What does collaboration look like in your classroom? How can we organize learners to take advantage of what their brains need for learning and build skills of collaboration and cooperation? Participate in live organized learning that meets needs of 21st century learners. Join us!

Outcomes:

- Describe strategies and considerations for organizing learners to support positive interdependence and accountability

- Define skills students need to learn to successfully cooperate Tags: cooperative learning, brain-friendly instruction, effective teaching, collaboration and communication, social and emotional learning

Facilitated dialogue to explore the regulations around transition, and the required role of middle school and high school principals, CSE Chairpersons and school counselors in supporting the implementation of district wide transition planning. Examine existing practices for transition assessment, IEP development, and exiting options.

Outcomes:

- Identify the NYSED requirements for transition

- Design systems to implement mandated transition components

- Supervise and support staff in writing and instructing the transition IEP

Participants of this virtual book study discussion will develop a toolbox of practical, scientifically supported strategies and ideas that can be used in their classrooms. They will also have an opportunity to engage in a culture of professional sharing and digital dialogue centered around the latest brain research.

The virtual book study discussion will begin on July 6th, with a new discussion topic posted for each chapter weekly. The book study will conclude on August 31

Participants will receive a no-cost copy of Multiple Pathways to the Student Brain.

In this workshop, participants will be immersed in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing curriculum and creating lessons aligned to the new Standards for 3rd grade. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

*Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.*

Tags:Science, NYSSLS, NGSS, 3rd grade

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

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

Outcomes:

- Perform specific responsibilities as 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.

Session 1: Foundations and Referral

Session 2: Evaluations and Eligibility

Session 3: IEP Development

Session 4: Implementation, Annual Review, CPSE (process and timelines) and Effective Meetings

In this workshop, participants will be immersed in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing curriculum and creating lessons aligned to the new Standards for 5th grade. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

*Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.*

Tags:Science, NYSSLS, NGSS, 5th grade

Participants of this session will create a math grades PK-8 coherence map that identifies where the progression of topics fall across grade levels. Teachers will further develop the coherence map by linking above-and-below grade-level work to specific lessons. Additional opportunities to work on this initiative will be offered during the year.

Outcomes:

- Identify how math topics are carried throughout the grade levels

- Create a map of topics with direct links to lessons and resources

tags: modules, lesson alignment

- Providing an overview of newly established Career and Workplace Readiness curriculum in connection with the CDOS grant

Tags: CDOS credential

What causes some students to persistently struggle in the quest to learn to read, and what can schools do to reverse the cycle of failure for these students? In this session we will overview research findings illuminating how the brain reads, and how reading develops. We will examine what research tells us about profiles of struggling readers and discuss implications for assessment and instruction of foundational skills and comprehension. We will identify critical components of teacher expertise for producing gap-closing progress with struggling readers as well as steps schools can take to begin systemically closing those gaps.

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

Outcomes:

- EXPLAIN what the research tells us about why some students experience difficulty in learning to read

- IDENTIFY the key aspects of teacher expertise necessary to target instruction for the accelerated growth of persistently struggling readers

- EXPLAIN the components of assessment and instruction necessary for accelerated growth of readers who struggle with foundational reading skills [the code of English]

- IDENTIFY planning and implementation considerations to support persistently struggling students

Participants will focus on developing an Algebra I Scope and Sequence Blueprint that they collectively agree to follow in 2017-18. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

tags: algebra I shared pd

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

NOTE:

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

Outcomes:

- Perform specific responsibilities as 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.

Session 1: July 17, 2017 –BT BOCES- ISC-B

Session 2: July 18, 2017 - BT BOCES- ISC-B

Session 3: August 7, 2017 - BT BOCES - ISC-B

Session 4: August 8, 2017 – BT BOCES - ISC-B

In this workshop, participants will be immersed in demonstrations of 3D aligned lessons to fully understand the NYSSLS. Teachers will begin the process of writing curriculum and creating lessons aligned to the new Standards for 6th grade. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Develop or revise a lesson to meet the demands of the new standards.

- Identify and define the 3 dimensions of the new standards.

- Define phenomena and identify at least 1 phenomena that can be utilized in a 3D lesson of your own.

*Participants MUST bring a lesson they currently teach or a plan for a lesson they would like to teach.*

Tags:Science, NYSSLS, NGSS, 6th grade

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

This session will introduce Proactive Support Strategies for Managing student behavior, Function-based Thinking about Behavior, and Supporting Responses to Challenging Behaviors.

This day will be an opportunity for educational teams to learn about functional behavior, strategies for teaching replacement behaviors, and time to work with colleagues on common practices for modifying student behavior.

Outcomes:

- Understanding Proactive Supports and how they can be applied to all classrooms

- Understanding Function-based Behavior and learning Supportive Responses to Challenging Behaviors across multiple school settings

There is no cost for this training, please bring your lunch.

Tag words: Classroom Management, Behavior Management

This session will introduce Proactive Support Strategies for Managing student behavior, Function-based Thinking about Behavior, and Supporting Responses to Challenging Behaviors.

This day will be an opportunity for educational teams to learn about functional behavior, strategies for teaching replacement behaviors, and time to work with colleagues on common practices for modifying student behavior.

Outcomes:

- Understanding Proactive Supports and how they can be applied to all classrooms

- Understanding Function-based Behavior and learning Supportive Responses to Challenging Behaviors across multiple school settings

There is no cost for this training, please bring your lunch.

Tag words: Classroom Management, Behavior Management

This Course is designed to assist teachers in aligning resources and lessons from eMath Instruction and The Modules, and then inspect how each topic has been assessed on the CC Regents Exams thus far. Participants will work within their subject matter (Algebra I, Geometry, Algebra II) to identify where each standard lies within each resource, and also may look at other resources that are valuable to the topic.

Outcomes:

- Match up standards across eMath and The Modules

- Identify how specific standards are assessed on Regents Exams

* PLEASE BRING YOUR LAPTOP OR CHROMEBOOK TO THE SESSION *

tags: modules, lesson alignment

Writers need strategies for strengthening their skills. This workshop will use Jennifer Serravallo's publication, The Writing Strategies Book , to create a Tool Kit to use to support your writers in whole class, small group, and one-on-one conferences. Participants will leave with strategies that can be implemented immediately.

Outcomes:

- Describe goals, skills, and strategies that teachers can use to help develop and strengthen writers.

- Create a Writing Strategies Tool Kit that will be available electronically.

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

Understand the transition components of the IEP; Identify curriculum resources to support transition planning for students with disabilities; Augment existing practices to improve student outcomes

Outcomes:

- Develop student IEPs that reflect best practices in transition planning

- Design learning activities to promote student self-determination

- Implement transition assessments to inform IEP development

The summer two-day session launches the “Accelerating Students’ Literacy Growth” series. In this extended session designed for teachers of grades K and 1, we will delve into research about how the brain reads, how reading develops, and distinctions between fluent and disfluent readers. We will discuss profiles of struggling readers and make connections to recommendations for assessment and instruction. Participants will leave this session with an assessment plan to launch the upcoming school year, which will allow them to efficiently identify specific areas of struggle in order to find the next step of instruction. We will also discuss components of ELA instruction necessary for helping readers achieve grade level expectations. This session leads into future workshop sessions in which participants will bring data on students identified as struggling, and will work from the data to create instructional plans for closing reading gaps.

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

Outcomes:

- Explain how the brain reads, how reading acquisition develops, and what makes reading difficult for some students

- Explain profiles of struggling readers and what implications this has for assessment and instruction

- Describe ways to effectively and efficiently assess struggling readers in order to find precise teaching points

- Create a plan for assessment of focus students

- Identify essential components of the ELA program for supporting readers who struggle

- Create a plan for communicating across instructional providers to support coherent learning for students who struggle

This session has a focus on guided math and small group work. Participants will see how to manage individual stations and rotations 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 math topics and materials needed for various stations

Tags: stations, math station, guided math

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

A Units of Study one-day conference will support your school or district in accelerating achievement in reading. Teachers and literacy leaders will receive an introduction to the latest research, pedagogy, and curricular tools, as well as to the new Units of Study for Teaching Reading. The day is designed to help teachers plan their instruction and assessments, align curriculum, and move students towards higher levels in reading. Units of Study one-day conferences are usually offered by our Units of Study Implementation Team. The content will always be consistent.

Participating teachers in the one-day conference will be shown the state-of-the-art tools and methods to help students move up the ladder of text complexity to build foundational reading skills and strategies, offer classroom structures to support inquiry and collaboration, help teachers use learning progressions to assess students' reading work and develop their use of self-monitoring strategies, and set students on trajectories of growth.

Each participant MUST have a set of the Units of Study books on hand for the conference day.

* 1-hr lunch on your own *

This will be a three-center training where participants will have the opportunity to learn what materials are available (for loan and digitally) through the ONC BOCES Media Library (for participating schools). Kevin Jackowski from STIC will also offer assistive technology from Technology Related Assistance for Individuals with Disabilities (TRAID) Assistive Technology Loan Closet for students with disabilities living in Delaware and Otsego Counties, and Katie Cannon will be modeling low/no cost apps to assist with day to day instruction and organizational skills. There will be hands on opportunities in all three trainings. Please bring the device that is most used with your students.

Outcomes:

- Staff will leave this session with knowledge of the Assistive Technology that is available in our region as well as practicing using it with colleagues from neighboring school districts.

1 hour lunch on your own

This session focuses on guided math and small group work. Participants will learn how to manage individual stations and rotations 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 math topics and materials needed for various stations.

Tags: stations, math station, guided math

This session will model and explain each component of the Continuum of Special Education per NYSED Regulations. Katie and Jess will model and explain the purpose of each of the following: Indirect Consultant Teacher, Direct Consultant Teacher, Resource Room, Special Class, and Integrated Co-Teaching as they relate to Least Restrictive Environment (LRE).

Outcomes:

- School personnel will understand the regulations for each service and have a clear understanding of each person’s role throughout the Continuum of Special Education.

1 hour lunch on your own

Please try to attend in grade level teams or teams of general education and special education teams

CSE/CPSE Issues and Updates -This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainers will provide updated memos, policy, and regulations.

Outcomes:

- Perform specific responsibilities as 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.

Participants will focus on developing a Math Grade 8 Scope and Sequence Blueprint that they collectively agree to follow in 2017-18. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

This will be a work day for teams to have common planning time with the opportunity for feedback.

Outcomes:

- Participants will leave with a clear understanding of the NYSED Blueprint for Improved Results for Students with Disabilities

Secretary Training Updates – review of responsibilities, regulations, and procedures specific to the CSE and CPSE. Items to be covered: the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

- Recognize laws and regulations as it relates to students with disabilities.

- Associate CSE/CPSE processes and with required SED forms.

- Identify roles and responsibilities regarding; the monitoring of timelines and day-to-day procedures as it relates to a student's referral, evaluation, meeting notice (members of the CPSE/CSE).

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

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

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

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

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

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

Tags: 1:1 education

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

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

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

- Create a file within GAfE collaboratively with other users

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

- Sync a GAfE account

- Explain the difference between an app and an extension

- Install and uninstall apps and extensions on a Chromebook

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

- Log in to the Chrome web browser

Tags: 1:1 education

Facilitated dialogue to explore the regulations around transition, and the required role of middle school and high school principals, CSE Chairpersons and school counselors in supporting the implementation of district wide transition planning. Examine existing practices for transition assessment, IEP development, and exiting options.

Outcomes:

- Identify the NYSED requirements for transition

- Design systems to implement mandated transition components

- Supervise and support staff in writing and instructing the transition IEP

Half day training designed to provide an overview of exiting options for all students.

- Multiple Pathways to Graduation

- 4+1 Assessment Options

- Safety Nets for Students with Disabilities

- Regents Exam Appeals

- CDOS Commencement Credential

- Skill and Achievement Credential

Outcomes

Gain an understanding of the different exiting options for students with or without disabilities and how to communicate the information with families.

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

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

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

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

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

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

Tags: 1:1 education

Facilitated dialogue to explore the regulations around transition, and the required role of middle school and high school principals, CSE Chairpersons and School Counselors in supporting the implementation of district wide transition planning. Examine existing practices for transition assessment, IEP development, and exiting options.

Outcomes:

- Identify the NYSED requirements for transition

- Design systems to implement mandated transition components

- Supervise and support staff in writing and instructing the transition IEP

Facilitated dialogue to explore the regulations around transition, and the required role of middle school and high school principals, CSE Chairpersons and school counselors in supporting the implementation of district wide transition planning. Examine existing practices for transition assessment, IEP development, and exiting options.

Outcomes:

- Identify the NYSED requirements for transition

- Design systems to implement mandated transition components

- Supervise and support staff in writing and instructing the transition IEP

Half day training designed to provide an overview of exiting options for all students.

- Multiple Pathways to Graduation

- 4+1 Assessment Options

- Safety Nets for Students with Disabilities

- Regents Exam Appeals

- CDOS Commencement Credential

- Skill and Achievement Credential

Outcomes

Gain an understanding of the different exiting options for students with or without disabilities and how to communicate the information with families.

Half day training designed to provide an overview of exiting options for all students.

- Multiple Pathways to Graduation

- 4+1 Assessment Options

- Safety Nets for Students with Disabilities

- Regents Exam Appeals

- CDOS Commencement Credential

- Skill and Achievement Credential

Outcomes:

- Gain an understanding of the different exiting options for students with or without disabilities and how to communicate the information with families.

The Next Generation Science Standards represent the largest conceptual shift in teaching science in decades. The addition of engineering design and an increased emphasis on the practices of science could revolutionize science education. However this revolution will only occur if teachers understand the standards and make changes in their classrooms. In this workshop Paul Andersen will guide you through the standards while giving you concrete examples that can change science classrooms immediately.

CSE/CPSE issues and updates -This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainers will provide updated memos, policy, and regulations. Secretary Training – review of responsibilities, regulations, and procedures specific to the CSE and CPSE. Items to be covered: the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Overview:

- Perform specific responsibilities as 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.

CSE/CPSE Secretary Training Updates– review of responsibilities, regulations, and procedures specific to the CSE and CPSE. Items to be covered: the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

- Recognize laws and regulations as it relates to students with disabilities.

- Associate CSE/CPSE processes and with required SED forms.

- Identify roles and responsibilities regarding; the monitoring of timelines and day-to-day procedures as it relates to a student's referral, evaluation, meeting notice (members of the CPSE/CSE).

Half day training designed to provide an overview of exiting options for all students

- Multiple Pathways to Graduation

- 4+1 Assessment Options

- Safety Nets for Students with Disabilities

- Regents Exam Appeals

- CDOS Commencement Credential

- Skill and Achievement Credential

Graduation is possible for ALL of our students, the pathway the student takes to get there is individualized and based on strengths.

Outcomes:

- Gain an understanding of the different exiting options for students with or without disabilities and how to communicate the information with families.

Districts are encouraged to bring scenarios as well as any tools developed to track pathways progress and completion.

In this two-day session, we will discuss the role of literacy coaches, how to work with colleagues who may be unfamiliar with instructional coaching, essential "look-fors" of effective instruction, and how to conduct a coaching conversation focused on student learning. Participants will leave able to clearly articulate their literacy coaching role, with ideas for building coaching relationships with colleagues, and with an entrance plan for their coaching for the 17-18 school year.

Outcomes:

- Define your role as a literacy coach

- Explain strategies for building the coaching relationship with adult learners

- Describe the critical attributes of effective teaching

- Practice looking for and labeling the critical attributes of effective teaching

- Explain the coaching protocol

- Identify tools that can be used for effective coaching and use the tools during a coaching conversation

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

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

Outcomes:

- Define your role as an instructional coach

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

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

The training will review the DASA regulations and updates; Review the roles and responsibilities of Dignity Act Coordinators; Share an overview of complaint process flow charts; Provide samples of DASA forms and investigation techniques; and provide an overview of best practices related to school-wide strategies for improved climate and culture.

NOTE: This is NOT the 6hr REQUIRED DASA TRAINING FOR CERTIFICATION.

3012-D provides opportunities for districts to define the elements of the rubrics we use to evaluate principal practices and to define those elements that are "observable". This can allow us to streamline the rubrics and provide greater focus in the evaluation process. Please consider joining us to discuss the rubrics and how they are observed during school visits and meetings with principals. We will discuss challenge areas and solutions for meaningful principal evaluation.

Please note that this session can be considered "refresher" training for evaluators of principals.

Participants will examine foundational knowledge common to both disciplines and discuss advantages to student learning when critical reading and writing, logical reasoning and academic discourse are taught across the curriculum. We will address the following questions as part of our work: How do we help students connect argumentation with their lives and their world? How do we help students increase their skill with argumentation in the humanities tradition? What steps can we take in our units and assessments to create conditions where students can take control of their learning? Teams will develop assessments and guides to build intentional opportunities for students to be challenged and supported in their learning.

Outcomes:

- Identify connections between ELA and Social Studies and implications for instruction

- Use the rhetoric of argumentation to identify outcomes aligned to Common Core Standards and the NYS K-12 Social Studies Framework

- Create assessments in each discipline that include a common focus on the skills and practices of argumentation

- Create a unit map/pacing guide to chart progression towards agreed upon essential outcomes

Tags: Social Studies, ELA, Library Media, Argumentation Instruction, Effective Instruction, Assessment, Curriculum, Media Literacy

Description: This two-hour training provides an introduction to the core and associated characteristics of autism spectrum disorders and how these characteristics impact a student’s success within a learning environment. The training also covers a description of possible causes of autism spectrum disorders. Attention is given to understanding current treatment methods, ranging from evidence-based strategies to more controversial and alternative approaches

Outcomes:

- Understand the core and associated characteristics of autism spectrum disorders

- Recognize possible causes of autism spectrum disorders

- Be familiar with evidence-based and non-evidence-based interventions used to treat autism spectrum disorders

*There will be a session titled “Executive Functioning Strategies to Keep Individuals with ASD Organized and on Target from 12:00 pm to 2:00 pm (Separate Registration is required)

Description: Description: Executive functions are the cognitive tasks that allow us to plan, organize, initiate, attend to task, and regulate and monitor behavior. They are the key building blocks to learning! In this training, participants will learn how challenges with executive functions can impact academic achievement and social success. Participants will learn how to create supports to help teach executive functioning skills.

Outcomes:

- Describe how executive functions impact individuals with autism spectrum disorder

- Become familiar with interventions that support executive functioning difficulties

- Choose 2-3 supports to create and use at home, in school, or in the community

In this workshop participants will learn how to use the G Suite. This first part of the Going Google Series will teach the basic ins and outs of how to use Google Drive, Forms, Presentation, Spreadsheet and Documents. Additional sessions in the Going Google Series will be offered during the school year.

Outcomes:

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

- Identify how G Suite will aid in streamline workflow.

tags: Cloud, Google Apps

This training provides previously trained lead evaluators who are in a new district (using a different rubric), or evaluators seeking a refresher about their rubric, with guidance and support for using the rubric for teacher evaluation.

Outcomes:

As a result of the initial training, participants will be able to:

- Describe the features of the rubric

- Explain the values/orientation/background that is the basis of this rubric

- Explain alignment of the rubric with NYS teaching standards

- Describe how the rubric is scored

- Compare common indicators/subcomponents between rubrics

- Describe the evidence that aligns to rubric components

- Use the rubric to "tag" evidence

- Create questions to ask of my district regarding the implementation of the rubric

- Create a summary of the critical attributes of the rubric

Participants will focus on developing an Algebra IA Scope and Sequence Blueprint that they collectively agree to follow in 2017-18. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

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

Outcomes:

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

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

- Develop a Transition Resource Toolkit

Please bring binder dividers to training.

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

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

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

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

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

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

Tags: 1:1 education

Explore universal and targeted interventions that encourage positive behavior and help students gain social-emotional skills. Reframe approaches to challenging behaviors and discuss trauma-informed responses.

Outcomes:

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

-Use the Behavior Pathway to discover function of behavior

-Gain strategies to de-escalate students in crisis

This meeting is for administrators in buildings/districts who are participating in regional math curriculum and assessment work for 2017-18. The curriculum and assessment work will include the development of common tasks and opportunities for teachers to come together to analyze the results of the tasks to plan for future instruction. The meeting will focus on identifying the vision and purpose of the regional curriculum and assessment work, as well as the administrators’ role in supporting the work.

Overview:

Leveled Literacy Intervention (LLI) is a small-group, supplementary intervention plan designed for young children who struggle with reading and writing. Designed to bring children up to grade-level performance in as little as 14-18 weeks, LLI is a powerful, research-based early intervention plan that can prevent literacy difficulties before they turn into long-term challenges.

Outcomes:

- Explain the Leveled Literacy Intervention

- Describe key aspects of teaching in Leveled Literacy Intervention lessons

- Reading texts

- Writing texts

- Phonics/ Word Study

- Oral language learning

- Design daily Leveled Literacy Intervention lessons based on student data

Participants will focus on developing a Math Grade 7 Scope and Sequence Blueprint that they collectively agree to follow in 2017-18. Teachers will also have an opportunity to develop assessments based on this blueprint. This professional development will be ongoing throughout the 17-18 school year.

Outcomes:

- Prioritize curriculum

- Create Scope and Sequence within the schools

- Create shared assessments

- Analyze data patterns to ensure student progress

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

Outcomes:

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

- Identify key attributes in building a successful online classroom.

Tags: social learning networks, hybrid class, schoology

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

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

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

- Create a file within GAfE collaboratively with other users

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

- Sync a GAfE account

- Explain the difference between an app and an extension

- Install and uninstall apps and extensions on a Chromebook

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

- Log in to the Chrome web browser

Tags: 1:1 education

Creating more inclusive classrooms with better outcomes for students with disabilities begins with establishing and maintaining effective collaborative partnerships between general education teachers and special education teachers. Collaboration in the Universally Designed Classroom aims to help general education and special education teachers reflect upon and refine the effectiveness of their co-teaching approach. Additional in-district follow-up and support will be provided throughout the year.

Outcomes:

- Plan and deliver instruction as a team to increase accessibility and success for all students

- Determine roles and responsibilities in implementing IEPs and delivering instruction and intervention

- Prepare and adjust research-based interventions and explicit instruction, accommodations and modifications

- Collect data to measure needs and growth in the CCLS and CDOS standards

Tags: Co-teaching, Collaboration, Special Education

This professional development opportunity is designed for teams to collaborate on the development of common formative assessments. Participants will learn how to design high-quality assessments in eDoctrina that are aligned to student learning outcomes. Tools and strategies for designing and effectively using assessment results will also be shared. Teams will be introduced to a variety of reports in eDoctrina that can be used to inform future instructional decisions.

Outcomes:

- Identify student learning outcomes and align assessment items to the learning

- Describe the process of designing a high quality formative assessment

- Design and build an assessment in eDoctrina

- Identify and access reports that will inform future instructional decisions

REQUISITE: Districts must subscribe to Assessment Professional Development & Support [552.383.009] to participate in this professional development offering.

This session focuses on guided math and small group work. Participants will learn how to manage individual stations and rotations 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 math topics and materials needed for various stations.

Tags: stations, math station, guided math

The summer two-day session launches the “Accelerating Students’ Literacy Growth” series. In this extended session designed for teachers of grades 2-5, we will delve into research about how the brain reads, how reading develops, and distinctions between fluent and disfluent readers. We will discuss profiles of struggling readers and make connections to recommendations for assessment and instruction. Participants will leave this session with an assessment plan to launch the upcoming school year, which will allow them to efficiently identify specific areas of struggle in order to find the next step of instruction. We will also discuss components of ELA instruction necessary for helping readers achieve grade level expectations. This session leads into future workshop sessions in which participants will bring data on students identified as struggling, and will work from the data to create instructional plans for closing reading gaps.

Outcomes:

- Explain how the brain reads, how reading acquisition develops, and what makes reading difficult for some students

- Explain profiles of struggling readers and what implications this has for assessment and instruction

- Describe ways to effectively and efficiently assess struggling readers in order to find precise teaching points

- Create a plan for assessment of focus students

- Identify essential components of the ELA program for supporting readers who struggle

- Create a plan for communicating across instructional providers to support coherent learning for students who struggle

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

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

Outcomes:

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

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

- Develop a Transition Resource Toolkit

Please bring binder dividers to training.

This training supports districts in training NEW Lead Evaluators, Impartial/Independent Evaluators, and Peer Observers in accordance with the requirements of Education Law 3012-d. The learning opportunities are aligned to all nine training components required for certification. Inter-rater reliability and inter-rater agreement will be assessed during the training process.

Outcomes:

As a result of the initial training, participants will:

- Collect evidence

- Align the evidence with the rubric

- Score teacher/principal performance

- Conduct a "post conference/coaching session" with a teacher/principal

Overview:

The LLI System is designed for students who are reading below grade level. The LLI System may also be used to help children at higher grade levels who are reading below text level W. This system can also be used effectively with special education children for whom the activities meet the educational program specifications. Designed to bring children up to grade-level performance in as little as 18-24 weeks, LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

Outcomes: Participants will...

Outcomes: Participants will... - Define the Leveled Literacy Intervention

- Analyze reading records to form Leveled Literacy Intervention groups

- Identify an appropriate text level to support student learning

- Analyze student data and design student Leveled Literacy lessons

- Explore the features of text in order to support student learning

- Define key aspects of teaching in Leveled Literacy Intervention lessons

o Reading texts

o Writing texts

o Phonics/ Word Study

o Oral language learning

- Design daily Leveled Literacy Intervention lessons based on student data

Take questioning to the next level in your classroom! Join us for this two day workshop where we will develop your skill in asking better questions and your intentional decision-making that strengthens opportunities for students to become better questioners. Our work will also be inherently connecting quality questioning practices to the planning and conduct of classroom discussion. Leave with techniques and protocols to immediately add to your classroom practice.

Outcomes:

- Describe effective classroom questioning practices

- Identify specific strategies to build student questioning skills

- Use techniques and protocols to improve classroom discussion and to facilitate student to student interaction

- Develop an individual classroom action plan with respect to building your questioning skills and that of your students

Tags: Social Studies, ELA, Library Media, Argumentation Instruction, Effective Instruction, Assessment, Curriculum, Media Literacy

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

Outcomes:

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

- Identify the pros and cons of a flipped classroom

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

Tags: Flipped classroom, flip

CSE/CPSE Issues and Updates -This training will be an opportunity for Chairpersons to receive updated information from NYSED, Office of Special Education. The Regional Special Education Trainers will provide updated memos, policy, and regulations.

Outcomes: - Perform specific responsibilities as 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.

Secretary Training Updates – review of responsibilities, regulations, and procedures specific to the CSE and CPSE. Items to be covered: the process from referral to implementation, communication to parents and other members of the committee, timelines and expectations of federal and State regulations.

Outcomes:

- Recognize laws and regulations as it relates to students with disabilities.

- Associate CSE/CPSE processes and with required SED forms.

- Identify roles and responsibilities regarding; the monitoring of timelines and day-to-day procedures as it relates to a student's referral, evaluation, meeting notice (members of the CPSE/CSE).

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

Outcomes:

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

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

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

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

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

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

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

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

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

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

Tags: 1:1 education

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

Outcomes:

- Develop management procedures that will positively impact student behavior.

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

- Identify instructional strategies that will help students succeed.

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

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

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

Outcomes:

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

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

- Develop a Transition Resource Toolkit

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

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

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

- Create a file within GAfE collaboratively with other users

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

- Sync a GAfE account

- Explain the difference between an app and an extension

- Install and uninstall apps and extensions on a Chromebook

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

- Log in to the Chrome web browser

Tags: 1:1 education

-Examine Universal Interventions to Encourage Positive Behaviors of All Students

-Design Classroom Routines to Minimize Challenging Behaviors

-Gain Strategies for Teaching Social-Emotional Skills

-Reframe Approaches to Challenging Behaviors Using Function-Based Thinking

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

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

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

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

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

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

Tags: 1:1 education

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

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

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

Outcomes:

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

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

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

This 30-hour course is divided into three parts:

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

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

2. Sport-specific Certification (12 hour)

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

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

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

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

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

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

Outcomes:

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

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

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

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

Outcomes:

Participants will:

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

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

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

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

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

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

Outcomes

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

Participants must register for all four dates!

Session 1: MPSG & Transition Assessment

Session 2: Present Levels of Educational Performance

Session 3: Transition Needs & Course of Study

Session 4: Coordinated Set of Activities/ Annual Transition Goal

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

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

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

Outcomes:

- Shared transition resources

- Establish local agency connections

- Gain knowledge of policy, regulation, and NYSED forms

- Topical training/best practice in transition

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

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

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

Outcomes:

Participants will:

- Define and distinguish between scaffolding and differentiation.

- Learn strategies to scaffold text for comprehensibility.

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

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

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

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

Outcomes:

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

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

Outcomes:

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

- Explore ways to help young children develop executive function skills

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

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

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

Outcomes:

Participants will:

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

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

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

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

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

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

Outcomes:

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

- Design classroom space and routines to minimize challenging behaviors

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

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

Outcomes:

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

- Select age appropriate transition assessments

- Use transition assessment data in IEP development