Catalog: PNW BOCES and Hudson River Teacher Center

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1. Independent Reading Hybrid Course

Program: Curriculum Center

Audience: Teachers grades K - 5, reading specialists, instructional coaches

Dates: 2/22/2019 to 3/22/2019

Starting Soon
This course provides foundational reasoning and practical tips for developing stronger, more effective independent reading practices that will help you instill a joy of reading, gain essential time for coaching, assess your students authentically, and meet the varied needs of every reader in your classroom.. Participants in this hybrid format will engage in a 6-hour online course and a half-day follow-up workshop at PNW BOCES. The program will help teachers to:

  • Describe Modern Elements of Quality Literacy Instruction

  • Develop a Cutting-Edge Definition of Independent Reading

  • Incorporate Best Practices in Literacy to Support and Strengthen Independent Reading

  • Classroom Setup and Reading Environment

  • Library Management and Organization

  • Expectations, Modeling and Management

  • Identify and Plan Foundational Routines for Independent Reading in Your Classroom

  • Integrate Independent Reading into Your Existing Curriculum

  • Personalize Independent Reading for Every Student

    Participants will get: Video and audio recordings,Powerpoint presentation, Participant guidebook, Reproducible PDFs for classroom use

  • 2. Culturally and Linguistically Appropriate Evaluations - PNW BOCES

    Program: RSE-TASC

    Dates: 2/25/2019

    Starting Soon
    Throughout New York, state students who are culturally and linguistically diverse are over-represented in special education classifications. One of the leading factors in this problem is the inappropriate use of standardized evaluation measures and reporting of scores. In this training, participants will learn about culturally and linguistically appropriate evaluation methods, as well as the regulations behind these methods. Dynamic assessments and model evaluations will be discussed. This training is intended for speech evaluators, school psychologists, and administrators of special education.

    3. Improving Your Technology Skills: OneNote Basics

    Program: Education Technology

    Audience: All Staff (Office Staff, Teachers, Related Service Providers, Teaching Assistants, Teacher Aides, Administrators)

    Dates: 2/25/2019

    Starting Soon
    Join us for an opportunity to learn the basics of OneNote. This workshop is for PNWBOCES staff members.

    4. NYSUT - Social Emotional Learning: A New Approach (CURI 6526)

    Program: The Hudson River Teacher Center

    Dates: 2/25/2019 to 3/29/2019

    Starting Soon
    CURI 6526 SUNY Empire State College, was previously EDU 661119

    To register for this course go to www.nysut.org/elt

    This course will introduce participants to the concepts of emotional intelligence and the importance of incorporating social-emotional learning in the classroom in order to create academic environments that cultivate caring, empathic and successful students. Through research-based activities, participants will develop strategies to teach to the "whole child", learn ways to motivate and engage students and promote positive interactions amongst students in order to increase academic achievement.

    Three Required Texts:The Educator's Guide to Emotional Intelligence and Academic Achievement: Social-Emotional Learning in the Classroom 1st Edition, ISBN #13: 978141291481, The Brain and Emotional Intelligence: New Insights, ISBN #13: 9781934441152 & The Triple Focus: A New Approach to Education Paperback 2014, ASIN: #B010EVNDP8 & additional participant booklet available as a download in Frontline.

    Be mindful that New York State requires ALL students enrolled in a SUNY school to show proof of their MMR Immunization and Meningitis Vaccination when enrolled in six (6) or more credits that involve face-to-face instruction. (Online course work does not apply)

    Fees: Graduate fee: $1,340 In-service fee: $845 (includes required text)

    Coordination fee: $40 payable to PNW BOCES

    5. Engineering in the Elementary Classroom

    Program: Science 21

    Audience: K-6

    Dates: 2/26/2019

    Starting Soon
    The New York Science Learning Standards (NYSSLS) include engineering for all students. This workshop will provide a comprehensive review of the engineering practices. Participants will explore, through hands on design problems and challenges, the shifts in instruction that are needed to successfully implement engineering in their classrooms. They will use this experience to master the engineering design cycle and learn the new vocabulary. They will leave with resources to plan further activities and an understanding of how to integrate engineering into their Science, CCLS, ELA and Math curricula.

    6. Reasoning Routines: Developing Mathematical Habits of Mind (Grades 6 - 10) - A Partnership with Metamorphosis TLC

    Program: Curriculum Center

    Audience: Teachers of Grades 6 - 10 math, math leaders, and district math coordinators

    Dates: 2/27/2019 to 3/20/2019

    Starting Soon
    Starting class with a carefully selected routine can help students develop essential mathematical habits of mind. Some of the very simplest routines allow students to name features that they can use as they engage in mathematical reasoning and problem solving, while other routines have the power to help students examine underlying structure and facilitate computational fluency. As part of this workshop series teachers will:
    - Learn about essential mathematical habits of mind.
    - Explore a variety of powerful routines and the specific mathematical habits that underlie each routine.
    - Explore how different routines develop different kinds of problem solving strategies necessary for success in mathematics.
    - Develop a clear understanding of when to use which routine, ways to capture formative data while students are engaging in the routine, and how to plan an effective share of student ideas captured during the implementation of a routine.
    - Experience the power of mathematical models and modeling and learn how to best use these tools to support student reasoning and communication.
    Literacy is the foundation for success in school, and is also one of the most challenging aspects of school for English Language Learners. This training is designed with these difficulties in mind and is intended to assist teachers in understanding high quality, evidence based practices in Literacy when taking into account the special needs of Students with Disabilities who are also English Language Learners. This workshop is not intended as a training for basic literacy teaching techniques; rather its focus is on what is different for an ELL who has a disability when teaching literacy, when compared to teaching literacy to a student with a disability who is not an ELL. An assumption is that the teachers attending this training have a background in literacy or have attended a training on literacy for SWD in the past.

    8. Transition Specialist Network - PNW BOCES

    Program: RSE-TASC

    Dates: 2/28/2019

    Wait List
    The Transition Specialist Network is a gathering of educators and community professionals who implement transition programs and practices in their schools and agencies. Join us as we discuss ideas, share resources, and collaboratively build comprehensive transition programs in our region. Each session includes networking time to connect with other leaders in transition, timely and pertinent updates, and learning sessions on topics requested by the group. The dates and topics for the 2018-2019 school year are as follows: September 28, 2018 Planning for the upcoming school year and building Transition Teams November 30, 2018 Work-Based Learning Programs in our Region January 15, 2019 Department of Labor Regulations: What You Need to Know February 28, 2019 Job Coach Competencies and Important Skills May 7, 2019 Transition Planning for ELLs with Disabilities

    9. Integrated Co-Teaching for English Language Learners

    Program: Guidance & Child Study Center

    Dates: 3/1/2019

    Wait List
    Through an interactive presentation approach, video demonstrations and hands-on activities, participants will gain a practical understanding of the 6 co-teaching models, using Marilyn Friend's and Honigsfeld & Dove's frameworks for collaborative instruction. Co-teachers will learn when and how to use the models presented, and will also be introduced to resources to help them differentiate between ENL Teacher instructional foci and Content Teacher instructional foci. Participants will receive a template for collaborative planning, and time to start planning within the cloud using the resources presented.

    Participants will learn (1) What the 6 integrated co-teaching models are and how they differ (2) How to decide which co-teaching models to best utilize in any given lesson (3) How ENL and Content teachers can leverage their expertise to deliver instruction together (4) The elements of effective ENL co-planning and (5) How to use resources to assist in co-planning language and content instruction. Lunch will be provided.

    10. Testing Accommodations - Rockland BOCES

    Program: RSE-TASC

    Dates: 3/1/2019

    Wait List
    This workshop will focus on the purpose, eligibility, documentation, types, and implementation of testing accommodations as guided by the New 2018 SED Testing Accommodations manual for Students with Disabilities. Participants will learn and practice the procedures for test reading and scribing. We will also discuss the implications of computer based testing and how to prepare students to successfully use computer based testing.

    11. Author’s Purpose and Craft: Reading Like a Writer

    Program: Curriculum Center

    Audience: Teachers in grades K - 8, literacy specialists, instructional coaches

    Dates: 3/4/2019

    “In order for students to grow in their ability to craft a particular genre, they need to be immersed in opportunities to read, write, discuss and look closely at the genre” (What Research Says about Writing, NCTE, 2006). Contemplating why author’s write and analyzing how they write using authentic texts will positively impact student writing. In a writing community students share and learn techniques from each other and from beloved authors.
    The content of this workshop includes an introduction to the following topics:

    •Texts that Teach: Selecting Mentor Texts
    •What Moves Authors to Write?
    •Unpacking Author’s Craft: Text Structure, Word Choice/Literary Language, and Conventions
    •Understanding WHY Author’s Make the Choices They Do
    •Author’s Voice
    •Analyzing Student Writing: Spotlight on Purpose and Craft

    12. Cognitive Behavior Therapy for Depression

    Program: Guidance & Child Study Center

    Dates: 3/4/2019 to 3/5/2019

    Depression is now the leading cause of disability in the world and has been rising among youth populations. The two-day Depression Foundational Training will cover a range of CBT strategies, to teach school professionals how to assess and counsel depression in students.

    Attendees will learn how to:


    • Assess depression with progress monitoring


    • Create a CBT case conceptualization with the student’s participation to produce a specific plan that will guide school-based intervention for depression


    • Define behavioral targets with precision and link to IEP goals


    • Utilize specific cognitive and behavioral strategies such as: - Psycho-education of depression - Behavioral Activation - Behavioral modification - Cognitive restructuring - Problem Solving - Interpersonal Skills

    Putnam/Northern Westchester BOCES is approved by the National Association of School Psychologists to offer continuing education for school psychologists (#1120). This workshop is approved for 12 Contact Hours P/NW BOCES is solely responsible for all aspects of the program and its content.

    Putnam/Northern Westchester BOCES is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers (LCSW & LMSW; #0127). This workshop is approved for 12 Contact Hours. P/NW BOCES is solely responsible for all aspects of the program and its content.

    Putnam/Northern Westchester BOCES is recognized by the New York State Education Department’s State Board for Mental health practitioners as an approved provider of continuing education for Licensed Mental Health Counselors (#MHC-0117). This workshop is approved for 12 Contact Hours.

    13. Social Studies Content and Practice Institute (Grades 4, 7, and 8)

    Program: Curriculum Center

    Audience: Grades 4, 7, and 8 teachers and administrators responsible for social studies

    Dates: 3/4/2019 to 5/10/2019

    This two-day workshop will help teachers make the instructional shifts identified in the new Social Studies Framework and reflected in the tasks on the new Regents assessments at the high school level. Illustrative materials will be used to demonstrate how to apply the Social Studies Practices to required content understandings.

    During the initial day of the Institute, participants will:
    - Receive the latest Social Studies updates from NYSED
    - Examine the six Social Studies Practices in relation to specific grade level conceptual understandings and content specifications highlighted in the new Social Studies Framework
    - Consider strategies for guiding students to apply historical thinking skills in the close reading of primary sources
    - Apply strategies for teaching students to formulate and support historical arguments
    - Suggest print and electronic resources (please bring recommendations)
    - Collaborate to develop a grade level activity that applies a social studies practice to a conceptual understanding. (Please bring materials)

    During the second day, grade level participants will combine with their respective counterparts (for example teachers of Grades 3, 5, and 6 will join with teachers of Global History and Geography 9 and 10 while teachers of Grades 4, 7, and 8 will join with US History and Government 11) in order to:
    - Share reflections about how well the grade level activity developed on the initial day worked when used in their respective classrooms
    - Engage in a collegial discussion on America’s relationship with other nations
    - Relate an aspect of the collegial discussion to a grade level conceptual understanding and brainstorm to create an appropriate grade level activity that incorporates concepts and social studies practice.

    14. Empowering Classrooms: Integrating Social Emotional Learning into Academics

    Program: Guidance & Child Study Center

    Dates: 3/5/2019 to 3/6/2019

    Instead of creating disconnected community-building or guidance lessons, we can use the academic tasks our students already do—their assignments, projects, performances, and conversations—as opportunities for them to explore and enact their values. Building bridges in science class can be a context for learning how to collaborate. Writing a paper on the French Revolution can be a context for opening up about what matters. Revising a drawing can be a context for learning to persist in the face of struggle. Not only are students doing meaningful academic work; they’re also learning how they want to treat their learning, their work, their surroundings, themselves, and each other.

    In this highly experiential workshop, you’ll learn how to create contexts for meaningful values work in academic classes, at every stage of a unit. Informed by evidence-based psychological science, the workshop will involve drawing, food metaphors, relational frame theory, making stuff you can use, serious discussions about values and vulnerabilities, and empowering students to become the people they want to be. To honor the diversity among students and subjects—and to honor our personal backgrounds and professional expertise—we’ll discuss how to adapt these strategies so they work in your context.
    Expected learning outcomes: (1) Lead activities to help students discover and clarify their own values at school (2) Integrate opportunities for students to explore and enact their values into academic units and (3) Help students overcome barriers to enacting their values at school.

    15. Science and Engineering Practices (SEPs) Clinic: Constructing Explanations and Designing Solutions

    Program: Curriculum Center

    Audience: Secondary science teachers and leaders looking to bolster their work with SEPs

    Dates: 3/5/2019

    This workshop will serve as an in-depth experience using the SEP of Constructing Explanations and Designing Solutions.

    Phenomenon will be introduced and explanations will be constructed using sources of evidence that support scientific ideas, principles, and theories. These explanations will lead to designing solutions that stem from the application of scientific ideas.

    Participants will construct and test their ideas/solutions and apply scientific principles to use claim-evidence-reasoning to explain their solution(s).

    16. Science Clinic - Life Science

    Program: Science 21

    Audience: K-6

    Dates: 3/5/2019

    This workshop will provide a comprehensive review of the cross cutting concepts and the big ideas of life science. Using existing Science 21 lessons, we will model the changes in teacher practice that are needed to successfully implement the science and engineering practices of the New York State Science Learning Standards. Participants will leave with a roadmap to help students master planning and carrying out investigations in life science. They will identify those lessons in their grade level which can be used for investigations. The session will also provide information and an introduction to animal behavior and brain processing, which are two new topics for elementary teachers.

    17. The Socratic Seminar

    Program: Curriculum Center

    Audience: English and Social Studies teachers in grades 6-12

    Dates: 3/5/2019

    The Socratic Seminar model is a question-based way to foster close reading and text-centered conversations among students. These text-centered conversations can then form the evidence for text-based written arguments and interpretations of literature and historical documents. This workshop will give participants a chance to explore the seminar format, select appropriate texts, evaluate student participation, and use academic vocabulary in their responses. Those who have already taken this workshop are welcome to return to share their successes and challenges and advance their skills.

    18. Student or Teacher Death (TBD) (Lunch n' Learn Tabletop Workshop)

    Program: Regional Safety Services

    Dates: 3/5/2019

    Participants will have the opportunity to work through a tabletop exercise. This exercise will deal with a student or teacher death (tbd) at a school. The participants will respond to the event using the principles of ICS.

    19. Dignity for All Students Act (DASA): An Overview

    Program: Center for Educational Leadership

    Audience: All School Staff and DASA Coordinators

    Dates: 3/5/2019

    The Dignity for All Students Act (DASA) is the law that requires all school districts in the State of New York to provide all students with an environment that is free from harassment and discrimination. This workshop takes an in-depth look at the specific provisions of DASA, including the newer interpretations that address the needs of transgender and nonconforming students. Specific topics covered include types of prohibited conduct, classes of protected students, hostile environments, conduct off school property, the role and responsibilities of the DASA Coordinator, reporting obligations, investigation requirements, and liability for inaction.

    20. NYSUT - Strategies for the Inclusive Classroom

    Program: The Hudson River Teacher Center

    Audience: General education, special education, and occupational education teachers, grades K-12, and other support staff

    Dates: 3/5/2019 to 4/4/2019

    To register for this course go to www.nysut.org/elt

    UNY 826 Adelphi University

    In this course, participants will explore strategies and design lessons that enhance learning and proficiency for the general population and also meet the needs of the exceptional learners and the unique and specific challenges they encounter.

    Required Text: Available as an electronic download through ELT for purchase price of $65. Payment due at time of registration and is included in tuition price. Participants may print materials prior to class or bring laptop/ipad to access text online during class.

    RequiredText: Available as an electronic download through ELT for purchase price of $65. Payment due at time of registration and is included in tuition price. Participants may print materials prior to class or bring laptop/ipad to access text online during class.

    Target audience: Regular, special, and occupational education teachers, guidance counselors, psychologists, social workers.

    Credit Options: 3 graduate credits through Adelphi University In-service credit based on district policy

    Fees: Graduate fee: $1,065 In-service fee: $645

    Coordination fee: $40 payable to PNW BOCES. Go to www.pnwboces.org/catalog to pay coordination fee.

    21. Improving Your Technology Skills: Office 365 Basics

    Program: Education Technology

    Audience: All Staff (Office Staff, Teachers, Related Service Providers, Teaching Assistants, Teacher Aides, Administrators)

    Dates: 3/6/2019

    New
    Join us for an opportunity to learn the basics of Office 365 including document collaboration and forms. This workshop is for PNWBOCES staff members.

    22. Learning Technology Grant: Teacher Cohort Registration

    Program: Curriculum Center

    Audience: Participating teachers in the Learning Technology Grant

    Dates: 3/6/2019 to 6/28/2019

    Putnam | Northern Westchester BOCES is pleased to be able to partner with your district for the Learning Technology Grant. Please register for this activity as your district's participating teacher for attendance and professional development hours/CTLE purposes.
    This workshop will help school personnel learn how to distinguish a learning disability from the normal language acquisition process. Participants will understand the guiding principles that are used when determining an appropriate course of action for English Language Learners suspected of having a disability. Particular attention will be paid to the natural acquisition processes of a second language and on using RtI to reduce the referral of ELLs to special education services.

    24. Improving Your Technology Skills: One Drive

    Program: Education Technology

    Audience: All Staff (Office Staff, Teachers, Related Service Providers, Teaching Assistants, Teacher Aides, Administrators)

    Dates: 3/6/2019

    New
    Join us for an opportunity to learn everything you ever wanted to know about One Drive. This workshop is for PNWBOCES staff members.

    25. Improving Your Technology Skills: Office 365 Basics @ Fox Meadow

    Program: Education Technology

    Audience: All Staff (Office Staff, Teachers, Related Service Providers, Teaching Assistants, Teacher Aides, Administrators)

    Dates: 3/6/2019

    New
    Join us for an opportunity to learn the basics of Office 365 including document collaboration. This workshop is for PNWBOCES staff members and is being held at the Fox Meadow Campus.

    26. Hudson River Teacher Center Secondary Science Standards - Middle School

    Program: The Hudson River Teacher Center

    Audience: Science teachers, teaching assistants, special education teachers and department leaders in grades 6 - 8

    Dates: 3/7/2019

    At this half-day workshop, participants will learn how to read and interpret the three dimensions of the New York State P-12 Science Standards with a focus on developing lesson plans for grades 6 - 8. This event is open to Hudson River Teacher Center Member districts.
    Calling all high school educators and community agency providers! Join us for a monthly gathering to learn about community-based programs and services available to transitioning students. WE-CAN meets at a different agency on the first Thursday of each month from 8:30 am - 10:30 am. You will see and experience firsthand the various options offered by each organization. Networking and transition updates will also be featured. Join us as we take a tour and learn about postsecondary vocational training opportunities as well as programs and services available to transitioning teenagers. Please register for each event separately. Meeting locations have been identified and will be posted once they are confirmed. WE-CAN Dates: Oct. 4 - ACCES-VR, 75 South Broadway, 2nd floor, White Plains, NY 10601 (Paid parking is available around the corner on Lyon's Place.) Nov. 1 - Putnam/Northern Westchester BOCES, Tech South Building, 200 BOCES Drive, Yorktown Heights, NY 10598 Dec. 6 - The Sanctuary, 35 Hammond House Road, Valhalla, NY 10595) Parking is around back near the entrance) Jan. 3 - Arc of Westchester, Gleason-Israel Gateway Headquarters, 265 Saw Mill River Road (9A), Hawthorne, NY 10532 Feb. 7 - Manhattanville College, Reid Castle, East Library, 2900 Purchase Street, Purchase, NY 10577 (Snow Date: February 21st) Mar. 7 - Southern Westchester BOCES, 65 Grasslands Road Valhalla, NY 10595 April 4 - Westchester Independent Living Center (WILC), 10 County Center Road, 2nd floor, White Plains, NY 10607 May 2 - Ability Beyond, Chappaqua Crossing, 480 Bedford Road, Chappaqua, NY 10514 June 6 - TBD (Location will be announced at a later date)

    28. Hudson River Teacher Center Secondary Science Standards - High School

    Program: The Hudson River Teacher Center

    Audience: Science teachers, teaching assistants, special education teachers and department leaders in grades 9 - 12

    Dates: 3/7/2019

    At this half-day workshop, participants will learn how to read and interpret the three dimensions of the New York State P-12 Science Standards with a focus on lesson plan development for grades 9 - 12. This event is open to Hudson River Teacher Center Member districts.

    29. Supporting and Sustaining the Social-Emotional Needs of English Learners Who Suffer Trauma

    Program: The Hudson River Teacher Center

    Audience: Teachers, leaders, counselors, psychologists

    Dates: 3/7/2019

    This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one’s identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs’ social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

    30. Special Education Extension Series: Grades 7 – 8 Course #2 - Instructional Strategies

    Program: The Hudson River Teacher Center

    Audience: Special Educators who have an existing NYS Students with Disabilities Generalist Grades 1 – 6 certification

    Dates: 3/7/2019 to 4/4/2019

    In June of 2018, NYS approved a new pathway for special educators to extend their existing certification to address the growing shortage of certified special education teachers in NYS. Special Educators who have an existing NYS Students with Disabilities Generalist Grades 1–6 certification and are interested in obtaining an extension for grades 7-8, are invited to study these grade bands through a three course series. Together, these three courses meet NYSED Special Education CTLE Certification criteria for extending an existing NYS Students with Disabilities Generalist Grades 1-6 certification to include grades 7-8. This extension can be obtained by completing a 3 course series: Knowledge of Students (15hrs), Instructional Strategies (15hrs) and Professional Practice (15hrs).

    For detailed information about each course, please contact instructor Jim Desimone via jimnysut@gmail.com.

    For registration information, please contact Julie Darling via jdarling@pnwboces.org.

    Note: For those who wish to apply for Special Education Certification extension through NYS, please note eligible special educators must be current holders of NYS Students with Disabilities Generalist Grades 1-6 and have a minimum of 3 years teaching experience at 5th and/or 6th grade levels. Upon successful completion of each course, the participant will receive a Special Education CTLE Certificate for that course. As a total of 45 hours of instruction is required to meet the learning requirement of the certification extension, all three certificates are needed in order to apply to NYS for certification extension using this series. It is the responsibility of the participant to submit certificates and all necessary documentation to NYSED for certification extension consideration.

    Monthly meeting of the Lower Hudson RSE-TASC regional team. Professional development and planning to support regional schools and districts in improving outcomes for students with disabilities.
    This session focuses on RULER, an evidence-based approach for social and emotional learning. In the awareness session, Dr. Marc Brackett will provide an overview of the Yale Center’s work and the Anchor Training. Districts will learn pertinent details for participation in the 2019-20 school year program held in Yale’s CEI satellite location at the PNW BOCES campus.

    33. Using Picture Books to Promote Pro-social Skills

    Program: Curriculum Center

    Audience: Pre-K - Grade 3 teachers, special education teachers, elementary school social workers and school psychologists

    Dates: 3/11/2019

    This half-day interactive workshop will focus on how educators can utilize picture books to enhance and promote pro-social skills. The goal for the session is two-fold: participants will learn how to be discerning about picture book selection with respect to strengthening social skills and will review specific strategies to conduct effective read-aloud sessions. The ideas discussed at this workshop will be directly related to the content cited in the New York State Next Generation ELA Standards. Attendees will receive a copy of the book Playground Heroes, written by Carol Franks-Randall on the day of the workshop.

    34. Library Council Meeting

    Program: Professional Library

    Audience: SLS Council Members

    Dates: 3/12/2019

    The School Library System Council is responsible for developing and approving the Plan of Service; is responsible for monitoring the implementation of the Plan of Service; does long-range and short-range planning, and supports the Plan of Service by serving on a committee; evaluates the system's services; and approves the annual budget and the system's annual report.

    The PNW BOCES School Library System Council meetings for the 2018-2019 school year will be held at the School Services Building at 200 BOCES Drive, Yorktown Heights, NY 10598: *Thursday, September 20, 2018, 9:30 am-11:00 am *Wednesday, November 14, 2018, 2:00 pm-3:30 pm *Thursday, January 17, 2019, 2:00 pm-3:30 pm *Wednesday, March 12, 2019, 8:30 am-10:00 am (preceding network meeting) *Tuesday, May 21, 2019, 3:30 pm-5:00 pm

    35. Think Big With Think Alouds: Modeling Comprehension Strategies for K-5 Readers

    Program: Curriculum Center

    Audience: K - 5 teachers, instructional coaches, reading specialists, teacher-leaders, building and district administrators

    Dates: 3/12/2019

    Research shows that think alouds are a highly effective way to build reading comprehension for K-5 students. Dr. Molly Ness, author of the recently published Think Big with Think Alouds, will introduce participants to an easy-to-implement three-step planning process. At the end of this workshop, attendees will:

    •Be versed in the research supporting think alouds and understand the theoretical framework underpinning think alouds.

    •Evaluate and differentiate between effective think alouds and not-so-effective think alouds.

    •Learn a three-step process to planning effective think alouds.

    •Apply each step to authentic literature to plan their own think aloud across grade level, text genre, and content areas.
    All participants will receive a copy of Think Big with Think Alouds by Dr. Molly Ness.

    36. SLS Network Meeting: AASL Standards in Action: Collaboration

    Program: Professional Library

    Audience: Library Media Specialists and Library Teachers

    Dates: 3/12/2019

    Explore best practices in collaboration, which is an AASL Standards Framework for School Libraries Shared Foundation and Key Commitment: "Collaborate - Work effectively with others to broaden perspectives and work toward common ground" (AASL, 2018).

    School Library System Network Meetings are offered five times per school year and are vital in LMS communication throughout the region.

    Network meeting participants: *Learn best practices from across the region *Provide feedback on a school library program problem of practice using a defined protocol *Connect work to AASL National School Library Standards and advocacy *Serve as a spokesperson for your school's and/or district's needs *Secure additional resources for your school/district *Play a critical role in the overall effective operation of the School Library System

    Participants communicate information back to their schools and districts about: *New York State Standards, AASL National School Library Standards, and Empire State Information Fluency Continuum implementation *Research tools and tools to service special-needs and ELL students *Subscription databases and educational technology tools *Free resources to support classroom instruction

    The PNW BOCES School Library System Network Meetings for the 2018-2019 school year will be held at the School Services Building at 200 BOCES Drive, Yorktown Heights, NY 10598, on the following dates and times: *Thursday, September 20, 2018, 7:30 am-9:30 am *Wednesday, November 14, 2018, 12:00 pm-2:00 pm *Thursday, January 17, 2019, 12:00 pm-2:00 pm *Tuesday, March 12, 2019, 10:00 am-12:00 pm *Thursday, June 6, 2019, 7:30 am-10:00 am

    Meeting participants will be able to use the Professional Library space for additional networking before and after network meetings.

    37. Using the Library Collection to Make Connections

    Program: Professional Library

    Audience: Library Media Specialists and Library Teachers

    Dates: 3/12/2019

    Participants will learn best practices in how they can use their existing collections and might grow their collections to connect students with appealing books, which builds trust and encourages voluminous reading. Please bring sample books and a link to school library OPAC.

    38. New CSE/CPSE Chairperson Training (3-Day) - PNW BOCES

    Program: RSE-TASC

    Dates: 3/13/2019 to 3/27/2019

    Wait List
    This three day training is designed for new CSE and Subcommittee Chairpersons. Participants will gain an understanding of the chairperson's role as defined within the laws and regulations of New York State and will learn to facilitate parent participation throughout the CSE process.
    Choosing appropriate assessments is critical to developing successful transition plans. This workshop is geared towards those who are new to transition or who would like a refresher. Participants will be introduced to actual assessments that may be used for transition planning. We will also explore the connection between gathering assessment results and using them to develop post-secondary goals. Each attendee will receive a book, at no cost, containing assessments which may be reproduced.

    40. Present & Practice March 2019

    Program: Education Technology

    Audience: PNWBOCES Staff

    Dates: 3/13/2019

    Looking for a safe, collegial environment to develop and practice facilitation and presentation skills? Join us for the inaugural meeting of Present & Practice.

    41. Team Implementation Guidance - SW BOCES

    Program: RSE-TASC

    Dates: 3/14/2019

    *This is a work session designed for schools to attend with their teams and bring school data or materials they would like to work on* This half-day work session provides school teams with an opportunity to work on tasks related to their school's implementation of social-emotional and behavioral supports while receiving support and consultation from the RSE-TASC. Prior to attending, teams should identify areas they wish to target and bring the appropriate materials with them. The RSE-TASC team is available to help schools extend their understanding and application of evidence-based practices related to building effective multi-tiered systems of behavioral supports.
    This workshop is designed to educate individuals to conduct meaningful reviews of a team's response after an emergency or crisis takes place. We will provide forms and guidelines on conducting these reviews as well as lessons learned. The second part of this workshop will cover techniques for teaching your members self-care and taking their emotional temperature. When the emergency or crisis ends, the impact is often felt for far longer. Come discuss ways to support your team.

    43. Teachable Moments: Science 21, In the News (2nd Session)

    Program: Science 21

    Audience: K-6

    Dates: 3/14/2019

    Nothing keeps curriculum current like tying it to what’s happening in the world around us!  Join us for a BYOL (Bring Your Own Lunch) learning session as we discuss current science happenings and how these can be incorporated into the Science 21 curriculum at different grade levels.  The facilitator will share a number of resources and articles prior to each session.  Feel free to bring some of your own resources and ideas to the session as well!  Since discussed topics will change as science events in the world do, you can enroll in one or both sessions!  Note: these are half-day sessions from  12:00-3:00.

    44. TIG Breakout - SW BOCES

    Program: RSE-TASC

    Dates: 3/14/2019

    By popular demand, we are now offering individual team work time following our morning Team Implementation Guidance (TIG) sessions! This afternoon session provides school teams with an opportunity to continue working on tasks related to their school's implementation of social-emotional and behavioral supports. Please let the RSE-TASC specialists know if you need technical assistance or resources related to your team's area of focus.

    45. Work Smarter - Maximize Your Attention and Energy

    Program: Center for Educational Leadership

    Dates: 3/14/2019

    In this workshop, participants learn practical strategies to become more efficient with office tasks, increase their energy, and improve their ability to focus on complex tasks. Specific topics include taming email, taking control of the calendar, optimizing routines, and how to stop bringing so much work home.
    Putnam Transition Consortium: Improving Post-secondary Outcomes for Young Adults in Putnam County with Disabilities Interagency collaboration is an evidence-based practice in improving post-school outcomes for students with disabilities. It is a key component of a transition program that moves students from secondary settings (e.g., middle school/high school) to adult life, utilizing comprehensive transition planning and education that creates individualized opportunities, services, and supports to help students achieve their post school goals in education/training, employment, and independent living. Our mission is to improve transition plans and post-secondary outcomes for Putnam County youth and young adults through communication and education of all transition stakeholders, including students, families, schools, and community agencies. Our goal is smooth and effective transition for students so they can live, learn, and earn in our community. Our model is a Community Transition Team, to improve community awareness, coordination, and communication among service providers, educators, community agencies, organizations, and families in Putnam County. This team will support students in achieving their goals after high school. Our plan of action will be to meet monthly to share information, questions, and resources. Pertinent transition topics, news, and events will be shared. Each meeting will contain a mini-teach from one of our members, collaborative case studies, and community planning. Meeting dates for the year, locations TBD: May 9, 2019 June 13, 2019
    This workshop will provide the latest evidence in motor learning principles (MLPs) for children with and without disabilities. The presenter will discuss the research findings and rationale behind such principles as the provision of verbal instruction, demonstration, feedback, variability, frequency, specificity and salience. Participants will learn how to incorporate these principles in the child’s therapeutic intervention and daily routine to help with generalization of skills and improve participation at home, in school and in the community. The speaker will describe the application of MLPs in children with the most common childhood diagnoses so participants can translate what they learned from the session into real-life practice. The speaker will conclude with an illustration of how to create an MLP-rich environment in school. CEUs available for OTs and PTs. Please register by 2/15/19.

    48. Youth Mental Health First Aid

    Program: The Hudson River Teacher Center

    Audience: Hudson River Teacher Center Members; The course is designed for adults who regularly interact with adolescents (teachers, school staff, coaches, youth group leaders, parents, etc.)

    Dates: 3/15/2019

    Youth Mental Health First Aid USA is a public education program which introduces participants to the unique risk factors and warning signs of mental health problems in adolescents, builds understanding of the importance of early intervention, and teaches individuals how to help an adolescent in crisis or experiencing a mental health challenge. Mental Health First Aid uses role-playing and simulations to demonstrate how to assess a mental health crisis; select interventions and provide initial help; and connect young people to professional, peer, social, and self-help care.
    WHAT WILL PARTICIPANTS LEARN?
    The course teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. Participants do not learn to diagnose, nor how to provide any therapy or counseling – rather, participants learn to support a youth developing signs and symptoms of a mental illness or in an emotional crisis by applying a core five-step action plan:
  • Assess for risk of suicide or harm
  • Listen non-judgmentally
  • Give reassurance and information
  • Encourage appropriate professional help
  • Encourage self-help and other support strategies
    The Youth Mental Health First Aid USA curriculum is primarily focused on information participants can use to help adolescents and transition-age youth, ages 12-18.
    WHO SHOULD TAKE THE COURSE? The course is designed for adults who regularly interact with adolescents (teachers, school staff, coaches, youth group leaders, parents, etc.)
  • 49. Leading in Challenging Times

    Program: Curriculum Center

    Audience: Building leaders as well as teacher leaders

    Dates: 3/18/2019 to 5/29/2019

    The position of school leader is both unique and challenging, and one that to be done well requires tremendous confidence, commitment, and perseverance. Leaders often underestimate the power they have to make change. By paying attention to personal growth, building leaders can deepen their impact.

    This three-day learning series is designed to help school building leaders address the inevitable changes and challenges in schools that are brought on by an uncertain world. In this workshop series, participants will explore how adults continue to evolve, applying self-development practice to become more intentional about growth as an individual and as a leader.

    Participants will learn and apply practices such as deep listening and testing assumptions to improve professional relationships, diagnose challenges, achieve personal leadership goals, respond successfully to the complex demands of educational leadership, and just as importantly, have fun.

    During this workshop series, participants will:
    - Practice more intentional self-development
    - Explore effective tools and practices to further their development in their schools/districts
    - Investigate how leaders at all levels of an organization experience change
    - Learn how to communicate effectively and build consensus for a school’s change agenda
    - Explore how to mobilize adults to take action towards a common goal
    - Engage in activities that build capacity to establish/re-establish relationships with staff
    - Build on the quality of instruction
    - Consider how enacted beliefs can diverge from espoused beliefs and how to create greater alignment between an organization’s mission and its daily actions.
    These forums are conducted in order to enhance and support the practices of school psychologists and speech & language pathologists/therapists. Forums will emphasize the delivery of services to culturally and linguistically diverse populations focusing on the following key core values: integrity, diversity, a children and youth, advocacy, collaborative relationships, continuous improvement and visionary leadership. Through a variety of topics and workshops the goals of the forums are the following: a) provide culturally competent and comprehensive services; b) ensure that all children and youth are valued and that their rights and opportunities are protected in schools and communities (social justice/advocacy), c) empower ourselves as leaders to effect change at the local, state, and national levels and d) address the lack of high-quality, diverse workforce in our professions of school psychology and speech & language. Ongoing specific topics/workshops will be developed by and for the group. Topic for the day is on ELL and MTSS-Pre-referral Process; attendees are encouraged to come in TEAMS. Lunch will be provided. Putnam/Northern Westchester BOCES is approved by the National Association of School Psychologists to offer continuing education for school psychologists (#1120). This workshop is approved for 5.5 Contact Hours P/NW BOCES is solely responsible for all aspects of the program and its content.

    51. Using Seesaw in World Language Classrooms for Digital Portfolios

    Program: Curriculum Center

    Audience: Elementary world language teachers interested in furthering their technology knowledge

    Dates: 3/19/2019

    Have you been curious about showing what novice students can do with language?

    If so, join this learning session to blend world languages with technology! In this workshop, participants will learn about how kindergartners spent a year documenting various language skills using the Seesaw app on their iPads. This discussion will include examples, tips, and suggestions on how to use Seesaw with any novice language student, regardless of grade level.

    Participants will be given time to work on creating activities and assignments on Seesaw that align with existing units of study. To make the session as effective as possible, participants should come with their mobile devices.

    52. Preventing Workplace Harassment - Part 2 - Investigating and Interviewing

    Program: Center for Educational Leadership

    Dates: 3/19/2019

    New
    When a claim of harassment is brought to the Title IX Officer, the ensuing actions often determine whether there is a positive outcome. The investigation and interviewing phases related to these cases are often complex and challenging. This course helps participants develop a plan for a thorough investigation of a harassment case. Participants will learn techniques for interviewing the claimant, alleged perpetrator, and witnesses that result in gaining the needed information to come to an informed decision about what transpired and what next steps are necessary.

    53. Fun AND Functional: Doing it All in the Target Language

    Program: Curriculum Center

    Audience: Elementary world language teachers and or world language teachers working with novice language learners

    Dates: 3/19/2019

    Facilitating target language comprehensibility is one of the American Council on the Teaching of Foreign Languages' (ACTFL) Core Practices. Are you maximizing your use of the target language with your students?

    Get ready to learn how to communicate simple, yet essential, language with your novice learners to maintain a world language classroom rich with comprehensible input that your students need. Participants will learn about employing classroom management strategies, giving directions, using language ladders, designing pair activities and games, and more, completely in the target language.

    In this session there will be time for participants to have a look at their current units of study and consider ways to maximize the use of the target language in class.

    54. DASA Dignity for All Students Act - Mandated 6 hour certification workshop

    Program: NYS State Certification Courses

    Audience: All individuals pursuing SED certification/licensure

    Dates: 3/19/2019 to 3/21/2019

    In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyber bullying, and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will address the social patterns of harassment, bullying, and discrimination 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. It will also cover the identification and mitigation of harassment, bullying, and discrimination; and strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings. Successful completion of this course will meet the certification requirements in Sec14 (5) of Chapter 102 of the Laws of 2012.

    55. **INVITATION ONLY** SWIS Training - PNW BOCES

    Program: RSE-TASC

    Dates: 3/20/2019

    The School-Wide Information System (SWIS) is a web-based system used to improve behavior support in schools by providing school personnel with accurate, timely, and practical information for making decisions about school environments. Participants will learn to maximize the appropriate use of SWIS. Existing SWIS schools should send any new users. New SWIS schools should send teams of 3-5 individuals who will assume the following roles: SWIS Administrator, Data Entry, and Data Analyst/ Reporter. Users will receive a user name and password after attending this training.

    56. Regional ENL Study Group

    Program: Guidance & Child Study Center

    Dates: 3/20/2019

    Putnam/Northern Westchester BOCES and the Hudson Valley Regional Bilingual Education Resource Network (RBERN) are pleased to offer a forum for administrators & ENL teachers in the region to meet on a regular basis to review best practices, new mandates and regulations, and related events and initiatives.

    57. Regional School Social Worker Group

    Program: Guidance & Child Study Center

    Dates: 3/20/2019

    Social Workers in the region meet on a throughout the school year to review best practices, new mandates and regulations, and related events and initiatives.

    58. The Legal Ramifications Surrounding Social Media for Students and Staff

    Program: Center for Educational Leadership

    Dates: 3/21/2019

    communication, has been a blessing as well as a curse. In addition to all of its well-established positive aspects, it has also blurred the lines of acceptable communication between students, between students and their teachers, and between students and anonymous users. This workshop, designed for school administrators, introduces participants to the legal issues surrounding social media. It focuses on the liability school districts may face for inadequate regulation, as well as the constitutional limits school districts may face as they create social media policies. The workshop concludes with an opportunity for administrators to begin the process of drafting a legally defensible social media policy.

    59. Reading for Rigorous Outcomes in World Languages: Continued Learning

    Program: Curriculum Center

    Audience: Participants from the Reading for Rigorous Outcomes 2018-2019 cohort

    Dates: 3/22/2019

    Open to participants of this year's Reading for Rigorous Outcomes workshop series, this follow-up day will allow participants to continue the discussion around strategies, applications, and outcomes of work stated in the fall. Key areas of focus for this follow-up workshop will be:

    - Which strategies have we found to be successful in increasing target language production in our students?

    What does target language output look like at beginner, intermediate and more advanced levels in the different modalities?

    What are some “felt needs” we can address as a group as we aim to reach all kids in all modalities while adhering to our individual, department, and ACTFL standards?

    60. Assistive Technology Forum March 2019

    Program: Education Technology

    Audience: Administrators, Special Education Teachers, Related Service Providers, Technologists

    Dates: 3/22/2019

    Join us for an opportunity to share and learn about assitive technology from low tech to high tech. This forum is specifically designed for individuals who support assistive technology. (Please consider joining us for informal discussion/lunch from 12:30-1:30.)

    61. Instructional Strategies that Support Success for English Language Learners (Elementary Educators)

    Program: Curriculum Center

    Audience: Elementary teachers and leaders

    Dates: 3/25/2019

    English Language Learners (ELLs) represent a wide range of academic and linguistic backgrounds and have varying social and emotional needs, so meeting their learning needs is often a challenge for the classroom teacher.

    Participants in this workshop will develop an understanding of the process of second language acquisition and the variables that make a difference in student success. Discussion will also include an overview of the SIOP (Sheltered Instruction Observation Protocol) Model and how it can be used as a tool that is beneficial for all students, not just ELLs. Participants will have opportunities to experience and experiment with various best practices, with the goal of developing new techniques to use in their classrooms on the following day.

    This workshop is intended for teachers at the elementary level who are facing the challenge of supporting ELLs in their classrooms and want to develop the knowledge and skills to do so successfully.

    62. Page Against the Machine: Why and How to Integrate Computer Science into the English Language Arts Classroom

    Program: Curriculum Center

    Audience: High school ELA teachers, technology coaches, school building leaders, computer science teachers

    Dates: 3/25/2019

    What if we taught computer science in ELA class? What if computational methods could actually deepen and expand the way ELA educators teach literature? Those are not questions you hear often, even as the popularity of computer science in K-12 schools increases rapidly. Schools and districts around the country are trying to prepare young people for a 21st century world where computers mediate industry, government, and our personal lives. Yet as investments are made in narrow computer science resources like clubs and elective courses, few recognize the possibility for computational methods to enhance the core content-areas--especially ELA. ELA teachers have a unique opportunity to model how core computational concepts and methods can deepen and expand the way all teachers approach content-area inquiry. In this workshop, participants learn how to begin integrating computational methods into their teaching, specifically in the interpretation of literature. Participants learn concepts fundamental to computer science education by experiencing hands-on methods used by digital humanities scholars that have been adapted for the secondary ELA classroom.

    63. Wilson WRS Level II: Advanced Strategies for Group MSL Instruction

    Program: Curriculum Center

    Audience: WRS Level I Certified teachers

    Dates: 3/25/2019 to 3/27/2019

    New
    This 15-hour workshop delves into essential techniques and strategies to improve all aspects of WRS group instruction through hands-on practice and discussion, and prepares participants for the Group Mastery Practicum. One graduate credit (optional) is available through Fitchburg State University, Fitchburg, MA for an additional fee. At the completion of the workshop, participants will be able to:
  • Maximize group success and mastery while meeting individual goals
  • Differentiate lessons for an introductory, accuracy or fluency focus
  • Understand and practice important aspects of fluency instruction
  • Incorporate effective strategies for vocabulary and comprehension instruction
    Prerequisite: WRS Level I Certification and bachelor's degree in education or a related field Participants should bring the proper kit and materials to the workshop.
  • 64. Teaching Reading to English Language Learners: What's different?

    Program: Guidance & Child Study Center

    Dates: 3/25/2019

    New
    Instruction in the five pillars of reading is necessary—but not sufficient—for teaching English language learners to read and write proficiently in English. Participants will explore what is different about teaching the key components of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension) to English language learners, how to create opportunities to develop oral language, and strategies for before, during and after reading supports. We will consider cross-linguistic relationships in second-language learners and the sociocultural contexts for literacy development.

    Participants will (1) Examine what is different about teaching phonemic awareness, phonics, fluency, vocabulary and comprehension; and (2) Identify before, during and after reading supports for ELL instruction.

    Lunch will be provided.

    65. Improving Your Technology Skills: Managing Your Outlook Mail File

    Program: Education Technology

    Audience: All Staff (Office Staff, Teachers, Related Service Providers, Teaching Assistants, Teacher Aides, Administrators)

    Dates: 3/25/2019

    Wait List
    Join us for an opportunity to learn about how to manage your Outlook mail file including archiving. This workshop is for PNWBOCES staff members.

    66. Next Steps in Implementing a Problem-Based Approach to Learning for Teachers and Administrators

    Program: Curriculum Center

    Audience: Teachers and leaders looking to strengthen their use of PBL in the classroom and across schools/districts

    Dates: 3/26/2019 to 5/14/2019

    Creating an open-ended, problem-based unit is just the tip of the Problem-Based Learning (PBL) iceberg. Implementing PBL can also:
    - Support students in being the problem finders
    - Be a transformational part of the equity equation
    - Further connect schools with their community
    - Transcend individual content areas through transdisciplinary themed problems
    - Increase engagement in faculty meetings by building a problem-based, generative culture.

    Participants will engage in a three-day workshop taking Problem-Based Learning to the next level. Educators can participate as an individual, team of teachers, or team of administrators and teachers. Attendees will facilitate breakout sessions throughout the workshop based on individual roles. Teachers and leaders will enhance current problem-based learning units and design new units to further extend school-wide and district-wide cultures around students as problem-solvers, problem-finders, innovators, and efficacious leaders.

    67. The Principal: Surviving and Thriving

    Program: Center for Educational Leadership

    Dates: 3/26/2019

    This workshop is an engaging, and interactive exploration of tips, tricks, and hacks into the ever-evolving world of being a school administrator. Join Andrew Marotta and explore many of the concepts found in his book “The Principal: Surviving & Thriving” in a hands-on, practical manner. Participants receive a copy of Andrew’s book to utilize during the presentation. Take-a-ways include time management, personal well-being during the day and after hours, communication, the magic of storytelling, creating energy and enthusiasm not only in yourself but your teams and schools, crisis management, and how to best be out in front of troubling times.

    68. The Question is the Answer: Reading Instruction Based on Student-Generated Questions

    Program: Curriculum Center

    Audience: K - 5 teachers, instructional coaches, reading specialists, teacher-leaders, building and district administrators

    Dates: 3/26/2019

    Kids ask a lot of questions! In fact, children ask between four hundred and twelve hundred questions each week (Chouinard. Harris, & Maratsos, 2007). But how can teachers harness our students’ natural inquisitiveness as a shaping force in reading instruction? This workshop showcases how student-generated questions build reading comprehension, promote text engagement, and motivate young readers. Learn how question generation aligns with the Next Generation Standards and gain teaching tips, instructional ideas, and practical strategies to help children in K-5 classrooms generate questions about the texts that they read and the world around them. The objectives of this workshop are as follows:
    1. To explore what is meant by student-generated questions
    2. To highlight the research base for question generation
    3. To showcase familiar question generation strategies / activities
    4. To examine classroom examples / scenarios of question generation in reading instructor
    5. To plan activities and instruction which harness the power of student-generated question.

    69. ACTION Collaborative Network: AVID Presentation

    Program: Guidance & Child Study Center

    Dates: 3/27/2019

    Participate in two Professional Learning modules

    Module 1: Schoolwide Academic Language and Literacy

    -Participants will develop strategic scaffolds and instructional routines that support all students as academic language learners, so they can successfully navigate rigorous academic conversation and content in order to be college and career ready.

    Module 2: Developing Disciplinary Literacy

    -Participants will use mentor texts as a basis for student writing in all content areas in order to develop college-ready writers who can demonstrate a deep understanding of rigorous content.

    Share ideas and collaborate with educators from your region.

    No fee. Lunch is included.

    70. PROMPT: Bridging PROMPT Technique to Intervention (PROMPT II)

    Program: The Hudson River Teacher Center

    Audience: Speech pathologists who have received training in Introduction to PROMPT (PROMPT I)

    Dates: 3/27/2019 to 3/29/2019

    This 3 day course teaches clinicians more about the technique of PROMPT and focuses on setting appropriate goals and objectives for the individual within the PROMPT framework. This training assists clinicians in incorporating PROMPT therapy across a range of settings, including the home environment, while maintaining a focus on the key needs for the individual to assist them to develop to their potential.
    At the conclusion of the Bridging PROMPT Technique to Intervention workshop, participants will be able to:
    Describe and apply the PROMPT Application principles and Technique.
    Differentiate and apply, alone or in conjunction, PROMPT Parameter, Syllable,
    Complex and Surface PROMPTs with varying speech production disorders.
    Describe and demonstrate the three planes of movement and how they are used in PROMPT.
    Identify initial parameters and priorities to begin goal setting with various client exemplars.
    Develop motor-speech goals that bridge technique to language and social interaction.

    71. TOPP (Technology/Occupational/Physical Therapy Practices) PLC March 2019

    Program: Education Technology

    Audience: Occupational Therapists, Occupational Therapist Assistants, Physical Therapists, Physical Therapy Assistants

    Dates: 3/27/2019

    Join us for an opportunity to learn and share best practices regarding the use of technology as part of occupational and physical therapy. This forum is designed for individuals working in OT and PT departments.(Please consider joining us for informal conversation/lunch from 12:30-1:30 pm.)

    72. Reunification Workshop

    Program: Regional Safety Services

    Dates: 3/28/2019

    This workshop will give an overview of the Standard Reunification Method developed by the iloveuguys foundation with additions made specifically for schools in NYS. Participants will be given instruction on the theory, process, and execution of reunification after various incidents with tips and tricks for both on and off campus sites. Participants will also be given action steps to begin this process back at their home school districts.

    73. Advanced HR Essentials

    Program: Center for Educational Leadership

    Audience: Human Resources Leaders who have previously attended the HR Essentials Workshop

    Dates: 3/28/2019 to 4/24/2019

    These sessions provide technical assistance and sound professional practices to further advance the skills of Human Resource leaders. As requested, this workshop is designed for those who have previously participated in HR Essentials: The Must-Have Toolbox. Topics include reviewing ever-changing state and federal HR regulations, court decisions and relevant strategies for leading an effective HR department, and implementing best practices.

    74. Tape Diagrams: Problem Solving through Mathematical Modeling

    Program: Curriculum Center

    Audience: Educators who want to teach their students how to model mathematics

    Dates: 3/28/2019

    Lets engage in a half-day of mathematical modeling! This session will explore the benefit of effective usage of tape diagrams and will lead to the following learner outcomes:
    -Increased proficiency in use of tape diagrams
    -Acquisition of the tools to lead students or colleagues in becoming proficient in tape diagrams
    -Knowledge to make informed choices when writing word problems for students
    -How to choose pictorial models when remediating gaps in understanding
    -How to use classroom dialogue that develops independence in student thinking and,
    -How to develop perseverance in problem solving.

    75. The Business Writing Workshop

    Program: Center for Educational Leadership

    Dates: 3/28/2019

    In the Business Writing Workshop, you will learn proven tips and techniques that guarantee every message you write – in emails, letters, everything – will be polished and on target, representing both you and your organization in a highly professional manner. Topic will include:

    • Pre-writing strategies that work every time

    • Special section on grammar basics that we promise will be short

    • Mastering the writing process and using your personal style

    • Writing powerfully and persuasively for any situation

    • Post-writing techniques to clean up your writing

    • Troubleshooting common writing problems
    This workshop is the first of three in a three-part series on transition planning and assessments for student populations that have individual transition needs. Well-developed transition planning is critical for students with disabilities who plan to attend college. Join us for this event as we explore: * College Supports and Eligibility * 2-year and 4-year and Certificate Options * Strategies to Develop Students' Self-Determination Skills * Transition Assessments * Developing Appropriate IEP Goals * Using the Student Exit Summary as a Tool * And much More! Other workshops in the series are as follows: Transition Planning and Assessments for Students with Higher Support Needs (April 30, 2019) Transition Assessment and Planning for Students Entering the Workforce (May 30, 2019) *Participants may attend one or all parts of the series. Please register separately for each session.*

    77. SLS Annual Joint Conference: Building Upon Shared Foundations

    Program: Professional Library

    Audience: School Library Media Specialists, Building and District Administrators

    Dates: 3/29/2019

    Conference highlights:

    *Opening keynote with Susan D. Ballard

    *Closing keynote with Bryan Collier

    *Ten breakout sessions with special focus on the alignment to the new AASL National School Library Standards

    *Exhibits

    *Author signings

    *Raffle

    *Continental breakfast

    *Lunch at Cermele Cafe

    Invite your administrators to join you to network at a continental breakfast and hear Susan D. Ballard’s morning keynote address: 8:00am-10:00am. Email Kathy Friedlander with invited administrators' names to register.

    Early Bird Special: Before March 2-$125; After-$150. For questions regarding this activity, please contact Kathy Friedlander at kfriedlander@pnwboces.org.

    78. DASA Dignity for All Students Act - Mandated 6 hour certification workshop

    Program: NYS State Certification Courses

    Audience: All individuals pursuing SED certification/licensure

    Dates: 3/29/2019

    In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyber bullying, and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will address the social patterns of harassment, bullying, and discrimination 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. It will also cover the identification and mitigation of harassment, bullying, and discrimination; and strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings. Successful completion of this course will meet the certification requirements in Sec14 (5) of Chapter 102 of the Laws of 2012.

    79. Living History - Historical Expeditions: Historic New Paltz and Huguenot Street

    Program: The Hudson River Teacher Center

    Audience: All educators, administrators and school staff

    Dates: 3/29/2019 to 3/30/2019

    Followers of Protestant theologian John Calvin, a group of Huguenots from northern France and what's now southern Belgium, sought safety from persecution by the Catholic church and its allies in Europe in the 1600s, first by fleeing to die Pfalz in southwestern Germany, and then to America. In 1677, hoping to protect their religion and culture, they established a community on the banks of the picturesque Wallkill River in the Mid-Hudson Valley of New York. They arranged the purchase of approximately 40,000 acres of land from the local Esopus Munsee tribe, and a land patent confirming it was issued by the new English Governor of New York, Sir Edmund Andros. That community grew and prospered, becoming the dynamic town of New Paltz. Today a National Historic Landmark District, Historic Huguenot Street encompasses 30 buildings across 10 acres that was the heart of the original settlement, including seven stone houses that date to the early eighteenth century. It was originally founded in 1894 by the descendants of the first settlers as the Huguenot Patriotic, Historical, and Monumental Society to preserve what remained of their French and Dutch heritage. Since then, Historic Huguenot Street has grown into an innovative museum, chartered as an educational corporation by the University of the State of New York, that is dedicated to protecting our historic buildings, conserving an important collection of artifacts and manuscripts, and promoting the stories of the Huguenot Street families, from the sixteenth century to today.
    This course will explore the development of New Paltz from the 1600’s to the present day and will include a lecture at Carmel High School, a walking tour of Huguenot Street and a hike in the Nyquist-Harcourt Wildlife Sanctuary in New Paltz.

    80. Youth Mental Health First Aid Training

    Program: Guidance & Child Study Center

    Dates: 3/30/2019

    Youth Mental Health First Aid USA is a public education program which introduces participants to the unique risk factors and warning signs of mental health problems in adolescents, builds understanding of the importance of early intervention, and teaches individuals how to help an adolescent in crisis or experiencing a mental health challenge. Mental Health First Aid uses role-playing and simulations to demonstrate how to assess a mental health crisis; select interventions and provide initial help; and connect young people to professional, peer, social, and self-help care.The course teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. Participants do not learn to diagnose, nor how to provide any therapy or counseling – rather, participants learn to support a youth developing signs and symptoms of a mental illness or in an emotional crisis by applying a core five-step action plan:

    - Assess for risk of suicide or harm

    - Listen nonjudgmentally

    - Give reassurance and information

    - Encourage appropriate professional help

    - Encourage self-help and other support strategies

    The Youth Mental Health First Aid USA curriculum is primarily focused on information participants can use to help adolescents and transition-age youth, ages 12-18.

    PNW BOCES is recognized by the NYSED’s State Board for Social Worker as an approved provider of continuing education for Licensed Social Workers (#SW-0127).

    PNW BOCES is recognized by the NYSED’s State Board for Mental health practitioners as an approved provider of continuing education for Licensed Mental Health Counselors (#MHC-0117).

    PNW BOCES is approved by the National Association of School Psychologists to offer professional development for school psychologists. PNW BOCES maintains responsibility for the program.

    81. Youth Mental Health First Aid Training (Putnam Valley only)

    Program: Guidance & Child Study Center

    Dates: 3/30/2019

    Youth Mental Health First Aid USA is a public education program which introduces participants to the unique risk factors and warning signs of mental health problems in adolescents, builds understanding of the importance of early intervention, and teaches individuals how to help an adolescent in crisis or experiencing a mental health challenge. Mental Health First Aid uses role-playing and simulations to demonstrate how to assess a mental health crisis; select interventions and provide initial help; and connect young people to professional, peer, social, and self-help care.The course teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. Participants do not learn to diagnose, nor how to provide any therapy or counseling – rather, participants learn to support a youth developing signs and symptoms of a mental illness or in an emotional crisis by applying a core five-step action plan:

    - Assess for risk of suicide or harm

    - Listen nonjudgmentally

    - Give reassurance and information

    - Encourage appropriate professional help

    - Encourage self-help and other support strategies

    The Youth Mental Health First Aid USA curriculum is primarily focused on information participants can use to help adolescents and transition-age youth, ages 12-18.

    PNW BOCES is recognized by the NYSED’s State Board for Social Worker as an approved provider of continuing education for Licensed Social Workers (#SW-0127).

    PNW BOCES is recognized by the NYSED’s State Board for Mental health practitioners as an approved provider of continuing education for Licensed Mental Health Counselors (#MHC-0117).

    PNW BOCES is approved by the National Association of School Psychologists to offer professional development for school psychologists. PNW BOCES maintains responsibility for the program.

    82. Exploring BreakoutEDU

    Program: Curriculum Center

    Audience: Educators interested in learning more about BreakoutEDU

    Dates: 4/2/2019

    Mystery rooms are popping up around the country, and along with being a fun way to collaborate and solve problems, there is tremendous applicability to classroom and school usage.

    In this workshop, educators will be exposed to BreakoutEDU, a fun, competitive, collaborative, and engaging tool and strategy to build elements of the mystery room craze into instruction. Whether designed to be low-tech or high-tech, BreakoutEDU inspired experiences can allow students of all ages to practice team-building and content-based skills while racing to find clues and solve a mystery that is curriculum-related. Educators will gain insight into the requirements for a Breakout-style experience, will be connected with a variety of resources, and will see examples of how Breakout can fit seamlessly into current practice.

    83. Bomb Threat with Complications (Lunch n' Learn Tabletop Workshop)

    Program: Regional Safety Services

    Dates: 4/2/2019

    Participants will have the opportunity to work through a tabletop exercise. This exercise will deal with a bomb threat with complications at a school. The participants will respond to the event using the principles of ICS.

    84. Virtual Reality (VR) in the Classroom: The Good, the Bad, and the Instructional

    Program: Curriculum Center

    Audience: Educators interested in learning more about virtual reality in the classroom

    Dates: 4/2/2019

    VR is the new trending tech in education. The key question? How can this immersive experience be integrated in a way that supports more effective teaching and learning?

    This session will be spent going over the good, the bad, and the instructional as it pertains to VR and introducing VR into the classroom. Participants will explore what a lesson plan would look like with a VR component (including how to use VR with students) and will then engage in experimentation with a variety of different VR technologies and tools. A list of apps to be downloaded prior to class will be emailed to participants before the meeting date.

    85. Job Coaching Students with Disabilities - PNW

    Program: RSE-TASC

    Dates: 4/3/2019

    Wait List
    Job coaches are essential to helping students navigate workplace experiences both on and off campus. Join us as we explore the many roles and responsibilities of the job coach including developing employer relationships, implementing task analyses, modeling job skills, collecting data and more. We will also discuss tips and strategies for developing new job internship opportunities.

    86. Helping Students At-Risk for Suicide

    Program: Guidance & Child Study Center

    Dates: 4/4/2019

    Within and across school districts, practices vary widely in managing students at risk for suicide. Some schools require that police officers assess any student threatening suicide and subsequently escort the child to a regional hospital if they are deemed to be a "lethal threat" to themselves. At the other end of the spectrum, school psychologists complete a risk assessment, provide brief intervention, and develop a safety plan for a child at-risk for suicide. Such variability within and across school districts, and even among school-based mental health care practitioners, leaves them susceptible to role confusion and lacking confidence in how to properly address a student who is suicidal.

    In this workshop, participants will learn: (1) Tools, knowledge, and skills to assist students having thoughts of suicide or engaging in suicidal behavior (2) The necessity of pre-planning and standardized procedures for safety planning (3) How to identify the importance the collaboration and shared decision making between school mental health professionals, administrators, community providers, and the student and his or her family in managing students at-risk for suicide (4) How to be prepared to develop and implement standardized procedures in their schools/district that reflect best practice for helping students at-risk.

    PNW BOCES is recognized by NYSED's State Board for Social Work as an approved provider of continuing education for licensed social workers (LCSW & LMSW; #0127). This workshop is approved for 6 Contact Hours. PNW BOCES is solely responsible for all aspects of the program and its content.

    PNW BOCES is approved by NASP to offer continuing education for school psychologists (#1120). This workshop is approved for 6 Contact Hours. PNW BOCES is solely responsible for all aspects of the program and its content.

    Putnam/Northern Westchester BOCES is recognized by NYSED’s Board for Mental health practitioners as an approved provider of continuing education for LMHC (#MHC-0117).

    87. Design Thinking in Education: Applying Harvard's Innovation Strategies

    Program: Center for Educational Leadership

    Dates: 4/4/2019

    Design thinking is a powerful way to solve complex problems educators face in schools. It unlocks the power of empathy, collaboration, and creativity to benefit students and families. It is the same process used by innovators all over the world, and we are thrilled to bring it to you. The design process is a structured approach to identifying challenges, gathering information, generating potential solutions, refining ideas and testing solutions. The process is circular by nature with each stage in the process revisited and information utilized in experimentation, solution feasibility and reflection. This is a hybrid program. The in-person session is April 4th and the online session date to be determined.

    88. Effective Literacy Practices: Instructional Models that Support the development of Readers and Writers

    Program: Curriculum Center

    Audience: Teachers in grades K - 8, literacy specialists, instructional coaches

    Dates: 4/4/2019

    This workshop delves into research-based best practices in literacy instruction which focuses on teaching methods that make the most impact on student learning. Teachers will examine daily structures and routines which provide clear expectations, demonstrate critical and reflective thinking, engage students in collaborative conversations, allow time for authentic reading and writing experiences, and present ongoing feedback in order to develop self-directed learners.
    The content of this workshop includes an introduction to the following topics:

    •Understanding the Gradual Release of Responsibility
    •Components of Reading and Writing Workshop
    •Creating a Literate Rich Environment: Rituals, Routines, and Tools
    •Lesson Structures: Interactive Read Alouds and Mini-lessons (Think-Alouds)
    •Motivating Readers and Writers with Mentor Texts
    •Ongoing Formative Assessment (Conferring)

    89. New York State Science Learning Standards (NYSSLS) Introductory Workshop-Grade 3

    Program: Science 21

    Audience: Grade 3 Teachers

    Dates: 4/4/2019

    In this workshop, teachers will gain a basic understanding of the New York State Science Learning Standards (NYSSLS). You will learn the rationale behind the NYSSLS as well as the conceptual shifts and goals of science education for the 21st Century outlined by the Framework for K-12 science Education. Participants will learn the basic structure of NYSSLS and gain a deeper understanding through interactive activities. They will also gain an understanding of the Disciplinary Core Ideas (DCI's) and their value to teaching and learning science. Teachers will learn how the Performance Expectations build over time from Grades K thru 12. They will engage in Science and Engineering Practice (SEP's) activities that would be appropriate for their grade level and examine how Crosscutting Concepts (CC's) support students' learning and deepen student understanding of Core Ideas in science as well as other disciplines. Finally, participants will develop an understanding of how to interpret the NYSSLS expressed as Student Performance Expectations (PE's). They will learn how PE's integrate all three Dimensions (DCI's, SEP's, & CC's) required of all students. *These workshops are one-day each and are grade specific.
    Calling all high school educators and community agency providers! Join us for a monthly gathering to learn about community-based programs and services available to transitioning students. WE-CAN meets at a different agency on the first Thursday of each month from 8:30 am - 10:30 am. You will see and experience firsthand the various options offered by each organization. Networking and transition updates will also be featured. Join us as we learn about programs and services available to youth and adults with a variety of disabilities, as well as their families. Please register for each event separately. Meeting locations have been identified and will be posted once they are confirmed. WE-CAN Dates: Oct. 4 - ACCES-VR, 75 South Broadway, 2nd floor, White Plains, NY 10601 (Paid parking is available around the corner on Lyon's Place.) Nov. 1 - Putnam/Northern Westchester BOCES, Tech South Building, 200 BOCES Drive, Yorktown Heights, NY 10598 Dec. 6 - The Sanctuary, 35 Hammond House Road, Valhalla, NY 10595) Parking is around back near the entrance) Jan. 3 - Arc of Westchester, Gleason-Israel Gateway Headquarters, 265 Saw Mill River Road (9A), Hawthorne, NY 10532 Feb. 7 - Manhattanville College, Reid Castle, East Library, 2900 Purchase Street, Purchase, NY 10577 (Snow Date: February 21st) Mar. 7 - Southern Westchester BOCES, 65 Grasslands Road Valhalla, NY 10595 April 4 - Westchester Independent Living Center (WILC), 10 County Center Road, 2nd floor, White Plains, NY 10607 May 2 - Ability Beyond, Chappaqua Crossing, 480 Bedford Road, Chappaqua, NY 10514 June 6 - TBD (Location will be announced at a later date)

    91. New York State Science Learning Standards (NYSSLS) Introductory Workshop-Grade 4

    Program: Science 21

    Audience: Grade 4 teachers

    Dates: 4/5/2019

    In this workshop, teachers will gain a basic understanding of the New York State Science Learning Standards (NYSSLS). You will learn the rationale behind the NYSSLS as well as the conceptual shifts and goals of science education for the 21st Century outlined by the Framework for K-12 science Education. Participants will learn the basic structure of NYSSLS and gain a deeper understanding through interactive activities. They will also gain an understanding of the Disciplinary Core Ideas (DCI's) and their value to teaching and learning science. Teachers will learn how the Performance Expectations build over time from Grades K thru 12. They will engage in Science and Engineering Practice (SEP's) activities that would be appropriate for their grade level and examine how Crosscutting Concepts (CC's) support students' learning and deepen student understanding of Core Ideas in science as well as other disciplines. Finally, participants will develop an understanding of how to interpret the NYSSLS expressed as Student Performance Expectations (PE's). They will learn how PE's integrate all three Dimensions (DCI's, SEP's, & CC's) required of all students. *These workshops are one-day each and are grade specific.

    92. New York State Science Learning Standards (NYSSLS) Introductory Workshop-Grade 5

    Program: Science 21

    Audience: Grade 5 Teachers

    Dates: 4/8/2019

    In this workshop, teachers will gain a basic understanding of the New York State Science Learning Standards (NYSSLS). You will learn the rationale behind the NYSSLS as well as the conceptual shifts and goals of science education for the 21st Century outlined by the Framework for K-12 science Education. Participants will learn the basic structure of NYSSLS and gain a deeper understanding through interactive activities. They will also gain an understanding of the Disciplinary Core Ideas (DCI's) and their value to teaching and learning science. Teachers will learn how the Performance Expectations build over time from Grades K thru 12. They will engage in Science and Engineering Practice (SEP's) activities that would be appropriate for their grade level and examine how Crosscutting Concepts (CC's) support students' learning and deepen student understanding of Core Ideas in science as well as other disciplines. Finally, participants will develop an understanding of how to interpret the NYSSLS expressed as Student Performance Expectations (PE's). They will learn how PE's integrate all three Dimensions (DCI's, SEP's, & CC's) required of all students. *These workshops are one-day each and are grade specific.
    Monthly meeting of the Lower Hudson RSE-TASC regional team. Professional development and planning to support regional schools and districts in improving outcomes for students with disabilities.

    94. Nurturing the Introvert - Supports to Help All Learners, Including Our Quiet Ones

    Program: Curriculum Center

    Audience: Teachers and leaders wanting to further support the introverts in their schools and districts

    Dates: 4/9/2019 to 5/14/2019

    In order to make learning truly accessible for all, we have to take stock of all the students in our classrooms. Sometimes, the quietest students, the ones who refrain from calling out and from making themselves the center of attention slip from our minds. Yet these learners are just as important to engage as any other!

    This two day learning series will explore the importance of cultivating relationships with all students, how to effectively do that (including rethinking classroom design), and how we can utilize tools like technology to make sure that the quiet we encounter isn't simply compliance. While we want all our students to use their voice, we also have to build up the desire for all learners to do so by fostering empowerment, utilizing encouragement, and using connectors, like parents, to help make sure that all students feel like their voice will be heard.

    95. CSE Roundtable - PNW BOCES

    Program: RSE-TASC

    Dates: 4/9/2019

    Wait List
    This collegiate Lower Hudson group will continue to meet to discuss issues that impact CSE Chairs and members, Directors of Special Education and Directors of Pupil Personnel in our region. This year our sessions will focus on a variety of topics including: updates/changes to the regulations, systems of behavioral support, student self-advocacy, and special education mediation. Participants should register for each session separately.

    96. Social Studies Content and Practice Institute (Grades 3, 5, and 6)

    Program: Curriculum Center

    Audience: Grades 3, 5, and 6 teachers and administrators responsible for social studies

    Dates: 4/10/2019 to 5/10/2019

    This two-day workshop will help teachers make the instructional shifts identified in the new Social Studies Framework and reflected in the tasks on the new Regents assessments at the high school level. Illustrative materials will be used to demonstrate how to apply the Social Studies Practices to required content understandings.

    During the initial day of the Institute, participants will:
    - Receive the latest Social Studies updates from NYSED
    - Examine the six Social Studies Practices in relation to specific grade level conceptual understandings and content specifications highlighted in the new Social Studies Framework
    - Consider strategies for guiding students to apply historical thinking skills in the close reading of primary sources
    - Apply strategies for teaching students to formulate and support historical arguments
    - Suggest print and electronic resources (please bring recommendations)
    - Collaborate to develop a grade level activity that applies a social studies practice to a conceptual understanding. (Please bring materials)

    During the second day, grade level participants will combine with their respective counterparts (for example teachers of Grades 3, 5, and 6 will join with teachers of Global History and Geography 9 and 10 while teachers of Grades 4, 7, and 8 will join with US History and Government 11) in order to:
    - Share reflections about how well the grade level activity developed on the initial day worked when used in their respective classrooms
    - Engage in a collegial discussion on America’s relationship with other nations
    - Relate an aspect of the collegial discussion to a grade level conceptual understanding and brainstorm to create an appropriate grade level activity that incorporates concepts and social studies practice.

    97. Surviving the Beginning Years as a Director of PPS/Special Ed

    Program: Center for Educational Leadership

    Dates: 4/10/2019 to 5/9/2019

    These three half-day workshops support new and nearly new directors in gaining knowledge of general special education job responsibilities throughout the school year. Topics include beginning school year tasks, state reporting, special education grant writing, budget development, staffing, APPR evaluation, annual processes, time management, and ending school year tasks. Each session is project-based, allowing directors to gain hands-on experience through networking with the presenter and colleagues.
    Join us as we examine all graduation and exiting credential options for students with disabilities including the Superintendent Determination and Amendment, 4+1 Pathway, the appeals process, local diploma options, the Career Development and Occupational Studies (CDOS) Commencement Credential and the Skills and Achievement Commencement Credential. Please Note: This workshop is intended as an overview only.

    99. DASA Dignity for All Students Act - Mandated 6 hour certification workshop

    Program: NYS State Certification Courses

    Audience: All individuals pursuing SED certification/licensure

    Dates: 4/11/2019

    In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyber bullying, and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will address the social patterns of harassment, bullying, and discrimination 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. It will also cover the identification and mitigation of harassment, bullying, and discrimination; and strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings. Successful completion of this course will meet the certification requirements in Sec14 (5) of Chapter 102 of the Laws of 2012.

    100. Advanced Situational Awareness & Crisis Communications (Lunch n' Learn)

    Program: Regional Safety Services

    Dates: 4/11/2019

    This workshop is designed to help school personnel expand their Situational Awareness tool kits. School safety today is not what it was yesterday. The goal of this workshop is to provide attendees with practical resources to be turn-keyed back to their respective districts in this area with a focus on Crisis Communication. These techniques can be used in a variety of situations and especially when interacting with strangers and visitors. The methods and protocols provided are being utilized all over the country in both the public and private sectors.

    101. The Legal Issues Related to the Education of Undocumented Students

    Program: Center for Educational Leadership

    Dates: 4/11/2019

    No topic that impacts schools and their students is more in flux today than that of undocumented children. This workshop focuses on both federal as well as New York State law and provides participants with the most up-to-date legal requirements for school districts as they educate their undocumented population. Topics include requirements to educate undocumented children, rights of undocumented children to participate in extracurricular activities, requirements of school districts to respond to Immigration and Customs Enforcement requests, and school district responsibilities to assist students whose parents have been detained by Immigration and Customs Enforcement. This workshop is a combination of lecture, discussion, and group hypotheticals and dialogue for pinpointing effective strategies.