Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This second, of five, half-day session will provide you with further practice and collaboration around Teacher Language.

Participants will discuss Reinforcing, Reminding, and Redirecting language and their applications in the classroom. Practice in choosing and utilizing each type of language will be the focus of this session.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

- Participation in the entire five-part series is NOT required; please be sure to register for EACH of the sessions that interest you.

Other sessions in the series include:

- Interactive Modeling [previously offered on October 25, 2019]

- Morning and Closing Meetings [December 13, 2019]

- Responding to Misbehavior [January 24, 2020]

- Engaging Academics [February 28, 2020]

PRIORITY AREA: Social Emotional Learning

The council will meet to discuss Conference Day planning.

We encourage one representative from each component school district attend these meetings.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

- Describe characteristics of quality professional learning.

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

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

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

- Design and deliver professional development for a specific audience

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

PRIORITY AREA: Leadership & Systems

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

** Attendance for all Sessions & Activities is MANDATORY ***

All registered participants will be sent an email asking which sport certification they are seeking in advance of the first class date.

This 30-hour course is divided into three parts:

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

o December 2, 4, 9, 11, 16

2. Sport-specific Certification (12 hours)

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

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

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

3.Concluding Classroom Session (3 hours) - January 22

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.

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

Outcomes:

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

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

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

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

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

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

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

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

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

Lunch Provided

Priority Area: Social & Emotional Learning

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

Outcomes:

- Describe basics functions of a Chromebooks

- Create and share files in the G Suite

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

- Design a lesson plan for immediate implementation.

PRIORITY AREA: Instructional Technology & Resources

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Module 5b: IEP Development. This is the fifth, of ten, training modules with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions

Post-Secondary and Annual Goals

- What does the PLP say the student's needs are? Which needs are priorities?

- Will the annual goals incrementally prepare the student to achieve his/her post-secondary goals?

Progams, Services and Placement

- Do Committee members understand and consider the full continuum of services and least restrictive environment when determining how to meet a student's individual needs as identified in the PLP and goals?

This workshop walks participants through the process of analyzing the techniques that make for good storytelling, interviewing and podcasting. The activities culminate in students producing their own original podcasts.

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

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

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

New to the training, participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. Using this map your students can interact with the planets, sun as well as their orbital paths. Participants will be shown where they can access additional educational resources to utilize with the map.

Outcomes:

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

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

- Identify potential/planned uses with students.

Additional Note:

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

This session with identical content is also being offered on April 15, 2020.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

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

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

- Design a plan for each session.

PRIORITY AREA: Standards & Curriculum

In this workshop participants will learn the ins and outs of the eDoctrina platform. Participants will learn how to create, distribute, and grade online assessments that can be used to prepare students for NYS 3-8 CBT assessments or as a way of traditionally assessing students.

Outcomes:

- Create online assessments

- Identify eDoctrina test banks

- Describe teacher workflow for online assessments

- Describe best practices in online assessments

PRIORITY AREA: Instructional Technology & Resources

This group focuses on the needs and educational goals of Secondary (6th-12th grade) Art Educators. Participants will continue to look at the new Fine Arts Standards and how they impact the classroom. Participants will also discuss curriculum, effective instructional practice, share strategy and collaborate with other Secondary Art Teachers.

PRIORITY AREA: Instructional Practices / Pedagogy

This group focuses on the needs and educational goals of Elementary (Pre-K- 5th grade) Art Educators. Participants will continue to look at the new Fine Arts Standards and how they impact the classroom. Participants will also discuss curriculum, effective instructional practice, share strategy and collaborate with other Elementary Art Teachers.

PRIORITY AREA: Instructional Practices / Pedagogy

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This third, of five, half-day session will provide you with further practice and collaboration around Morning and Closing Meetings.

Participants will explore the structures of morning and closing meetings and discuss the goals of each piece. Colleagues will collaborate to create and practice morning and closing meetings, culminating in development of meeting plans for your classroom.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

- Participation in the entire five-part series is NOT required; please be sure to register for EACH of the sessions that interest you.

Other sessions in the series include:

- Interactive Modeling [previously offered on October 25, 2019]

- Teacher Language [previously offered on November 22, 2019]

- Responding to Misbehavior [January 24, 2020]

- Engaging Academics [February 28, 2020]

PRIORITY AREA: Social Emotional Learning

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Modules 6-8: IEP Implementation, Annual Review, and Reevaluation. These are the sixth through eighth, of ten, training modules with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions:

MODULE 6: IEP Implementation

- How will you ensure compliance with procedures and timelines?

- How will the parents be kept informed about their child's program & progress?

- How will you evaluate the effectiveness of the services and programs that your district is providing?

MODULE 7: Annual Review

How will the Chairperson ensure: - Information is available on the student's progress?

- Discussion on student strengths, needs and parent concerns?

- Identification of new annual goals?

- Reconsideration of programs and services?

- Discussion on LRE

- Consensus and common understanding of the recommendations?

MODULE 8: Reevaluation

- What information exists about the student's current performance that can be reviewed as part of this process?

- How will you determine what assessments should be completed in the reevaluation?

- How will the student and parent be involved in the reevaluation process?

- What is the district procedure for obtaining parent consent?

In this two-part series, participants will engage in hands on STEM/STEAM activities as well as explore the history and future of STEM/STEAM as a discipline. Participants will also contribute to and have access to a regional collection of STEM/STEAM materials.

Outcomes:

- Develop lessons/activities that are STEM/STEAM based, integrating at least two of the disciplines.

- Examine the history and future of STEM/STEAM to develop plans for implementation in classes.

- Design a plan to implement a lesson or series of lessons.

- Reflect on the implementation of STEM/STEAM activities and revise plans for their future use.

PRIORITY AREA: Instructional Practices / Pedagogy

If a coach wishes to gain certification in a second sport while taking the course, he or she must meet additional requirements by completing a second internship experience for the additional sport. If you choose this option, you must register for this separately in My Learning Plan.

If a coach has already completed the Theory and Techniques of Coaching course for one sport and at a later date wishes to have certification in a second sport, he or she must attend Session 5 on 12.16.19, complete an internship for that sport and attend the final session on January 22, 2020.

There is an additional cost for second sport certification.

- PARTICIPANTS MUST REGISTER FOR THIS COURSE BY November 4, 2019. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Dates: Classes - December 16, 2019 and January 22, 2020 and Resource Coach Sessions - 12 additional hours (TBD)

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

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

Outcomes:

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

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

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

- Design a plan for each session

PRIORITY AREA: Standards & Curriculum

In these sessions participants will share strategies, resources, and thinking around what it means to teach 7th and 8th grades. Participants will have the opportunity to contribute to each session's agenda.

Outcomes:

- Describe updates from NYSED for ELA and explain impacts on curriculum, instruction, and assessment

- Identify patterns and gaps in learning by analyzing NYS 3-8 ELA test data

- Identify and describe instructional techniques and strategies for all levels of students

- Create and share materials, strategies, and resources for (grade level)

PRIORITY AREA: Standards and Curriculum

Participants will have the opportunity to view new and upcoming improvements to the OPALS system, and speak directly to company representatives about improvements and issues in the OPALS and SCOOLS systems.

PRIORITY AREA: Instructional Technology & Resources

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Modules 6-8: IEP Implementation, Annual Review, and Reevaluation. These are the sixth through eighth, of ten, training modules with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions:

MODULE 6: IEP Implementation

- How will you ensure compliance with procedures and timelines?

- How will the parents be kept informed about their child's program & progress?

- How will you evaluate the effectiveness of the services and programs that your district is providing?

MODULE 7: Annual Review

How will the Chairperson ensure: - Information is available on the student's progress?

- Discussion on student strengths, needs and parent concerns?

- Identification of new annual goals?

- Reconsideration of programs and services?

- Discussion on LRE

- Consensus and common understanding of the recommendations?

MODULE 8: Reevaluation

- What information exists about the student's current performance that can be reviewed as part of this process?

- How will you determine what assessments should be completed in the reevaluation?

- How will the student and parent be involved in the reevaluation process?

- What is the district procedure for obtaining parent consent?

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

Outcomes:

- Create and develop lessons utilizing the new planetarium.

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

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

NOTES:

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

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

PRIORITY AREA: Instructional Technology & Resources

This group focuses on the needs and educational goals of Secondary (6th-12th grade) Music Educators. Participants will continue to look at the new Fine Arts Standards and how they impact the classroom. Participants will also discuss curriculum, effective instructional practice, share strategy and collaborate with other Secondary Music Teachers.

PRIORITY AREA: Instructional Practices / Pedagogy

There is always a reason why students engage in challenging behaviors. Participants will learn to utilize function based thinking to understand and change behaviors in their classroom. Session two will include sharing your progress with colleagues.

Outcomes:

- Utilize Function Based Thinking to understand why students engage in challenging behaviors

- Develop a plan to better respond to challenging behaviors and teach replacement behaviors

- Utilize appropriate data collection systems to progress monitor individual student behavior plans

- Come back to the group and share your progress/concerns<

PRIORITY AREA: Social Emotional Learning

This group focuses on the needs and educational goals of Elementary (Pre-K to 5th grade) Music Educators. Participants will continue to look at the new Fine Arts Standards and how they impact the classroom. Participants will also discuss curriculum, effective instructional practice, share strategy and collaborate with other Elementary Music Teachers.

PRIORITY AREA: Instructional Practices / Pedagogy

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

Outcomes:

- Develop routines that facilitate movement and productive independent work.

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

- Identify core topics and materials needed for various stations.

* This session with identical content was previously offered on October 8/December 3, 2019. *

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

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Module 9: CPSE. This is the ninth, of ten, training modules with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions

- How will you ensure compliance with CPSE procedures and timelines?

- How will you ensure that each member and participant understand his/her role on the CPSE?

- How will you ensure that everyone at the CPSE meeting understands the child's individual evaluation?

- How will you encourage and facilitate the participation of parents in the provision of preschool services for their child?

Participants will identify proactive behavior management techniques. The session will focus on highlighting the Behavior Pathway to better understand student behavior and to identify targeted interventions in the classroom.

Priority Area: Social Emotional Learning

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Module 10: Effective CSE/CPSE Meetings. This is the final training module with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions

- How can you utilize your facilitator and leadership skills to keep the focus of the CPSE/CSE on the needs of the student?

- How can you encourage the student's parents to participate in a meaningful way at the CPSE/CSE meeting?

- What procedures need to be put in place in your district/school to support positive outcomes at CPSE/CSE meetings?

- Has the CPSE/CSE considered the full range of the student's needs and abilities (academic, social development, physical development, management and transition needs)?

- Has the CPSE/CSE consistently considered whether the student could achieve goals in general education settings?

In this workshop, participants will join other music educators to celebrate successes and strategize about creating an exciting and successful second semester. We will create tips and tricks for managing student behavior, growing student connections, communicating with parents, and engaging students.

PRIORITY AREA: Instructional Practices / Pedagogy

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Module 9: CPSE. This is the ninth, of ten, training modules with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions

- How will you ensure compliance with CPSE procedures and timelines?

- How will you ensure that each member and participant understand his/her role on the CPSE?

- How will you ensure that everyone at the CPSE meeting understands the child's individual evaluation?

- How will you encourage and facilitate the participation of parents in the provision of preschool services for their child?

The following professional development training opportunity is designed to follow the NYSED Vetted CSE/CPSE training Module 10: Effective CSE/CPSE Meetings. This is the final training module with guiding questions. Participants may register for all training modules and/or those specific to his/her needs.

Guiding Questions

- How can you utilize your facilitator and leadership skills to keep the focus of the CPSE/CSE on the needs of the student?

- How can you encourage the student's parents to participate in a meaningful way at the CPSE/CSE meeting?

- What procedures need to be put in place in your district/school to support positive outcomes at CPSE/CSE meetings?

- Has the CPSE/CSE considered the full range of the student's needs and abilities (academic, social development, physical development, management and transition needs)?

- Has the CPSE/CSE consistently considered whether the student could achieve goals in general education settings?

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This fourth, of five, half-day session will provide you with further practice and collaboration around Responding to Misbehavior.

A range of strategies to respond to misbehaviors will be discussed, with the focus on logical consequences. Participants will discuss and choose the most applicable strategy to utilize in various behavioral scenarios. Time will be given for problem solving around students who exhibit negative behaviors in your classroom.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

- Participation in the entire five-part series is NOT required; please be sure to register for EACH of the sessions that interest you.

Other sessions in the series include:

- Interactive Modeling [previously offered on October 25, 2019]

- Teacher Language [previously offered on November 22, 2019]

- Morning and Closing Meetings [previously offered on December 13, 2020]

- Engaging Academics [February 28, 2020]

PRIORITY AREA: Social Emotional Learning

There is always a reason why students engage in challenging behaviors. Participants will learn to utilize function based thinking to understand and change behaviors in their classroom. Session two will include sharing your progress with colleagues.

Outcomes:

- Utilize Function Based Thinking to understand why students engage in challenging behaviors

- Develop a plan to better respond to challenging behaviors and teach replacement behaviors

- Utilize appropriate data collection systems to progress monitor individual student behavior plans

- Come back to the group and share your progress/concerns

PRIORITY AREA: Social Emotional Learning

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

Outcomes:

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

- Create an In-Class Flipped Lesson

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

- Create instructional Videos

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

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

Overview:

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

Outcomes:

- Identify best practices in using IXL in the classroom

PRIORITY AREA: Instructional Technology & Resources

There is always a reason why students engage in challenging behaviors. Participants will learn to utilize function based thinking to understand and change behaviors in their classroom. Session two will include sharing your progress with colleagues.

Outcomes:

- Utilize Function Based Thinking to understand why students engage in challenging behaviors

- Develop a plan to better respond to challenging behaviors and teach replacement behaviors

- Utilize appropriate data collection systems to progress monitor individual student behavior plans

- Come back to the group and share your progress/concerns

PRIORITY AREA: Social Emotional Learning

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

Outcomes:

- Explain the recent changes to the NYS Math Standards

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

- Create an action plan for sharing these changes with colleagues

This session, with identical content, was previously offered on November 4, 2019.

PRIORITY AREA: Standards & Curriculum

Once readers master basic reading skills, their work as readers can plateau. How might these readers need to reconsider how their basic skills change and grow as texts become more discipline-specific and difficult to navigate?

This session focuses on the narrative and expository reading processes and how readers use those basic processes to navigate the terrain of increasingly complex text. Participants will revisit the reading processes for narrative and expository texts and then consider how that process is applied as texts become more complex, using texts from their current curriculum.

PRIORITY AREA: Instructional Practices / Pedagogy

This is a meeting for districts who are participating in the BT BOCES Regional consortium for the State Seal of Biliteracy in 19-20. The outcomes of this meeting include:

- Develop a draft schedule for the April 29 presentation day (based on anticipated participation numbers and languages)

- Develop a plan for presentation scoring training

- Identify individuals who could serve as evaluators on April 29

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

Outcomes:

- Identify Media Library Resources and how to borrow them

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

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

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Participants will review specific barriers to student learning and the implications these barriers have on instructional planning and necessary scaffolds. This session will focus on identifying accommodations and/or modifications to lesson plans, classroom environment, and classroom management necessary to support student needs. This session will also highlight essential communication points for collaborative teachers supporting students in the classroom.

Priority Area: Instructional Practices / Pedagogy

** 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: 3/02, 3/09, 3/16, 3.23, 3.30, 4/20, 4/27

Cost: $410

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.

Every day our students are engaging in two realities, the human and the digital. With the increased amount of screen time and digital social environments there is a need more than ever in educating students in how to be responsible, cognizant, and respectful digital citizens. This workshop is designed to help teachers examine their implementation structure and develop around digital citizenship at more of a systemic level.

Outcomes:

- Create an action plan for each of the social constructs of digital citizenship that supports the learning of students, teachers, leaders, or parents

- Identify your needs as a teacher or leader and how potential ways to resolve them

- Summarize the six social constructs surrounding digital citizenship and define their importance

- Identify where to find supporting resources to support next steps

PRIORITY AREA: Instructional Technology & Resources

Overview:

You've participated in Responsive Classroom training, now let's hone your skills in some key areas. This fifth and final half-day session will provide you with further practice and collaboration around Engaging Academics.

The six characteristics of engaging academics put forth by Responsive Classroom will be discussed. Participants will apply these six features to create an Academic Choice lesson for their classroom. Colleagues will share the lesson they develop with the group and receive feedback.

IMPORTANT NOTES:

- Prerequisite: Participation in June - August 2019 Responsive Classroom Core Course

- Participation in the entire five-part series is NOT required; please be sure to register for EACH of the sessions that interest you.

Other sessions in the series include:

- Interactive Modeling [previously offered on October 25, 2019]

- Teacher Language [previously offered on November 22, 2019]

- Morning and Closing Meetings [previously offered on December 13, 2020]

- Responding to Misbehavior [previously offered on January 24, 2020]

PRIORITY AREA: Social Emotional Learning

Participants will have an opportunity to rethink, revise, and redefine their knowledge around lesson design. Research has shown that teacher clarity has a significant impact on student learning and is a key component to effective lesson design. Participants will be guided through a process to evaluate current learning objectives, alignment to standards, strategies for engaging students, and methods for checking for understanding.

Outcomes:

Describe how student learning should drive instruction (and lesson design)

Evaluate current lesson design for alignment to student learning

- Teach to an objective

- Student Engagement

- Formative Assessment (Checking for Understanding)

Priority Area: Instructional Practices / Pedagogy

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

Outcomes:

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

- Identify the benefits of using digital science notebooks in the class.

- Develop their plan for implementation and use.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

- Develop assignments and assessments for use in the classroom.

** This two-day series, with identical content, was previously offered on October 17 and December 17, 2019 **

PRIORITY AREAS: Standards & Curriculum; Instructional Technology & Resources

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

Outcomes:

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

- Sharing innovative instructional approaches

- Discovering how to deploy technology to support student learning

- Practicing progressions of learning that make learning engaging and impactful

PRIORITY AREAS: Standards and Curriculum, Instructional Practices/Pedagogy, Social Learning, Instructional Technology and Resources

Tags: Math, Mathematics, Conference

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

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

Lunch Provided

Priority Area: Social & Emotional Learning

In this half-day offering, participants will learn basic linguistic vocabulary and apply strategies for using word structure to help ELLs understand and use word structure to facilitate reading comprehension.

According to Kieffer & Lesaux (2007), "An understanding of word structure can be a powerful tool for students faced with the daunting task of acquiring academic vocabulary." In this interactive professional learning experience, participants will learn basic linguistic terminology and learn how to help students understand and use word structure in reading comprehension using morphology.

This sessions, with identical content, was previously offered on October 24, 2019.

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

Outcomes:

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

- Practice digital writing

- Differentiate between writing with technology vs digital writing

- Re-design writing in your classroom

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

In this half-day offering, anyone who wants to learn more about English Language Learners (ELLs) will:

- Build knowledge about the culturally-responsive and sustaining framework that supports teachers' interactions with & understanding of ELLs.

- Analyze the impact that the language acquisition process has on students' learning.

- Understand the New York State regulations that guide placement and programming for ELLs.

- Apply the information learned in a way that is applicable to their practice.

This session, with identical content, was previously offered on September 27, 2019.

This session introduces participants to NYSED's Culturally Responsive-Sustaining Education (CR-SE) Framework which was released in Spring 2019. Participants will:

- Analyze definitions and elements of culture.

- Understand the vision and history that formed the development of the CR-SE Framework.

- Evaluate the Four Principles and apply them to our practice.

- Construct goals that integrate the 3 Mindsets.

- Create a plan to introduce the Framework to students.

Overview:

Bring your classroom into the 21st century in this introductory session participants will learn how to build, manage, and maintain an online classroom community. Participants will learn best practice that apply both to online learning and online classroom management. Participants will learn the basic functionality and overview of the different components of using Schoology.

Outcomes:

- Identify best practices of classroom management in an online environment.

- Identify key attributes in building a successful online classroom.

PRIORITY AREA: Instructional Technology & Resources

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

New to the training, participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. Using this map your students can interact with the planets, sun as well as their orbital paths. Participants will be shown where they can access additional educational resources to utilize with the map.

Outcomes:

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

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

- Identify potential/planned uses with students.

Additional Note:

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

This session with identical content was previously offered on December 10, 2019.

PRIORITY AREA: Instructional Technology & Resources

Overview:

Bring your classroom into the 21st century in this introductory session participants will learn how to build, manage, and maintain an online classroom community. Participants will learn best practice that apply both to online learning and online classroom management. This will be the second half of the Schoology training. We will focus on the proper building of digital content into your Schoology course and organization and management of materials.

Outcomes:

- Identify best practices of classroom management in an online environment.

- Identify key attributes in building a successful online classroom.

** Be sure to bring materials to build an online classroom **

PREREQUISITE: Introduction to Extending Your Classroom with Schoology, Part 1

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

- Identify Media Library Resources and how to borrow them

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

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

Additional Notes:

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

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

PRIORITY AREA: Instructional Technology & Resources

Join young adult book aficionado Kathleen Odean as she shares the best books of 2019 and innovative ways to promote reading.

Outcomes:

- Identify the best non-fiction/fiction books of 2019 for secondary readers

- Learn best practices for promoting books

- Create connections between new materials and the AASL Standards

Lunch will be provided.

PRIORITY AREA: Instructional Technology & Resources

"Be the writer you wish to teach." Often, teachers of writing do not feel like writers themselves. This session is designed as an opportunity for teachers to develop, practice, and revisit their own process of argument, information, and narrative writing. Participants will experience the paper and digital use of writers' notebooks, the writing process, and publication as a way to reflect on the writers they teach.

PRIORITY AREAS: Instructional Practices / Pedagogy; Standards & Curriculum

Overview:

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

Outcomes:

- Define Formative Assessment

- Identify differences between procedural vs learning

- Identify characteristics of high quality formative assessment

- Justify new student learning targets based on data

- Design Digital Formative Assessments

- Identify and label critical attributes of designed formative assessments

* This session with identical content was previously offered on November 14, 2019. *

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

The session continues the regional conversation about what students need to be successful as college readers, writers and beyond. This will be an opportunity for 12th grade teachers to collaborate and identify common goals, tasks, and success criteria for college success. Participants will identify expectations beyond high school, anchor success criteria, examine student work, tasks, and rubrics across our region, and collaborate with representatives from local colleges and universities.

PRIORITY AREA: Standards & Curriculum

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

Outcomes:

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

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

- Add tours to their Google Expeditions.

- Share finished product using VR.

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

This session, with identical content, was previously offered on November 12, 2019.

PRIORITY AREA: Instructional Technology & Resources

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

Outcomes:

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

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

- Use prompts to practice circle keeping

- Develop a draft multi-year implementation plan

** This two day workshop, with identical content, was offered on July 11-12 and August 1-2, 2019 **

Priority Area: Leadership & Systems

Teachers require support from multiple areas in order to effectively grow, teach, and perform to the best of their abilities. One of the best ways of obtaining the support you need is by joining a professional teaching organization. Participants will learn about the professional organizations and reading/resources available to continue to grow as a successful educator.

Outcomes:

- Describe the professional organizations and resources to continue to grow as a successful educator

- Create a list of professional organizations and resources to implement before the next school year

Priority Area: Instructional Practices / Pedagogy

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

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

Lunch Provided

Priority Area: Social & Emotional Learning