OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness. Up to 3 individual onsite coaching sessions will be provided to further grow your professional practice.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

PLEASE NOTE Maximum CTLE of 27 hours will be awarded based on participation in the following:

- Two 6-hour Regional Sessions (max 12): Jul. 11 - 12

- Four 3-hour Regional Sessions (max 12): Oct. 18, Dec. 7, Feb. 8, Apr 27

- Three 1-hour 1:1 Coaching Sessions (max 3): Jul 13 - Apr. 25

REPEAT OFFERING:

This course, with identical content identified as Cohort B, is also being offered with a start date of July 25th. See catalog listing for Frontline to register.

This series is supported by funding from the Broome County Promise Zone initiative.

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

- Explain ways to progress monitor students' growth

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2022-23 FRS purchases will be billed via an ARFS.

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

- Explain ways to progress monitor students' growth

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2022-23 FRS purchases will be billed via an ARFS.

OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness. Up to 3 individual onsite coaching sessions will be provided to further grow your professional practice.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

PLEASE NOTE Maximum CTLE of 27 hours will be awarded based on participation in the following:

- Two 6-hour Regional Sessions (max 12): Jul. 25 - 26

- Four 3-hour Regional Sessions (max 12): Oct. 18, Dec. 7, Feb. 8, Apr 27

- Three 1-hour 1:1 Coaching Sessions (max 3): Jul 13 - Apr. 26

REPEAT OFFERING:

This course, with identical content identified as Cohort A, is also being offered with a start date of July 11th. See catalog listing for Frontline to register.

This series is supported by funding from the Broome County Promise Zone initiative.

OVERVIEW:

This course allows advanced practitioners to dive deeper into the facets that ensure a flourishing classroom for all students and respond well to today's learners. Participants will continue to refine their welcoming and productive classroom environment and incorporate more strategies that foster student success. Topics will include embedding social-emotional learning into your instruction, questioning strategies to ensure deeper learning, utilizing choice to increase engagement, supporting students with challenging behaviors, and utilizing a culturally responsive lens in planning and instruction. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness. Individual onsite coaching will be provided to further grow your professional practice.

OUTCOMES:

- Describe ways that social emotional skill practice can be embedded in content and instruction

- Identify techniques and strategies that deepen students' understanding of content

- Explain strategies to respond to and minimize challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

This series is supported by funding from the Broome County Promise Zone initiative.

OVERVIEW:

This series provides newer teachers (in their 2nd/3rd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

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

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

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

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

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

- Three 6-hour Regional Sessions (max 18): August 10 January 12, May 11

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 3 - 7; Week of March 20 - 24

- Five 1-hour Coaching Sessions (max 5): September 15 - October 15; October 16 - December 15; December 16 - March 1; March 2 - May 1; May 2 - June 15

OVERVIEW:

Designed for middle and high school reading/special education teachers, this intensive series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for middle and high school students in 6th grade or above.

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

- Describe and apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

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

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

- Identify student-specific reading goals and create a progress monitoring plan.

- Identify approaches for building students' confidence, motivation and independence.

PLEASE NOTE:

- September 15th session - Participants will be invited to attend ONE 1-hour Zoom session to be repeated throughout the day. Times are: 8-9; 11-12; 1-2; 3-4

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

Please Note Maximum CTLE of 39 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24): August 30, August 31, January 11, May 9

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 3 - 7; Week of March 20 - 24

- Five 1-hour Coaching Sessions (max 5): September 15 - October 15; October 16 - December 15; December 16 - March 1; March 2 - May 1; May 2 - June 15

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

CoChairs:

- Bob Rodgers, Newark Valley

- Mary Kay Ryan, Union-Endicott

* No meeting scheduled in April*

CHAIRS: Michelle Feyerabend, Chenango Valley; Pamela Horton, Harpursville

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

Division Co-Chairs: Eric Attleson (CV); Kevin Strahley (Windsor)

Zoom access information will be communicated via the Middle School Principals and Assistant Principals listservs.

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

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

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

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

These meetings are designed to provide PK-12 Science educators and lead teachers with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

PLEASE NOTE: The Zoom link will be emailed to registrants prior to the session start time.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

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

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

-Identify regional School Library System priorities and school library professional learning needs

- Advise on the activities of the School Library System and evaluate School Library System-provided resources and programs

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

SEE CATALOG: - School Library System / Media Library

OVERVIEW:

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

This Community is for Special Education teachers K-12. Educators in this group will share strategies and best practices for Special education and continue to build capacity around the High Leverage Practices (HLP). They will have the opportunity to work and think with others in similar grade bands. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Special Education

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

Division Co-Chairs: Kevin Richman (Binghamton); Steven DiStefano (U-E)

Zoom access information will be communicated via the High School Principals and Assistant Principals listservs.

OVERVIEW:

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

The School Librarian Community of Practice meets regularly to share expertise and collaborate on improving teaching and learning in elementary and secondary library instruction. In 22-23, this group will focus on Media Literacy and alignment between the Information Fluency Continuum, the new CS/DF standards, and content-area practices. Librarians will leave with strategies to develop strong school library lessons and programs, explore and share resources, and engage in collaborative conversations with their regional peers.

SEE CATALOG: - School Library System / Media Library

OVERVIEW:

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

This Community is for FACS teachers. Educators in this group will share strategies and best practices for FACS education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- Family Consumer Science, Health, and Physical Education

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards 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 are occurring in their districts.

OUTCOMES:

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

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- Business, Computer Science, Technology

The purpose of these meetings is to:

* Advise on the work of the BT BOCES Community Schools service:

- Community Service Provider Needs

- Professional Learning Needs

- Other Community Events and/or Collaborative Partnerships

* Learn together about successful practices in leading change

* Share successful practices with one another

* Zoom access information will be communicated with those registered.

OVERVIEW:

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

OUTCOMES:

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

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

SEE CATALOG: Instructional Technology

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.

Zoom access information will be communicated via the Curriculum/IT Directors listserv.

OVERVIEW:

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

Health Educators in this Community of Practice will continue the work around creating a skills based Health Curriculum as well as making connections to NYS Mental Health Standards, Culturally Responsive-Sustaining Education Framework and Computer Science/ Digital Fluency Standards.

OUTCOMES:

- Describe skills-based health education and explain how this instructional approach is a match for students' needs.

- Draft a new (or refine a) curricular unit for implementation during the year and describe how the unit supports the development of health skills.

- Identify instructional strategies that promote engagement and success for all learners in health education.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- Family Consumer Science, Health, and Physical Education

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

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

These sessions are a time for the regional world language teachers to learn, discuss, and share the current best practices in world language teaching and their current implementations of new classroom technologies and pedagogies.

OUTCOMES:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- World Languages

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

This particular Community of Practice is designed for teachers of US History and Government to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of US History and Government in NYS. Resources will continue to be curated in a regional Google workspace. Considerations for 22-23 will include:

- Instructional shifts for engagement and preparation for the Framework US History and Government Regents Exam

- Supporting the Seal of Civic Readiness as it is brought on line for full implementation in 22-23

- Considerations for culturally responsive and equitable learning environments

Where possible, collaborative and vertical conversations will be encouraged. This will especially benefit districts who are able to have their middle school and high school teachers simultaneously attend. NYSED social studies updates will be shared as they are relevant to the work.

OUTCOMES:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness

- Use resources including the NYS Culturally Responsive and Sustaining Education Framework as lenses for facilitating culturally responsive and equitable learning opportunities

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Social Studies

OVERVIEW:

This past year, your district conducted the hard work of developing and submitting your 2022 - 2025 plan. Congratulations! Now it's time to do the even harder work of putting your goals and plans into action. By request, we are offering a continuation of our Regional Instructional Technology Plan Collaboration - bringing together all three BOCES and the SCRIC in facilitated conversation and support in sharing progress towards plan initiatives, challenges, successes, ideas, etc.

OUTCOMES:

- Collaboratively reflect upon district tech plan implementation progress, successes, and challenges

- Discuss ideas and next steps for putting plans in to action

SCRIC & BOCES Facilitators for this series include:

SCRIC: Heather Pufky

BT: Nicole Waskie-Laura

DCMO: Bob Avery; Ginger Rinaldo

ONC: Brian DeBoyace; Tami Fancher

These sessions are being provided by the SCRIC (South Central Regional Information Center) in collaboration with BT, DCMO and ONC BOCES. Districts serviced by the SCRIC are welcome to participate in this three-part opportunity.

*PLEASE NOTE - Zoom access information will be provided to all registrants prior to each session's start time.

SEE CATALOG: Instructional Technology; Leadership

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

The purpose of the BT BOCES Regional Crisis Team is to provide guidance, support and/or assistance to students, staff and/or administrators within the BOCES region that may be needed after a national disaster, school violence, the death of a school community member or other serious school crises. The meetings will be focused on providing crisis intervention and response training and resources as well as share best practices with members of the team.

OUTCOMES:

- Keep current and apply best practices in the areas of crisis prevention, intervention, and response

- Developing plans for learning together (initially)

- Training and presentations on topics related to crisis prevention, intervention, and response

- Learning through tabletop exercises and/or debriefing recent school crisis situations

- Networking and sharing among members

- Share information, materials and resources with their school districts and local agencies throughout the region

These sessions are supported by funding from the Broome County Promise Zone initiative.

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

This workshop series is a continuation of the learning from year 1 of Accelerating the Progress of Struggling Readers. 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/virtual coaching for participating teachers is included.

OUTCOMES:

- Revise assessment plan to include both in person and virtual assessments and 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

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

PLEASE NOTE: Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- English Language Arts and Literacy

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

This Particular Community of Practice is designed for teachers of Global History and Geography to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of Global History and Geography in NYS. Resources will continue to be curated in a regional Google workspace. Considerations for 22-23 will include:

- Strengthening reading and writing as part of daily social studies instruction

- Instructional strategies for engagement and preparation for the Framework Global History and Geography Exam

- Supporting the Seal of Civic Readiness as it is brought on line for full implementation in 22-23

- Considerations for culturally responsive and equitable learning environments

- Opportunities for regional sharing of local best practice

Where possible, collaborative and vertical conversations will be encouraged. This will especially benefit districts who are able to have their middle school and high school teachers simultaneously attend. NYSED social studies updates will be shared as they are relevant to the work.

OUTCOMES:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness

- Use resources including the NYS Culturally Responsive and Sustaining Education Framework as lenses for facilitating culturally responsive and equitable learning opportunities

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- SS

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

Additions and removals from the group's listserv should be directed to Andrea Sollitto at asollitto@btboces.org. Please be sure to include, when applicable, who you replaced at the district.

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2022-23 on preparing for implementation of the NYS Physical Education Learning Standards.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment: Family Consumer Science, Health, and Physical Education

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2022-23 on preparing for implementation of the NYS Physical Education Learning Standards.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment: Family Consumer Science, Health, and Physical Education

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

This series of meetings is intended for districts who are interested in participating as part of the BT BOCES regional consortium for 2022-23. The purpose of the advisory group meetings will be to share NYSED guidelines and updates as well as to update and develop plans to implement the regional plan. The advisory group will work collaboratively to plan for the April 25, 2023 Regional Presentation Day, where the participating students will come together at BT BOCES to present their culminating projects.

PLEASE NOTE VARIATIONS IN TIME & LOCATION BELOW

- November 2nd - 8:30-9:30 AM .... Zoom

- December 8th - 3:00-4:30 PM .... Zoom

- February 7th - 3:00-4:00 PM .... Zoom - UPDATED 1.30.23

- March 21st - 12:30 - 3:00 PM .... ISC-B

- April 25th - 8 AM - 3 PM .... ISC - ALL ROOMS

- May 2nd - 3:00 - 4:00 PM .... Zoom

No CTLE is associated with participation in the Advisory Group.

The facilitator will provide all registrants with Zoom access information via email prior to the session start time

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- World Languages

OVERVIEW:

These one-hour Zoom sessions will be focused on helping coaches build their clubs and teams. Identify means of communication for individual clubs, the roles students can play in the club, and the role the coach plays in the club. This will also serve as a time for community building among coaches to meet each other and discuss their ideas and questions.

OUTCOMES:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

- This activity is restricted to districts that subscribe to BT BOCES Esports Service [552.368.250] ONLY.

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

SEE CATALOG: Instructional Technology

OVERVIEW:

This series will facilitate a conversation between leaders who plan and oversee literacy programming at multiple tiers of instruction. These sessions will focus on expanding leaders' knowledge of evidence-based instructional practices related to literacy and the systems that support achievement of students with language-based disabilities. To expand and deepen our thinking we will incorporate learning from a variety of outside "voices from the field”, including: the IES Practice Guides, RtI/MTSS guides from outside agencies, and resources from NYSED.

OUTCOMES:

- Discuss evidence-based instructional practices to improve student literacy outcomes

- Describe actions leaders can take to refine literacy systems for improved literacy outcomes

- Use supporting assessment evidence to create quality IEP reading goal

These sessions are offered in collaboration with Dr. Nicole Fenty, Binghamton University.

SEE CATALOG: Leadership

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

These meetings are designed to provide PK-12 Math educators with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials. The instructor will provide registrants with Zoom access information prior to the session start times.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

Identify opportunities for professional growth

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

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.

PLEASE NOTE: To participate in this group, you must have been previously trained on the new Planetarium System.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

This community provides an opportunity for drone instructors throughout the region to collaborate, share best practices, and build materials and resources for their respective classes.

OUTCOMES:

- Identify best practices for utilizing the SkyOp LMS and Zephyr simulator

- Identify specific professional learning needs with regards to sUAV instruction

SEE CATALOG: Instructional Technology

OVERVIEW:

This asynchronous offering is designed to help teachers support their learners with computer-based testing. The course implements a choice board, via Google Classroom, where participants can select one of three levels of completion. Level 1 is designed for teachers who are completely new to computer based testing, whereas level 3 is designed for educators who are already familiar with creating online assessments and looks at using data collected from a series of assessments to inform instructional practices. Participants will receive a different amount of CTLE hours based on the level completed (Levels 1 and 2 are each worth 2 hours, and Level 3 is worth 4 hours). Participants are able to complete a single level, or any combination of levels based on their own needs.

PARTICIPANTS WILL:

- Increase familiarity with various computer based testing strategies, depending on personal comfort level

- Design and implement lessons/activities to help support CBT strategies

- Reflect on the activity in terms of what as successful, and any potential changes to be made in the future

PLEASE NOTE:

- Registrants will be provided with access to course content prior to the session start date.

- Maximum CTLE as defined above = 8

- This course is a REPEAT OFFERING

- Registration Deadline is January 6, 2023.

SEE CATALOG: Instructional Technology

OVERVIEW:

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

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

This 45-hour course includes two parts:

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

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

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. The online session coursework will be due by 6 pm on the following dates: 01/23, 1/30, 2/06, 2/13, 2/27, 3/06, and 3/13/23

Cost: $425

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

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

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

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

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

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

2023 SCHEDULE:

-In Person: Jan 10-12; 8 am - 3 pm [Snow Dates: Jan 18-20] BT BOCES ISC A [Max. CTLE = 18]

- Asynch via Schoology: Jan - Mar 2023 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Mar 6]

● Write an original 30-40-minute Integrated Instructional Model [submit by Apr 3]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Apr 3]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Mar 21: 3 - 4 pm; Mar 22 - 3:30 - 4:30 pm; Mar 23 (4 - 5 pm) [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 27 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

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

OVERVIEW:

The issue of in and out-of-school suspensions of all students, including students with disabilities, who demonstrate escalated classroom behavior, has become controversial and divisive leaving many staff members at odds. This series, designed for building level administrators and teachers, is intended to help participants understand that exclusionary practices have significant short and long-term negative effects on academic, social-emotional, health and wellness, and family outcomes of students and that there are alternative approaches to discipline that lead to improved student outcomes. Participants will ground themselves in a common understanding of suspension, removal, and discipline, as well as influences, impacts, policies and procedures that contribute to the on-going suspension crisis in schools today. Throughout the series, participants will learn and explore effective research-based strategies for responding to student behavior and appropriate alternatives to suspension, which have significantly fewer negative impacts on student or family outcomes.

Participants Will:

- Understand the purpose of using alternatives to suspension

- Gain knowledge of the recent research on school suspensions

- Examine scenarios when alternatives to suspension may be used to change behavior

- Learn how a systemic change on the approach to discipline and problem behavior can affect school climate

- Review practical, replicable, research-based strategies to use as effective and proactive alternatives to suspension

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

OVERVIEW:

The Next Steps with Specially Designed Instruction professional development training package is the second in a suite of trainings on the development and use of specially designed instruction (SDI) for students with disabilities. This advanced level training is intended to further develop participants' knowledge of specially designed instruction and how SDI should be designed and developed based on individual student need to address their learning barriers.  Participants will be trained on how specially designed instruction is used alongside other instructional strategies and the process of developing appropriate specially designed instruction based on individual student needs.

Participants Will:

- Define and describe specially designed instruction.

  - Identify what instructional strategies may work to close gaps based on different needs of each student.

  - Examine what SDI looks like in the classroom.

   - Examine the elements of the IEP and recognize how and where SDI for the student should be included in the IEP.

   - Apply their knowledge of SDI to complete student summary sheets and write comprehensive IEPs. 

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

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

In this three-part series, participants will collaborate to address the essential question, "how can we build students' language and knowledge to comprehend a range of grade-level texts?” Topics to be addressed include: text selection, common challenges presented by grade-level texts, and scaffolds and strategies to support student reading of text.

OUTCOMES:

- Identify trends, patterns, and gaps of learning based on local and NYS assessment data (this includes examining the texts from past NYS exams)

- Examine research recommendations and evidence-based practices for building students' comprehension of grade-level text

- Create and share evidence-based materials, strategies, and practices with the group Describe techniques for differentiating instruction to address varying student needs

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- English Language Arts and Literacy

OVERVIEW:

In this session, participants will be introduced to the New York State Computer Based Testing platform, and will engage in activities that show how the platform can be used to help students and teachers prepare for the implementation of Computer Based Testing. Additionally, participants will see what CBT accommodations may be available, and how this may inform their instructional practice.

OUTCOMES:

- Describe how to get to the NYS online resources

- Explore the online sampler

- Identify skills needed for CBT

- Design a plan to support students preparing for CBT

PLEASE NOTE: This session, with identical content was also offered on November 30, 2022.

SEE CATALOG: Instructional Technology

OVERVIEW:

In this session, participants will be introduced to eDoctrina, and how it can be used to create and administer online assessments. Attendees will learn how to create quizzes or tests from scratch, along with using the question banks that are available. Additionally, participants will have an opportunity to see what reports are available to analyze assessment data.

OUTCOMES:

- Create and Administer online assessments in eDoctrina

- Score and verify student responses

- Pull intermediate assessment reports

PLEASE NOTE: This session, with identical content was also offered on November 30, 2022.

SEE CATALOG: Instructional Technology

OVERVIEW:

Join Dustin Andrus and Paul Volkert's asynchronous (self-paced) 6-hour Formative Assessment course via Schoology! You will learn about the foundations of high quality formative assessments and how digital platforms help us get the data we need to inform our teaching. All guidance associated with your successful completion of this course will be provided via Schoology.

OUTCOMES:

- Define Formative Assessment

- Identify differences between procedural practices 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

- ESSENTIAL INFORMATION BELOW -

This course is a REPEAT OFFERING with identical content and is run in 2-month intervals with Frontline Registration is Open for this iteration through March 17, 2023.

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education prior to accessing Schoology., then

2. Go to Schoology.com

3. Enter Feb/Mar Schoology Course Access Code: MW89-36MB-RDZ5K

4. Once you sign in to Schoology, please see Course Introduction Folder for next steps.

SEE CATALOG: Instructional Technology

OVERVIEW:

Join Dustin Andrus and Jaime Mendelis' asynchronous (self-paced) 6-hour Podcasting for Writers course via Schoology! You will learn about podcasts, the writing process, as well as how to plan and create a podcast for your students. All guidance associated with your successful completion of this course will be provided via Schoology.

OUTCOMES:

- Analyze the elements and techniques of both podcasting and storytelling

- Create a podcast

- Analyzing and practicing effective interviewing techniques

- Create a lesson that incorporates podcasting

- ESSENTIAL INFORMATION BELOW -

This course is a REPEAT OFFERING with identical content and is run in 2-month intervals with Frontline Registration is Open for this iteration through March 17, 2023.

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education prior to accessing Schoology., then

2. Go to Schoology.com

3. Enter Feb/Mar Schoology Course Access Code: 6JJQ-X5J2-R8RV6

4. Once you sign in to Schoology, please see Course Introduction Folder for next steps.

SEE CATALOG: Instructional Technology

OVERVIEW:

NOTE: This regional learning opportunity is for those participants who attended Identifying and Intensifying Intervention in Mathematics in July 2022 and/or November 2022.

In this technical assistance support, participants will use their own data and materials to apply the concepts learned in the training to identify and differentiate between skill-based, fluency-based, and performance-based deficits in math to determine the appropriate intervention and how to adjust that intervention based on student data.

Participants will be able to apply the skills learned in the training to their own practice to:

- Identify and differentiate between skill-based, fluency-based, and performance-based interventions

- Determine when each of these approaches is appropriate, given the nature of the observed problem

- Determine the intensity of intervention to the learner as a response to instruction

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

Overview:

In this zoom call, participants will be provided an overview of what we know about the grade 5 and grade 8 assessments aligned to the NYS P-12 Science Learning Standards.

PLEASE NOTE:

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

- This session, with identical content, is also being offered on February 21st.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

In collaboration with ONC, GST, CO, and DCMO BOCES we are proud to present the first annual Virtual Vendor Showcase! The showcase will give school librarians the opportunity to meet with vendors to preview their products and ask questions. The vendor fair will run from 8:00 - 3:00 but we have divided the day into two different sessions - feel free to register for either, or both! There will be 25+ vendors in attendance including Worldbook, Scholastic, Gale, Capstone, Tumblebooks and Gumdrop. You can view the tentative schedule HERE.

OUTCOMES:

- Compare and contrast the various resources available to see which will best meet the needs of your teachers and students

- Discuss how to best spend their Coordinated Cooperative Collection Development (CCCD) funds

SEE CATALOG: School Library System / Media Library

OVERVIEW:

In collaboration with ONC, GST, CO, and DCMO BOCES we are proud to present the first annual Virtual Vendor Showcase! The showcase will give school librarians the opportunity to meet with vendors to preview their products and ask questions. The vendor fair will run from 8:00 - 3:00 but we have divided the day into two different sessions - feel free to register for either, or both! There will be 25+ vendors in attendance including Worldbook, Scholastic, Gale, Capstone, Tumblebooks and Gumdrop. You can view the tentative schedule HERE.

OUTCOMES:

- Compare and contrast the various resources available to see which will best meet the needs of your teachers and students

- Discuss how to best spend their Coordinated Cooperative Collection Development (CCCD) funds

SEE CATALOG: School Library System / Media Library

OVERVIEW:

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 decisions each day when they plan for and facilitate teaching and learning. This hybrid professional learning 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 and considerations for all learning environments will be addressed. Participation includes one on-site coaching visit that will be arranged by participants and the instructors.

OUTCOMES:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle has on student learning

- Design lessons that incorporate the principles of learning

SEE CATALOG: Instructional Practice

OVERVIEW:

For New York State students to lead productive and successful lives upon graduation, they must understand and know how to use digital technologies. Technology knowledge and skills are vital for full participation in 21st Century life, work, and citizenship. Based on this necessity, NYS Board of Regents has adopted Computer Science and Digital Fluency Learning Standards. These standards will be fully implemented in September 2024.

How might these standards manifest in classrooms K-12? How might educators use curricula and content as a vehicle for these standards in order to ensure students know how to live productively and safely in a technology-dominated world?

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 - and the resulting Computer Science and Digital Fluency Standards - have broadened how students consume and produce content K-12 and beyond.

OUTCOMES:

- Analyze the CS DF Standards

- Create lessons that integrate the CS DF Standards into ELA and SS

* Please note that this offering is open to SCI and Model Schools Base Service subscribers. *

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- English Language Arts and Literacy

- Business, Computer Science, and Technology

- Social Studies

Overview:

The New York State Program Approval Process for Career and Technical Education programs raises the quality and rigor of courses while preparing students for employment and post-secondary study. Approved programs help students attain an industry-recognized credential or lead to a certificate at the post-secondary level. They offer opportunities for students to apply academic concepts to real-world situations, prepare for industry-based assessments or certifications, earn college credit or advanced standing, and participate in work-based learning opportunities to demonstrate mastery of skills essential in the workplace.

In order to create a program of high quality, teachers from related academic areas work collaboratively with teachers from career and technical education to align learning standards in order to give experience in hands-on application of content. This process increases student achievement in all areas of academic and professional experience.

One hour lunch on-your-own

Overview:

In this zoom call, participants will be provided an overview of what we know about the grade 5 and grade 8 assessments aligned to the NYS P-12 Science Learning Standards.

PLEASE NOTE:

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

- This session, with identical content, was also offered on February 8th.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Math

OVERVIEW:

Short chapters and engaging language make this an easy & enjoyable read about the history of anti-black racism in the United States.. In order to ensure equity for all, we have to know where we've been. Be ready to engage in deep conversations about what it means to be black in the U.S. and what we can all do to create a racially just and equitable world.

OUTCOME:

- DEI Awareness

Please Note:

- Participants will be provided with a copy of the book at no charge following the registration deadline.

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

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

- Maximum CTLE Hours = 15 (5 Hours Virtual; 10 Hours Asynch)

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY.

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

This asynchronous offering is designed to help teachers support their learners with computer-based testing. The course implements a choice board, via Google Classroom, where participants can select one of three levels of completion. Level 1 is designed for teachers who are completely new to computer based testing, whereas level 3 is designed for educators who are already familiar with creating online assessments and looks at using data collected from a series of assessments to inform instructional practices. Participants will receive a different amount of CTLE hours based on the level completed (Levels 1 and 2 are each worth 2 hours, and Level 3 is worth 4 hours). Participants are able to complete a single level, or any combination of levels based on their own needs.

PARTICIPANTS WILL:

- Increase familiarity with various computer based testing strategies, depending on personal comfort level

- Design and implement lessons/activities to help support CBT strategies

- Reflect on the activity in terms of what as successful, and any potential changes to be made in the future

PLEASE NOTE:

- Registrants will be provided with access to course content prior to the session start date.

- Maximum CTLE as defined above = 8

- This course is a REPEAT OFFERING

- Registration Deadline is February 24, 2023.

SEE CATALOG: Instructional Technology

OVERVIEW:

Explicit instruction is a high leverage practice that has proven to be effective for special education students. Research has shown higher achievement results for students with disabilities in both reading and math after receiving explicit instruction. In this training participants will develop their knowledge of explicit instruction and how to effectively implement this high leverage practice with students.

Participants Will:

- Understand the definition, supporting research, and benefits of explicit instruction.

- Define and describe the five essential components and other common elements of explicit instruction.

- Explore resources designed to support effective explicit instruction implementation.

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

OVERVIEW:

This session will be spent diving into the Networks and System Design strand of the New York State Computer Science and Digital Fluency Standards. Participants will develop an understanding of the K-12 progress of the standard and gain access to resources available to the region.

OUTCOMES:

- Locate and access the Digital Literacy strand of the NYS CS & DF standards

- Access the regional database of lessons and activities for the NYS CF & DF standards

- Develop and share a lesson or activity for their appropriate grade band in the Networks and System Design strand

-Name at least one regional resource to help the implementation the NYS CF & DF Standards

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

This session is being offered in collaboration with DCMO and ONC BOCES with facilitation by:

- Dustin Andrus, BT BOCES

- Rebecca Roberts, DCMO BOCES

- Brian DeBoyace, ONC BOCES

SEE CATALOG: Instructional Technology

Participants will become familiar with the NYSESLAT administration and scoring process. Training will focus on the structure, purpose, and design of the NYSESLAT, the content and dimensions of the Speaking and Writing Rubrics at all grade bands, review of scoring exemplary responses, application of the Speaking and Writing Rubrics to selected audio and written student responses, and the introduction to and discussion of local scoring of NYSESLAT Writing.

OVERVIEW:

Sometimes when we're working with students, they get to a shut-down point. This refusal could occur both academically and behaviorally. The choices adults make at this point can either build the students' resiliency and stamina, or escalate the issue. In this session, we will share conversation maps that you can use to move students in the right direction.

OUTCOMES:

- Identify intentional words to use when conferring with students

- Describe the effect of adult behaviors on student behaviors

- Choose some conversation maps to utilize in your classroom

This session is supported by funding from the Broome County Promise Zone initiative.

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

Participants will learn each of the components of the Competing Behavior Pathway in order to identify behavioral interventions to promote desired behavior.

Outcomes:

- Participants will be able to apply the Competing Behavior Pathway to promote positive desired behavior.

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

OVERVIEW:

Ancient sages compared the human mind to a monkey: constantly chattering, hopping from branch to branch-endlessly moving from fear to safety. If you are one of the millions of people whose life is affected by anxiety, you are familiar with this process. Unfortunately, you can't switch off the "monkey mind,” but you can stop feeding the monkey-or stop rewarding it by avoiding the things you fear. Written by psychotherapist Jennifer Shannon, this book shows you how to stop anxious thoughts from taking over using proven techniques as well as mindfulness.

OUTCOME:

- Self-awareness

Please Note:

- Participants will be provided with a copy of the book at no charge following the registration deadline.

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

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

- Maximum CTLE Hours = 16 (6 Hours Virtual; 10 Hours Asynch)

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY.

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Mental Health, Self Care, and Safety

OVERVIEW:

As part of the Community Schools initiative, we are excited to offer a 2-day Train-the-Trainer certification course in Helping Students at Risk for Suicide (HSAR).

This Train-the-Trainer course will prepare school-based health and mental health professionals who are charged with intervening when a student is thought to be at risk for suicide to: 1) Gain essential tools, knowledge, and skills to assist students at risk of suicide 2) Recognize and proactively implement pre-planning and standardized procedures for building and district safety planning that reflect best practice to assist students at risk 3) Build a network support system to facilitate shared decision making between school mental health professionals, administrators, community providers, and the student and his or her family in managing students at risk for suicide.

This session is supported by funding from the Broome County Promise Zone initiative in collaboration with NYS Office of Mental Health, Suicide Prevention Center of New York State.

PLEASE NOTE:

- PREREQUISITE: Completion of the 1-day Helping Students at Risk for Suicide (HSAR).

- IMPORTANT: In addition to registering in Frontline, all registrants must complete OFM documents (2):

1. HSAR Instructor Candidate and Supervisor Agreement , click HERE.

2. OFM Essential Information for Certification, click HERE

- Includes 1-hour lunch on your own.

- Substitute Reimbursement through the SCI CoSer is limited to Certified Staff ONLY

OVERVIEW:

This workshop is anchored in practice wisdom & scientific research that explains what is necessary for our students to experience well-being. Grounded in the value-based belief that all youth, even those presenting difficult behavior, have positive potential. To succeed in the face of risk and challenge, students need concerned adults & peers who respond to their needs rather than react to problem behavior.

The foundation of this strength-based, trauma informed approach to reclaim challenging youth is found in our human needs for belonging, mastery, independence, and generosity.

We will build skills in the 3 areas:

1. Connect: form respectful alliances with youth in conflict

2. Clarify: strategies for talking with youth and using problem solving as learning opportunities

3. Restore: providing external support and building internal strengths

Please Note:

- Maximum CTLE Hours = 15 (5 Hours Virtual; 10 Hours Asynch)

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY.

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

As you consider resources for planning/implementing restorative practices in your learning environment, what might be the most engaging? Come connect and explore with colleagues and discover a plethora of resources/tools to start building community and healing in your classroom now!

Please Note:

- This session, with identical content is offered in the afternoon.

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

This professional development training is designed to follow the CSE/CPSE process from referral through re-evaluation 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.

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.

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

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

OVERVIEW:

As you consider resources for planning/implementing restorative practices in your learning environment, what might be the most engaging? Come connect and explore with colleagues and discover a plethora of resources/tools to start building community and healing in your classroom now! Educators will walk away with tools/resources/lessons for immediate gain.

Please Note:

- This session, with identical content is also offered in the morning.

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY.

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

This session focuses on creating teaching tools that help make your small group instruction more concrete, specific, and responsive to writers. Participants will use writing standards and curriculum to identify focus areas for small group writing instruction, and then create demonstration notebooks and micro-progressions targeting skills in those areas. Materials will be provided for participants to create these efficient and effective teaching tools.

OUTCOMES:

- Identify skill, stamina, and independence challenges in writing curriculum and standards

- Identify the characteristics and purposes of demonstration notebooks and micro-progressions

- Determine how teaching tools support small group instruction

- Plan and create demonstration notebooks and micro-progressions specific to participants' students and writing curriculum

NOTE: This session, with identical content, was previously offered on November 17, 2022.

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- English Language Arts and Literacy

OVERVIEW:

This workshop will focus on exploring how we can use coding and robotics in the ELA classroom to help facilitate technical writing and narrative writing. Participants will also be introduced to the Stanford School of Design thinking when it applies both to the writing process, coding, and robotics.

OUTCOMES:

- Create ELA lessons integrating coding and robotics

- Identify key attributes of coding and robotics that will facilitate technical writing and narrative writing experiences for ELA students.

* Please note that this offering is open to SCI and Model Schools Base Service subscribers. *

SEE CATALOG: Instructional Technology

OVERVIEW:

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

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

OUTCOMES:

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

- Identify common signs and symptoms of substance use

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

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

SEE CATALOG: Mental Health and Self-Care

OVERVIEW:

Information to assist Educational Organizations in developing systems and evidence-based practices that are known to enhance successful completion of school for Student with Disabilities.

Participants Will Gain a Deeper Understanding Of:

- Available resources aimed at increasing school completion

- What data can be used to identify a student's dropout risk

- Using data to make programmatic changes

- Strategies to consider to increase school completion

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

OVERVIEW:

New York State's revised ESSA accountability framework restart has begun and preliminary embargoed data is out. Come join us for this 1-hour Zoom session geared around making sense of your ESSA accountability data. In this session we will review the 22-23 revised ESSA accountability framework, define the data associated with each of the indicators used, and share some pertinent reports to help you begin the process of developing a plan to further impact student success.

OUTCOMES:

- Review NYS's revised ESSA Accountability Framework

- Define data associated with each indicator

- Identify reports pertinent to each indicator

- Identify next steps to develop action plan(s)

Please Note:

- This session, with identical content, is also being offered on 3.15.23.

- This is the fifth of seven topics and you do not need to participate in all series sessions to attend.

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

SEE CATALOG: Leadership

Overview:

During this session, Music and Art Educators will have the chance to come together in both whole group and small group learning opportunities. They will learn about and participate in conversation around content and best practices in K-12 Music and Art. Topics including but not limited to: Best Practices in the Fine Arts, strategies to improve student performance and engagement, empowering students, and community building.

Outcomes:

- Continue to build a regional community of practice in order to advance student achievement

- Identify evidence-based strategies for the Fine Arts classroom

- Choose strategies to try and share experiences with the group

Registration will take place from 7:45 - 8:15 am.

OVERVIEW:

During the morning, Wiley Blevins will guide participants through "high impact” phonics instructional routines, for primary and intermediate learners. He'll dive into how to make the best use of limited instructional time and how to meet varying foundational skill needs.

In the afternoon, we'll hear from educators around the BT region who are implementing exciting instructional practices that are having a positive impact on literacy growth in their classrooms.

OUTCOMES:

- Explain high impact instructional routines for supporting elementary readers in word reading (both primary and intermediate readers)

- Explain how to "level up” instruction to help students make accelerated gains in word reading

- Explore practical instructional strategies to build language comprehension and fluent readers

- Select instructional strategies and approaches to take back to your elementary classroom

Lunch Provided

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment:

- English Language Arts and Literacy

OVERVIEW:

During this session, participants will have the chance to come together in both whole group and small group learning opportunities to build capacity for implementing the NYS PE Learning Standards. They will learn about and participate in conversations around content and best practices in K-12 Physical Education.

OUTCOMES:

- Continue to build a regional community of practice in order to advance student achievement of the NYS PE Learning Standards

- Identify evidence-based strategies for instruction in Physical Education

Lunch will be provided (1/2 hour)

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment: Family Consumer Science, Health, and Physical Education

OVERVIEW:

A Ken Burns documentary that features first-person accounts from more than 20 young people, ranging in age from 11 to 27, who live with mental health conditions, as well as parents, teachers, friends, healthcare providers in their lives, and independent mental health experts. The film presents an unvarnished window into daily life with mental health challenges, from seemingly insurmountable obstacles to stories of hope and resilience. Through the experiences of these young people, the film confronts the issues of stigma, discrimination, awareness, and silence, and, in doing so, helps advance a shift in the public perception of mental health issues today.

OUTCOMES:

Participants will view the documentary and have opportunities to discuss, share and reflect together on what was learned and takeaways from the documentary that will inform practice.

Participants will have the opportunity to engage with a panel that will share local strategies being implemented to help address the mental health crisis in our region. Participants on panel will consist of: Mental Health Provider, Social Worker, Community School Coordinator, Classroom Teacher, School Nurse & School Administrator.

PLEASE NOTE:

- Parking is free; please use lot located at the rear of Binghamton University's Downtown Center

- Lunch will be provided.

This session is provided through a collaboration with Binghamton University, WSKG, and Broome-Tioga BOCES Community Schools.

OVERVIEW:

This event is designed to provide school counselors with additional insight on the programs and initiatives that are available to both High School and College students at SUNY Broome. It will entail presentations by department faculty and tours of our Advanced Manufacturing Facility. We will also have industry partners and alumni who will speak to the partnerships and value that a SUNY Broome STEM degree avails both locally and regionally.

OUTCOMES:

- Increased knowledge about STEM @ SUNY Broome

- Direct engagement between school counselors and industry partners in the region

NOTE:

Questions related to this offering should be directed to:

- Ami Wiswell, awiswell@btboces.org

- Stephanie Balunas, balunassc@sunybroome.edu

OVERVIEW:

This session will be spent diving into the Cybersecurity strand of the New York State Computer Science and Digital Fluency Standards. Participants will develop an understanding of the K-12 progress of the standard and gain access to resources available to the region.

OUTCOMES:

- Locate and access the Cybersecurity strand of the NYS CS & DF standards

- Access the regional database of lessons and activities for the NYS CF & DF standards

- Develop and share a lesson or activity for their appropriate grade band in the Cybersecurity strand

- Name at least one regional resource to help the implementation the NYS CF & DF Standards

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

This session is being offered in collaboration with DCMO and ONC BOCES with facilitation by:

- Dustin Andrus, BT BOCES

- Rebecca Roberts, DCMO BOCES

- Brian DeBoyace, ONC BOCES

SEE CATALOG: Instructional Technology

Overview:

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.

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.

PLEASE NOTE:

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

- This session, with identical content, was previously offered on 9.22.22.

- Districts must subscribe to the Regional Center for Science and Math Service.

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

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

OVERVIEW:

New York State's revised ESSA accountability framework restart has begun and preliminary embargoed data is out. Come join us for this 1-hour Zoom session geared around making sense of your ESSA accountability data. In this session we will review the 22-23 revised ESSA accountability framework, define the data associated with each of the indicators used, and share some pertinent reports to help you begin the process of developing a plan to further impact student success.

OUTCOMES:

- Review NYS's revised ESSA Accountability Framework

- Define data associated with each indicator

- Identify reports pertinent to each indicator

- Identify next steps to develop action plan(s)

Please Note:

- This session, with identical content, was also offered on 3.09.23.

- This is the fifth of seven topics and you do not need to participate in all series sessions to attend.

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

SEE CATALOG: Leadership

OVERVIEW:

Gain an awareness of how our personal experiences impact our decisions and actions. We will explore our individual implicit bias with shared readings, surveys and video.

Please Note:

- This session, with identical content is offered in the afternoon.

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

Gain an awareness of how our personal experiences impact our decisions and actions. We will explore our individual implicit bias with shared readings, surveys and video.

Please Note:

- This session, with identical content is offered in the morning.

- Substitute Claims Processing through your District SCI Sub/Stipend Budget is limited to Certified Staff ONLY

This session is offered in partnership with Broome-Tioga BOCES Instructional Programs

SEE CATALOG: Culturally Responsive Practices, Equity, and Social Emotional Learning

OVERVIEW:

Join us to discuss how your district can benefit from enrolling your new teachers into the New Teacher Institute. We will discuss course logistics, scope and sequence of professional learning, answer questions, and share positive impacts on teacher practice.

OUTCOMES:

-Describe the New Teacher Institute service offered by BT BOCES and the impact it has had on new teachers in the region

-Discuss ways the New Teacher Institute service could support your district and identify next steps

OVERVIEW

Elementary Teachers directly responsible for administering the Curriculum Embedded Tasks for the new Grade 5 Science Assessment

OUTCOMES:

Participants will be able to:

- explain the objectives and goals of each of the four Investigations

- successfully implement each Investigation in the classroom

- identify the different supports and scaffolds that might be necessary for students to be successful with these curriculum embedded tasks

PLEASE NOTE:

- This session, with identical content, is also being offered on May 22nd.

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

SEE CATALOG: Content-Specific Curriculum, Instruction, and Assessment

- Science

Course Description

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

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

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

This 45-hour course is divided into three parts:

1. Philosophy, Physiology and Psychology (9 hours)

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

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

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

Dates: March 21, 28; April 4, 18, 25; May 2, 9, 16, 23 (one class per week), 6-9 pm

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

Cost: $425

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