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Catalog: TST BOCES WebReg

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1. Co-Teachish

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Dates: 5/26/2020

Meeting Times: 2:30 pm to 3:00 pm

NewStarting Soon
So much has changed in the transition to virtual instruction. What might co-teaching look like in this new environment? Participants will use the children's book Ish by Peter H. Reynolds to look at the changing roles and responsibilities of co-teachers in a remote classroom.

Intended audience: Co-Teaching Teams, Special Education Ninjas, and All-Around Rock Stars

This activity has a Team Room

  • Enrolled: 0/50
  • Wait: 0/0

2. Down and Dirty on Free Resources

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Dates: 5/27/2020

Meeting Times: 2:30 pm to 3:00 pm

NewStarting Soon
Is your inbox stuffed full of all the latest and greatest free trials and online access codes you could ever use in one lifetime? Let us help you!
Spend 30 minutes with some of our Instructional Specialists and we will help you sort through a variety of resources. Together we will explore some of the advantages and potential challenges of 3 new resources or tools each week. We will even spend some time collaborating on ways to incorporate these resources into your evolving virtual routine.
Intended Audience: Anyone looking for new online resources to help struggling students.
Zoom Meeting Link

This activity has a Team Room

  • Enrolled: 0/50
  • Wait: 0/0

3. Edmentum Courseware (fka PLATO Learning) - it is not just for Credit recovery!

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Alissa Elghazi  - aelghazi@tstboces.org

Dates: 5/27/2020

Meeting Times: 2:30pm-4:00pm (virtual meeting)

Location: online

NewStarting Soon
Edmentum has amazing updates on their supports for remote learning - in this session, we will discuss the diversity that Courseware provides to students, teachers, parents, and other district staff.

A link to attend will be forwarded to you upon successful registration and district approval - registration must be completed by 5/26. Please contact Alissa Elghazi (aelghazi@tstboces.org) with any questions.

This activity has a Team Room

  • Enrolled: 9/20
  • Wait: 0/5

4. Supporting Students with Autism in a Home-School Environment

Program: Curriculum, Instruction & Assessment

Dates: 5/28/2020

Meeting Times: 2:30 pm to 3:30 pm

NewStarting Soon
It is more important than ever to understand the individual students we are responsible for as well as the characteristics of their diagnosis. It is critical to recognize some of the ways students with Autism Spectrum Disorders may be struggling with virtual classrooms and their new Home-School environments. Together we will examine traditional supports such as visual supports that can be successful with students with Autism Spectrum Disorders. We will look for ways to provide virtual accommodations and modifications to help these very special students connect with the world around them.
Intended Audience: General and Special Education Teachers (PK-12), Instructional Coaches, Support Staff, Parents
Zoom Meeting Code: 642-207-525 https://tstboces.zoom.us/j/6422070525

This activity has a Team Room

  • Enrolled: 0/50
  • Wait: 0/0

5. National Board Cohort - Writing Retreat #6

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Laura Havill  - lhavill@tstboces.org

Audience: National Board Certification Candidates

Dates: 5/30/2020

Meeting Times: 9 am to 3:00 pm

Starting Soon

IN LIGHT OF THE COVID-19 CHALLENGES THIS RETREAT IS CONTINUING VIRTUALLY. PLEASE REGISTER HERE THEN FOLLOW DIRECTIONS THAT WILL BE EMAILED TO JOIN.


This workshop is intended for teachers who are pursuing their ⭐ National Board Certification ⭐ this year. Our time together will will start with a structured presentation on a topic that will guide your portfolio construction. A question and answer time for the good of the group will ensure that any questions that have come up while you have been working at home can get resolved. Time to work individually in a quiet place with personalized support, guidance, peer review and/or brainstorming will make up the rest of the day.


Please bring a snack to share, your work, and whatever you need to be comfortable and productive, analytical, creative and reflective. This is your time. It is about you, your students, your work and your National Board Certification. We look forward to supporting you.


✋ PARTICIPATION IN THIS RETREAT IS CONTINGENT UPON JOINING THE COSER TO SUPPORT THE NATIONAL BOARD WORK IN THE REGION. PLEASE ENSURE THAT YOU ARE REGISTERED IN "NATIONAL BOARD COACHING" AS A PREREQUISITE TO THIS COURSE.

  • Enrolled: 6/15
  • Wait: 0/0

6. Co-Teaching 101 Miniseries 3 of 3 RESCHEDULED

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Audience: General Education Teachers, Special Education Teachers, New Co-Teaching Teams, Veteran Teams

Dates: 6/2/2020

Meeting Times: June 2, 2020

Location: A-14

This is session is open only to participants of Co-Teaching 101 Session 1. New partnerships and veteran teams will work collaboratively to strengthen team dynamics and develop a deeper understanding of what co-teaching looks like. Participants will discuss the roles of the general and special education teachers, communication styles, shared planning time, shared responsibilities, instructional practices, as well as the classroom environment. Participants will receive on-going training and personalized feedback collected during site visits and classroom observations. Subsequent sessions will focus on providing specific strategies selected to address the strengths and opportunities for growth identified around the region.
Learning Targets:
*Participants will use established criteria to analyze and assess their co-teaching practice.
*Teams will work collaboratively to establish individual co-teaching roles and responsibilities.
*Participants will examine instructional strategies designed to foster a more integrated classroom environment.

This activity has a Team Room

This activity has a required evaluation

  • Enrolled: 28/31
  • Wait: 0/5

7. Down and Dirty on Free Resources

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Dates: 6/3/2020

Meeting Times: 2:30 pm to 3:00 pm

New
Is your inbox stuffed full of all the latest and greatest free trials and online access codes you could ever use in one lifetime? Let us help you!
Spend 30 minutes with some of our Instructional Specialists and we will help you sort through a variety of resources. Together we will explore some of the advantages and potential challenges of 3 new resources or tools each week. We will even spend some time collaborating on ways to incorporate these resources into your evolving virtual routine.
Intended Audience: Anyone looking for new online resources to help struggling students.
Zoom Meeting Link

This activity has a Team Room

  • Enrolled: 0/50
  • Wait: 0/0

8. Learning Ally Online Coaching Session

Program: School Library System

Activity Owner/Manager: Mary Kay Welgoss  - Welgossmarykay@gmail.com

Audience: K-12 educators

Dates: 6/3/2020

Meeting Times: 9:30 am - 10:30 am

New
This is a follow-up session based on the 3 Learning Ally Trainings held in May 2020: Integrating Audiobooks into the Classroom; Providing an Inclusive Learning Environment for All Students: and Boosting Student Engagement & Motivation. Participants should come to the session with questions based on their use of Learning Ally strategies with students.

This activity has a Team Room

This activity has a required evaluation

  • Enrolled: 0/50
  • Wait: 0/0

9. Parents & Teachers: The Dynamic Duo!

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Dates: 6/4/2020

Meeting Times: 9:00 am to 9:30 am

New
Parents and teachers have always had a unique and powerful connection. Remote learning has only intensified this unique working relationship. This session will present some strategies for establishing an effective and trust-based relationship focused on the success of all students. Our discussion will address managing time and expectations, communication styles, creating personalized tools, and goal setting. Together we will discuss ideas to help free up valuable time and resources so students, teachers and parents can have a happier, more successful school experience.

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

10. Elementary Principals Council

Program: Curriculum, Instruction & Assessment

Dates: 6/9/2020

Meeting Times: 8:30 - 11:30 AM

Location: Seneca Smart

Meeting

This activity has a Team Room

  • Enrolled: 0/40
  • Wait: 0/0

11. Down and Dirty on Free Resources

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Dates: 6/10/2020

Meeting Times: 2:30 pm to 3:00 pm

New
Is your inbox stuffed full of all the latest and greatest free trials and online access codes you could ever use in one lifetime? Let us help you!
Spend 30 minutes with some of our Instructional Specialists and we will help you sort through a variety of resources. Together we will explore some of the advantages and potential challenges of 3 new resources or tools each week. We will even spend some time collaborating on ways to incorporate these resources into your evolving virtual routine.
Intended Audience: Anyone looking for new online resources to help struggling students.
Zoom Meeting Link

This activity has a Team Room

  • Enrolled: 0/50
  • Wait: 0/0

12. PBL 101

Program: Curriculum, Instruction & Assessment

Dates: 6/10/2020 to 6/12/2020

Meeting Times: 8:30 am to 3:00 pm

Location: Seneca Smart Room

PBL 101 is a foundational three-day workshop inspired by the work of the Buck Institute for Education. It provides participants with the skills and knowledge needed to design a rigorous, relevant, standards-based learning experience. Facilitators will simulate the PBL experience with participants and model instructional strategies to guide inquiry, manage team collaboration, and assess learning.

Expected Outcomes:

*The Essential Project Design Elements of Gold Standard Project Based Learning
*How to PLAN their first project
*How to incorporate ASSESSMENT into their first project
*How to MANAGE their first project

NOTE: Please bring a laptop.
  • Enrolled: 5/30
  • Wait: 0/0

13. Middle and High School Principals Council

Program: Curriculum, Instruction & Assessment

Dates: 6/11/2020

Meeting Times: 8:30 - 11:30 AM

Location: Seneca Smart

Meeting

This activity has a Team Room

  • Enrolled: 1/40
  • Wait: 0/0

14. Show me Edmentum Courseware - #wegotyourback

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Alissa Elghazi  - aelghazi@tstboces.org

Dates: 6/15/2020

Meeting Times: 11:30am-1:00pm (virtual meeting)

Location: online

New
Edmentum courseware makes e-learning possible for districts and their students in a time of social distancing, supporting teachers as they navigate this new 'normal' of distance learning. All are welcome to join whether you're simply curious about what courseware has to offer, entirely new to courseware or just need a refresher! Content will include managing users, creating sections, monitoring students, and building flex assignments. A link to attend will be forwarded to you upon successful registration and district approval - registration must be completed by 6/11. Please contact Alissa Elghazi (aelghazi@tstboces.org) with any questions.

This activity has a Team Room

  • Enrolled: 1/20
  • Wait: 0/5

15. Instructional Planning Council

Program: Curriculum, Instruction & Assessment

Dates: 6/16/2020

Meeting Times: 9:00 AM - 12:00 PM

Location: A14

Instructional Planning Council Meeting

This activity has a Team Room

  • Enrolled: 2/40
  • Wait: 0/0

16. ISSI 2020: Hunger Around the World: Teaching Food Security at Home and Abroad CTLE: Content and Pedagogy

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Sunshine Miller  - smiller@tstboces.org

Audience: Elementary, middle, and high school teachers from a variety of disciplinary backgrounds

Dates: 6/30/2020

Meeting Times: 6/30 2020 9:00 am to 12:30 pm

Location: Stocking Hall, Room 148 Cornell University



ISSI 2020: Hunger Around the World: Teaching Food Security at Home and Abroad

During this cross-curriculum workshop, educators will engage in activities that focus on integrating world area knowledge through the context of global hunger, food instability, and food justice movements. Teachers will learn how to explore students' knowledge about food security in their own communities and relate this knowledge to learn about communities around the world. Our goal is to encourage students to have a greater understanding of the different regions and cultures of the world and to think critically about social, political, and environmental issues using food security as a jumping off point. Because of the nature of this theme, the 2020 ISSI will be suitable for elementary, middle, and high school teachers from a variety of disciplinary backgrounds.

See full event flyer here.

This activity has a Team Room

  • Enrolled: 11/35
  • Wait: 0/10

17. Using the Math Progressions to Design Differentiated Learning Sequences: Session 1 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, coaches, specialists

Dates: 7/14/2020

Meeting Times: 8:30 am to 2:30 pm

Topics: Counting & Cardinality (K), Operations & Algebraic Thinking (K-5), Expressions & Equations (6-8), Reasoning About Equations and Inequalities (HS)
To best differentiate learning, teachers must know and understand the learning standards two grade levels below and two grade levels above their instructional grade level. Because they note key connections among standards and topics, the Progressions offer some guidance about how topics might be sequenced and approached across and within grades. In this respect, the Progressions are an intermediate step between the Standards and a teachers manual for a grade-level textbook.

A learning trajectory has three parts: a specific mathematical goal, a developmental path along which children develop to reach that goal, and a set of instructional activities that help children move along that path (Clements & Sarama, 2009). Particular instructional activities can help children develop specific mathematical abilities, identifying milestones along these paths. The mathematics progressions are intended to outline central instructional sequences and activities which have informed the mathematics standards.

Goals
-Read and interpret the learning progression
-Name the discrete skills and knowledge within the learning progression
-Sketch a multi-year representation of the learning progression to plan for differentiation
-Construct a grade level task to meet the needs of students working below and above grade level

Lunch & materials included.

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

18. Math Storytelling with 3-Act Tasks, Session 1 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, Math Specialists, Technology Integration Specialists

Dates: 7/21/2020

Meeting Times: 9am to 2pm

Students who are given opportunities to work on their problem solving skills enjoy the subject of mathematics more, are more confident and are more likely to continue studying mathematics, or mathematically related subjects. Lessons for marginalized students commonly focus primarily on rote skills and procedures, with little attention to meaningful mathematics learning. Storytelling gives us a framework for certain mathematical tasks that are both engaging and rigorous.

High-quality mathematical tasks engage students at various skill levels in many different ways. They encourage students to apply their prior knowledge as well as engage in innovative problem-solving, which will in turn enhance their understanding. The benefits of using rich tasks outweigh the limiting nature of drill and practice, because this type of learning takes more effort and deeper thinking. The solution is never obvious, and simply following a set of steps is not an approach that will lead to success or to understanding. A Three-Act Task is a whole-group mathematical task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

In this 3-day learning opportunity, teachers will experience 3-act tasks from the student's perspective and explore already available tasks. Teachers will work collectively to brainstorm real life applications of mathematical concepts that might lend to a 3-act task. Finally, teachers will plan, develop, and create a 3-act task that can be used in their classroom.

Goals Day 1
-Identify characteristics of 3-act tasks that promote engagement and reasoning
-Explore how 3-act tasks are structured
-Identify 3-act tasks that can be embedded in district selected curriculum

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

19. Using the Math Progressions to Design Differentiated Learning Sequences: Session 2 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, coaches, specialists

Dates: 7/29/2020

Meeting Times: 8:30 am to 2:30 pm

Topics: Counting & Cardinality (K), Operations & Algebraic Thinking (K-5), Expressions & Equations (6-8), Reasoning About Equations and Inequalities (HS)
To best differentiate learning, teachers must know and understand the learning standards two grade levels below and two grade levels above their instructional grade level. Because they note key connections among standards and topics, the Progressions offer some guidance about how topics might be sequenced and approached across and within grades. In this respect, the Progressions are an intermediate step between the Standards and a teachers manual for a grade-level textbook.

A learning trajectory has three parts: a specific mathematical goal, a developmental path along which children develop to reach that goal, and a set of instructional activities that help children move along that path (Clements & Sarama, 2009). Particular instructional activities can help children develop specific mathematical abilities, identifying milestones along these paths. The mathematics progressions are intended to outline central instructional sequences and activities which have informed the mathematics standards.

Goals
-Read and interpret the learning progression
-Name the discrete skills and knowledge within the learning progression
-Sketch a multi-year representation of the learning progression to plan for differentiation
-Construct a grade level task to meet the needs of students working below and above grade level

Lunch & materials included.

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

20. Cognitive Coaching - Advanced (Session 1 of 2)

Program: Curriculum, Instruction & Assessment

Audience: Individuals who have completed Cognitive Coaching Foundation Seminar® & can commit to session 2 in December.

Dates: 8/3/2020 to 8/5/2020

Meeting Times: 8/3-8/4 9am-4pm, 8/5 8am-3pm

Location: Harbor Hotel (16 N. Franklin Street, Watkins Glen

A Leadership Institute for Deepening and Extending Your Identity as a Mediator

This seminar will immerse you in deeper learning about the principles and practices of Cognitive CoachingSM and prepare those wishing to become trainers for the next steps of their development. You will master concepts and skills from the Foundation Seminar® at a higher level of understanding and skill through rich practice and feedback experiences. You will learn a new map, the Calibrating Conversation for use with a set of standards for performance. Knowledge of the States of Mind and how to mediate for them will be emphasized. Your capacity to coach for cognitive shift will be enhanced.
The experiences of these two seminars (August & December) will support any school leader in the coaching and supervision of teachers as well as developing skills which are applicable in the classroom and in one's personal life.
Required Prerequisites: Completion of Cognitive Coaching Foundation Seminar® and registration to Cognitive Coaching Advanced Seminar® (December 2-4, 2020: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=10453&I=3453019)

Outcomes
- Deeper understanding of the missions of Cognitive CoachingSM and the goal of the Foundation Seminar®
- Efficacy and Craftsmanship with the maps and tools of Cognitive CoachingSM
- Understanding of coaching for deep structure
- Understanding of how Cognitive CoachingSM aligns with brain research
- Deeper understanding of Support Functions and States of Mind
- Expanded possibilities of and applications for our identities as mediators
- Personal coaching mastery framed as a journey, not a destination
A block of rooms for this session is available through June 15th at Watkins Glen Harbor Hotel (room rate of $179/night). To book a room, call: +1 (607) 535-6116 and mention TST BOCES Cognitive Coaching. View full flyer

This activity has a Team Room

  • Enrolled: 1/45
  • Wait: 0/5

21. Math Storytelling with 3-Act Tasks, Session 2 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, Math Specialists, Technology Integration Specialists

Dates: 8/4/2020

Meeting Times: 9am to 2pm

Students who are given opportunities to work on their problem solving skills enjoy the subject of mathematics more, are more confident and are more likely to continue studying mathematics, or mathematically related subjects. Lessons for marginalized students commonly focus primarily on rote skills and procedures, with little attention to meaningful mathematics learning. Storytelling gives us a framework for certain mathematical tasks that are both engaging and rigorous.

High-quality mathematical tasks engage students at various skill levels in many different ways. They encourage students to apply their prior knowledge as well as engage in innovative problem-solving, which will in turn enhance their understanding. The benefits of using rich tasks outweigh the limiting nature of drill and practice, because this type of learning takes more effort and deeper thinking. The solution is never obvious, and simply following a set of steps is not an approach that will lead to success or to understanding. A Three-Act Task is a whole-group mathematical task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

In this 3-day learning opportunity, teachers will experience 3-act tasks from the student's perspective and explore already available tasks. Teachers will work collectively to brainstorm real life applications of mathematical concepts that might lend to a 3-act task. Finally, teachers will plan, develop, and create a 3-act task that can be used in their classroom.



Goals Day 2
-Review characteristics and structure of 3-act tasks
-Develop ideas for 3-act tasks
-Draft 3-act task design (learning targets, success criteria, and each act)

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

22. PBL 101

Program: Curriculum, Instruction & Assessment

Dates: 8/4/2020 to 8/6/2020

Meeting Times: 8:30 am to 3:00 pm

Location: Seneca Smart Room

PBL 101 is a foundational three-day workshop inspired by the work of the Buck Institute for Education. It provides participants with the skills and knowledge needed to design a rigorous, relevant, standards-based learning experience. Facilitators will simulate the PBL experience with participants and model instructional strategies to guide inquiry, manage team collaboration, and assess learning.

Expected Outcomes:

*The Essential Project Design Elements of Gold Standard Project Based Learning
*How to PLAN their first project
*How to incorporate ASSESSMENT into their first project
*How to MANAGE their first project

NOTE: Please bring a laptop.
  • Enrolled: 0/30
  • Wait: 0/0

23. Make and Take- Visual Supports, Social Stories and Schedules, Oh, My! (Half day AM)

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Audience: Special Education Teachers, General Education Teachers, Speech Therapists, Occupational Therapists, Counselors, Parents and caregivers

Dates: 8/13/2020

Meeting Times: 8/13/2020 8:30-11:30

Location: A-14

Half day AM
Let's get creative! In this make and take session, participants will learn how to create a variety of supplemental aids that can be used with students who struggle with behavioral and/or academic skills. Participants will examine visual supports that can be personalized to help English learners (El's) or students with disabilities specifically, but that any student can benefit from. Visual supports can help activate prior knowledge, organize thoughts and ideas, or even plan an oral or written response. A portion of the session will be devoted to understanding how Social Stories and Visual Schedules are critical to the success of many of our students with Autism. Contingency Maps, Strategies for Redirection, Choice Cards, First/Then activities, class rules, and behavior specific social stories are just some of the examples that will be presented. Sample graphics, online resources, and a variety of tools will be provided to help teachers and caregivers create specialized materials and prepare their students for the successful start of a new school year.

This activity has a Team Room

  • Enrolled: 0/25
  • Wait: 0/5

24. Make and Take- Visual Supports, Social Stories and Schedules, Oh, My! (Half Day PM)

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Audience: Special Education Teachers, General Education Teachers, Speech Therapists, Occupational Therapists, Counselors, Parents and caregivers

Dates: 8/13/2020

Meeting Times: 8/13/2020 12:30-3:30

Location: A-14

Half day PM
Let's get creative! In this make and take session, participants will learn how to create a variety of supplemental aids that can be used with students who struggle with behavioral and/or academic skills. Participants will examine visual supports that can be personalized to help English learners (El's) or students with disabilities specifically, but that any student can benefit from. Visual supports can help activate prior knowledge, organize thoughts and ideas, or even plan an oral or written response. A portion of the session will be devoted to understanding how Social Stories and Visual Schedules are critical to the success of many of our students with Autism. Contingency Maps, Strategies for Redirection, Choice Cards, First/Then activities, class rules, and behavior specific social stories are just some of the examples that will be presented. Sample graphics, online resources, and a variety of tools will be provided to help teachers and caregivers create specialized materials and prepare their students for the successful start of a new school year.

This activity has a Team Room

  • Enrolled: 0/25
  • Wait: 0/5

25. Using the Math Progressions to Design Differentiated Learning Sequences: Session 3 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, coaches, specialists

Dates: 8/13/2020

Meeting Times: 8:30 am to 2:30 pm

Topics: Counting & Cardinality (K), Operations & Algebraic Thinking (K-5), Expressions & Equations (6-8), Reasoning About Equations and Inequalities (HS)
To best differentiate learning, teachers must know and understand the learning standards two grade levels below and two grade levels above their instructional grade level. Because they note key connections among standards and topics, the Progressions offer some guidance about how topics might be sequenced and approached across and within grades. In this respect, the Progressions are an intermediate step between the Standards and a teachers manual for a grade-level textbook.

A learning trajectory has three parts: a specific mathematical goal, a developmental path along which children develop to reach that goal, and a set of instructional activities that help children move along that path (Clements & Sarama, 2009). Particular instructional activities can help children develop specific mathematical abilities, identifying milestones along these paths. The mathematics progressions are intended to outline central instructional sequences and activities which have informed the mathematics standards.

Goals
-Read and interpret the learning progression
-Name the discrete skills and knowledge within the learning progression
-Sketch a multi-year representation of the learning progression to plan for differentiation
-Construct a grade level task to meet the needs of students working below and above grade level

Lunch & materials included.

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/0

26. Beyond Giacometti: CTLE Content and Pedagogy

Program: Cooperative Enrichment

Activity Owner/Manager: Sunshine Miller  - smiller@tstboces.org

Audience: Educators

Dates: 8/18/2020 to 8/19/2020

Meeting Times: 8/18 and 8/19 8:30-3

Spend two days exploring the work of female artists and artists of color at the Johnson Museum Art through gallery talks, lecture and art making activities. Artists including Kathe Kollwitz, Margaret Bourke White and Betye Saar will be discussed as well as a sneak peak at the fall's exhibition climate change through the eyes of indigenous artists. August 18th and 19th, 2020 8:30 am-3:00 pm Lunch provided.

This activity has a Team Room

  • Enrolled: 4/25
  • Wait: 0/2

27. Teknologia Project (Learning Technology Grant)

Program: Instructional Technology

Activity Owner/Manager: Paul Wiech  - pwiech@tstboces.org

Audience: Teknologia participants

Dates: 8/18/2020 to 8/20/2020

Meeting Times: 8:30 -11:30 and/or 12:30 - 3:30

Location: Tioga Training and Seneca Smart

Engage educators in a supportive environment where they are encouraged to explore areas of interest and/or passion to grow their pedagogical and leadership skills. Educators will feel valued as professionals and assisted with the procurement of technology tools they deem of interest as well as engaging experts in the specific field to reinforce their learning. Educators will have the opportunity to work in regional groups, across subject areas to gain a better understanding of the scope of learning in the TST BOCES region.

This activity has a Team Room

  • Enrolled: 1/25
  • Wait: 0/0

28. Co-Teaching for New Teams - 3 day Mini-Series

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Teresa Heatherman  - theatherman@tstboces.org

Audience: Special Education Teachers, General Education Teachers, New Co-Teaching Teams

Dates: 8/25/2020

Meeting Times: 8/25/2020 8:30-3:30

Location: A-14

Day 1 of 3
Congratulations! You are going to be working in a co-taught classroom! What does that mean? What does that look like? In this 3 day mini-series, general and special education teachers will work together to create the foundation for an integrated classroom. Using the work of Marilyn Friend, participants will develop a common vocabulary and understanding centered around key elements of a successful co-teaching relationship. Topics include: the roles and responsibilities of each educator, co-teaching structures, communication, collaborative planning, and high leverage instructional practices. This professional learning opportunity includes the mentor text, Co-Teaching by Marilyn Friend, a minimum of two co-teaching observations, a mid-year refresher training, and an end of the year reflection. The mid-year refresher will be subdivided into two sections allowing elementary and secondary teams to meet separately and address their unique needs and challenges. Participants are encouraged to attend with their co-teaching partners so classroom policies, procedures, and expectations can be developed together. Fee includes a copy of the mentor text as well as a working lunch for each participant for each full day of training. Campus administrators are also invited to participate in action planning, classroom observations, and follow up coaching opportunities. ****PARTICIPANTS MUST REGISTER FOR EACH DAY SEPERATELY.***

This activity has a Team Room

  • Enrolled: 0/30
  • Wait: 0/5

29. Math Storytelling with 3-Act Tasks, Session 3 of 3

Program: Curriculum, Instruction & Assessment

Activity Owner/Manager: Allison Peet  - apeet@tstboces.org

Audience: K-12 Math Teachers, Math Specialists, Technology Integration Specialists

Dates: 8/25/2020

Meeting Times: 9am to 2pm

Students who are given opportunities to work on their problem solving skills enjoy the subject of mathematics more, are more confident and are more likely to continue studying mathematics, or mathematically related subjects. Lessons for marginalized students commonly focus primarily on rote skills and procedures, with little attention to meaningful mathematics learning. Storytelling gives us a framework for certain mathematical tasks that are both engaging and rigorous.

High-quality mathematical tasks engage students at various skill levels in many different ways. They encourage students to apply their prior knowledge as well as engage in innovative problem-solving, which will in turn enhance their understanding. The benefits of using rich tasks outweigh the limiting nature of drill and practice, because this type of learning takes more effort and deeper thinking. The solution is never obvious, and simply following a set of steps is not an approach that will lead to success or to understanding. A Three-Act Task is a whole-group mathematical task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

In this 3-day learning opportunity, teachers will experience 3-act tasks from the student's perspective and explore already available tasks. Teachers will work collectively to brainstorm real life applications of mathematical concepts that might lend to a 3-act task. Finally, teachers will plan, develop, and create a 3-act task that can be used in their classroom.

Goals Day 3
-Create 3-act task
-Facilitate 3-act task criteria, and each act)

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30. Youth Activism and Civic Storytelling: CTLE Pedagogy

Program: Cooperative Enrichment

Activity Owner/Manager: Sunshine Miller  - smiller@tstboces.org

Audience: Educators

Dates: 8/25/2020

Meeting Times: 08/25/2020 9-4

Cornell University, Ithaca City School District, and TST BOCES co-host a full day centered on supporting community engaged teaching and research focused on project based learning. The conference day will inspire teacher supported youth activism through student and community driven projects using different media and storytelling forms, including film/video, multimedia presentations, info comics, and community installations.

August 25th, 2020
9:00 am-4:00 pm


Online attendance available.

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31. Smart Music Regional Training: CTLE Pedagogy

Program: Cooperative Enrichment

Activity Owner/Manager: Sunshine Miller  - smiller@tstboces.org

Audience: Music Educators

Dates: 8/27/2020

Meeting Times: 08/27/2020 9:00 am- 3:00 pm

SmartMusic is an online practice tool that allows students to learn about rhythm, sight reading, and other key music concepts. Music educators can use SmartMusic to assign practice exercises and songs, and monitor individual student progress.

This is a full day of training customized to the needs of your program, school or district, led by a veteran music teacher.


Online attendance may be made available. 9:00 am- 3:00 pm Lunch provided Fee: $45

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