This training provides teachers, student support specialists, and other school staff with hands-on knowledge on the nature of self-regulation and strategies for improving self-regulation and emotional control in individuals of all ages. A variety of tools (sensory supports, calming techniques, classroom activities, and thinking strategies) will be provided to help students recognize their internal emotions, sensory needs, and thinking patterns.  Tips, skills, and tools will be provided to help children/teens learn to self-regulate and to apply self-regulatory skills when needed.

School refusal describes the disorder of a child who refuses to go to school on a regular basis or has problems staying in school. Children with school refusal often complain of physical symptoms shortly before it is time to leave for school or repeatedly ask to visit the school nurse. In this training, MH Practitioners will develop a clearer understanding of what constitutes school anxiety, avoidance, and refusal, and more clearly identify why a child is avoiding school. Practitioners will also learn strategies to develop initial school-based behavioral plans to help reduce school anxiety and address school avoidance and non-attendance, and increase their knowledge in how to both identify and refer complex/severe situations to appropriate resources.

Traditional school discipline procedures often don't solve the problems that are affecting the lives of students and often push kids away...toward alienation and disenfranchisement. Instead, we focus on a coaching model that teaches students self-regulatory skills collaboratively and proactively.  We will first start with a close look at beliefs about why a child is exhibiting challenging behavior.  Next we will begin the hard work of identifying the skills that a behaviorally challenging student is lacking and the specific expectations a child is having difficulty meeting in association with those lagging skills. Finally, we will discuss three ways of handling a problem with a behaviorally challenging student: Plan A, which is solving the problem unilaterally; Plan B, which is where you're teaching emotional regulation skills collaboratively and proactively; and Plan C, which is where you're setting an unsolved problem aside for now (not because you're giving in, but because you're not going to be able to work on all the unsolved problems at once). 

This meeting will focus on information passed down from NYSED Office of State Assessment during the Science Statewide Meetings as well as topics determined important by the group. This meeting is intended for Regional Science Leaders or their representatives.

LETRS stands for Language Essentials for Teachers of Reading and Spelling. This comprehensive professional development empowers teachers to understand the science behind how students learn to read and why some students struggle. LETRS participants will deepen their knowledge of the what, why and how of scientifically based reading instruction - while sharpening their ability to diagnose why students are struggling and how to provide proven interventions. LETRS 3rd Edition professional development is delivered in a series of units that address each essential component of reading instruction and the foundational concepts that link each component. The full LETRS course is two volumes (volume 1 focuses on word recognition; volume 2 focuses on language comprehension). This 6 day series will address volume 2.

Middle Level students really are unique! They need tools to help them deal with changing emotions and increasing academic demands, not to mention the many negative stressors they face in their world today. A regular mindfulness routine has been proven to help build executive functioning skills and assist students in managing ADHD, stress, anxiety, and depression. It has also been shown to improve compassion and empathy.
This workshop is a largely experiential learning opportunity from which teachers will be able to benefit personally, as well as professionally. Teachers will learn the basics of mindfulness and how to use it with students. Don't worry if you have never practiced mindfulness before, this is a beginner's experience! Many resources will be provided, with recommendations for how to use them in the least time-intrusive and most effective way in the classroom setting so that you can hit the ground running in September!
The following format outlines the expected learning outcomes:
PART ONE -The WHAT, WHY, and HOW of Mindfulness in the classroom.
PART TWO -Reinforce and Reset! Open and honest discussions about how it felt to use mindfulness in the classroom and personally.
PART THREE -Loving-Kindness/Empathy/Connection practices.

This is an opportunity for Elementary Principals to meet virtually in order to share ideas and problem solve as a group.

In addressing the full array of student needs, schools have access to a wide variety of national-, state-, district-, and school-run programs and resources that can begin to help address the wide array of individual and family needs that can interfere with optimal learning. Ideally, the types of supports and resources that are available offer a compliment of educational and social/emotional/behavioral resources. Yet, with the many demands within a school setting, it is common for these resources to fall through the cracks. Over time, it becomes easy to lose track of all the supports and resources that are available, who can access them, how they can be accessed, and the reasons that they are offered. This workshop will focus on identifying what these resources are, who each resource is most appropriate for, and how these resources can be accessed and evaluated for quality.

The Regional Literacy Leaders group meets throughout the school year in order to provide ELA specific updates from NYSED; explore best curriculum, assessment, and instructional practices; and provide networking opportunities among group members. Meetings during the 2021-2022 school year will focus on the continuation of the standards implementation road map as well as focus on writing instruction.

LETRS stands for Language Essentials for Teachers of Reading and Spelling. This comprehensive professional development empowers teachers to understand the science behind how students learn to read and why some students struggle. LETRS participants will deepen their knowledge of the what, why and how of scientifically based reading instruction - while sharpening their ability to diagnose why students are struggling and how to provide proven interventions. LETRS 3rd Edition professional development is delivered in a series of units that address each essential component of reading instruction and the foundational concepts that link each component. The full LETRS course is two volumes (volume 1 focuses on word recognition; volume 2 focuses on language comprehension). This 6 day series will address volume 1.

Please join us for this book study series focused on becoming knowledgeable and effective allies to our LGBTQ+ students families, colleagues, friends, and neighbors. Topics include: understanding LGBTQ+ identities and terms, LGBTQ+ etiquette, tips for having respectful conversations, dealing effectively with push back, answering common questions and concerns, allying responsibly, and sustaining our ally actions by caring for ourselves. The book study kicks off with The Savvy Ally author, Jeannie Gainsburg, followed by book study webinars of The Savvy Ally led by Jeanette Adams-Price. The book study concludes with both Jeannie and Jeanette, with Q and A and planning for next steps. Asynchronous reading will be assigned for each webinar session. REGISTRANTS MUST PURCHASE A COPY OF THE SAVVY ALLY BY JEANNIE GAINSBURG ON THEIR OWN.

This workshop will cover signs and symptoms of compassion fatigue and burnout as well as preventative strategies and interventions. The importance of self-care and various methods of implementing techniques to enhance and encourage self-care on a personal and organizational level will also be addressed.

Have you ever wished you had a safe, non-judgmental space to ask questions about LGBTQ+ individuals and identity? Are you confused by the differences between gender, expression, identity and orientation? Have you ever wondered what the letters in the LGBTQ+ initialism mean? Would you like strategies for creating more welcoming and affirming learning spaces for LGBTQ+ students, colleagues, and families? This professional learning opportunity provides the tools you need! While progress is slowly being made to create more welcoming and affirming learning spaces there is still much to be done. For LGBTQ+ students, colleagues, and families the school environment can pose numerous threats and obstacles. Below are some eye-opening statistics from GLSEN's (Gay Lesbian Straight Education Network) 2019 National School Climate Report: 86% of LGBTQ+ students were harassed or assaulted at schools; 2 in 5 LGBTQ+ students of color were bullied or harassed based on race or ethnicity; 84% of trans students felt unsafe at school because of their gender. Anti-LGBTQ discrimination means that LGBTQ+ students miss more school, have lower GPAs, and lower self-esteem. This dynamic, interactive professional learning session focuses on building your ally skills, developing welcoming and affirming learning spaces through the use of inclusive and respectful language, terminology, pronouns and discourse, assessing the physical environment for inclusivity, creating inclusive learning opportunities, and knowing where to go for resources and support. Attending this workshop is a proactive step towards creating welcoming and affirming learning spaces. Program participants will receive a Safe Zone sticker and course materials. Contact Jeanette_Adams-Price@boces.monroe.edu for more information.

Middle Level students really are unique! They need tools to help them deal with changing emotions and increasing academic demands, not to mention the many negative stressors they face in their world today. A regular mindfulness routine has been proven to help build executive functioning skills and assist students in managing ADHD, stress, anxiety, and depression. It has also been shown to improve compassion and empathy.
This workshop is a largely experiential learning opportunity from which teachers will be able to benefit personally, as well as professionally. Teachers will learn the basics of mindfulness and how to use it with students. Don't worry if you have never practiced mindfulness before, this is a beginner's experience! Many resources will be provided, with recommendations for how to use them in the least time-intrusive and most effective way in the classroom setting so that you can hit the ground running in September!
The following format outlines the expected learning outcomes:
PART ONE -The WHAT, WHY, and HOW of Mindfulness in the classroom.
PART TWO -Reinforce and Reset! Open and honest discussions about how it felt to use mindfulness in the classroom and personally.
PART THREE -Loving-Kindness/Empathy/Connection practices.

Have you been looking for a strategy to help your students actively engage with literature, rather than just answering surface level questions? Good readers notice when significant moments occur in a text. They interact with the reading by questioning why these moments are happening. The Notice and Note signposts were created by Kylene Beers and Robert Probst to help create attentive readers who look closely at a text and reflect on and interpret what it means to them. This workshop will introduce you to the Notice and Note Signposts for fiction AND non-fiction. Participants will be provided with examples of how to introduce the signposts to students and various techniques for using them in the classroom. Time will be provided to create your own unit using the strategies.
This is a 3-part series using the following format:
PART ONE--Introduction to 6 Notice and Note Signposts for Fiction with examples and resources.
PART TWO--Introduction to the "Three Big Questions” and Signpost Strategies for Nonfiction using examples and providing possible resources.
PART THREE--It's your turn now! This session will be used to create a unit using the Signposts for a book or nonfiction resources that you will be teaching this year. Guidance will be provided in creating the unit and resources required.

This meeting will focus on information passed down from NYSED Office of State Assessment during the Science Statewide Meetings as well as topics determined important by the group. This meeting is intended for Regional Science Leaders or their representatives.

Have you been looking for a strategy to help your students actively engage with literature, rather than just answering surface level questions? Good readers notice when significant moments occur in a text. They interact with the reading by questioning why these moments are happening. The Notice and Note signposts were created by Kylene Beers and Robert Probst to help create attentive readers who look closely at a text and reflect on and interpret what it means to them. This workshop will introduce you to the Notice and Note Signposts for fiction AND non-fiction. Participants will be provided with examples of how to introduce the signposts to students and various techniques for using them in the classroom. Time will be provided to create your own unit using the strategies.
This is a 3-part series using the following format:
PART ONE--Introduction to 6 Notice and Note Signposts for Fiction with examples and resources.
PART TWO--Introduction to the "Three Big Questions” and Signpost Strategies for Nonfiction using examples and providing possible resources.
PART THREE--It's your turn now! This session will be used to create a unit using the Signposts for a book or nonfiction resources that you will be teaching this year. Guidance will be provided in creating the unit and resources required.

This meeting will focus on information passed down from NYSED Office of State Assessment during the Science Statewide Meetings as well as topics determined important by the group. This meeting is intended for Regional Science Leaders or their representatives.