OVERVIEW:

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

The focus of this strand in support of kindergarten is critical language and literacy foundational skills; however, we will also address oral language and vocabulary which are important for building students' early comprehension skills.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

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

- Describe ways to effectively and efficiently assess kindergarteners to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

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

- Explain instructional approaches to ensure mastery of critical skills for end-of-kindergarten expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2023-24 FRS purchases will be billed via an ARFS.

OVERVIEW:

This service, in collaboration with Binghamton University's Education Dept., provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the literacy needs of students in grades 1-5. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have onsite coaching visits as part of the service.

The focus of this strand in support of students in grades 1-5 involves two critical areas of language development - literacy foundational skills and comprehension.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

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

- Describe ways to effectively and efficiently assess kindergarteners to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

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

- Explain instructional approaches to ensure mastery of critical skills for end-of-kindergarten expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2023-24 FRS purchases will be billed via an ARFS.

OVERVIEW:

Now, more than ever, students need the skills to communicate with their peers and work in collaborative settings in order to be successful both in and out of school. During this session participants will examine the essential elements of the successful collaborative classroom. They will learn new ways for grouping students and experience learning strategies which lead to the collaborative classroom. Teachers will leave with a plan to incorporate strategies right at the start of the school year.

This ongoing opportunity will allow participants to experience more collaborative strategies and engage in deeper conversation with colleagues. Additionally, the opportunity to participate in coaching allows for personalized conversation about implementation in the classroom.

OUTCOMES:

- Describe the essential classroom management techniques which allow for collaborative classrooms.

- Identify various strategies for grouping students.

- Describe strategies which help students to grow knowledge and skill in a collaborative setting.

- Create a plan to implement collaborative learning and cooperation into your classroom at the start of the school year.

Please Note Maximum CTLE of 18 hours will be awarded based on participation in the following:

- Two 6-hour Regional Sessions (max 12): July 31, CANCELLED: October 3

- One 3-hour Regional Session (max 3): December 11

- Two 1.5 hour Coaching Sessions (max 3): Dates TBD August 1 - December 10

CHAIRS: Michelle Feyerabend, Chenango Valley; Barb Tasber, Windsor

PLEASE NOTE:

- OIR's 2023-24 Retreat will be held on August 1, 2023 at Cornell Cooperative Extension's Taste of New York building located at 840 Front Street, Binghamton.

- CSO/OIR meetings will be held from 8 am - 2 pm at the ISC on September 13, November 1, and March 6.

- September 2023 - June 2024 monthly meetings will be held in-person at Broome-Tioga BOCES Instructional Support Center with Zoom option available.

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this intensive series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

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

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

PLEASE NOTE:

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

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this intensive series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in middle/high school grade levels.

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

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

-have word reading and fluency difficulties

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

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

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

OUTCOMES:

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

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

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

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

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

PLEASE NOTE:

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

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

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

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

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

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

2023 SCHEDULE:

-In Person: August 8-10; 9 am - 3 pm Johnson City Learning Center [Max. CTLE = 16.5]

- Asynch via Schoology: Aug 11 - Dec 18, 2023 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 7]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 7: 3 - 4 pm; Nov 8 - 3:30 - 4:30 pm; Nov 9 (4 - 5 pm) [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 25.5 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

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

OVERVIEW:

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

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills. - Explain classroom management strategies which promote a welcoming and affirming environment. - Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback. - Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

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

- Three 6-hour Regional Sessions (max 24): August 10, January 17, May 22

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

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

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

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

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

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

2023 SCHEDULE:

-In Person: August 15-17; 9 am - 3 pm Johnson City Learning Center [Max. CTLE = 16.5]

- Asynch via Schoology: Aug 18 - Dec 18, 2023 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 7]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 7: 3 - 4 pm; Nov 8 - 3:30 - 4:30 pm; Nov 9 (4 - 5 pm) [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 25.5 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

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

OVERVIEW:

Learn relationship-building, brain-based de-escalation skills along with trauma-informed intervention strategies for reaching out to young people and turning problem situations into learning opportunities.

OUTCOMES:

- LSCI will provide participants with the skills to create positive relationships with students with chronic patterns of self-defeating behaviors, and facilitate student insight into their behavior patterns and develop new skills to react to problem situations and stress in more productive ways.

- Upon completing the 5 day training, you will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

This is a two-year commitment and includes eight in-person learning days spread across two years. It also has a digital learning component with online content and assessments for teachers, which involves additional hours per year.

YEAR 1

- Explain why reading is difficult for some students, and what the brain does when it reads

- Identify the major types of reading difficulties and implications for assessment

- Describe the phonology connection and its role in reading, with assessment and instructional recommendations

- Explain major principles of English orthography and strategic approaches to teaching accurate reading

- Explain approaches to more advanced word study

YEAR 1 MAXIMUM CTLE = 87 hrs (In-person: 24 hrs; Asych = 63)

YEAR 2

- Describe effective approaches to teaching vocabulary

- Explain roots of comprehension difficulties and critical components for targeted instruction

- Explain the role of comprehension strategies and how to structure lessons to address active processing of text

- Describe critical aspects of writing instruction and how to address these in an explicit way

YEAR 2 MAXIMUM CTLE = 81 hrs (In-person: 24 hrs; Asych = 57)

NOTE: Districts billed in full in 2022-23 ARFS.

OVERVIEW:

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

OUTCOMES:

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

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

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

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

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

- Three 6-hour Regional Sessions (max 24): August 24, January 11, May 21

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

OVERVIEW:

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

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

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

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

- Define explicit teaching and student engagement.

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

Please Note Maximum CTLE of 35 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24): August 29, August 30, January 9, May 20

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2023-24 FRS.

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

DIVISION CHAIRS: Kevin Richman (Binghamton); Steven DiStefano (U-E)

Zoom access information will be communicated via the High School Principals listserv.

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

Division CoChairs: - Jessica Bowerman, Susquehanna Valley; Mary Kay Ryan, Union-Endicott

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

This group meets quarterly to share, discuss, learn and plan together to support the implementation of the Community Schools Strategy in the region. A Community of Practice is a group of professionals that meets regularly, shares expertise, and works collaboratively to improve the academic performance of students, chronic absenteeism, and parent engagement. Together we will explore how an integrated Multi-Tier System of Support (MTSS-I) can strengthen efforts to support increasing social emotional behavioral/mental health needs.

MTSS offers a roadmap for integration and equity. The Interconnected Systems Framework (ISF) offers guidance on how to embed mental health, include family and youth AND involve community partners. Content experts in academic, social emotional support, behavior, suicide and drug prevention working within a single system informed by implementation science can help schools meet all these demands.

"MTSS is something to help organize the adults and their implementation of best practices within classrooms and schools. MTSS is not about organizing kids as much as it is about organizing what we do for and WITH kids and their families.” -Dr. George Sugai, Professor Emeritus, University of Connecticut

OUTCOMES:

1. Reflect and assess current practice (Baseline)

2. Create and share materials, strategies, and best practices

3. Explore community partners and resources

4. Identify next steps with MTSS-I and commit

OVERVIEW:

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

OUTCOMES:

- Explain the critical components of a structured literacy approach

- Design instruction to address targeted teaching points using the principles of structured literacy

- Revise assessment plan to include a process for screening/diagnostic assessment of foundational skills; incorporate recommendations from research on assessment of comprehension

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

- Explain progressions of text complexity across grade levels, and identify targeted teaching points based on student assessment and understanding of text complexity progressions

- Design instructional scaffolds to assist students in taking on grade-level challenging text in literature and informational text

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

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

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

ATTEND IN-PERSON or VIA ZOOM. Zoom access information will be communicated via the Curriculum/IT Directors listserv.

OVERVIEW:

This group meets quarterly to share, discuss, learn and plan together to support the implementation of the Community Schools Strategy in the region.

1. Advise on the work of the BT BOCES Community Schools service:

- Community Service Provider Needs

- Professional Learning Needs

- Other Community Events and/or Collaborative Partnerships

2. Learn together about successful practices in leading change

3. Share successful practices with one another

OVERVIEW:

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

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

This training package offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student's behavior.

Participants Will Be Able To:

- Describe challenging behaviors

- Understand the behavior pathway and use it to determine the function of behaviors

- Understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

Join us for a bimonthly conversation centered on Ai in Education for building and district leaders. During these afterschool virtual sessions, educational leaders can meet to discuss and learn from each other about AI trends, educational use, and the impact of AI on their leadership practice. These sessions are designed to share emerging information about AI in education and engage in leadership conversations with colleagues. Conversations will be framed around a series of articles and topics related to AI; leaders can bring questions to the group for discussion.

OUTCOMES:

- Identify and discuss trends and promising practices related to AI in education

- Share experiences, emerging procedures, and impacts of AI on teaching, learning, and leadership

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

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

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

OVERVIEW:

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

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology-based best practices are occurring in their districts.

OUTCOMES:

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

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

OVERVIEW:

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

OUTCOMES:

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

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

OVERVIEW:

This workshop series is a continuation of the learning from year 1 of Accelerating Students' Literacy Growth. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on building students' language and comprehension in the context of grade-level challenging and rich text using read-aloud and shared reading structures. We will examine structured literacy approaches to address students' foundational skill and comprehension needs. Onsite/virtual coaching for participating teachers is included.

OUTCOMES:

- Explain the critical components of a structured literacy approach

- Design instruction to address targeted teaching points using the principles of structured literacy

- Revise assessment plan to include a process for screening/diagnostic assessment of foundational skills

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

- Explain the beginnings of text complexity progressions, applicable to students in grades K-1 - Design instructional scaffolds to assist students in taking on grade-level challenging text in literature and informational text via read-alouds and shared reading structures

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

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

OVERVIEW:

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

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

OUTCOMES:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

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

This 45-hour course includes two parts:

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

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

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. The online session coursework will be due by 6 pm on the following dates: 10/10, 10/17, 10/24, 11/07, 11/14, 11/21, 11/28/2023.

Cost: $425

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

OVERVIEW:

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

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

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

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

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

OVERVIEW:

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee

- Develop practices that encourage parental and student involvement

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

Monthly Workgroup meeting for Windsor DEI Committee members.

PARTICIPANTS WILL:

- Identify gaps in Equity & Inclusion and create plans to address them.

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

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

Division Co-Chairs: Eric Attleson (CV); Ken Francisco (Owego-Apalachin)

Zoom access information will be communicated via the listserv.

OVERVIEW:

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

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

OVERVIEW:

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

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

OUTCOMES:

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

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

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2023-24 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

OVERVIEW:

This series is focused on guiding teachers through the progression of: What is AI?; How can I use it as a professional?; How can I teach my students about AI?; What are the skills and ways students can be successful when they are using AI for themselves to be more critical thinkers?

OUTCOMES:

- Identify opportunities where AI can assist in my professional needs as an educator

- Identify the skills needed to be successful when using AI

- Create a lesson teaching students about AI linked to the CSDF Standards

- Create a lesson introducing AI to students

This session, with identical content is also being offered with a start date of February 1, 2024.

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2023-24 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

OVERVIEW:

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

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

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

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

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

PLEASE NOTE Maximum CTLE of 17 hours will be awarded based on participation in the following:

- Four 3-hour Regional Sessions (max 12): Oct. 18, Dec. 7, Feb. 27, Apr 25

- Three 1-hour 1:1 Coaching Sessions (max 3): Jul 26 - Apr. 24

OVERVIEW:

This two-day professional development training aims to equip educators with the knowledge and skills to effectively utilize Minecraft Education Edition (MC:EE) as a powerful tool for enhancing student engagement and learning outcomes. Participants will have the opportunity to experience MC:EE from a learner's perspective, gain hands-on experience in setting up MC:EE worlds, and explore the connections between MC:EE, various content areas, and computer science and digital fluency. Through practical activities and collaborative discussions, educators will learn to locate and utilize lesson resources from the MC:EE library and create their own engaging lessons for students.

OUTCOMES:

Day 1

- Describe your experience in MC:EE as a learner

- Identify the steps to set up a MC:EE world

- Identify connections between MC:EE, Computer Science and Digital Fluency standards, and content standards

- Locate and utilize lesson resources from the MC:EE library

- Create a lesson for students using MC:EE

Day 2

- Reflect on MC:EE implementation

- Showcase students' projects, engagement, and/or learning takeaways

- Create more learning experiences for students using MC:EE

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

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

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

PLEASE NOTE: The April 8, 2024 session will begin at the Instructional Support Center in C/R A at 8 a.m. and will conclude with a field trip to Syracuse to view the eclipse. For additional details, please contact Maureen Smith at msmith@btboces.org.

OVERVIEW:

Preparing for standardized testing doesn't have to be the most dreaded unit of the school year. Instead, the reading skills students need to navigate grade-level text can be embedded across a curriculum. In this three day interactive workshop, participants will extend their knowledge of scaffolding complex text for success in the intermediate ELA classroom and identify the challenges of grade-level text in alignment with the expectation of the NYS Next Generation ELA Learning Standards. The focus will be on identifying the critical skills to teach, how to integrate these skills and tasks into lessons and units year-round, and strategies to support students' reading.

OUTCOMES:

- Define text complexity & its importance

- Describe critical attributes of complexity - Apply criteria for text complexity to sample texts to determine, specifically, what makes them challenging

- Identify how text complexity develops over time

- Describe how you would use information from this workshop to support your students in your classroom

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light It Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

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

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW:

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

OUTCOMES:

- Articulate college-level research expectations

- Identify opportunities to scaffold towards college-level expectations in the high school curriculum

- Design, implement, and reflect on a research project to address key research skills

OVERVIEW:

Are you a tenured teacher who is feeling overwhelmed, deflated, or burned out in your classroom? Do you sometimes feel like you're not teaching as effectively as you would like to be? If this might describe you, then join us to shore up your practice. In this course, participants will learn how to get students learning and working in various ways, from facilitators who specialize in student engagement and classroom management. All participants will receive individual, onsite coaching to further develop skills around your personal goal areas.

OUTCOMES:

-Identify key attributes of student engagement

-Describe various student engagement strategies

-Identify proactive classroom management strategies

-Choose individual growth areas to focus on and receive feedback on

** Upon registration, participants will receive information from the instructors and an initial coaching visit prior to in-person PL session.**

Please Note Maximum CTLE of 17 hours will be awarded based on participation in the following:

- Three 3-hour Regional Sessions (max 9): December 12, February 28, April 29

- Five 1-hour Coaching Sessions (max 5): September 12, 2023 - May 30, 2024

OVERVIEW:

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

OUTCOMES:

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

- Developing plans for learning together (initially)

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

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

- Networking and sharing among members

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

Registrants will be provided with Zoom access information prior to the start time for all virtual sessions.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation What's in the Bag, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of What's in the Bag, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

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

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW:

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

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

Overview:

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

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

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

This Particular Community of Practice is designed for teachers of United States History and Government to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of United States History and Government in NYS. Resources will continue to be curated in a regional Google workspace. Considerations for 23-24 will include:

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

- Instructional strategies for engagement and continued preparation for the Framework US History and Government Regents Examination

- Supporting teachers and students with the Seal of Civic Readiness

- Considerations for culturally responsive and equitable learning environments

- Opportunities for regional sharing of local best practice

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

OUTCOMES:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment that fully engages student thinking.

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness and its continued growth in district/

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

OVERVIEW:

This series of meetings is intended for districts who are interested in participating as part of the BT BOCES regional consortium for 2023-24. The purpose of the advisory group meetings will be to share NYSED guidelines and updates as well as to update and develop plans to implement the regional plan. The advisory group will work collaboratively to plan for the Regional Presentation Day, where the participating students will come together at BT BOCES to present their culminating projects.

No CTLE is associated with participation in the Advisory Group.

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

OVERVIEW:

Designed for PreK-12th grade educators who would like more information on positive behavior support- classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, and 8) multiple opportunities to respond.

Participants Will:

- Understand the importance of building relationships with students to improve classroom management practices

- Learn foundational behavioral theory and practices to support effective classroom management

- Explain evidence-based classroom management practices and identify when to use them

- Develop a classroom management action plan that applies the practices presented in this training

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

OVERVIEW:

Dr. Nadine Burke Harris shares with us her thinking and understanding on how having the awareness and appreciation of the Adverse Childhood Experience Study can transform the lives of children-and the adults they'd become. Dr. Harris shares how developing protocols to identify and support ways to support toxic stress responses can improve health and educational outcomes for children and young adults.

OUTCOMES:

- Describe how having knowledge, understanding and appreciation of the Adverse Childhood Experience Study can improve outcomes in education.

- Integrate connections between children's early lived experiences, stress response system and educational outcomes.

- Identify interventions that will support students and families and improve overall health outcomes later in life.

Please Note:

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

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

- Maximum CTLE Hours = 13.5 (3.5 Hours Virtual; 10 Hours Asynch)

** A no-cost copy of The Deepest Well will be distributed via bus mail to all registrants following the registration deadline.**

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

This Particular Community of Practice is designed for teachers of Global History and Geography to align instructional decision making to the K-12 Social Studies Framework, the Social Studies Practices and PLD's and expectations for students of Global History and Geography in NYS. Resources will continue to be curated in a regional Google workspace. Considerations for 23-24 will include:

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

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

- Supporting teachers and students with the Seal of Civic Readiness

- Considerations for culturally responsive and equitable learning environments

- Opportunities for regional sharing of local best practice

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

OUTCOMES:

- Use the NYS K-12 Social Studies Framework and the Social Studies Practices and PLD's to align instruction and assessment that fully engages student thinking

- Identify considerations for district social studies departments with respect to the Seal of Civic Readiness and its continued growth in the district

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

OVERVIEW:

Preparing for standardized testing doesn't have to be the most dreaded unit of the school year. Instead, the reading skills students need to navigate grade-level text can be embedded across a curriculum. In this three day interactive workshop, participants will extend their knowledge of scaffolding complex text for success in the intermediate ELA classroom and identify the challenges of grade-level text in alignment with the expectation of the NYS Next Generation ELA Learning Standards. The focus will be on identifying the critical skills to teach, how to integrate these skills and tasks into lessons and units year-round, and strategies to support students' reading.

OUTCOMES:

- Define text complexity & its importance

- Describe critical attributes of complexity - Apply criteria for text complexity to sample texts to determine, specifically, what makes them challenging

- Identify how text complexity develops over time

- Describe how you would use information from this workshop to support your students in your classroom

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

PLEASE NOTE: The April 8, 2024 session will begin at the Instructional Support Center in C/R A at 8 a.m. and will conclude with a field trip to Syracuse to view the eclipse. For additional details, please contact Maureen Smith at msmith@btboces.org.

OVERVIEW:

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

OUTCOMES:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

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

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

OVERVIEW:

This series will facilitate a conversation between leaders who plan and oversee literacy programming at multiple tiers of instruction and whose teachers participate in the series "Accelerating Students' Literacy Growth.” These sessions will focus on expanding leaders' knowledge of evidence-based instructional practices related to literacy and the systems that support achievement of students with language-based disabilities. To expand and deepen our thinking we will incorporate learning from current research as well as local "voices from the field” involving regional administrators sharing their experiences trying different models for literacy improvement.

OUTCOMES:

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

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

- Describe assessment systems to best support targeted instruction for student success, including refinements districts are making

- Describe actions leaders can take to support successful implementation of literacy systems changes

OVERVIEW:

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

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

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

OVERVIEW:

In anticipation of the embargoed assessment data being lifted later this fall, now is the time to begin navigating Level 1 for reports and visualizations for the 3-8 NYS assessments and Regents assessments. Join us for a 1-hour Zoom session where we will walk you through how to access different Level 1 reports and visualizations to use with your leadership and teaching teams.

OUTCOMES:

- Identify Level 1 reports and visualizations and define how they can be used

- Access reports and visualizations for use inside of Level 1

- Identify your next data steps

Please Note:

- This session, with identical content, is also being offered on 11.29.23.

- Please ensure you have access in Level 1 prior to the session.

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

OVERVIEW:

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

OUTCOMES:

- Describe how to get to the NYS online resources - Explore the online sampler

- Identify skills needed for CBT

- Design a plan to support students preparing for CBT

OVERVIEW:

In anticipation of the embargoed assessment data being lifted later this fall, now is the time to begin navigating Level 1 for reports and visualizations for the 3-8 NYS assessments and Regents assessments. Join us for a 1-hour Zoom session where we will walk you through how to access different Level 1 reports and visualizations to use with your leadership and teaching teams.

OUTCOMES:

- Identify Level 1 reports and visualizations and define how they can be used

- Access reports and visualizations for use inside of Level 1

- Identify your next data steps

Please Note:

- This session, with identical content, is also being offered on 11.28.23.

- Please ensure you have access in Level 1 prior to the session.

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

OVERVIEW:

LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. Recommended for teachers, counselors, or administrators who want to commit the time needed to help students recognize patterns of self-defeating behavior, gain understanding of relationships among behaviors, feelings and reactions, improve problem-solving skills for coping with stress & emotions, and emerge with improved self- esteem.

OUTCOMES:

- The primary importance of forming positive relationships with youth

- The differences in psychological worlds between adults and young people

- How the brain responds to stress and trauma

- The stages of child development

- Unconscious forces that protect us from overwhelming stress

- The importance of learning how to express feelings through language

- How perceptions and thoughts impact feelings and behavior

- The conflict cycle

- Five skills of effective listening

- Skills to drain off a youth's intense emotions

- A model to ask questions to determine the timeline

- Six stages of reclaiming intervention tailored to six common self defeating patterns of behavior

Upon completing the 5 day training, participants will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

OVERVIEW:

The purpose of this training is to foster vocabulary development in the classroom using explicit instruction. Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades, understand how explicit instruction can be applied to vocabulary instruction, describe key features of vocabulary instruction, and identify ways to incorporate vocabulary instruction into different parts of the school day.

Outcome:

- Children will develop more robust oral vocabularies, with expected transfer to other academic tasks at school

OVERVIEW:

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

Participants will be able to:

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

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

- Explore resources designed to support effective explicit instruction implementation

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

OVERVIEW:

Learn more about the programs offered at SUNY Broome! We will be specifically highlighting our new Food Science A.A.S. degree, the Environmental A.S. degree now offering 7-1-7 courses, as well as the Binghamton University Pharmacy articulation with our Liberal Arts and Sciences A.S. program.

OUTCOMES:

- Get specific information about new fields in Food Science and Technology, Environmental Science, and the BU Pharmacy program.

Please register in Frontline to receive CTLE credits AND also complete BCC's survey HERE.

Lunch will be provided.

OVERVIEW:

This training package offers an overview of challenging behaviors, the behavior pathway, and the function-based thinking process. Function-based thinking is a Tier 1 support that can be used for all students, which requires teachers to informally gather data on student behavior, analyze the behavioral data and use the behavior pathway to determine the function of the behavior, and to match interventions to the function of the student's behavior.

Participants Will Be Able To:

- Describe challenging behaviors

- Understand the behavior pathway and use it to determine the function of behaviors

- Understand the function-based thinking process to prevent or extinguish unwanted behaviors by selecting intervention measures that meet the function of the behavior

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

OVERVIEW:

How do we increase student voice and participation? What are ways we can teach from an asset based approach? Join Shane Wiegand and Kesha James from Coordinated Care Services as they use the CRSE strategies of "zoom in, zoom out”, gallery walks and asset based vocabulary as part of teaching the history of slavery and resistance in Broome County and NYS.

OUTCOMES:

- Identify and describe asset based teaching approaches

- Use asset based approaches to facilitate learning about the history of enslavement and resistance in Broome County and New York State

* Registrants will be emailed Zoom access information following the registration deadline.*

This session is being co-sponsored by the Teachers Center of Broome County.

OVERVIEW:

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

OUTCOMES:

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

- Identify potential/planned uses with students.

PLEASE NOTE:

- Districts must subscribe to the Regional Center for Science Base Service [410.840.200].

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

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

OVERVIEW:

In this three-part series, literacy teachers from around the region will collaborate around the guiding question, "What literacy practices are likely to yield improved outcomes for our students, and how do we best share our understanding of robust literacy practices?”

We will share current realities of students' literacy achievement, action steps that are being implemented in districts, connections to current literacy research and evidence-based practices, and how we are working through challenges that arise in our local contexts.

OUTCOMES:

- Discuss emerging and identified student literacy needs

- Share practices that are being implemented as well as successes and challenges around the work

- Investigate current research and evidence-based recommendations for literacy achievement

- Discuss how best to share our evolving knowledge of evidence-based literacy practices

This series is open to elementary literacy teachers as well as literacy coaches.

OVERVIEW:

This training will provide guardians, family members, and students the knowledge they need to work collaboratively with the Committee on Special Education (CSE) to: assess the student's strengths, interests, and needs; establish measurable postsecondary goals and annual goals; and identify appropriate transition services and coordinated activities.

Families Will:

- Gain knowledge of the transition process, which will help them to support students in establishing measurable postsecondary goals and annual goals, based on their preferences and interests

Educational Organizations (EO's) Will:

- Improve their ability to work collaboratively to support the needs of the student

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

Course Description

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

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

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

This 45-hour course is divided into three parts:

1. Philosophy, Physiology and Psychology (9 hours)

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

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

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

Dates: December 7, 14; January 4, 11, 18, 25; February 1, 8, 22 (one class per week), 6-9 pm

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

Cost: $425

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

OVERVIEW:

Do you like the idea of using community circles to create a positive, collaborative classroom community but are worried you don't have time in the day to do so? Come explore how to use community circles to introduce, and have discussions around, academic content in a way that saves time and builds caring relationships and positive connections with and between students.

PARTICIPANTS WILL:

1. Identify how community circles create a positive academic community

2. Participate in community circles

3. Explore how to incorporate academics into community circles

4. Plan at least 2 community circles to use in their settings

OVERVIEW:

This workshop is for anyone, in any role, that wants to understand the legal implications of the CROWN (Creating a Respectful and Open Word for Natural hair) Act in educational settings. The CROWN Act prohibits racial discrimination based on hair texture and protective hairstyles, including locs, cornrows, twists, braids, Bantu knots and Afros. A series of activities and discussions will support participants to increase their awareness and understanding about hair based discrimination. Participants will explore the impact on students and staff, and how existing policies, practices, traditions may be in violation of or support students' rights and impact achievement outcomes.

PARTICIPANTS WILL:

- Learn about the CROWN Act

- Explore the origin and significance of cultural hair styles, various hair textures.

- Discuss the negative connotation associated with hair accessories such as hats, Du Rags, Bonnets, and Bandanas and the correlation to disproportionate discipline rates.

- Analyze the alignment of your school district's code of conduct, traditions, policies, and practices with the Crown Act and Dignity for All Student Act (DASA).

OVERVIEW:

This training package offers an opportunity for participants to learn each of the components of the Competing Behavior Pathway in order to identify behavioral interventions to promote desired behavior

Participants Will Be Able To:

- Apply the Competing Behavior Pathway to promote desired behavior

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

OVERVIEW:

Participants will develop their understanding of the components of a quality IEP designed to provide students with disabilities access to the general education curriculum.

Participants Will:

- Develop and begin implementation of a quality IEP with effective SDI resulting in positive outcomes for students with disabilities and effective collaboration with the general education teacher

OVERVIEW:

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) Indicator 13: Secondary Transition compliance review. The purpose of this training is to review key transition components needed to meet compliance. Districts are required to complete this training the school year prior to undergoing SPP Indicator 13 review.

Outcomes:

- Districts will be given information and resources to ensure individualized education programs (IEPs) for students aged 15 and over meet SPP Indicator 13 compliance requirements.

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

This session, with identical content, is also being offered on December 14, 2023.

OVERVIEW:

Special Education Quality Assurance (SEQA) conducts the State Performance Plan (SPP) Indicator 13: Secondary Transition compliance review. The purpose of this training is to review key transition components needed to meet compliance. Districts are required to complete this training the school year prior to undergoing SPP Indicator 13 review.

Outcomes:

- Districts will be given information and resources to ensure individualized education programs (IEPs) for students aged 15 and over meet SPP Indicator 13 compliance requirements.

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

This session, with identical content, is also being offered on December 13, 2023.

OVERVIEW:

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

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee

- Develop practices that encourage parental and student involvement

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

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

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

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

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

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

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

SCHEDULE:

-In Person: January 9-11 (*Snow Dates: January 23-25*); 8 am - 3 pm Johnson City Learning Center [Max. CTLE = 18]

- Asynch via Schoology: Jan - Mar 28, 2024 - [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Feb 26]

● Write an original 30-40-minute Integrated Instructional Model [submit by Mar 28]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Mar 28]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Feb 27: 3 - 4 pm; Feb 28 - 3:30 - 4:30 pm; Feb 29 (4 - 5 pm) [Max CTLE = 1]

PLEASE NOTE:

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

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

OVERVIEW:

The purpose of the training is to provide an in-depth understanding of the transition planning process and the components within a transition IEP.

Participants Will:

- Identify key components of high-quality Transition IEPs and understand the transition planning process

- Identify high quality Transition Assessments

- Identify key elements of the Present Levels of Performances

- Identify the components needed to develop and write Measurable Postsecondary Goals (MPSGs)

- Understand the relationship between transition needs and the development of annual goals to support the student toward achieving the postsecondary goals

- Identify key concepts of Coordinated Set of Activities

- Describe the role of agencies and promote interagency collaboration

This session, with identical content, is also being offered from 12:30 - 3:00 pm on January 9th

OVERVIEW:

The purpose of the training is to provide an in-depth understanding of the transition planning process and the components within a transition IEP.

Participants Will:

- Identify key components of high-quality Transition IEPs and understand the transition planning process

- Identify high quality Transition Assessments

- Identify key elements of the Present Levels of Performances

- Identify the components needed to develop and write Measurable Postsecondary Goals (MPSGs)

- Understand the relationship between transition needs and the development of annual goals to support the student toward achieving the postsecondary goals

- Identify key concepts of Coordinated Set of Activities

- Describe the role of agencies and promote interagency collaboration

This session, with identical content, is also being offered from 9:00 - 11:30 am on January 9th

OVERVIEW:

Hosted by the School Library Systems Association, this session will be attended by school librarians from around the state, with individual BOCES acting as site hosts. Join keynote speaker Dr. Christopher Harris as we discuss AI and our roles at the forefront of the revolution.

PLEASE NOTE:

The intended date of this 1-day workshop is January 10th; in the event of snow, the alternate session date is January 17th.

OVERVIEW:

The purpose of the training is to provide an in-depth understanding of the transition planning process and the components within a transition IEP.

Participants Will:

- Identify key components of high-quality Transition IEPs and understand the transition planning process

- Identify high quality Transition Assessments

- Identify key elements of the Present Levels of Performances

- Identify the components needed to develop and write Measurable Postsecondary Goals (MPSGs)

- Understand the relationship between transition needs and the development of annual goals to support the student toward achieving the postsecondary goals

- Identify key concepts of Coordinated Set of Activities

- Describe the role of agencies and promote interagency collaboration

OVERVIEW:

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

OUTCOMES:

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

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

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

- Design a plan for each session

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation What's in the Bag, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of What's in the Bag, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

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

This session, with identical content is also being offered on October 25, 2023.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light It Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

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

This session, with identical content is also being offered on October 25, 2023.

OVERVIEW:

Join Alicia and Miss Erin (head of the children's department at the George F. Johnson Memorial Library in Endicott) as they review the best YA books of 2023!

OUTCOMES:

- Identify the best books for students in grades 6-12

- Learn best practices for promoting and selecting books for your collection

OVERVIEW:

Join Alicia and Miss Erin (head of the children's department at the George F. Johnson Memorial Library in Endicott) as they review the best children's books of 2023!

OUTCOMES:

- Identify the best books for students in grades K-6

- Learn best practices for promoting and selecting books for your collection

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials and create some hard copy student materials for ready implementation.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation in September

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact Kathryn Bailey at kbailey@btboces.org

*This training is a repeat of the 2-day course previously offered in August and October 2023.*