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Catalog: Rockland BOCES (WR)

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1. Secondary School Librarian Network

Program: School Library System

Audience: K-12 School Librarians

Dates: 9/16/2025 to 5/12/2026

The Secondary School Librarian Network is a forum to support school librarians as leaders in their educational community on program development, curricular development, educator collaboration, and advocacy. School librarians will share successes, ideas, and strategies for professional growth and to build a network of peers. All school librarians are invited to join.
  • Max Class Size: 20

2. Elementary School Librarian Network

Program: School Library System

Audience: K-12 School Librarians

Dates: 9/16/2025 to 5/12/2026

The Elementary School Librarian Network is a forum to support school librarians as leaders in their educational community on program development, curricular development, educator collaboration, and advocacy. School librarians will share successes, ideas, and strategies for professional growth and to build a network of peers. All school librarians are invited to join.
  • Max Class Size: 20

3. Communications Coordinators (Liaison) and Council Joint Meeting

Program: School Library System

Dates: 9/30/2025 to 6/3/2026

The School Library System Council meets regularly to recommend policy, perform long-range and short-range planning, including overseeing the development of the system's Plan of Service. Participants will also work to approve the annual system budget, the system's annual report, and to evaluate the system's services. The December 4th meeting's snow date is December 11, 2025. The February 5th meeting's snow date is February 12, 2025.
  • Max Class Size: 20

4. ELA Curriculum Council Grades K-5

Program: Professional Development Center

Dates: 10/8/2025 to 5/5/2026

Are you a Literacy Leader in your District? If you are, this council is an ideal opportunity for you to come share ideas, resources and strategies with your colleagues from across the county. The ELA council is a Professional Learning Community (PLC) who will meet four times throughout the school year during rotating half day sessions.

During the councils, participants will examine instructional strategies and best practices currently being implemented in classrooms across the county in ELA. Updates from the State Education Department will be shared along with how to navigate the Next Generation ELA Learning Standards.

The council provides an opportunity for collaboration with Literacy colleagues across the districts to discuss professional development needs, best practices, vertical alignment across grade levels and provide direction for ELA instruction in Rockland County.

Participants will be added to the list serv to raise questions and get answers from all members of the council!

This activity has a required evaluation

  • Max Class Size: 30

5. ELA Curriculum Council Grades 6-12

Program: Professional Development Center

Audience: Administrators, ELA Chairperson

Dates: 10/9/2025 to 5/12/2026

Are you a Literacy Leader in your District? If you are, this council is an ideal opportunity for you to come share ideas, resources and strategies with your colleagues from across the county. The council is a Professional Learning Community (PLC) who will meet four times throughout the school year during rotating half day sessions.

During the councils, participants will examine instructional strategies and best practices currently being implemented in classrooms across the county in ELA. Updates from the State Education Department will be shared along with how to navigate the Next Generation ELA Learning Standards.

The council provides an opportunity for collaboration with Literacy colleagues across the districts to discuss professional development needs, best practices, vertical alignment across grade levels and provide direction for ELA instruction in Rockland County.

Participants will be added to the list serv to raise questions and get answers from all members of the council!

This activity has a required evaluation

  • Max Class Size: 30

6. Secondary Social Studies Curriculum Council facilitated by Pat Krizan

Program: Professional Development Center

Audience: Social Studies Lead Teachers, Department Chairs/Supervisors, Administrators

Dates: 11/12/2025 to 4/29/2026

The Social Studies Curriculum Council is a Professional Learning Community (PLC) that will meet for three half-day sessions to keep informed of NYSED updates in social studies curriculum, instruction, and assessment as well as provide direction for social studies education in Rockland County. Council members will keep abreast of and share best practices in the varied aspects of the Seal of Civic Readiness. In addition, members will have the opportunity to collaborate on social studies teaching and learning in order to best prepare students for success.

This activity has a required evaluation

  • Max Class Size: 20

7. American Red Cross Adult First AID/CPR/AED Recertification

Program: Coaching Courses

Audience: Coaches

Dates: 3/2/2026

Wait ListStarting Soon
Course Description: The American Red Cross Adult First Aid/CPR/AED equips individuals to recognize and care for a variety of First Aid breathing and cardiac emergencies. It is designed for individuals who need a certification that satisfies NYS Coaching requirements. Upon successful completion, a valid 2-year digital certificate for Adult First Aid/CPR/AED is issued.
  • Max Class Size: 12

8. American Red Cross Adult First Aid/CPR/AED

Program: Coaching Courses

Audience: Coaches

Dates: 3/3/2026

Starting Soon
Course Description: The American Red Cross Adult First Aid/CPR/AED equips individuals to recognize and care for a variety of First Aid breathing and cardiac emergencies. It is designed for individuals who need a certification that satisfies NYS Coaching requirements. Upon successful completion, a valid 2-year digital certificate for Adult First Aid/CPR/AED is issued
  • Max Class Size: 12

9. Building Emotional Intelligence from the Start: The Foundation for MTSS Success - Lunch and Learn

Program: Professional Development Center

Audience: Early Learning leaders, Pre-K/K teachers, principals, student support services, MTSS/SEL leaders, and district administrators.

Dates: 3/5/2026

Starting Soon
Join Housman Learning and Rockland BOCES for lunch and a session focused on how emotional intelligence (EI) development, beginning in Pre-K and Kindergarten, strengthens the foundation for effective MTSS systems. This session explores why EI must come first (EI Before AI) and how building self-awareness, self-regulation, and relationship skills creates calmer classrooms, improves readiness to learn, and supports more consistent Tier 1 instruction and interventions.

The program features a keynote from Dr. Donna Housman, clinical psychologist and Founder & CEO of Housman Learning, followed by a practical featured session led by Dr. Robert Zywicki, Vice President at Housman Learning and author of "All Paths Lead to Graduation: Fulfilling the Promise of an Education in America", introducing begin to ECSEL as a ready-to-implement approach for embedding EI practices into early learning environments and aligning them to your MTSS goals.

Lunch will be provided.
  • Max Class Size: 25

10. NYSESLAT Administration Training - at Rockland BOCES [HVRBERN-CTLE ID #23120]

Program: Professional Development Center

Audience: Any teacher or administrator who administers the NYSESLAT

Dates: 3/5/2026

Starting Soon
TO REGISTER FOR THIS WORKSHOP, PLEASE USE THE FOLLOWING LINK TO ENROLL AT ROCKLAND BOCES' SITE: CLICK HERE TO ENROLL Participants will learn about the New York State English as a Second Language Achievement Test (NYSESLAT) structure and administration, and will practice scoring sample speaking and writing responses. Participants will also have the opportunity to ask questions about the NYSESLAT exam. Fee: FREE For questions regarding this activity, please contact Rachael Wasilewski-Alcantara.
  • Max Class Size: 25

11. National History Day Judge CTLE

Program: Professional Development Center

Audience: Certificated Staff

Dates: 3/7/2026

Please register here to receive CTLE hours for your time judging the National History Day Competition.
  • Max Class Size: 75

12. Smart Start 2025-26 Event (3-5, Full Day, March)

Program: Professional Development Center

Audience: Grade 3-5 Teachers

Dates: 3/11/2026

*** Only for 2025-26 Smart Start Participants *** As part of the NY State Smart Start Grant Professional Development with Mouse.Org, teachers who participate, will be trained in effective coaching techniques and how to lead a professional learning community in the context of computer science education.

OBJECTIVES
Objective #1: Increase the number of teachers prepared to teach and deliver K-8 CS using research and evidence-based curriculum and instructional strategies.

Objective #2: Increase the number of schools offering computer science in grades K-8.

Objective #3: Increase the number of students enrolled in computer science-related courses for all students with attention to diversity -- racial, socioeconomic, gender, disabilities, ELL.

Objective #4: Demonstrate relevance of computer science education and computer science careers in local contexts (as defined by REDC).

Objective #5: Engage CS educators in a supportive professional learning community.

This activity has a Team Room

This activity has a required evaluation

  • Max Class Size: 15

13. Smart Start 2025-26 Event (6-8, Full Day, March)

Program: Professional Development Center

Audience: Grade 6-8Teachers

Dates: 3/11/2026

*** Only for 2025-26 Smart Start Participants *** As part of the NY State Smart Start Grant Professional Development with Mouse.Org, teachers who participate, will be trained in effective coaching techniques and how to lead a professional learning community in the context of computer science education.

OBJECTIVES
Objective #1: Increase the number of teachers prepared to teach and deliver K-8 CS using research and evidence-based curriculum and instructional strategies.

Objective #2: Increase the number of schools offering computer science in grades K-8.

Objective #3: Increase the number of students enrolled in computer science-related courses for all students with attention to diversity -- racial, socioeconomic, gender, disabilities, ELL.

Objective #4: Demonstrate relevance of computer science education and computer science careers in local contexts (as defined by REDC).

Objective #5: Engage CS educators in a supportive professional learning community.

This activity has a Team Room

This activity has a required evaluation

  • Max Class Size: 35

14. Portrait of a Graduate: School Building Leaders PLC **NEW DATES***

Program: Professional Development Center

Audience: School building leaders, coaches, and directors

Dates: 3/12/2026 to 4/16/2026

New
***We apologize for the change and any disruption caused by the recent snow days. This course reflects new dates for workshops that were previously scheduled. The content and focus remain the same; only the session dates have been updated. If you were previously registered for the original workshop, please register for this one.***

This two-session Professional Learning Community (PLC) helps school leaders fulfill the New York State Education Department's Portrait of a Graduate mandate. Leaders include principals, assistant principals, instructional coaches, and directors.

Participants will integrate the six Portrait of a Graduate competencies, four NYSED transformations, culturally responsive-sustaining education (CR-SE), financial literacy, and climate education. They will apply these to the school vision, instructional norms, professional development, and staff accountability. The PLC underscores leaders' duty to implement state mandates at the building level in ways that are visible, measurable, and sustainable.

Participants will receive guidance on incorporating Portrait of a Graduate expectations into curriculum alignment, instruction, assessment, walkthroughs, coaching, and school improvement planning. Leaders will use this guidance to examine how New York State's graduation pathways connect to instructional design and student outcomes. They will also identify key areas that principals must monitor to ensure fidelity, equity, and compliance across departments and grade levels.

Please bring a device to engage fully and make the most of the workshop experience.

This activity has a required evaluation

  • Max Class Size: 30

15. Demystifying Dyslexia: What Every Teacher Needs To Know

Program: Professional Development Center

Audience: Admins, teachers, TAs and support staff

Dates: 3/19/2026

Come join us for a morning of learning. The International Dyslexia Association recently revised the definition of dyslexia, last updated in 2002. This workshop will provide an overview of dyslexia, which falls under the diagnostic umbrella of specific learning disabilities. It will define the language-based learning disability, discuss common manifestations, explore the secondary consequences, and debunk associated myths. We will also discuss how the definition can guide assessment practices and the benefits of early identification and screening. Best practices for supporting students with dyslexia, aligned with the science of reading, will be unpacked. Participants will leave with the ability to understand key characteristics of dyslexia and advocate for students at risk.

Amy is a Certified-Level Orton-Gillingham Practitioner through the Academy of Orton-Gillingham (OGA) and a certified Structured Literacy/ Dyslexia Specialist through the International Dyslexia Association (IDA). Amy has training in Lindamood-Bell's Visualizing & Verbalizing Program for Cognitive Development, Comprehension and Thinking (V/V), and Lindamood-Bell's Phoneme Sequencing Program for Reading, Spelling and Speech (LiPS). She has training in Judith Hochman's writing program (The Writing Revolution), Preventing Academic Failure Multisensory Reading Instruction (PAF) and literacy assessment. Amy engages in ongoing professional development and has attended workshops in early literacy and language development, syllabication, executive functions and study skills at the Windward Institute.

This workshop will be held online through an interactive Zoom session.

This activity has a required evaluation

  • Max Class Size: 35

16. Decode, Discover, and Design: Powering Student Learning in the Library

Program: School Library System

Audience: K-12 School Librarians

Dates: 3/20/2026

Join fellow school librarians and educators for a full-day conference focused on inclusive practice and critical media literacies. In the morning, participants will explore how school libraries serve learners with dyslexia through supportive environments, resources, and instructional strategies. In the afternoon, participants will examine building learners' habits of questioning accuracy, credibility, and bias in media messages in an AI-driven world. Using Project Look Sharp's Constructivist Media Decoding (CMD) methodology, participants will practice student-centered, curriculum-driven approaches, and learn about professional learning opportunities to continue this work.
  • Max Class Size: 40

17. Pre-referral Considerations for ELLs

Program: Professional Development Center

Audience: ENL

Dates: 3/20/2026

This workshop will provide teachers and administrators with practical knowledge for making informed decisions about when to refer an ELL for a special education evaluation and why. Behaviors that may resemble signs of a disability need careful examination to rule out factors unrelated to the student's inherent abilities. Distinguishing between stages of language acquisition, cultural and linguistic diversity, learning gaps, and disabilities is complex and challenging. A multidisciplinary team approach is necessary to examine and address external factors or systemic influences before making a referral. The session will provide: * Information on the legal and regulatory requirements * Understanding the characteristics of second language acquisition * Identifying the clinical markers of disabilities * Explore the cultural dynamics, crosslinguistic features of bilingualism, optimal learning environments, effective interventions, and comprehensive assessment practices. Participants should bring a device to access workshop materials. For questions regarding this activity, please contact Alison Provencher.
  • Max Class Size: 30

18. Building Thinking Classrooms

Program: Professional Development Center

Audience: Teachers

Dates: 3/25/2026

This workshop is designed to give participants a solid grounding in the core ideas and classroom practices of Building Thinking Classrooms (BTC). It can also serve as an introduction for participants who plan to attend Sessions 2 and 3 of Peter Liljedahl's BTC workshops but missed Session 1. Participants will explore the why and the how behind BTC, with a focus on the practices that most strongly impact student thinking. Topics include the role of thinking tasks, random groupings, vertical non-permanent surfaces, managing flow, and the shift from teacher-led instruction to student-driven sensemaking. Emphasis will be placed on what these practices look like in real classrooms and how they work together as a system.
  • Max Class Size: 25

19. Applying OPI Strategies to Checkpoint A & B Speaking Exams

Program: Professional Development Center

Audience: World Languages

Dates: 3/25/2026

This follow-up workshop supports World Language educators in applying ACTFL Oral Proficiency Interview (OPI) strategies to Checkpoint A and B speaking assessments. Participants will explore how proficiency-based criteria, spontaneous language use, and real-world communication can be adapted to classroom speaking exams by analyzing Checkpoint-level tasks and sample student responses. The session emphasizes practical application to improve task design, scoring consistency, and alignment between instruction, assessment, and ACTFL proficiency expectations.

This activity has a required evaluation

  • Max Class Size: 25

20. Fractions That Make Sense: Building Understanding, Not Tricks (Grades 3-5)

Program: Professional Development Center

Audience: Gr. 3-5 Teachers

Dates: 4/9/2026

This hands-on workshop immerses teachers in the core fraction , with a strong focus on sense-making, representations, and student thinking as emphasized in the NYSED Numeracy Briefs. Participants spend the majority of the session solving carefully selected fraction problems, analyzing multiple strategies, and examining common misconceptions that often persist into later grades.

The work centers on unit fractions, the meaning of the whole, fractions as numbers on the number line, equivalence, comparison, and fraction operations, using visual and contextual models rather than rules or shortcuts. Teachers will explore how these ideas develop across Grades 3-5 and how instructional choices can either support or undermine students' long-term understanding.

Throughout the workshop, participants will:
  • Engage in high-quality fraction tasks aligned to grade-level expectations
  • Use number lines and area models to reason about fraction size, equivalence, and operations
  • Analyze student responses to identify underlying thinking, not just errors
  • Connect representations and language to the mathematical progressions highlighted in the Numeracy Briefs

Teachers will leave with classroom-ready problems, a clearer picture of what strong fraction understanding looks like, and concrete strategies for supporting students beyond procedural tricks.

This activity has a required evaluation

  • Max Class Size: 25

21. Crafting Measurable & Meaningful IEP Goals that Drive Student Achievement

Program: Professional Development Center

Audience: Those who develop IEP goals

Dates: 4/14/2026

Decisions regarding special education programming are driven by data, and the importance of collecting, maintaining, and analyzing data remains critical in formulating Individualized Education Program (IEP) goals and progress monitoring over time. This workshop will unpack how we use assessment data to draft goals that are "SMART” - specific, measurable, action-oriented, realistic and time-bound, focusing on literacy needs. Participants will review and analyze IEP goals through a new lens and emerge with a template for goal writing that aligns with instructional targets.

Amy is a Certified-Level Orton-Gillingham Practitioner through the Academy of Orton-Gillingham (OGA) and a certified Structured Literacy/ Dyslexia Specialist through the International Dyslexia Association (IDA). Amy has training in Lindamood-Bell's Visualizing & Verbalizing Program for Cognitive Development, Comprehension and Thinking (V/V), and Lindamood-Bell's Phoneme Sequencing Program for Reading, Spelling and Speech (LiPS). She has training in Judith Hochman's writing program (The Writing Revolution), Preventing Academic Failure Multisensory Reading Instruction (PAF) and literacy assessment. Amy engages in ongoing professional development and has attended workshops in early literacy and language development, syllabication, executive functions and study skills at the Windward Institute.

This workshop will be held online through an interactive Zoom session.
  • Max Class Size: 35

22. Smart Start 2025-26 Event (3-5, Full Day, April)

Program: Professional Development Center

Audience: Grade 3-5 Teachers

Dates: 4/16/2026

*** Only for 2025-26 Smart Start Participants *** As part of the NY State Smart Start Grant Professional Development with Mouse.Org, teachers who participate, will be trained in effective coaching techniques and how to lead a professional learning community in the context of computer science education.

OBJECTIVES
Objective #1: Increase the number of teachers prepared to teach and deliver K-8 CS using research and evidence-based curriculum and instructional strategies.

Objective #2: Increase the number of schools offering computer science in grades K-8.

Objective #3: Increase the number of students enrolled in computer science-related courses for all students with attention to diversity -- racial, socioeconomic, gender, disabilities, ELL.

Objective #4: Demonstrate relevance of computer science education and computer science careers in local contexts (as defined by REDC).

Objective #5: Engage CS educators in a supportive professional learning community.

This activity has a Team Room

This activity has a required evaluation

  • Max Class Size: 15

23. Smart Start 2025-26 Event (6-8, Full Day, April)

Program: Professional Development Center

Audience: Grade 6-8 Teachers

Dates: 4/16/2026

*** Only for 2025-26 Smart Start Participants *** As part of the NY State Smart Start Grant Professional Development with Mouse.Org, teachers who participate, will be trained in effective coaching techniques and how to lead a professional learning community in the context of computer science education.

OBJECTIVES
Objective #1: Increase the number of teachers prepared to teach and deliver K-8 CS using research and evidence-based curriculum and instructional strategies.

Objective #2: Increase the number of schools offering computer science in grades K-8.

Objective #3: Increase the number of students enrolled in computer science-related courses for all students with attention to diversity -- racial, socioeconomic, gender, disabilities, ELL.

Objective #4: Demonstrate relevance of computer science education and computer science careers in local contexts (as defined by REDC).

Objective #5: Engage CS educators in a supportive professional learning community.

This activity has a Team Room

This activity has a required evaluation

  • Max Class Size: 35

24. Smart Start 2025-26 Event (K-2, Full Day, April)

Program: Professional Development Center

Audience: Grade K-2 Teachers

Dates: 4/16/2026

*** Only for 2025-26 Smart Start Participants *** As part of the NY State Smart Start Grant Professional Development with Mouse.Org, teachers who participate, will be trained in effective coaching techniques and how to lead a professional learning community in the context of computer science education.

OBJECTIVES
Objective #1: Increase the number of teachers prepared to teach and deliver K-8 CS using research and evidence-based curriculum and instructional strategies.

Objective #2: Increase the number of schools offering computer science in grades K-8.

Objective #3: Increase the number of students enrolled in computer science-related courses for all students with attention to diversity -- racial, socioeconomic, gender, disabilities, ELL.

Objective #4: Demonstrate relevance of computer science education and computer science careers in local contexts (as defined by REDC).

Objective #5: Engage CS educators in a supportive professional learning community.

This activity has a Team Room

This activity has a required evaluation

  • Max Class Size: 15

25. SLS Annual Joint Conference - Empire Educators: School Libraries & Instructional Excellence

Program: School Library System

Audience: K-12 School Librarians

Dates: 4/17/2026

The SLS Annual Joint Conference, Empire Educators: School Libraries & Instructional Excellence, is a dynamic professional learning conference dedicated to elevating librarianship and teaching practice. We are honored to feature renowned keynote speaker Olga Nesi, who will share innovative strategies for integrating digital literacy, curriculum alignment, and instructional partnerships in today's diverse school communities. Participants will engage in hands-on workshops, collaborative planning sessions, and expert-led discussions designed to strengthen library programming and foster student success. This invigorating event offers school librarians, instructional coaches, and curriculum leaders the opportunity to grow their practice, build professional networks, and champion instructional excellence across their schools.

Early Bird Special: Before March 17, 2026: $125.00. After March 17, 2026: $150.00.

  • Max Class Size: 15

26. Plan for Summer Reading with TeachingBooks (Secondary School)

Program: School Library System

Audience: K12 School Librarians

Dates: 4/21/2026

Get your secondary school excited about summer reading! Join us for a look at summer reading lists, activity ideas, and ways to inspire independent reading and support curricular reading with TeachingBooks resources that let the books and their authors speak for themselves.
  • Max Class Size: 35

27. Plan for Summer Reading with TeachingBooks (Elementary School)

Program: School Library System

Audience: K12 School Librarians

Dates: 4/21/2026

Get your elementary school excited about summer reading! Join us for a look at summer reading lists, activity ideas, and ways to inspire independent reading with TeachingBooks resources that let the books and their authors speak for themselves.
  • Max Class Size: 35

28. Operation Inoculation: Building Student Resilience to Misinformation

Program: Professional Development Center

Audience: Teachers of grades 5-12 (ELA, Social Studies, Science, Math, Computer Science)

Dates: 4/22/2026

A student scrolls for ten minutes before first period. In those ten minutes, they are taught what to fear, who to trust, and what counts as "evidence”-not by a teacher, but by an algorithm optimizing for engagement.

Research shows misinformation cannot be undone simply by teaching the correct facts. Debunking alone is not enough. If schools chase every new rumor, we will always be behind. A stronger strategy is prevention-teaching students to recognize the patterns of manipulation so they can identify it themselves.

Inoculating Minds examines the architecture behind misinformation-rhetorical tricks, emotional triggers, distorted statistics, and algorithmic bias. Participants will be armed with classroom-ready strategies to combat misinformation increase critical thinking.

Across disciplines:



• ELA - evaluating arguments, identifying fallacies, analyzing rhetoric (9-10R8; 11-12R8; 9-12SL3)



• Social Studies - media literacy as civic responsibility; analyzing bias and point of view (12.G5d; SSP A; SSP F)



• Mathematics - distinguishing correlation from causation; critiquing statistical claims (AI-S.ID.9; AII-S.IC.6b)



• Science - evaluating the validity and reliability of claims in media (MS-ESS3-5; HS-ESS3-4; SEP: Obtaining & Evaluating Information)



• Computer Science / Digital Fluency - analyzing algorithmic bias and search dynamics (7-8.IC.5; 7-8.DL.3)

This activity has a required evaluation

  • Max Class Size: 25

29. New York State ELL Identification Workshop - at Rockland BOCES [HVRBERN-CTLE ID #23120]

Program: Professional Development Center

Audience: All who are involved in the identification and screening process of potential ELLs; including registrars/registration staff, ENL coordinators, district and building administrators, PPS personnel, ENL teachers, guidance counselors, and bilingual family liaisons

Dates: 6/4/2026

TO REGISTER FOR THIS WORKSHOP, PLEASE USE THE FOLLOWING LINK TO ENROLL AT Rockland BOCES' SITE: CLICK HERE TO ENROLL This workshop will include an overview of New York State regulations related to the English Language Learner Identification process. Participants will unpack the ELL Identification Flowchart, Home Language Questionnaire, and Individual Interview process. Participants will also understand when and how to convene a Language Proficiency Team and how to screen for potential SIFE students (Students with Interrupted Formal Education). Participants will review: * ELL identification regulations * The completion and processing of the HLQ * The role of the Language Proficiency Team (LPT) when potential ELLs are enrolling who already have an IEP or 504 plan * Screening for potential Students with Inconsistent/Interrupted Formal Education (SIFE) * Parent Orientation and Student Placement procedure * How and when to initiate and ELL Identification Review Cost: Free For questions regarding this activity, please contact the HV RBERN.
  • Max Class Size: 25

30. ****ONLINE****UPDATED IDENTIFICATION & REPORTING OF CHILD ABUSE & MALTREATMENT - THIS IS AN ON LINE COURSE AND FOR REGISTRATION PURPOSES

Program: SAVE and Child Abuse Awareness

Audience: Classroom teachers, teaching assts, educ in adm/supv service, coaches, persons NY State cert/license

Dates: On-Going (Ends Jun 30, 2026)

This is an ONLINE course. Candidates applying for New York State certification/license, or are have an active registration in TEACH, in New York State, must complete two hours of course work in the **UPDATED** Identification and Reporting of Child Abuse and Maltreatment in accordance with Education Law. Rockland BOCES is providing a two-hour fully online certification course that fulfills this requirement. A certificate will be issued to participants at the completion of this course as well as an electronic upload of completion directly to TEACH.

Participants register and pay thru Frontline. Upon receipt of payment, each registrant will receive an online account.

Usernames, enrollment password for the course, and link to the course are then emailed to the student. Students may begin the course when they receive their account information. Participants do not have to wait until the date posted on this registration.

  • Max Class Size: 250

31. **ONLINE** Dignity For All Students (DASA) - 6 Hour Certification Course

Program: Dignity for All Students Act

Audience: Anyone needing training for certification

Dates: On-Going (Ends Jun 30, 2026)

WORK AT YOUR OWN PACE IN THIS 100% ONLINE COURSE

Effective December 31, 2013 all applicants for Certification are required to complete six clock hours of coursework or training in accordance with Article 2 Sections 10-18 of the Education Law. Rockland BOCES is pleased to be a provider of DASA Training. Upon completion of the workshop, you will receive a Certification of Completion.

The coursework will address the social patterns of harassment, bullying and discrimination, marginalization and microaggressions, including but not limited to those acts based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex.

PAYMENT MUST BE RECEIVED TO RECEIVE LOGIN INFORMATION **NOTE - WE CURRENTLY HAVE ONLINE PAYMENT**

A check may be mailed to:
Rockland BOCES
Attn: Stacy Muthig
Building 10 65 Parrott Rd,
West Nyack, NY 10994

please email Stacy Muthig: smuthig@rboces.org.

Once payment is received you will receive your login credentials via email and you may begin the course right away!

No district approval and building required.

This activity has a required evaluation

  • Max Class Size: 200

32. S.A.V.E. Online Class

Program: SAVE and Child Abuse Awareness

Audience: Classroom teachers, teaching assts, educ in adm/supv service, coaches, persons NY State cert/license

Dates: On-Going (Ends Jun 30, 2026)

Candidates applying for a New York State certification/license, must complete two hours of course work in school violence prevention (Schools Against Violence in Education) in accordance with Education Law. Rockland BOCES is providing a two-hour fully online certification course that fulfills this requirement. A certificate will be issued to participants at the completion of this course.

Participants register thru MyLearningPlan. Upon receipt of payment, each registrant will receive an online account. Once participants receive their account information, they may start the course. Participants do not have to wait until the date posted on the registration.

Usernames, enrollment password for the course, and link to the course are then emailed to the student.

  • Max Class Size: 250

33. Building Thinking Classrooms with Peter Liljedahl Session 2 (11/19)

Program: Professional Development Center

Audience: Elementary Teachers; mathematics teachers, K-12

Dates: 11/19/2026

Dr. Peter Liljedahl will be giving a full-day workshop on Building Thinking Classrooms (BTC), the second of his full 3-day training. He will be outlining 14 research-based classroom practices that promote thinking in the mathematics classroom. This workshop will not only give an overview of the ideas in BTC, but also allow teachers who have begun to implement these practices to ask questions about implementing these practices successfully.
***NOTES***
--If you can no longer attend after being fully enrolled, you will need to find someone to take your place. No refunds will be given.
--Please be fully enrolled by September 18, 2026.
***********
Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?
Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

This activity has a required evaluation

  • Max Class Size: 60

34. Building Thinking Classrooms with Peter Liljedahl Session 2 (11/20)

Program: Professional Development Center

Audience: Elementary Teachers; mathematics teachers, K-12

Dates: 11/20/2026

Dr. Peter Liljedahl will be giving a full-day workshop on Building Thinking Classrooms (BTC), the second of his full 3-day training. He will be outlining 14 research-based classroom practices that promote thinking in the mathematics classroom. This workshop will not only give an overview of the ideas in BTC, but also allow teachers who have begun to implement these practices to ask questions about implementing these practices successfully.
***NOTES***
--If you can no longer attend after being fully enrolled, you will need to find someone to take your place. No refunds will be given.
--Please be fully enrolled by September 18, 2026.
***********
Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?
Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

This activity has a required evaluation

  • Max Class Size: 60

35. Building Thinking Classrooms with Peter Liljedahl Session 3 (3/11)

Program: Professional Development Center

Audience: Elementary Teachers; mathematics teachers, K-12

Dates: 3/11/2027

Dr. Peter Liljedahl will be giving a full-day workshop on Building Thinking Classrooms (BTC), the third of his full 3-day training. He will be outlining 14 research-based classroom practices that promote thinking in the mathematics classroom. This workshop will not only give an overview of the ideas in BTC, but also allow teachers who have begun to implement these practices to ask questions about implementing these practices successfully.
***NOTES***
--If you can no longer attend after being fully enrolled, you will need to find someone to take your place. No refunds will be given.
--Please be fully enrolled by January 10, 2027.
***********
Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?
Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

This activity has a required evaluation

  • Max Class Size: 60

36. Building Thinking Classrooms with Peter Liljedahl Session 3 (3/12)

Program: Professional Development Center

Audience: Elementary Teachers; mathematics teachers, K-12

Dates: 3/12/2027

Dr. Peter Liljedahl will be giving a full-day workshop on Building Thinking Classrooms (BTC), the third of his full 3-day training. He will be outlining 14 research-based classroom practices that promote thinking in the mathematics classroom. This workshop will not only give an overview of the ideas in BTC, but also allow teachers who have begun to implement these practices to ask questions about implementing these practices successfully.
***NOTES***
--If you can no longer attend after being fully enrolled, you will need to find someone to take your place. No refunds will be given.
--Please be fully enrolled by January 10, 2027.
***********
Building Thinking Classrooms is an educational approach developed by Dr. Peter Liljedahl, professor of mathematics education at Simon Fraser University in Canada. Sparked by observing dozens and dozens of teachers struggle to engage students in deep thinking and problem solving, and observing hundreds of students engaged in a lot of behavior that didn't include thinking-or learning-Peter set out to find the answer to a simple question: How can we get more students to think and to think longer?
Over the next 15 years, he set a research course to break every institutional norm possible to see what shifts could get students thinking. Out of this research grew 14 specific norm-busting teaching practices that have proven to enhance thinking-and thus learning in hundreds of thousands of classrooms around the world. And it doesn't stop there. Not only do the 14 practices enhance thinking, they enhance other competencies in students such as collaboration, perseverance, risk-taking. Further, they enhance access and equity to learning and student autonomy and ownership of learning.

This activity has a required evaluation

  • Max Class Size: 60