the brain, body, and behavior throughout the lifetime. It will then introduce the essentials of delivering trauma-informed care and offer a variety of strategies to apply these principles at the school level to support the work with children, youth, and their families. It will focus on the imperative of restoring a sense of control back to people who have been traumatized.

Day two of the Academy will include a variety of presentations from districts within our region, sharing successful practices about "Fostering a Culture of Resilience."

Overview:

This academy is designed for BOCES professional learning specialists and leaders to develop expertise in key principles of learning that should be considered in the design, facilitation, and leadership of professional learning.

Outcomes:

- Describe core beliefs about quality professional learning.

- Define key research about learning theory and describe how adult needs are met through quality, research based instructional practices.

- Compare those beliefs and research about learning theory with NYS Standards for Professional Learning and national research about quality professional learning.

- Describe regional efforts to align with research/standards for quality professional learning.

- Describe challenges in meeting these standards.

- Compare the needs of adult learners with the needs of K-12 learners.

- Define decisions (skills/strategies) necessary to support quality learning for teachers/leaders.

- Justify decisions based on research.

- Describe the regional commitments to these decisions.

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

**There is a cost per person for this event and will be determined based on enrollment.**

This is a meeting for districts who participated as part of the BT BOCES regional Seal of Biliteracy Plan in 18-19 and/or those who are interested in participating for 19-20. The meeting will include an overview of the regional plan for 18-19, including an update and debrief of the April 2019 Presentation/Evaluation day. We will also discuss next steps for updating the plan for 19-20.

Outcomes:

- Identify areas of success and areas for improvement in the implementation of the 18-19 regional Seal of Biliteracy plan

- Develop a plan for updating the regional plan for 19-20

- Identify districts who are interested in joining the regional consortium for 19-20

Overview:

This session focuses on creating teaching tools that help make your teaching more concrete, specific, and responsive to reading and writing skills, stamina and independence. The session will support participants in focusing intently on students and curriculum before launching into developing anchor charts, demonstration notebooks and micro-progressions. Materials will be provided for participants to create tools that can be used for 2019-2020.

Outcomes:

- Identify skill, stamina, and independence challenges in current reading and writing units

- Determine which teaching tools best address specific challenges

- Plan and design anchor charts, demonstration notebooks, and micro-progressions specific to your students and units

Overview:

In this multi-day series, kindergarten teachers will develop a master plan for core ELA instruction for the 19-20 school year, including planning for: setting up the classroom and school day, routines and procedures, literacy assessments, and targeted tier 1 ELA instruction. Teachers will identify essential learning outcomes for kindergarten, develop progress monitoring to ensure growth in the essential learning outcomes, and develop instructional plans to deliver targeted instruction throughout the year. Participants will build their strategy toolkit to address outcomes and assessment. This series will include onsite coaching visits for each teacher.

Outcomes:

- Identify the skills that are critical to successful reading and writing at the Kindergarten level (emphasis on targeted tier 1 instruction)

- Explain how to support the transfer of critical skills to the context of reading and writing

- Identify evidence-based instructional strategies to support these skills

- Create a prompting language guide to support skills transfer into context

- Create instructional plans based on your ongoing, formative data collection, in order to move readers up levels successfully

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:

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d. The focus for these sessions is knowledge of the NYS Teaching Standards, Evidence Based Observation techniques and use of the state approved professional practice rubrics. Inter-rater reliability and inter-rater agreement will be assessed during the training process.

Outcomes:

- Explain the structure and philosophy of the professional practice rubrics

- Identify the teaching standards and explain how they align with the teacher observation rubrics

- Describe evidence based observation and explain why it is important

- Use criteria for quality evidence collection to collect evidence and justify its alignment to district-selected professional practice rubrics

This purpose of this training is to review the responsibilities, regulations and procedures specific to the CSE and CPSE process. In addition, the participants will receive updated information from NYSED and the Office of Special Education.

Outcomes:

Participants will:

- Review specific responsibilities as Chairperson of the Committee.

- Develop practices that encourage parent and student involvement.

- Identify strategies for the Committee to make decisions that will result in an Individualized Education Program (IEP) that meets State requirements and will result in educational benefit to the student.

The purpose of this training is to inform participants of the responsibilities, regulations, and procedures specific to the Committee on Special Education and the Committee on Preschool Special Education. Items to be covered: the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

Participants will:

- Review responsibilities, regulations, and procedures specific to the CSE and CPSE.

- Examine the process from referral to implementation and the requirements for communication to parents and other members of the committee.

- Explore required timelines and ideas for meeting the expectations of Federal and State regulations.

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

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

Outcomes:

Participants will:

- Review the Special Education process from referral to implementation.

- Discuss discipline protocols.

- Explore State and Federal laws.

- Review components of an Individualized Education Program.

Are you interested in learning new and engaging ways to teach nutrition concepts to your students? This session will provide you with new resources and ideas to incorporate into your elementary physical education classes. Participants will have an opportunity to experience games such as Food-Tag Frenzy, Harvest Hustle, Healthy in a Hurry, and Nutrition Bingo and explore how these games will help students learn important nutrition concepts. Participating districts will each receive one Harvest Hustle game set and a set of Nutrition polyspots. The other game resources/materials will be available to borrow through the BT BOCES physical education equipment loan service.

This training is designed is to review considerations, documentation and implementation of testing accommodations for students with disabilities.

Outcomes:

Participants will:

- Review the considerations, documentation and implementation of testing accommodations.

- Reference the testing accommodation manuals issued by the NYSED Office of Assessment and Office of Special Education.

- Learn and practice testing accommodation procedures.

Anyone who has ever had the good fortune of being a part of one of Natalie's workshops knows that she is an outstanding presenter. She is warm, funny, and dynamic, as well as being highly knowledgeable in all areas of primary literacy. We are excited that she will be able to come to Vestal to support our area in implementing the Phonics Units of Study at grades K and 1.

Anyone who has ever had the good fortune of being a part of one of Natalie's workshops knows that she is an outstanding presenter. She is warm, funny, and dynamic, as well as being highly knowledgeable in all areas of primary literacy. We are excited that she will be able to come to Vestal to support our area in implementing the Phonics Units of Study at grades K and 1.

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)

The course is a series of interactive exercise and activities designed to study Health Sciences as they apply to coaching sports. Through these activities, exercises and health application to coaching topics, participants will gain information, organize it for professional and personal use, and apply it to their particular programs. Health Sciences as applied to coaching will also help define: selected principles of biology, anatomy, physiology, kinesiology related to coaching; risk minimization; mixed competition; NYSED selection and classification of athletes; age and maturity of athletes.

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

This 45-hour course is divided into three parts:

1. Philosophy, Physiology and Psychology (9 hours)

2. Fitness, Conditioning, Sport-Specific Training, Nutrition, and Weight Management (24 hours)

3. Current and On-going Health Issues and Administrative Procedures (12 hours)

The course is scheduled to meet for nine (3 hour) classes and will also have six (3 hour) online sessions.

Dates: Sept. 9, 16, 23, 30; Oct. 7, 21, 28; Nov. 4, Nov. 18 (one class per week), 6-9 pm

There will be six online assignments that will be due throughout the course.

Cost: $395

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

Students benefit from positive, proactive behavior management strategies and training in social-emotional skills. Participants will gain evidence- based strategies for helping younger students gain these skills in the classroom.

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors.

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

PRIORITY AREA: Social Emotional Learning

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

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors.

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

PRIORITY AREA: Social Emotional Learning

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

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

Overview:

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

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 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.

This session, with identical content, is also offered on December 10, 2019.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Define collaboration and the work that collaborative teams prioritize

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

- Describe design principles for effective formative assessment

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

- Facilitate data conversations for team instructional planning

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

- Identify strategies for effectively responding to learners' needs

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

PRIORITY AREA: Leadership & Systems

Once readers master basic reading skills, usually in the upper elementary and middle grades, their work as readers can plateau. What happens when text becomes increasingly complex and discipline-specific? Explicit Impact is a four-part series that focuses on the reading process for high school readers, and how readers use that process to navigate increasingly complex text. Participants will learn the reading processes for narrative and expository texts and then consider how application of these processes is applied as texts become more complex. Participants will identify the main complexities within "levels" of texts and then design a reading unit that addresses both the reading process and grade level complex text.

Session 1: The Process of Meaning-Making

In this session, participants will consider what it means for a reader to "make meaning" and what that process looks like in narrative and expository texts.

Session 2: When Reading Process Meets Text Complexity

In this session, participants will use their knowledge of the reading process to assess students' ability to navigate different levels of text. The session will explore grade-level text expectations and what increasingly complex texts require of a reader using his/her reading process.

Session 3: Teach the Reader, Not the Text

In this session, participants will apply their work around the reading process and text complexity to the design (or re-design!) of a reading unit.

Session 4: Building Teaching Toolkits

This session focuses on creating teaching tools that help make reading instruction concrete, specific, and responsive to reading skills, stamina and independence. The session will support participants in focusing intently on students and curriculum before launching into developing anchor charts, demonstration notebooks and micro-progressions. Materials will be provided for participants to create tools.

Chair: TBD

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

Outcomes:

- Identify Media Library Resources and how to borrow them

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

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

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

** Joint MS/HS Principals meet on October 23, 2019 *

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

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

Outcomes:

- Identify Media Library Resources and how to borrow them

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

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

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Overview:

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

Outcomes:

- Identify best practices in using IXL in the classroom

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

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Identify patterns and gaps of learning from analyzing State test results

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

These after school regional roundtable sessions will:

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

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

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

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

Outcomes:

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

- Develop a network of learning and sharing best practices

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

PRIORITY AREA: Instructional Practices / Pedagogy

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

Outcomes:

- Participate in roundtable discussion about current coaching topics

- Conduct coaching feedback conversations

- Apply analysis of student data to planning for coaching conversations

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

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

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

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

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

PRIORITY AREA: Leadership & Systems

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

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors.

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

PRIORITY AREA: Social Emotional Learning

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

Outcomes:

- Implement new technologies into classroom instruction

- Design learning experiences that incorporate technologies into instruction

- Identify ISTE Standards associated with lessons

PRIORITY AREA: Instructional Technology & Resources

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers, K-5. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on helping students access grade-level text. We will examine and implement instructional scaffolds to assist striving readers with challenging text as well as create instructional plans for transfer of learning. Onsite coaching for participating teachers is included.

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

Outcomes:

- Revise assessment plan to ensure precision of targeted instruction

- Continue to refine lesson planning that aligns to precise teaching points identified by data and organized to ensure transfer of critical skills

- Design multi-component instruction addressing multiple teaching points based on data

- Identify precise prompting language for more effective transfer of critical skills into reading and writing

- Design and revise communication strategies to ensure instructional coherence for identified students

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

In this course participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

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

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

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

- Develop their plan for implementation and use.

PRIORITY AREA: Instructional Practices / Pedagogy

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers, K-5. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on helping students access grade-level text. We will examine and implement instructional scaffolds to assist striving readers with challenging text as well as create instructional plans for transfer of learning. Onsite coaching for participating teachers is included.

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

Outcomes:

- Revise assessment plan to ensure precision of targeted instruction

- Continue to refine lesson planning that aligns to precise teaching points identified by data and organized to ensure transfer of critical skills

- Design multi-component instruction addressing multiple teaching points based on data

- Identify precise prompting language for more effective transfer of critical skills into reading and writing

- Design and revise communication strategies to ensure instructional coherence for identified students

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

Overview:

Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

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

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Describe basics functions of a Chromebooks

- Create and share files in the G Suite

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

- Design a lesson plan for immediate implementation.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

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

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

- Develop curricular and community partnerships

PRIORITY AREA: Instructional Practices / Pedagogy

This workshop series is a continuation of the learning from year 2 of Accelerating the Progress of Struggling Readers, K-5. Participants will further refine their understanding and implementation of targeted instruction to meet learner needs, especially in the area of targeted explicit instruction in comprehension. We will examine and implement instructional scaffolds to assist striving readers with challenging text as well as create instructional plans for transfer of learning. Onsite coaching for participating teachers is included.

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

Outcomes:

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

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

- Design and implement a system of communication and planning for alignment between shared providers of children

- In collaboration with the BT BOCES Acceleration Team, design a plan to communicate key understandings from our sessions with colleagues and school leaders

- Implement a system to house your data digitally

PRIORITY AREA: Instructional Practices / Pedagogy

Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

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

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

- Design and implement an interdisciplinary, collaborative research project.

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriclulum

This 1-½ day session is focused around guided math and small group work in the math classroom. Individuals will discuss best practices in managing individual and small group work while keeping engagement and learning at a high level.

Outcomes:

- Develop routines that facilitate movement and productive independent work.

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

- Identify core topics and materials needed for various stations.

* This session with identical content is also offered on January 9/March 5, 2020. *

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

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

Outcomes:

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

- Describe specifics of initiating circle practice

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

PRIORITY AREA: Social Emotional Learning

Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

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

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Objectives:

- Coordinate district, regional, and state initiatives

- Define and plan professional development in home district.

- Identify opportunities for professional growth.

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

PRIORITY AREA: Standards & Curriculum

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

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

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

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

** Daily Breakfast and Lunch Included **

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

Outcomes:

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

- Create an In-Class Flipped Lesson

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

- Create instructional Videos

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

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

Overview:

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

Outcomes:

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

- Sharing innovative instructional approaches

- Discovering how to deploy technology to support student learning

- Practicing progressions of learning that make learning engaging and impactful

Tags: Science, Conference, NYSSLS

Are you facilitating professional development in your district? This series is designed to support teacher leaders who are designing and delivering professional learning opportunities. Participants will be introduced to the characteristics of quality professional learning, adult learning theory, and research-based practices that support the design and delivery of professional learning. Each participant will have an opportunity to plan and deliver a short professional development session (outside of the two and a half days) and receive feedback.

Outcomes:

- Describe characteristics of quality professional learning.

- Define key research about learning theory and describe how adult needs are met through quality, research based instructional practices.

- Apply principles of adult learning to the design of professional learning

- Define decisions (skills/strategies) necessary to support quality learning for teachers/leaders and justify based on research

- Design and deliver professional development for a specific audience

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

PRIORITY AREA: Leadership & Systems

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

Outcomes:

- Define the principles of learning and their critical attributes

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

- Design lessons that incorporate the principles of learning

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

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

PRIORITY AREA: Instructional Practices / Pedagogy

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

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

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

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

- Develop assignments and assessments for use in the classroom.

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

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

In these sessions participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each sessions agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing State test results

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

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

- Develop assignments and assessments for use in the classroom.

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

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

Objectives:

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

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

- Integrate instructional technology into the math classroom.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Explore evidence based practices for young children

- Develop strategies to respond to challenging behaviors

PRIORITY AREAS: Instructional Practices / Pedagogy; Social Emotional Learning

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

Outcomes:

- Explore NYSED Social Emotional Learning Benchmarks.

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

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

PRIORITY AREA: Social Emotional Learning

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

Objectives:

- Develop plans for regional and district professional development

- Identify opportunities for professional growth

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

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

Session 1: What is argument?

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

Session 2: Argument Across Disciplines

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

Session 3: Argument Within Disciplines

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

Session 4: Unit Design

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

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

Outcomes:

- Understand strategies to structure your classroom for success

- Develop plans to teach positive behaviors

- Discuss evidence based practices for students with disabilities

- Cultivate supportive collegial connections

PRIORITY AREAS: Instructional Practices / Pedagogy; Social Emotional Learning

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

Objectives:

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

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

- Identify characteristics of text complexity within math problems

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

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

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Discuss, advise on, and approve the activities of the School Library System

- Discuss updates to and trends in the field of school librarianship, including state and national updates

- Participate in collegial, collaborative discussions regarding standards and curriculum

- Engage in a book study

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

PRIORITY AREA: Leadership & Systems

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

Outcomes:

- Identify Media Library Resources and how to borrow them

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

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

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

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

Notes:

- Participants MUST bring a device.

- Lunch will be provided.

PRIORITY AREA: Standards & Curriculum

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards and Curriculum

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

Outcomes:

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

- Practice digital writing

- Differentiate between writing with technology vs digital writing

- Re-design writing in your classroom

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

In this session participants will extend their knowledge of scaffolding word problems. Participants will identify high rigor math problems in their curriculum and create a series of word problems that can be used for learners at all levels of learning. This process includes adding supports for students to enhance their word problem solving ability in addition to their skill solving ability.

Outcomes:

- Extend knowledge of scaffolding word problems to enhance student problem solving ability

- Identify high rigor math problems where content scaffolding could be applied

- Apply the content scaffolding format to high rigor math problems

- Create content scaffolds

PRIORITY AREA: Standards & Curriculum

This work will focus on four things:

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

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

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

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

Outcomes:

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

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

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

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

This is a three-part series for administrators and literacy coaches & leaders whose faculty are participating in the service, Accelerating Students' Literacy Growth K-8. We will be sharing key understandings and critical takeaways that teachers in this service are learning as part of this series. Additionally, we will share ideas and artifacts from the work with teachers and coaches.

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

Outcomes:

- Explain implications for supporting teachers and students from current research

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

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

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

---- Inform data-driven instructional practices

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

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

---- Refine scheduling to improve access to instruction

PRIORITY AREA: Leadership & Systems

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

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

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

- Design collaborative opportunities that are aligned to content area practices

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

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

PRIORITY AREA: Standards & Curriclum

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

Outcomes:

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

- Design collaborative opportunities that are aligned to content area practices

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

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

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

tags: technology leaders, technology

PRIORITY AREA: Leadership & Systems

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

Outcomes:

- Explain the recent changes to the NYS Math Standards

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

- Create an action plan for sharing these changes with colleagues

This session, with identical content, will be offered again on February 5, 2020.

PRIORITY AREA: Standards & Curriculum

In these sessions participants will examine instructional strategies that strengthen students ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each sessions agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing State test results

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Create and develop lessons utilizing the new planetarium.

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

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

NOTES:

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

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

PRIORITY AREA: Instructional Technology & Resources

In these sessions, participants will continue to work on the adoption of the NYS Science Learning Standards. The group will review data (when applicable) and develop lessons/activities aligned to the new standards. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Analyze data to determine where changes can/should be made in curriculum and instruction.

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

- Create and share materials, strategies, and best practices (aligned to the new standards) to share with the group.

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

Overview:

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

Outcomes:

- Identify best practices with new and existing technologies

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

- Add tours to their Google Expeditions.

- Share finished product using VR.

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

This session, with identical content, is offered on May 19, 2020.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

- Develop assignments and assessments for use in the classroom.

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources