We have bundled the 3 courses into one price for your convenience and savings.

To receive your NYS educator certification, individuals must complete the following 3 workshops:

Child Abuse Identification and Reporting

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

Dignity for All Students Act (DASA)

The required training consists of a 6-hour asynchronous online training with accompanying assignments.

School Violence Prevention and Intervention

The required training consists of a 2-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $100.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

If you're not sure if you took the previous course from us, please email aryerson@cayboces.org.

Those who completed the previous update through HSLC would take this course: HSLC Course Addendum

Child Abuse Identification & Reporting

Mandated reporters can participate in this web-based online training course at any time, 24/7. Users must complete the course within the course duration which is the current school calendar year (2025-2026). Users learn definitions, indicators, and how to make a report to the New York Statewide Central Register. This course meets the New York State Education Department mandatory requirements for Training in Child Abuse Identification and Reporting. In accordance with Chapter 363 of the Laws of 2018, the Board of Regents adopted amendments to certain sections of the Regulations of the Commissioner of Education related to Reports of Child Abuse in an Educational Setting.

Included Updates:
Chapter 56 of the Laws of 2021 amended Social Services Law § 413 to require additional training to include protocols to reduce implicit bias in decision-making processes, strategies for identifying adverse childhood experiences, and guidelines to assist in recognizing signs of abuse or maltreatment while interacting virtually.
Chapter 25 of the Laws of 2024 amended Social Services Law § 413 to require additional training to include protocols and guidance on identifying abused or maltreated children with intellectual or developmental disabilities.

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $35.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

DASA: New York State's Dignity for All Student's Act (Dignity Act) seeks to provide NYS public elementary and secondary school students with a safe, supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus and/or at a school function. The Cayuga-Onondaga BOCES is a NYSED approved provider of the Dignity Act certification training.

The required training consists of a 6-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $50.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

Topics Covered:

1. The warning signs within a developmental and social context that relate to violence and other troubling behaviors in children;
2. The statutes, regulations and policies relating to a safe nonviolent school climate.
3. Effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; character education, citizenship and civility.
4. The integration of social and problem-solving skill development for students within the regular curriculum
5. Intervention techniques designed to address a school violence situation;
6. How to participate in an effective school/community referral process for students exhibiting violent behavior.
7. Defining, identifying, intervening and ending bullying in all its forms, including cyberbullying.

The required training consists of a 2-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $25.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

The Needs of Students with Autism

In response to the growing number of children being diagnosed with autism, the Legislature amended Sections 3004(4) and (5) of the Education Law to require all persons applying for a teaching certificate or license on or after September 2, 2009, as a special education teacher or as a school administrator who works in special education, to complete coursework or training in the needs of children with autism. This workshop will fulfill the NYSED requirement for Classroom Teaching Certification in all areas of Education. Participants of this course will learn about the characteristics of Autism Spectrum Disorder (ASD) as well as behavior supports and best instructional practices for supporting individuals with ASD. Upon successful completion of the course, participants will complete a certification of completion application that they can submit to the NYS Education Department along with other relevant forms when they apply for certification.

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $35.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

LETRS has 8 Units with 6-8 sessions per unit. What the educator "will learn” is identified at the start of each session and is listed below.

Learning Goals:

First year: LETRS Volume I (Units 1-4)

Focuses on the Word Recognition strands of Scarborough's Rope model through units centered on:

* Phonology

* Basic and advanced phonics

* Screening

* Educational and diagnostic assessment

Second year: LETRS Volume II (Units 5-8) **To occur next year.**

Focuses on the Language Comprehension strands of Scarborough's Rope model through units centered on:

* Vocabulary

* Language and reading

* Comprehension

* Writing

**Cost includes first year, units 1-4, only. Cost is based on 20 participants. Price will be adjusted according to actual enrollment. District is responsible to pay for enrollment regardless of attendance.**

REGISTRATION DEADLINE IS OCTOBER 28, 2025

Asynchronous BUZZ course for TAs and Aides who have taken the level 1 TCIS certification Therapeutic Crisis Intervention for Schools (TCIS) is a trauma-informed crisis prevention and management system. The TCIS system helps staff create a learning environment that decreases risk factors while increasing protective factors so both students and staff can feel safe. TCIS provides staff an understanding of trauma sensitive practices and skills (co-regulation) to help students learn how to regulate and manage their own emotions. These newly learned skills encourage a greater willingness and capacity for our students to learn.TCIS helps participants and schools to:
◉ Create a trauma-sensitive environment where students and adults are safe and feel safe within their roles as a staff member
◉ Pro-actively prevent and/or deescalate potential crisis situations with the students they work with
◉ Manage a crisis situation in a therapeutic manner, and, if necessary, intervene physically in a manner that reduces the risk of harm to students and staff
◉ Process the crisis event with students and each other to help improve their coping strategies to reduce future risk

High-engagement strategies,integration, assessment practices, classroom management specific to their specialty. Priority Standards Discussion Shared review of discipline-specific priority standards across districts.Opportunities to compare pacing, alignment, and methods of assessment.

Licensed practitioners can receive CEU credit.