Catalog: Eastern Suffolk BOCES (Web Registration)

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1. First-Year Superintendents

Program: Superintendents

Audience: Superintendents

Dates: 7/18/2023

Check-In Meeting No. 1

2. First-Year Superintendents

Program: Superintendents

Audience: Superintendents

Dates: 8/14/2023

Check-In Meeting No. 2

3. New Superintendents Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 9/18/2023

First-Year Superintendents' Workshop #1

4. New Superintendents Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 10/6/2023

First-Year Superintendents' Check-In Meeting #3

5. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 10/23/2023

Second-Year Superintendents' Workshop #1

6. Superintendents' Round Table Conversation #1

Program: Superintendents

Audience: Superintendents

Dates: 11/3/2023

Fourth- through Ninth-Year Superintendents' Roundtable
Workshop #1

8. New Superintendents' Workshop Series

Program: Superintendents

Dates: 11/20/2023

First-Year Superintendents' Workshop - Check-In Meeting #4

9. Superintendents' Workshop Series

Program: Superintendents

Dates: 12/4/2023

First-Year Superintendents' Workshop #2 - December 4, 2023

10. New Superintendents' Workshop Series

Program: Superintendents

Dates: 12/5/2023

Second-Year Superintendents' Workshop #2 - December 5, 2023

11. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 1/26/2024

First-Year Superintendents' Workshop #3 - "Developing the All-Important Working Relationship with Your Elected Officials"

12. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 2/2/2024

Third-Year Superintendents' Workshop #2 - Maker Space for Superintendents - Developing an Annual "To Do" List, Reviewing the Board Operating Procedures Manual, Goal Setting, and Superintendent Evaluation Model

13. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 2/5/2024

Second-Year Superintendents' Workshop #3 - "School Finances - Part II"

14. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 2/6/2024

First-Year Superintendents' Workshop - Check-In Meeting #5

15. Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 3/18/2024

First-Year Superintendents' Workshop #4 - "Working with the Media"

16. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 4/5/2024

First-Year Superintendents' Workshop - Check-In Meeting #6

17. New Superintendents Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 4/9/2024

Second-Year Superintendents' Workshop #4 - "Negotiations - Process, Trends, and Updates"
"Meeting students where they are at” approach using alternative learning strategies that employ multiple modalities, casting a wide net from the get-go to lessen singling students out. Gaining flexibility when a student needs a different approach. PEACE Professional Learning Community workshops facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom. Presenter: Anu Annam | Teaching Artist and Executive Director of SEA of Visibility - https://link.zixcentral.com/u/4956da70/lO9Ryefi7hGSZ2uCBm1nPA?u=https%3A%2F%2Fwww.seaofvisibility.com%2F Link to Workshop: https://us06web.zoom.us/j/81953391402?pwd=dDJDZFp1WE9tNUIvT1ZDNTl6aUlYQT09

19. New Superintendents' Workshop Series

Program: Superintendents

Audience: Superintendents

Dates: 5/3/2024

First-Year Superintendents' Workshop #6

20. PEACE Critical Community of Practice (CCoP) May- Reflections on the year - Goals for next cohort

Program: Arts-in-Education Program

Audience: PEACE Participants

Dates: 5/15/2024

PEACE Critical Community of Practice sessions facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom

21. Fourth- through Ninth-Year Superintendents' Workshop

Program: Superintendents

Audience: Superintendents

Dates: 6/3/2024

Superintendents' Roundtable Conversation #2

22. First-Year Superintendents' Workshop - Check-In Meeting #7

Program: Superintendents

Audience: Superintendents

Dates: 6/4/2024

What I Wish I Knew... School Safety and Security

23. Third-Year Superintendents' Workshop #3

Program: Superintendents

Audience: Superintendents

Dates: 6/7/2024

When Leadership Meets the Unexpected Challenges of the Job

24. PEACE Critical Community of Practice CCoP June Cohort 2

Program: Arts-in-Education Program

Audience: PEACE Participants

Dates: 6/12/2024

New
A PEACE-full Year in review. An evening celebration the impact of the Arts in Education. PEACE Critical Community of Practice sessions facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom.
This training is for LIRBERN Title III Consortium Member districts who have registered for the iLit platform through the Title III Consortium.
This training is for LIRBERN Title III Consortium Member districts who have registered for the iLit platform through the Title III Consortium.

27. East End School Business Officials' Meeting

Program: Management Services

Dates: 6/18/2024

School Business Officials from the East End of Long Island meet to discuss current issues and share ideas.

28. LILIE ONLINE: Affirming Student Identity-Curators of Content

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
Affirming student identity refers to the practice of recognizing, valuing , and supporting the diverse identities of our students, including but not limited to race, ethnicity, gender, sexual orientation and ability. We implement this through inclusive curriculum, classroom practices, and interactions. Additionally, we need to provide authentic resources that support marginalized groups and fosters a positive sense of self-worth among all students. We need to empower students to take an active role in selecting , organizing, and presenting the content they are learning. By providing students the opportunity to curate their own learning experiences they can develop critical thinking, problem-solving, and strong communication skills. We can implement this in a variety of ways, such as project-based learning, student led discussions, and diverse student curated resources.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

29. LILIE ONLINE: Bridging Our Connectivity

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
Connections are a bedrock in education. Educators know that meaningful connections can better engage students and motivate them to reach their potential and these ties can and should extend beyond students to their families, the greater community, and beyond. In this course, we will explore how we can create intentional connections to best serve all students, including,been historically under served and marginalized. We will collaborate as a think tank to learn what role technology can play in bridging the home-school divide and we will create a turnkey action plan that can enhance existing relationships and build new ones that leverage students' strengths to maximize their learning.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

30. LILIE ONLINE: Changing Minds: Using Growth Mindset to Encourage Student Development

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
The image of a successful person can vary from one individual to the next; however, upon closer inspection those who succeed share a common quality: their mindset. Teachers will examine various ways to positively alter their own lives as a result of mindset, but equally important, how students can benefit from a growth mindset culture in the classroom. It is apparent that we want our students to develop and maintain a growth mindset; however, it is also necessary that we foster an awareness within them that allows them to respectfully question social injustices and determine ways to promote change. This course provides the foundation for understanding mindset, the difference between a fixed and growth mindset, the importance of the brain and how it works, specific ways to foster a growth mindset environment, the role of critical thinking, differentiation and critical consciousness and cultural responsiveness, ways to change mindsets, and strategies that promote a growth mindset. An educator can use this information to continue to develop challenging instruction that is also designed for students to recognize how potential and effort impact the outcome in any life situation. With the expectation for educators to consistently challenge students, many students are encountering new learning difficulties and experiencing feelings of frustration and failure.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

31. LILIE ONLINE: Creating Dynamic Learning Experiences in the Diverse Classroom

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, connect, grow, and create dynamic learning experiences for our students. In this course, you will learn practical strategies to help you move your classroom from static teaching to dynamic learning. Educators will explore why it's time to "Shake Up Learning," what changes can be made in the classroom to support dynamic learning experiences, and how to plan meaningful lessons to meet the needs of diverse learners. As educators, we are aware that technology is constantly evolving. The digital age demands are transforming the way we live and the way we learn. Students must develop specific cultural awareness, active listening, and empathy skills to thrive in a globally connected environment. This course will take learning beyond the classroom walls to incorporate these essential skills to empower and engage students. Best practices will be explored to help educators implement digital tools to create optimal and equitable learning environments and deliver meaningful, integrated learning experiences for students that provide student agency over time, path and place. Learning doesn't have to stop when the bell rings. Education can take on a life of its own! Educators will explore the ways technology can empower and engage students. A strong emphasis will be placed on developing students' "voice & choice" to ensure student agency over learning. Educators will also discover strategies and tools to help students advocate for themselves, make choices, practice self-awareness, and understand themselves as learners.
*Most LILIE workshops run from the 1st of the month through the 28th. Please check with your district prior to enrolling regarding in-service credit. If you do not receive an email from LILIE with login information, course requirements and further instructions please contact questions@lilie.com Payment must be made prior to course Remit to ESBOCES, 750 Waverly Ave,Holtsville 11742 Attn:Model Schools

32. LILIE ONLINE: Shifting the Perspective on Poverty: Asset Based Mindset and Strategies

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
Students in poverty have long been viewed through a deficit perspective, one that immediately eliminates the assets and strengths such students surely have. One in five American children under the age of 18 live in poverty making the effects on students' well-being and academic success vast. As educators, we must delve in to understand it and how to best reach the students by shifting our perspective. Instead of a deficit viewing, this course will show how to shift one's perspective and mindset, connect with students, teach and empower students through an asset-based lens. This course will explore shifting perspectives on poverty to one of deficit to one of asset based and how this shift in mindset will provide a new way to better reach and support students. Awareness, strategies and outreach opportunities educators can put into practice will be provided, assessed and ultimately implemented by those participating in this course. Further, this course will give participants the tools to develop structures and routines to engage students and opportunities to grow.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

33. LILIE ONLINE: Strength through SEL

Program: Model Schools

Dates: 7/1/2024 to 7/28/2024

Starting Soon
This course will empower educators to successfully address the important task of cultivating empathy and social harmony in K-12 classrooms as a means to improve equity within their schools for all learners, including student populations that have been historically underserved and marginalized. Discussion and assignments incorporate strategies that can be used to foster acceptance and understanding for diverse individuals and promote social-emotional learning (SEL). Designed as a sort of "think tank,” educators will brainstorm and share various SEL activities in the following environments: classroom, remote learning, school, and home and community, so that by the end of the course, educators have access to dozens of turnkey ideas that they can implement the very next day with their students. This course is also beneficial to all educators that work in the school, not just the traditional classroom, but counselors, psychologists, and those working within the small group and/or alternative settings.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 /Attention: Model Schools.
This course focuses on the social, physical and academic impact of social media on our students, their well-being and their learning. We will analyze and evaluate the role of social media today and its impact on teens in order to discover ways to link popular medias and apps with both academic and personal success. The course will study both the positive and negative roles social media plays in kids' lives, as well as educate Participants on how to utilize this type of technology in our classrooms to foster meaningful learning. Through the lens of culturally responsive practices and growing our own critical consciousness, participants will learn about methods to support and strengthen the success of all students and their unique and diverse backgrounds. Specifically, we will read about incorporating Common Core standards while teaching with social media. In addition to strategies and technology that supports both participants and students, a timely and valuable benefit of this course will help educate and better protect students on the dangers of social media while focusing on the positive connections to their education. Further, participants will discuss how to appropriately integrate critical consciousness with their students and to have that dialogue within the classroom. Additionally, grouping and instructional practices regarding cultural responsiveness will be discussed as well.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 /Attention: Model Schools.

35. PEACE Critical Community of Practice CCoP Summer Institute Cohort 3: Introduction to collaborative arts engagement

Program: Arts-in-Education Program

Audience: PEACE Participants

Dates: 7/1/2024 to 7/2/2024

NewStarting Soon
PEACE Critical Community of Practice sessions facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom.
This self-paced course serves to develop participants' understanding of the who, what, why, and where of the Culturally Responsive-Sustaining Education Framework. Participants will explore the meaning of culture and its implications for teaching and learning and reflect on your strengths in the implementation of culturally responsive teaching practices while earning a certificate for six hours of CTLE upon course completion. In this online, asynchronous (self-paced) course, you will: Read 6 topic briefs; Discuss why the framework is important to student success; Learn and apply the guiding principles; And Explore additional resources. This self-paced course includes: Engaging EdPuzzle presentations; Interactive questions, activities, and opportunities for reflection; Tools and resources for supporting implementation of the CR-SE Framework; And Access to Canvas. *You will have 6-weeks to complete the course (7/2-8/13/24), and will receive an invitation to the Canvas Course 24-hours prior to the start date* *Registration deadline is 7/2/24
This self-paced course serves to develop participants' familiarity with the layout, structure, and implementation of the Academic and Linguistic Demands of the NYS Next Generation Learning Standards for English Language Arts (ALDs). Participants will explore tools that help identify the words, phrases, and language structures embedded in the English Language Arts standards, to provide equitable access to standards-aligned, grade-level instruction to English Language Learners (ELLs). Join us as we explore this essential resource for planning successful and targeted instruction for ELLs while earning a certificate for 6 hours of CTLE upon course completion.

In this online, asynchronous (self-paced) course, you will:
(1) Read and analyze The Academic and Linguistic Demands: Creating Access to the Next Generation Learning Standards in English Language Arts for Linguistically Diverse Learners (ALDs);
(2) Discuss why and how the ALDs provide access to standards aligned instruction for Linguistically Diverse Learners;
(3) Identify and apply the appropriate resource and tool during instructional planning; and
(4) Explore additional resources

This self-paced course includes:
(1) Engaging Edpuzzle presentations;
(2) Interactive questions, activities, and opportunities for reflection;
(3) Tools and resources for supporting implementation of the ALDs document; and
(4) Access to Canvas

*You will have 6-weeks to complete the course (7/2-8/13/24), and will receive an invitation to the Canvas Course 24-hours prior to the start date* *The deadline to register for this course is 7/2/24*
The "Office Hours" represents a series of virtual professional learning workshops designed as an open forum for participants. This platform allows individuals who have previously attended an L.I.RBERN professional development workshop to deepen their engagement with specific topics through inquiry and discussion. Within the Office Hours sessions, participants have the chance to delve into the intricacies of the chosen topic. It offers a valuable opportunity to pose questions, share insights, and connect with colleagues from diverse districts. By fostering dialogue, attendees can explore both challenges and successes, while also exchanging promising practices that have emerged from their experiences. This particular session of Office Hours is dedicated to a comprehensive discussion on the ELL Identification Process, encompassing the essential components of Language Proficiency Testing (LPT) and the identification of Students with Interrupted Formal Education (SIFE).

39. 20th Annual School & District Leadership Academy Presented by Eastern Suffolk BOCES

Program: Professional Development Program

Audience: Superintendents, Assistant Superintendents, Veteran and New K-12 Principals & Assistant Principals; District Administrator Teams Encouraged!

Dates: 7/10/2024 to 7/11/2024

What Great Leaders Do Differently Presented by Todd Whitaker, National Presenter, ASCD Author

How to Get All Teachers to Be Like the Best Teachers Presented by Todd Whitaker, National Presenter, ASCD Author

Leading with Emotional Intelligence and Navigating Challenging Conversations Presented by Dr. Mara Bollettieri, former Deputy Superintendent

Break-Out Sessions Include: John Maxwell Leadership - Laura Campbell MTSS - Angela Clark Conflict Resolution - Dr. Mara Bollittieri Artificial Intelligence - Andrea Kellman-Bryan

40. East End School Business Officials Meeting

Program: Management Services

Dates: 7/16/2024

New
School Business Officials from the East End of Long Island meet to discuss current issues and share ideas.

41. Long Island Summer Equity Institute 2024 - Innovation, Building Bridges, & Empowering Inclusivity - Presented by Eastern Suffolk BOCES in Partnership with Stony Brook University

Program: Professional Development Program

Audience: District/Building Leaders, Aspiring District/Building Leaders, Equity/SEL Liaisons/Coordinators, Board members

Dates: 7/31/2024 to 8/1/2024

Stony Brook University's School of Professional Development and ESBOCES Office of DEI have partnered to develop a DEI Digital Badge. Using a hybrid approach, this 2-day summer institute will enhance participants skill set in actionizing equitable practices within their school communities. Through asynchronous pre-institute foundational development, in-person workshops, panel discussions, and equity coach support, each participant will develop or update an equity action plan.

Pre-institute planning will include: reviewing 2-3 foundational equity in education articles and videos, reflecting on 1-2 present inequities your school building/district may be experiencing, and brainstorming 1-2 SMART goals to address the inequity in the upcoming school year(This can be completed individually or in a team).

Two-day in-person Institute will include:


• Keynote by Jason Green, Co-CEO, LINC Learning "Navigating the Shift to Future Ready, Equitable Learning Environments”



• Three Core workshops:

1. Leveraging Generative AI Toward Equity and Inclusion

2. Powering Up Student Engagement w/Generative AI, and

3. AI-Driven Differentiation-Tailored Learning for All




• Two Panel Discussions:

1. Analyzing the Impact of Restorative Practices in District's and Revising Code of Conduct Policies with an Equity Focus

2. Superintendent's Panel: Strategies for School Leaders to Foster Inclusivity within their Communities




• Two Coaching sessions to support drafting of equity actions plans in small cohorts

If you are in need of hotel accommodations or have any additional questions please email esbocesdei@esboces.org.

Please note district teams of 3 or more receive a 10 percent discount.

42. LILIE ONLINE: Anxiety Disorders & Students Today: What Teachers Can Do

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

Anxiety Disorders & Students Today will focus on the biology of the brain and anxiety disorders. It will educate teachers and staff on the how anxiety disorders form, display themselves and work in the brain. Studies will be researched demonstrating how the physical body is impacted and affected from an anxiety disorder while examining. Through the lens of culturally responsive practices and growing our own critical consciousness, participants will learn about anxiety disorders, how to best support our students and the strategies and lessons to strengthen the success of all students. The course will study 12 different anxiety disorders and aspects surrounding each. Further, the course will review several case studies. Case studies will explore all circumstances and situations of a student with an anxiety disorder. Current treatments, therapies and medications will be researched and discussed as well as doctor recommendations for kids seeking ‘alternative approaches. The role of the school will also be discussed; 504plans, accommodations, etc. so teachers may gain insight on the various, school-approved/legal avenues used to assist students classified. Finally, we will look at managing anxiety disorders in the classroom. Topics such as ‘immediate care' for students ‘in the moment', preventative measures, how to modify curriculum in order to suit the needs of the students in the classroom.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 Attention: Model Schools.

43. LILIE ONLINE: Asset-Based Instruction to Empower Students

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

This course will focus on how we can empower all students to be successful both academically and socially within the learning community and what we can do as a teacher and facilitator to foster a brave learning environment that supports students to utilize their own assets, knowledge and abilities to take a role in their own learning and success. Further, we will explore ways we can encourage families to support students and integrate their own assets and perspectives into the learning environment and to create a stronger home, school and community connection. We will see a shift of mindset in focusing on student struggle but rather their personal strengths, abilities and knowledge. Additionally, specific strategies teachers can incorporate into their classes will be explored as well as methods to support culturally responsive instruction for empowering students to overcome various academic obstacles.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

44. LILIE ONLINE: Classroom as Community-Responsibility to All

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

What defines a community? How do we envision a classroom community to look and sound like? This course will focus on the skills necessary to foster an environment in which both students and teachers display both self-awareness and social awareness - are able to vocalize this and share perspectives. The course will also discuss the needs of having empathy for others, identifying emotions and causes, positive goal setting, responsible decision making , and focusing on personal assets to maintain respectful relationships in a diverse learning community.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

45. LILIE ONLINE: EdTech Tools for Equity

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

There is no time like the present for educators to reflect on their role in culturally responsive teaching and use new educational technology tools to build an even stronger school community inclusive of English Language Learners and marginalized students. Students bring rich and diverse backgrounds to the classroom! Technology can be a powerful tool for transforming learning and reinventing our learning approach. It can help affirm and advance relationships between educators and students and remove the barriers to long-standing equity and accessibility gaps. Opportunities to reflect on digital tools to help adapt learning experiences to meet the needs of English Language Learners, economically disadvantaged, and other groups that have been historically underserved and marginalized will be enhanced. With equity in mind, educators can develop a climate in which students' backgrounds, experiences, and cultures are honored to build a stronger and more diverse learning community. The tools and strategies included specifically address teaching English Language Learners and marginalized students but are suited for all educators teaching grades K-12.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.
"Learning diversity” recognizes that individuals with learning disabilities have unique strengths and abilities, and emphasizes the importance of building on these assets in order to support their learning and development. The concept of learning diversity acknowledges that there is diversity within the ways that individuals learn, and that this diversity should be valued and supported rather than viewed as a deficit emphasizing the importance of creating inclusive and supportive learning environments that recognize and accommodate the needs of all learners, including those with learning disabilities. By using an asset-based approach and framing learning disabilities as learning diversity, educators can shift their focus from deficits to strengths, and work to create inclusive and supportive learning environments that empower all students to succeed. Focus will be on strategies for helping students with learning diversities succeed in the classroom with techniques for differentiating instruction, adapting materials and assessments, and using assistive technology. There will be continual exploration in which culture can impact learning and considering the unique needs and experiences of students from diverse backgrounds. The goal of this course is to provide educators with the knowledge, skills, and strategies they need to support and empower students with learning diversities to reach their full potential.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

47. LILIE ONLINE: Reading Strategies for All Teachers

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

The rigors of the Common Core and now the Next Generation Learning Standards have impacted all teachers regardless of subject area, and one of the most integral parts of this educational overhaul is the undeniable move forward and upward with improving reading abilities and comprehension skills across all areas. Teachers that want to improve and inspire students to be successful readers will benefit from this course. Designed to meet the needs of the teacher by examining the Common Core Learning Standards and Next Generation Learning Standards to ensure understanding of the changes that will directly impact instruction, access resources that highlight instructional strategies and ways to select appropriate texts to address the theories and ideas of critical consciousness and cultural responsiveness and how to teach students to use language of critique, allow time for the creation of activities that reflect the needs of a 21st Century learner, the qualities of highly effective reading instruction, choice activities that reflect participants' needs based on the diversity of their own student populations, and formative and summative assessments that are based upon key instructional strategies and tools that should be taught and modeled for students.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 /Attention: Model Schools.

48. LILIE ONLINE: Teaching Media Literacy

Program: Model Schools

Dates: 8/1/2024 to 8/28/2024

Standing between kids and the onslaught of fake news is the educator. Many of today's media outlets are filled with cleverly delivered and phrased misinformation making it dire for students to be critical thinkers in order to be able to spot that misinformation. This course will assist teachers in developing specific content-based lessons that will empower students to apply the strategies and analysis skills necessary in order to recognize real, hard fact based and credible information and dismiss the phonies.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

49. Summer Institute 2024: Demystifying the Science of Reading: Practical Knowledge and Strategies for Educators Presented by Michelle Stone, The Living Literacy Network

Program: Professional Development Program

Audience: K-8 Teachers of ELA Directors, ELA Chairs

Dates: 8/1/2024 to 8/8/2024

This three-day summer institute designed for K-8 educators interested in the latest research on how we learn to read will leave participants feeling empowered with the knowledge and tools to support all students on their reading journey. Over the course of the three days we will study the five pillars of reading: phonemic awareness, phonics (including alphabetic principle and orthography), fluency, vocabulary, and comprehension. Within each "pillar” we will give recommendations and practical models for assessments, small group instruction, and progress monitoring. Regardless of your current curriculum, this institute can serve as either a starting point or a place to refine your practice with a research-aligned approach to how children learn to read.

50. ClearTrack - Query Lookup/Custom Reports

Program: Student Data Services

Dates: 8/6/2024

Learn to use and modify the customizable Query Lookup utilities (Demographics, Evaluations, Meetings, Services, Statistics). This class will also teach how to create and export custom queries.
The "Office Hours" represents a series of virtual professional learning workshops designed as an open forum for participants. This platform allows individuals who have previously attended an L.I.RBERN professional development workshop to deepen their engagement with specific topics through inquiry and discussion. Within the Office Hours sessions, participants have the chance to delve into the intricacies of the chosen topic. It offers a valuable opportunity to pose questions, share insights, and connect with colleagues from diverse districts. By fostering dialogue, attendees can explore both challenges and successes, while also exchanging promising practices that have emerged from their experiences. This particular session of Office Hours is dedicated to a comprehensive discussion on the ELL Identification Process, encompassing the essential components of Language Proficiency Testing (LPT) and the identification of Students with Interrupted Formal Education (SIFE).

52. Fundations® Level K & 1* Workshop Presented by Allison McAvoy, Southeast Reading Center, LLC

Program: Professional Development Program

Audience: Elementary Teachers, Reading Specialists, Special Education Teachers

Dates: 8/7/2024

This full-day Fundations® level-specific workshop will provide the practice and guidance needed to effectively begin teaching the Fundations® curriculum for Level 1. At the completion of the workshop, participants will:


• Have a solid background knowledge and understanding of the research base supporting the why and how of Fundations® instruction.


• Identify the skills taught in Fundations® Level 1: phonemic awareness; the alphabetic principle; sound mastery; ways to form the key linkages-letter name; formation and sound; phonics and word study; vocabulary; high frequency/trick words; fluency; comprehension strategies; manuscript handwriting; spelling, and punctuation.


• Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.


• Prepare a daily Level 1 learning plan and practice lesson activity procedures.


• Be able to build a learning focused classroom: by maximizing instructional time, learning lesson activities, using questioning to guide student learning and mastery, and encouraging craftsmanship for optimum outcomes. *The presenter will differentiate for each grade level as needed throughout the workshop.

53. APPR Recertification for Principal and Teacher Evaluators Presented by Dr. Deborah De Luca

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 8/8/2024

This class meets the requirement for the Annual Recertification.

54. Fundations® Level 2 & 3* Workshop Presented by Allison McAvoy, Southeast Reading Center, LLC

Program: Professional Development Program

Audience: Elementary Teachers, Reading Specialists, Special Education Teachers

Dates: 8/8/2024

This full-day Fundations® level-specific workshop will provide the practice and guidance needed to effectively begin teaching the Fundations® curriculum for Level 2. At the completion of the workshop, participants will:


• Have a solid background knowledge and understanding of the research base supporting the why and how of Fundations® instruction.


• Identify the skills taught in Fundations® Level 2: phonemic awareness; the alphabetic principle; sound mastery; ways to form the key linkages-letter name, formation and sound; phonics and word study; vocabulary; high frequency/trick words; fluency; comprehension strategies; manuscript handwriting; spelling, and punctuation.


• Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.


• Prepare a daily Level 2 learning plan and practice lesson activity procedures.


• Be able to build a learning focused classroom: by maximizing instructional time, learning lesson activities, using questioning to guide student learning and mastery, and encouraging craftsmanship for optimum outcomes. *The presenter will differentiate each grade level as needed throughout the workshop.

55. Transforming Faculty Meetings Presented by Pat Pollack, Schoolwide, Inc.

Program: Professional Development Program

Audience: K-8 Building and District Administrators

Dates: 8/12/2024

This workshop will focus on energizing your school staff meetings by making them meaningful and drawing on teachers' collective expertise. Takeaways/outcomes:

• Maximize collaboration, communication and learning

• Ways to inspire collegial sharing of ideas

• Showcase best practices

• Elevate social and emotional learning

• Review literacy best practices

• Build in opportunities for identity and agency work

• Discuss ways to ensure that teachers understand all of the ways to provide experiences that reach and engage ALL learning styles

56. A Repair Kit for Grading: 15 Fixes for Broken Grades Presented by Becky Peppler

Program: Professional Development Program

Audience: K-12 Teachers / Administrators

Dates: 8/13/2024

In our ongoing commitment to excellence in education, it is essential for educational leaders and administrators to ensure effective and accurate assessment of student achievement. This workshop is tailored to empower educational leaders with strategies and insights for implementing CALM (Consistent, Accurate, Learning-focused, and Meaningful) grading practices throughout their schools or districts. Drawing inspiration from Ken O'Connor's revised "A Repair Kit for Grading: 15 Fixes for Broken Grades," this workshop provides an in-depth exploration into transforming grading practices. Participants will delve into each of the 15 Fixes, gaining practical examples and strategies for enhancing grading systems. In this workshop, you will:

• Gain a thorough understanding of CALM Grading practices and their role in enhancing educational experiences across schools and districts.

• Analyze current grading practices and develop plans to address aspects that may inaccurately reflect academic achievement.

• Explore and apply templates and strategies to enhance the quality and organization of evidence in student achievement assessment.

• Discuss and identify solutions for grading practices that may lead to long-term inconsistencies within the educational system.

57. Wilson Reading System® Introductory Course Presented by a Wilson Certified Trainer from Building Bridges

Program: Professional Development Program

Audience: Elementary Teachers, Reading Specialists, Special Education Teachers

Dates: 8/13/2024 to 8/15/2024

This course provides participants with an overview of the Wilson Reading System® (WRS) 4th Edition curriculum and serves as the prerequisite for WRS Level I Certification. Over three consecutive days (16.5 hours), this course examines how WRS addresses the teaching of phonemic awareness, word identification, vocabulary, fluency, and comprehension through an integrated study of phonology, morphology, and orthography with students in grade two and above with persistent phonological coding deficits. Participants learn about reading research, dyslexia, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the course. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a Wilson® Credentialed Trainer during the course. Upon completion of the course, participants will be able to:
• Define dyslexia and describe common characteristics.
• Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
• Understand the principles of instruction: explicit, sequential and cumulative, engaging multiple learning modalities with multisensory techniques, repetition, and feedback.
• Create an optimal learning environment, prepare a lesson plan, and practice techniques.
• Understand the key components of instruction and presentation of lessons in three blocks:
The Summer Dual Language Institute provides participants with the foundational skills necessary to implement and sustain a Dual Language program, whether the district is at the novice stages of Dual Language or transitioning from Transitional Bilingual Education The institute will consist of three consecutive sessions (participants must attend all sessions) designed to immerse participants in the fundamentals of Dual Language instruction. The information and pedagogical skills provided are based on research-based best practices cemented in the 4 pillars of Dual Language Education. Participants will gain knowledge and practical skills that will be transferable to their daily classroom instruction. This third and final session addresses Sociocultural Competency and Critical Consciousness.

59. APPR Recertification for Principal and Teacher Evaluators presented by Dr. Anne Rullan

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 8/14/2024

This class meets the requirement for the Annual Recertification.

60. Cognitive Coaching Foundations Course Offering Presented by Stephanie Burt Pelcher

Program: Professional Development Program

Dates: 8/14/2024 to 10/30/2024

Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. Cognitive CoachingSM is a research-based model that capitalizes upon and enhances teachers' cognitive processes. Cognitive CoachingSM is a form of mediation that can be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. It is a composite of skills, strategies, maps, and tools as well as mental models and beliefs. Stephanie Burt Pelcher of Thinking Collaborative will lead Administrators and Instructional staff through an 8-day Foundations training that includes professional training and coaching. Agendas for Days 1-4 include the Planning Conversation Map and the Reflecting Conversation Map as well as the tools of Cognitive CoachingSM. Days 5-8 provide for skill refinement and understanding of the Problem-Resolving Map. In the eight-day Seminar, participants learn how to:

• develop trust and rapport

• develop an identity as a mediator of thinking

• utilize conversation structures for planning, reflecting and problem resolving

• develop teachers' autonomy and sense of community

• develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

• apply four support functions: coaching, evaluating, consulting, collaborating

• utilize the coaching tools of pausing, paraphrasing, and posing questions

• distinguish among the five forms of feedback

• use data to mediate thinking

61. Suffolk RIC Technology Director meetings - 2024-25 Multiple-Date registration

Program: Regional Information Center

Dates: 8/14/2024 to 6/4/2025

New
Single registration for our 2024-25 Technology Director meetings for the year. Note that there will also be individual meeting registrations available.

62. Frontline - New User Training

Program: Student Data Services

Dates: 8/15/2024

This class is for all new Frontline IEP users. We will navigate through the software to gain a better understanding of how this program works including understanding the graphic & format indicators, generating letters and reports, creating & finalizing IEP documents.

63. DIGNITY FOR ALL STUDENTS ACT (DASA): 6-HOUR CERTIFICATION TRAINING Presented by Anne Rullan

Program: DASA 6-Hour Certification Courses

Audience: anyone requiring the Dignity for All Students Act class

Dates: 8/20/2024

ALL STUDENTS applying for New York State education certification must complete 6 hours of training regarding the social patterns of harassment, bullying, and discrimination. Under the regulations of the Dignity for all Students Act (DASA) this training is needed so that professionals meet the Commissioner's Regulations for anyone applying for an administrative or supervisory service, classroom teaching service or school service certificate or license on or after January 1, 2014. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012. More information about the Dignity for All Students Legislation may be found at: http://www.p12.nysed.gov/dignityact/. The session will be interactive and informative; therefore, you will need a desktop or laptop with a working webcam, microphone and internet access. To follow regulations, you must have your camera on and facing you so that you can be seen for the entire class. If you think you will need to be driving at any point during the hours of this workshop, please register for a different date and time, as mobile phone use while in your vehicle is not permitted. The following components will be covered in this course to prepare educational professionals for harassment, bullying and discrimination prevention and intervention: 1. Understanding the intent components, and operational definitions of the Dignity Act. 2. Developing sensitivity to the experience of specific student populations. 3. Understanding how school climate and culture have an impact on student achievement and behavior, with a strong focus on the importance of social and emotional learning strategies. 4. Understanding bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to interact with families of victims and aggressors. 5. Understanding diversity and multi-cultural environments and examining your own biases.

64. K-12 Principals and Instructional Leaders: Strategies for Strengthening Math Supervision and Engendering a Culture of STEM Presented by Dr. Selma K. Bartholomew

Program: Professional Development Program

Audience: Principals, Assistant Principals and Instructional Leaders

Dates: 8/20/2024

Principals and instructional leaders must help teachers critically reflect on classroom practices and student outcomes. Empowering principals and instructional leaders with a clear framework will help them challenge teachers' ingrained beliefs about student achievement. This workshop will help instructional leaders develop a framework for understanding the ARC of Math and STEM instruction. The workshop will deepen leaders' understanding of culturally relevant pedagogy so they can engender stronger relationships with students, parents, and communities. In particular, attendees will learn to articulate the current state and a future shared vision of Math/STEM education with their teachers. Workshop Outcomes and questions include:


• What is the ARC of a Math/STEM Lesson?


• How do we engender a culture of math and STEM?


• What to look for in a math lesson?


• How to check for student understanding? Voice? Fluency? Confidence?


• What are the habits of mind of problem-solvers?


• How to give meaningful and targeted feedback to educators?

65. Making the Most of Faculty Input Presented by Jeffrey Benson

Program: Professional Development Program

Audience: School and District Administrators and Leaders

Dates: 8/21/2024

There is so much wisdom in any school's faculty to support the daily work of administration-but without shared language and predictable methods, school leaders can be overwhelmed by faculty input, with the loudest voices too often seeming to be the most contrary. Some principals then shy away from sharing ideas, retreating into silence. Some develop a small and trusted inner-circle of supporters, and they hatch all the plans, alienating staff. Others listen with increasing dismay to the staff's reactions and stubbornly say, "I'm doing it anyway.” In this interactive 3-hour virtual workshop, veteran educator, author, and principal coach Jeffrey Benson provides a framework, very relevant theory of schools as organizations, and specific tools to leverage staff wisdom and commitment. Participants will learn:

• How to identify and lead with shared interests that unite a school community

• A menu of methods to gain staff input and feedback

• When to insist on uniformity, when to provide guidelines, and when to support professional decision-making for staff buy-in

66. APPR Recertification for Principal and Teacher Evaluators Presented by Dr. Deborah De Luca

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 8/22/2024

This class meets the requirement for the Annual Recertification.

67. APPR Recertification for Principal and Teacher Evaluators presented by Dr. Anne Rullan

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 8/27/2024

This class meets the requirement for the Annual Recertification.
The Summer Dual Language Institute provides participants with the foundational skills necessary to implement and sustain a Dual Language program, whether the district is at the novice stages of Dual Language or transitioning from Transitional Bilingual Education The institute will consist of three consecutive sessions (participants must attend all sessions) designed to immerse participants in the fundamentals of Dual Language instruction. The information and pedagogical skills provided are based on research-based best practices cemented in the 4 pillars of Dual Language Education. Participants will gain knowledge and practical skills that will be transferable to their daily classroom instruction. This third and final session addresses Sociocultural Competency and Critical Consciousness.

69. LILIE ONLINE: Mental Health in the Classroom

Program: Model Schools

Dates: 9/1/2024 to 9/28/2024

As districts implement the new, mandated Mental Health law into their curriculum, it is important that classroom teachers understand the components of this education law and possess the necessary knowledge to integrate mental health awareness into their practice. Participants in this course will become familiar with the NYSED Amendments to CR Part 135 regarding Mental Health Education. An overview of mental health and the curriculum will be provided and teachers will attain the skills necessary to develop students' mental health, self-esteem, and well-being in, and out of, the classroom. Attention is focused on how culturally responsive practices and policies work to enable school personnel to address the social, behavioral, and mental health needs of students from diverse cultures. The impact of mental health on social and academic success across various cultures will be analyzed and action plans will be created to develop an educational climate that is inclusive of all students in one's care.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 Attention: Model Schools.

70. LILIE ONLINE: STEAM Education

Program: Model Schools

Dates: 9/1/2024 to 9/28/2024

Science, Technology, Engineering, Arts, and Mathematical elements all wrapped in one. Join us in learning more about this educational framework created for all disciplines and types of learners. It is an integrative, multi-disciplinary avenue for teaching the inter-relationships of how subjects relate in real life. By adding the art element educators will learn new ways to: stimulate and develop the imagination, refine cognitive and creative skills, strengthen problem solving and critical thinking skills, nurture team-building, cultural and alternative perspective values, and develop a sense of craftsmanship and goal-setting skills needed in the classroom and beyond.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.
Our middle school and high school students today are raised in a culture different than what many of us were raised in. The result is a generation of ‘Gen Z' kids who have a different mindset. This course will dive into what it means to be Gen Z, how that impacts relationships, education and life outlook. This course will look at the factors that impact these tweens and teens such as economics, different types of households, social media, etc. We will study the biology of the developing teen mind and the stages of development to further understand the behaviors we see in our classrooms. Comparing ‘nature vs. nurture' and using strategies like Mindfulness and quality classroom practices will enhance student relationships and promote a positive environment that prompts learning and social-emotional development is our goal.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742 /Attention: Model Schools.

72. LILIE ONLINE: Close Reading: Strategies to Mine Meaning

Program: Model Schools

Dates: 9/1/2024 to 9/28/2024

All teachers are working to implement the Common Core Learning Standards and share in the responsibility of literacy instruction; however, many are presented with the additional challenge of correctly teaching the skills of close reading. The CCLS emphasize closely reading a text through the process of reading, re-reading, and analyzing with the purpose of accurately understanding it at a deeper level. Students are expected to examine texts, evaluate author's craft and purpose, text structure, and recognize patterns and significant details to ultimately reach a more in-depth comprehension of a whole text. This course will provide the foundation of what close reading is, how to teach it, and the opportunity to develop activities that foster the application of this skill. Participants will complete this course with the essential framework for close reading that will help create life-long independent critical thinkers and readers.

*Most LILIE workshops run from the 1st of the month through the 28th of the month. Once registered you will receive an email from LILIE with further instructions, login information and course requirements. Please check with your district prior to enrolling regarding the granting of in-service credit for LILIE courses. If you do not receive an email from LILIE with login instructions at the start of the course please contact questions@lilie.com. Payment must be made prior to the course date. Please remit payment to: ESBOCES, 750 Waverly Avenue, Holtsville, NY 11742/Attention: Model Schools.

73. WRS Level I Online Certification with Web-Based Practicum - Cohort 1 Presented by Aimee Gandee, Wilson Certified Trainer

Program: Professional Development Program

Audience: Literacy Teachers, Reading Teachers and Special Education Teachers who have completed the WRS Introductory Workshop within the last five years

Dates: 9/9/2024

** Prerequisite: Wilson 3-Day Introductory Workshop must have been completed within the last five years in order to participate in Level I Certification training.** WRS Level I Online Certification with Web-Based Practicum involves online coursework and live web-based lesson observations with a Wilson Trainer, and at minimum, 65-lessons with a Wilson approved practicum student (Note: the practicum student must be in 4th grade or above). Must register by September 9th. For further details about the WRS Level I coursework, visit: https://www.wilsonlanguage.com/professional-learning/individual-teacher-support/wrs-level-i-certification/ Level I Completion Requirements*
• WRS Intensive Instruction for the Non-responsive Reader (Steps 1-6) - online course, 90 hours total
• WRS Steps 1-6 Practicum: 65+ completed lessons
• Pretesting report, including educational history and current test results of practicum student (practicum student must be approved by the assigned Wilson® Credentialed Trainer)
• 1:1 student instruction with a minimum of 65 lessons with a lesson plan written for each lesson
• Five teacher/student observations, as scheduled by the Wilson® Credentialed Trainer (each observation approximately one hour in length)
• Development of Teacher Binder and Student Portfolio in accordance with WLT program standards
• Demonstration of mastered lesson plan procedures (documented by Wilson® Credentialed Trainer)
• Demonstration of understanding of language concepts through accurate teaching with multisensory procedures
• Demonstration of student mastery of decoding/encoding skills, the development of fluent reading with connected text and comprehension of both narrative and informational text
• Posttesting and submission of practicum student report after
• A minimum of 65+ lessons and achievement of WRS Substep 4.2
• WRS Level I coursework must be completed within 12 mont

74. APPR Recertification for Principal and Teacher Evaluators Presented by Dr. Deborah De Luca

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 9/12/2024

This class meets the requirement for the Annual Recertification.

75. Art Room Alternative Digital Approaches -  How to Create a Digital Portfolio

Program: Arts-in-Education Program

Audience: Art Teachers K-12

Dates: 9/13/2024

Professional Development Workshops for K-12 Art Teachers
This training will take place virtually. The virtual link will be sent to those who register prior to the training. Agenda: Overview of the LAS Links Online language proficiency assessment system. Participants will also learn how to conduct pre-test, during test, and post-test activities. The Pre-Test Training includes registering students, scheduling test sessions, preparing students for testing, and taking practice tests. The During Test Training will include test day preparation, the student testing experience, and best practices for monitoring the students during testing. The Post-Test Training will include all steps to generating reports.

77. Literacy Coach and Lead Teacher Cohort Presented by Lauren Kolbeck

Program: Professional Development Program

Audience: K-6 Lead Teachers, Literacy Coaches, Literacy Specialists, and Admins

Dates: 9/18/2024

Literacy coaches and lead teachers are essential in supporting the literacy vision. The goal of this cohort is to explore the following: -Use current research and best practices to drive professional development -Build and practice a repertoire of effective coaching methods to support teachers -Plan cycles of professional development -Differentiate support based on needs of teachers -Plan professional development workshops -Collaborate and network with fellow literacy coaches We will explore the NYS literacy briefs and explore the high impact instructional practices. They include:




• collaborative and culminating projects, performances and celebrations




• text-based discussions and writing opportunities.




• engagement with a variety of high interest, diverse and complex texts




• Phonological awareness, phonics, spelling, and word study skill-building




• Fostering understanding of print conventions, features, and functions




• Strategies for building automaticity and fluency in reading




• Reading-writing connections *This cohort will meet for 3 full day sessions across the school year. Our first meeting will take place at ESBOCES. The remaining sessions will take place at selected schools within the cohort.

78. Library Leadership Academy: New Librarian Orientation

Program: School Library System

Dates: 9/18/2024

TBA

79. Library Leadership Academy: New Librarian Orientation

Program: School Library System

Dates: 9/18/2024

TBA

80. PEACE Critical Community of Practice CCoP September: Return to school & individual plans

Program: Arts-in-Education Program

Audience: PEACE Participants

Dates: 9/18/2024

New
Schedule individual meetings/mentor groups for October. Video and chat text from September & previous CCoPs. September presentation with essential resources. PEACE Critical Community of Practice sessions facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom.

81. APPR Recertification for Principal and Teacher Evaluators presented by Dr. Anne Rullan

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 9/19/2024

This class meets the requirement for the Annual Recertification.

82. Curriculum Council Meeting - September 20, 2024

Program: Professional Development Program

Audience: Curriculum Council Members

Dates: 9/20/2024

For Curriculum Council Members only.

83. Co-Teaching for Integrated ENL: Partnerships, Planning and Pedagogy (Cohort #1)

Program: L.I. RBERN

Audience: We recommend that co-teaching partners (ENL, GE/Content area teachers) register and attend this 3-part series together.

Dates: 9/24/2024 to 11/18/2024

New
This interactive 3-part workshop series is targeted for pairs of co-teachers in integrated ENL classes. Each session will have a distinct focus: Session I: Cultivating a New Partnership; Session II: Differentiating and Scaffolding; Session III: Co-planning for the Integrated Classroom; Topics Include: Co-teaching Models; The cycle of co-teaching; Defining co-teacher roles; Research-based strategies; Understanding the expectations, and responding to the needs of all proficiency levels; Exploring and implementing the use of templates and strategies to initiate co-planning a unit of study. We recommend that co-teaching partners (ENL, GE/Content area teachers) register and attend this 3-part series together. CTLE/ELL: 9 hours total *This is a three-session series; participants must register for and attend all three sessions. Location: Western Suffolk BOCES Conference Center, 31 Lee Avenue, Wheatley Heights, NY

84. Co-Teaching for Integrated ENL: Partnerships, Planning and Pedagogy (Cohort #2)

Program: L.I. RBERN

Audience: We recommend that co-teaching partners (ENL, GE/Content area teachers) register and attend this 3-part series together.

Dates: 9/25/2024 to 11/20/2024

New
This interactive 3-part workshop series is targeted for pairs of co-teachers in integrated ENL classes. Each session will have a distinct focus: Session I: Cultivating a New Partnership; Session II: Differentiating and Scaffolding; Session III: Co-planning for the Integrated Classroom; Topics Include: Co-teaching Models; The cycle of co-teaching; Defining co-teacher roles; Research-based strategies; Understanding the expectations, and responding to the needs of all proficiency levels; Exploring and implementing the use of templates and strategies to initiate co-planning a unit of study. We recommend that co-teaching partners (ENL, GE/Content area teachers) register and attend this 3-part series together. CTLE/ELL: 9 hours total *This is a three-session series; participants must register for and attend all three sessions. Location: Western Suffolk BOCES Conference Center, 31 Lee Avenue, Wheatley Heights, NY

85. Teacher Mentor Training Presented by Dr. Peggie Staib and Laura Grable

Program: Professional Development Program

Dates: 9/26/2024

This one-day interactive workshop will train master teachers to be effective mentors. We will explore the stages of development in new teachers and work on a variety of strategies to support them. The agenda includes:

• The roles of the mentor and intern

• New teacher challenges

• Emotional phases of teaching

• Opportunities for growth

• Stages of concern

• Communication skills

• Supervision vs Evaluation

• Holistic Coaching: o Visitations to provide effective feedback o Planning and organizing to support new teachers

86. Unpacking the New York State Literacy Initiative Briefs for Literacy Leaders Presented by Deborah Linscott-Feinstein and Lauren Kolbeck

Program: Professional Development Program

Audience: Administrators, Coaches, and Lead Teachers

Dates: 9/26/2024

New York State is leading the way and supporting educators with research based literacy practices. Understanding the science of reading and debunking common myths is important when reflecting on our practices and planning for the future. On this day, participants will explore and discuss each of the 7 literacy briefs with an emphasis on unpacking the ‘Big 6' High Impact Instructional Practices, being culturally responsive and cultivating learners' social and emotional learning. We will focus on Brief 7 and the literacy action steps to reflect on current practices and make plans for the future. The Briefs will help us create plans that provide rigorous and challenging applications for our students.

87. APPR Recertification for Principal and Teacher Evaluators Presented by Dr. Deborah De Luca

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 9/27/2024

This class meets the requirement for the Annual Recertification.

88. Art Room Alternative Digital Approaches -  Curating a Virtual Art Gallery

Program: Arts-in-Education Program

Audience: Art Teachers K-12

Dates: 9/27/2024

Professional Development Workshops for K-12 Art Teachers

89. APPR Recertification for Principal and Teacher Evaluators presented by Dr. Anne Rullan

Program: Professional Development Program

Audience: Principal and Teacher Evaluators

Dates: 10/8/2024

This class meets the requirement for the Annual Recertification.

90. Introduction to Leveled Literacy Intervention (LLI) Grades K-5+ From Struggle to Success: Transforming Readers with LLI Presented by Kristina Seeley

Program: Professional Development Program

Audience: Teachers of Reading Grades K- 5+ (primary and intermediate levels)

Dates: 10/8/2024 to 12/3/2024

Leveled Literacy Intervention (LLI) is a rigorous, small group, supplementary, literacy intervention designed for students who find reading and writing difficult and need intensive teaching to achieve grade-level proficiency. In this workshop, participants will receive three-days of intensive training (two days of start-up training and one follow-up day) on the LLI systems K-5+ and will learn specific skills and strategies to address the needs of readers who are not yet at grade-level proficiency. Accelerated results in reading come from collecting quality data through formal and informal assessment, analyzing data for specific strengths and teaching opportunities, and teaching with intention as we pair quality resources in LLI with student needs. This three-day training includes: ✓ An introduction to the LLI systems and what research has shown to be effective instruction for readers that need more support. ✓ Clear rationales for the instructional procedures in the LLI systems-systematic phonics instruction, fluency, comprehension, vocabulary development, and writing about reading-and how they all contribute to the reader's development of an effective processing system. ✓ Opportunities to observe, discuss, and practice using the lesson frameworks, instructional procedures, and resources in the LLI systems. ✓ A focus on supporting students to develop strategic actions for processing text using a gradient of high quality fiction and nonfiction texts, written explicitly for the LLI systems. ✓ Specific instruction on the assessment and record keeping in the LLI systems that is crucial to inform teaching decisions and maximize effectiveness. ✓ An introduction to the Online Resources website for accessing materials and the LLI Data Management.
Discover resources to support responsive literacy instruction for all readers. Easily vary content, pacing, and outcomes to meet reading readiness. Access and share resources in a variety of formats to meet diverse learning needs and scaffold support.
Discover resources to support responsive literacy instruction for all readers. Easily vary content, pacing, and outcomes to meet reading readiness. Access and share resources in a variety of formats to meet diverse learning needs and scaffold support.

93. APPR New Teacher Evaluator Training - Fall Session Presented by Dr. Peggie Staib (virtually) and Emma Klimek (asynchronously

Program: Professional Development Program

Audience: New Teacher Evaluators

Dates: 10/9/2024 to 10/10/2024

This workshop will review Teacher Effectiveness research and will introduce the participants to evidence-based observation aligned with the New York State Teaching Standards. The Growth Model and Value-Added Model will be reviewed and discussed as well as the application to Student Learning Objectives and teacher evaluation. SED APPR requirements will be reviewed. We will discuss options for locally developed measures as part of the required APPR regulations. A review of updated state rules from the guidance document will be provided. Training Elements Covered: 1. NYS Teaching Standards and their related elements 2. Evidence-based observation techniques 3. Application and use of the student growth percentile model and the value-added growth model as defined in section 30-2.2 of this Subpart 4. Application and use of the approved teacher practice rubrics 5. Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) 6. Application and use of any State - approved locally developed measures of student achievement you intend to use 7. Specific focus on the principal's ability to motivate and engage constructively with parents and other members of the school community 8. The scoring methodology utilized by the Department and/or the district of BOCES to evaluate a teacher or principal under this Subpart, including how scores are generated for each subcomponent and the composite effectiveness score and application and use of the scoring ranges prescribed by the Commissioner for the four designated rating categories used for the teacher's or principal's overall rating and their subcomponent ratings 9. Specific considerations in evaluating teachers and principals of English language learners and students with disabilities

94. LAS Links Fall User Meeting-10/15/24 (ESBOCES-LAS Links Cohort Only)

Program: Third Party Assessment

Dates: 10/15/2024

The user meeting will take place virtually. The virtual link will be sent to those who register prior to the meeting. The LAS Links User Meeting will review how to access the Student Proficiency Report, available shortly after test completion. There will be two interactive practice activities: one to unpack the Proficiency Level Descriptors of LAS Links to support MTSS-level of interventions, and another to identify strategies that can be integrated to support student growth. The final portion will be an open Q and A to review any questions and open up for discussion to support best practices.

95. Library Leadership Academy: WorldBook

Program: School Library System

Dates: 10/16/2024

New
TBA

96. PEACE Critical Community of Practice (CCoP) October:

Program: Arts-in-Education Program

Audience: PEACE participants

Dates: 10/16/2024

New
Focus on DEI/CR-S & microaggressions PEACE Critical Community of Practice sessions facilitate instructional strategies through collegial conversations, content-based support materials, and collaborative curriculum planning to expand instructional practices. Educators collaborate with community partners through activities designed to improve pedagogical skills, build core knowledge, and generate instructional ideas that may be implemented through delivery of content in the classroom.

97. Empowering Educators: Strategies for Fostering Self-Regulated Learning to Engage and Elevate Every Student Presented by Mubina Khan Schroeder

Program: Professional Development Program

Audience: K-12 Teachers, and Special Education Teachers across the content areas

Dates: 10/17/2024

Empowering Educators: Strategies for Fostering Self-Regulated Learning to Engage and Elevate Every Student," is a professional development workshop tailored for educators and school stakeholders dedicated to cultivating motivated and self-regulated learners. This session will dive deep into the heart of self-regulated learning, offering a wealth of instructional strategies that encourage students to take charge of their educational journey. By weaving the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies into our teaching methodologies, we aim to empower students with the skills necessary for self-awareness, self-management, and responsible decision-making. Participants will learn about strategies designed to foster a classroom environment that promotes autonomy, resilience, and a lifelong passion for learning, ensuring that each student not only achieves academic success but also becomes a motivated, self-regulated learner.
Eastern Suffolk BOCES, Nassau BOCES, and Western Suffolk BOCES invite all K-12 educators to participate in the Long Island Technology & Education Summit (LITES). The focus of this conference is to promote the use of technologies to enhance critical thinking, problem solving, creativity and imagination in the classroom. LITES is a platform for sharing new ideas, innovations and trends. This highly regarded annual conference has grown into a premier event for Long Island educators. Vendors will also be available to discuss technology integration options.

Keynote Speaker: Carl Hooker

Mr. Hooker has been a part of a strong educational shift with technology integration since becoming an educator. From his start as a teacher to his role as a district technology leader, he's always had one common belief - that kids need to drive their own learning. He realizes the challenges in our current educational institutions and meets them head on. His unique blend of educational background, technical expertise, and humor make him a successful driving force for this change. As a speaker and consultant, he brings this background as well as a wealth of practical tools and ideas that educators can use in their schools and classroom tomorrow.

99. Phonics Instruction for Secondary Classes Presented by Mishka Anderson, Ph.D.

Program: Professional Development Program

Audience: Secondary Teachers across the content areas

Dates: 10/18/2024

In this interactive workshop, secondary teachers (regardless of subject area) will develop their practical, methodological, and evidence-based knowledge on how to incorporate phonics instruction in their classes. Teachers will be taught the various approaches to phonemic awareness/phonics instruction, how to assess students using various practical tools, decoding/encoding strategies, and activities, etc.

100. Liaison Meeting

Program: School Library System

Dates: 10/22/2024

TBA

101. Putting RTI/MTSS to Work: A Collaborative to Meet All Students Needs Presented by Dr. Anne Rullan

Program: Professional Development Program

Audience: RTI/MTSS Teams, Administrators, Classroom Teachers K-12

Dates: 10/22/2024 to 4/23/2025

Professional learning will focus on: - Ensuring district plans meet the requirements of RtI as outlined by NYSED - Understanding data and how it informs what type of intervention to use - Understanding the lagging skills and/or learning gaps to make appropriate recommendations - Identifying the strengths of students to help support overcoming weaknesses - Ensuring systematic data collection, data management, and data monitoring - Analyzing data to determine adequate progress - Tapping into the talents of specialists, colleagues, and parents - Differentiating instruction to provide necessary support for students to allow students to learn at their level and scaffold for students to construct their own knowledge and make educational gains - Including Social-Emotional Learning with areas of intervention, screening, and progress monitoring - Determining whether a student is struggling from a gap in their fund of knowledge, a curriculum gap, or a learning disability