CHAIRS: Michelle Feyerabend, Chenango Valley; Barb Tasber, Windsor

PLEASE NOTE:

- OIR's 2023-24 Retreat will be held on August 1, 2023 at Cornell Cooperative Extension's Taste of New York building located at 840 Front Street, Binghamton.

- CSO/OIR meetings will be held from 8 am - 2 pm at the ISC on September 13, November 1, and March 6.

- September 2023 - June 2024 monthly meetings will be held in-person at Broome-Tioga BOCES Instructional Support Center with Zoom option available.

OVERVIEW:

This series provides newer teachers (in their 3nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills. - Explain classroom management strategies which promote a welcoming and affirming environment. - Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback. - Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24): August 10, January 17, May 22

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

OVERVIEW:

Learn relationship-building, brain-based de-escalation skills along with trauma-informed intervention strategies for reaching out to young people and turning problem situations into learning opportunities.

OUTCOMES:

- LSCI will provide participants with the skills to create positive relationships with students with chronic patterns of self-defeating behaviors, and facilitate student insight into their behavior patterns and develop new skills to react to problem situations and stress in more productive ways.

- Upon completing the 5 day training, you will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

This is a two-year commitment and includes eight in-person learning days spread across two years. It also has a digital learning component with online content and assessments for teachers, which involves additional hours per year.

YEAR 1

- Explain why reading is difficult for some students, and what the brain does when it reads

- Identify the major types of reading difficulties and implications for assessment

- Describe the phonology connection and its role in reading, with assessment and instructional recommendations

- Explain major principles of English orthography and strategic approaches to teaching accurate reading

- Explain approaches to more advanced word study

YEAR 1 MAXIMUM CTLE = 87 hrs (In-person: 24 hrs; Asych = 63)

YEAR 2

- Describe effective approaches to teaching vocabulary

- Explain roots of comprehension difficulties and critical components for targeted instruction

- Explain the role of comprehension strategies and how to structure lessons to address active processing of text

- Describe critical aspects of writing instruction and how to address these in an explicit way

YEAR 2 MAXIMUM CTLE = 81 hrs (In-person: 24 hrs; Asych = 57)

NOTE: Districts billed in full in 2022-23 ARFS.

OVERVIEW:

This series provides newer teachers (in their 2nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills.

- Explain classroom management strategies which promote a welcoming and affirming environment.

- Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback.

- Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24): August 24, January 11, May 21

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

OVERVIEW:

This series provides new teachers (in their 1st year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, classroom environment, student engagement, classroom management, explicit teaching and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

- Describe unique aspects of your new school culture and strategies for integrating into the school community.

- Identify evidence-based classroom management strategies and create a plan to apply them.

- Define explicit teaching and student engagement.

- Create lesson plans that include explicit teaching and incorporate various engagement strategies

Please Note Maximum CTLE of 35 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24): August 29, August 30, January 9, May 20

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 22

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2023-24 FRS.

This monthly meeting for HS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals' Center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

DIVISION CHAIRS: Kevin Richman (Binghamton); Steven DiStefano (U-E)

Zoom access information will be communicated via the High School Principals listserv.

This monthly meeting for elementary school principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division CoChairs: - Jessica Bowerman, Susquehanna Valley; Mary Kay Ryan, Union-Endicott

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

This group meets quarterly to share, discuss, learn and plan together to support the implementation of the Community Schools Strategy in the region. A Community of Practice is a group of professionals that meets regularly, shares expertise, and works collaboratively to improve the academic performance of students, chronic absenteeism, and parent engagement. Together we will explore how an integrated Multi-Tier System of Support (MTSS-I) can strengthen efforts to support increasing social emotional behavioral/mental health needs.

MTSS offers a roadmap for integration and equity. The Interconnected Systems Framework (ISF) offers guidance on how to embed mental health, include family and youth AND involve community partners. Content experts in academic, social emotional support, behavior, suicide and drug prevention working within a single system informed by implementation science can help schools meet all these demands.

"MTSS is something to help organize the adults and their implementation of best practices within classrooms and schools. MTSS is not about organizing kids as much as it is about organizing what we do for and WITH kids and their families.” -Dr. George Sugai, Professor Emeritus, University of Connecticut

OUTCOMES:

1. Reflect and assess current practice (Baseline)

2. Create and share materials, strategies, and best practices

3. Explore community partners and resources

4. Identify next steps with MTSS-I and commit

OVERVIEW:

This workshop series is a continuation of the learning from year 1 of AcceleratingStudents' Literacy Growth. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on helping students access grade-level text. We will examine and implement instructional scaffolds to assist striving readers with challenging text as well as create instructional plans for transfer of learning. Onsite/virtual coaching for participating teachers is included.

OUTCOMES:

- Explain the critical components of a structured literacy approach

- Design instruction to address targeted teaching points using the principles of structured literacy

- Revise assessment plan to include a process for screening/diagnostic assessment of foundational skills; incorporate recommendations from research on assessment of comprehension

- Identify precise feedback for more effective transfer of critical skills into reading and writing

- Explain progressions of text complexity across grade levels, and identify targeted teaching points based on student assessment and understanding of text complexity progressions

- Design instructional scaffolds to assist students in taking on grade-level challenging text in literature and informational text

- Design and revise communication strategies to ensure instructional coherence for identified students

PLEASE NOTE: Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

In these sessions, regional curriculum directors and instructional technology leaders meet to discuss issues that are pertinent to curriculum, assessment, instruction, and instructional technology. Included in the meetings are updates and talking points related to NYS and national standards, regional professional learning needs and planned offerings, requirements from the NYS Education Department, as well as new programs and resources available to support the work of schools.

ATTEND IN-PERSON or VIA ZOOM. Zoom access information will be communicated via the Curriculum/IT Directors listserv.

OVERVIEW:

This group meets quarterly to share, discuss, learn and plan together to support the implementation of the Community Schools Strategy in the region.

1. Advise on the work of the BT BOCES Community Schools service:

- Community Service Provider Needs

- Professional Learning Needs

- Other Community Events and/or Collaborative Partnerships

2. Learn together about successful practices in leading change

3. Share successful practices with one another

OVERVIEW:

Join us for a bimonthly conversation centered on Ai in Education for building and district leaders. During these afterschool virtual sessions, educational leaders can meet to discuss and learn from each other about AI trends, educational use, and the impact of AI on their leadership practice. These sessions are designed to share emerging information about AI in education and engage in leadership conversations with colleagues. Conversations will be framed around a series of articles and topics related to AI; leaders can bring questions to the group for discussion.

OUTCOMES:

- Identify and discuss trends and promising practices related to AI in education

- Share experiences, emerging procedures, and impacts of AI on teaching, learning, and leadership

*Registrants will be provided with Zoom access information prior to the session start time.*

OVERVIEW:

These meetings are designed to provide PK-12 Science educators and lead teachers with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

PLEASE NOTE: The Zoom link will be emailed to registrants prior to the session start time.

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology-based best practices are occurring in their districts.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

OVERVIEW:

These sessions will be for technology teacher leader teams appointed by their district to work as a team to have concentrated time to work toward planning district initiatives.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Identify PL needs for the district and how to build targeted sessions

OVERVIEW:

This workshop series is a continuation of the learning from year 1 of Accelerating Students' Literacy Growth. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with special emphasis on building students' language and comprehension in the context of grade-level challenging and rich text using read-aloud and shared reading structures. We will examine structured literacy approaches to address students' foundational skill and comprehension needs. Onsite/virtual coaching for participating teachers is included.

OUTCOMES:

- Explain the critical components of a structured literacy approach

- Design instruction to address targeted teaching points using the principles of structured literacy

- Revise assessment plan to include a process for screening/diagnostic assessment of foundational skills

- Identify precise feedback for more effective transfer of critical skills into reading and writing

- Explain the beginnings of text complexity progressions, applicable to students in grades K-1 - Design instructional scaffolds to assist students in taking on grade-level challenging text in literature and informational text via read-alouds and shared reading structures

- Design and revise communication strategies to ensure instructional coherence for identified students

PLEASE NOTE: Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

These sessions are a time for the regional world language teachers to learn, discuss, and share the current best practices in world language teaching and their current implementations of new classroom technologies and pedagogies.

OUTCOMES:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

OVERVIEW:

State-mandated quarterly meeting of representatives from each of the component school districts.

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

-Identify regional School Library System priorities and school library professional learning needs

- Advise on the activities of the School Library System and evaluate School Library System-provided resources and programs

- Discuss updates to and trends in the field of school librarianship, including state and national updates

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

The School Librarian Community of Practice meets regularly to share expertise and collaborate on improving teaching and learning in elementary and secondary library instruction. In 22-23, this group will focus on Media Literacy and alignment between the Information Fluency Continuum, the new CS/DF standards, and content-area practices. Librarians will leave with strategies to develop strong school library lessons and programs, explore and share resources, and engage in collaborative conversations with their regional peers.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

Monthly Workgroup meeting for Windsor DEI Committee members.

PARTICIPANTS WILL:

- Identify gaps in Equity & Inclusion and create plans to address them.

This monthly meeting for MS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division Co-Chairs: Eric Attleson (CV); Ken Francisco (Owego-Apalachin)

Zoom access information will be communicated via the listserv.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This Community is for FACS teachers. Educators in this group will share strategies and best practices for FACS education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

Health Educators in this Community of Practice will continue the work around creating a skills based Health Curriculum as well as making connections to NYS Mental Health Standards, Culturally Responsive-Sustaining Education Framework and Computer Science/ Digital Fluency Standards.

OUTCOMES:

- Describe skills-based health education and explain how this instructional approach is a match for students' needs.

- Draft a new (or refine a) curricular unit for implementation during the year and describe how the unit supports the development of health skills.

- Identify instructional strategies that promote engagement and success for all learners in health education.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2023-24 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2023-24 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness. Up to 3 individual onsite coaching sessions will be provided to further grow your professional practice.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

PLEASE NOTE Maximum CTLE of 17 hours will be awarded based on participation in the following:

- Four 3-hour Regional Sessions (max 12): Oct. 18, Dec. 7, Feb. 27, Apr 25

- Three 1-hour 1:1 Coaching Sessions (max 3): Jul 26 - Apr. 24

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

Additions and removals from the group's listserv should be directed to Andrea Sollitto at asollitto@btboces.org. Please be sure to include, when applicable, who you replaced at the district.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light It Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW:

This three-part series will allow participants to identify areas of alignment between high school research expectations and college-level research. Participants will engage in collaborative conversations with college-level library staff to define college-level research expectations and identify gaps; teacher/librarian pairs will collaboratively design a research project.

OUTCOMES:

- Articulate college-level research expectations

- Identify opportunities to scaffold towards college-level expectations in the high school curriculum

- Design, implement, and reflect on a research project to address key research skills

OVERVIEW:

The purpose of the BT BOCES Regional Crisis Team is to provide guidance, support and/or assistance to students, staff and/or administrators within the BOCES region that may be needed after a national disaster, school violence, the death of a school community member or other serious school crises. The meetings will be focused on providing crisis intervention and response training and resources as well as share best practices with members of the team.

OUTCOMES:

- Keep current and apply best practices in the areas of crisis prevention, intervention, and response

- Developing plans for learning together (initially)

- Training and presentations on topics related to crisis prevention, intervention, and response

- Learning through tabletop exercises and/or debriefing recent school crisis situations

- Networking and sharing among members

- Share information, materials and resources with their school districts and local agencies throughout the region

Registrants will be provided with Zoom access information prior to the start time for all virtual sessions.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation What's in the Bag, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of What's in the Bag, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This Community is for Special Education teachers K-12. Educators in this group will share strategies and best practices for Special education and continue to build capacity around the High Leverage Practices (HLP). They will have the opportunity to work and think with others in similar grade bands. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

Educators in this group will share strategies and best practices for ENL education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

This series of meetings is intended for districts who are interested in participating as part of the BT BOCES regional consortium for 2023-24. The purpose of the advisory group meetings will be to share NYSED guidelines and updates as well as to update and develop plans to implement the regional plan. The advisory group will work collaboratively to plan for the Regional Presentation Day, where the participating students will come together at BT BOCES to present their culminating projects.

No CTLE is associated with participation in the Advisory Group.

The facilitator will provide all registrants with Zoom access information via email prior to the session start time.

OVERVIEW:

These one-hour Zoom sessions will be focused on helping coaches build their clubs and teams, identify means of communication for individual clubs, the roles students can play in the club, and the role the coach plays in the club. This will also serve as a time for community building among coaches to meet each other and discuss their ideas and questions.

OUTCOMES:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

- This activity is restricted to districts that subscribe to BT BOCES Esports Service [552.368.250] ONLY.

- Registrants will be provided with Zoom access information prior to the session start time.

OVERVIEW:

This series will facilitate a conversation between leaders who plan and oversee literacy programming at multiple tiers of instruction and whose teachers participate in the series "Accelerating Students' Literacy Growth.” These sessions will focus on expanding leaders' knowledge of evidence-based instructional practices related to literacy and the systems that support achievement of students with language-based disabilities. To expand and deepen our thinking we will incorporate learning from current research as well as local "voices from the field” involving regional administrators sharing their experiences trying different models for literacy improvement.

OUTCOMES:

- Discuss evidence-based instructional practices to improve student literacy outcomes

- Describe actions leaders can take to refine literacy systems for improved literacy outcomes

- Describe assessment systems to best support targeted instruction for student success, including refinements districts are making

- Describe actions leaders can take to support successful implementation of literacy systems changes

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills to benefit learners. UPK is the foundation of a child's positive educational career. Join UPK teachers from around the region to discuss evidence-based practices and strategies. This group will meet twice to learn together, share resources, problem solve, and support each other in providing high quality preschool programs.

OUTCOMES:

- Identify evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging preschool classrooms

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching®.

Cognitive Coaching isn't just for coaches! Anyone looking to develop their capabilities around powerful professional conversations - administrators, literacy and/or instructional coaches, department and/or grade-level leaders, classroom teachers - will benefit from this model of coaching that focuses on self-directedness and the development of cognitive complexity.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Agendas for Days 1-4 include: the Planning Conversation Map and the Reflecting Conversation Map as well as the tools of Cognitive Coaching®. Days 5-8 provide for skill refinement and understanding of the Problem-Resolving Map.

PLEASE NOTE: BT BOCES will initiate billing for seats not covered through your district's FRS following. ​

OVERVIEW:

Come and experience the power of dispositions! Reading dispositions are more than strategies and skills; they are the mental habits that unlock meaning in classroom content. They are the will and the thrill that go with the skill. Dispositions are the game changer in 21st century education. They are the motivators to authentic and lifelong connections to text.

OUTCOMES:

- Define reading dispositions and habits of mind

- Explain the research supporting reading dispositions

- Design instructional opportunities to build dispositions and habits of mind

- Design observational tools and assessments for dispositional learning

OVERVIEW:

This 30-hr. course will begin with an introductory phase in which the basic concepts common to all sports will be discussed to include the following: history of interscholastic athletics in NYS; the objectives, rules, regulations & policies of athletics, performance skills, technical information; organization & management practices. The special training and conditioning of the athletes in specific sports, the fitting of equipment, specific safety precautions and officiating methods will also be examined. An internship that will include practical experience as a coach in the specific sport and/or periods of observing other approved coaches will also be required.

** Attendance for all Sessions & Activities is MANDATORY ***

All registered participants will be sent an email asking which sport certification they are seeking in advance of the first class date.

This 30-hour course is divided into three parts:

1. Concepts Common to all sports - 5 classroom sessions on the following dates (15 hours)

o April 9, 16, 23, 30, May 7 (*see also final session date below*)

2. Sport-specific Certification (12 hours)

*Please note: 1 certification is included with the course; for additional certifications, please register for Coaching Course II - Additional Sport Certification ONLY session in MLP

o This includes three 3-hour sessions with a resource coach from your specific sport. You will be provided with a resource coach and will meet with him or her.

o Each participant is required to participate in an internship experience. The requirements of this experience will be discussed during one of your classroom sessions. This work is expected to take 3 hours and will be completed on your own time.

3.Concluding Classroom Session (3 hours) - June 4

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

The purpose of this training is to help participants gain a greater understanding of the Science of Reading; specifically, phonics and word recognition. Participants will explore what skills to teach when, and how to teach these skills for students to master phonics and word recognition. The training will also provide context for the importance of using assessments to improve the effectiveness of phonics instruction for students.

Participants will be able to:

- Describe the legal and ethical importance of providing scientific research-based instruction in phonics and word recognition

- Define phonics and word recognition and describe why they are important to overall reading development

- Explain when and how to teach phonics and word recognition according to our current knowledge of the science of reading

- Identify ways in which classroom assessments can be used to improve phonics and word recognition instruction and student outcomes

- Describe ways in which students with diverse backgrounds and learning needs can be provided with individualized phonics and word recognition support

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

Are you a tenured teacher who is feeling overwhelmed, deflated, or burned out in your classroom? Do you sometimes feel like you're not teaching as effectively as you would like to be? If this might describe you, then join us to shore up your practice. In this course, participants will learn how to get students learning and working in various ways, from facilitators who specialize in student engagement and classroom management. All participants will receive individual, onsite coaching to further develop skills around your personal goal areas.

OUTCOMES:

-Identify key attributes of student engagement

-Describe various student engagement strategies

-Identify proactive classroom management strategies

-Choose individual growth areas to focus on and receive feedback on

** Upon registration, participants will receive information from the instructors and an initial coaching visit prior to in-person PL session.**

Please Note Maximum CTLE of 8 hours will be awarded based on participation in the following:

- Regional Session: April 29 (max 3)

- Five 1-hour Coaching Sessions (max 5): January 2023 - May 30, 2024

OVERVIEW:

This package of materials is designed to introduce educators to concepts of communication and culture that impact the ways educators and educational organizations (EOs) interact with families. Overall, the aim is to ensure that educators are mindful with how they communicate with parents, guardians, and families to ensure that educational sites are culturally responsive and welcoming.

The foundational understandings of family engagement will ultimately support improvements in many outcome areas, namely those in areas in which gaps between student sub-groups exist.

Participants will:

- Examine the impact of culture & communication in our practice as educators

- Explore the concept of culture & connect with the idea of Culturally Responsive-Sustaining Education

- Explore strategies for effective collaboration between families, caregivers, and schools to support students

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials and create some hard copy student materials for ready implementation.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact Kathryn Bailey at kbailey@btboces.org or Valerie Priscott at vpriscott@btboces.org

OVERVIEW:

This training is designed to assist professionals in understanding the transition planning process from a culturally responsive lens. Transition planning through a culturally responsive lens results in improved post-school outcomes in the areas of employment, post-secondary education, and independent living for students with disabilities.

Participants Will:

- Recognize the ways in which students' and families' background and culture impact transition planning

- Learn culturally responsive strategies to support their students' learning and support transition from school to post-school activities

- Engage in frequent, respectful, and open discussion of the educational needs of students

- Have the tools to engage culturally diverse students and families in the transition planning process

This is a three part training - registrants are asked to attend all sessions

OVERVIEW:

If a coach wishes to gain certification in a second sport while taking the course, he or she must meet additional requirements by completing a second internship experience for the additional sport. If you choose this option, you must register for this separately in Frontline.

If a coach has already completed the Theory and Techniques of Coaching course for one sport and at a later date wishes to have certification in a second sport, he or she must attend Session 5 of our Comprehensive Course II on May 7, 2024, complete an internship for that sport and also attend the final session on June 4, 2024.

There is an additional cost for second sport certification.

- PARTICIPANTS MUST REGISTER FOR THIS COURSE BY March 21, 2024. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Dates: Classes - May 7 and June 4, 2024 and Resource Coach Sessions - 12 additional hours (TBD)

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

Overview of the Diploma and Graduation options that are available to NYS students; resources provided for implementation and reference.

Participants will be able to recognize and identify:

- Definition of self-determination and its relation to determining individualized diploma and graduation options

  - Credit requirements for graduation in NYS

  - Multiple pathways to graduation 4+1 option requirements for all students

   - Appeal eligibility criteria for all students

   - Safety net options for students with disabilities

- Exiting credentials available in NYS and the requirements for each

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

Teachers will gain knowledge on explicit instruction and how to effectively implement explicit instruction in their classrooms. Explicit instruction is a high leverage practice that has proven to be an effective special education practice resulting in higher achievement for students with disabilities in both reading and math. It is also a high leverage practice that general education teachers can implement in their classrooms to improve student achievement. Research has shown higher achievement results for gen ed students and students with disabilities in both reading and math after receiving explicit instruction. Teachers in the training will learn how to use the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction Rubric (EIR) which is introduced as a general observation/reflection tool that aligns with best instructional practices for both gen ed students and students with disabilities within this training. The accompanying activity in the Participant Packet allows participants to observe a lesson and determine where the instruction would fall on the rubric. The intention is that participants might utilize the rubric as a guide as they work to incorporate elements of explicit instruction into lesson planning and/or practice.

Participants will be able to:

- Understand the definition, supporting research, and benefits of explicit instruction

- Define and describe the five essential components and other common elements of explicit instruction

- Explore resources designed to support effective explicit instruction implementation

The instructor will provide all registrants with the Participant Packet and access information prior to the session start time.

OVERVIEW:

The purpose of this professional learning experience is to build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based; promote acquisition of the skills necessary to complete the FBA process; develop the skills necessary to create, implement and progress monitor the BIP; and ensure these skills align with the New York State Regulations of the Commissioner of Education, Part 200.

Participants will :

- Build fluency with the science of behavior that provides the theoretical foundation on which FBAs and BIPs are based

- Acquire the skills necessary to complete the FBA process

- Develop the skills necessary to create, implement, and progress monitor the BIP

- Ensure these skills align with the New York State Education Department P-12: Office of Special Education regulations

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

This one-hour informational session will provide an overview of the virtual courses, summer professional learning, and expectations for Battery Academy course implementation. During this informational session, participants will be provided with access to the virtual Battery Academy course content.

OUTCOMES:

Review proposed Battery Academy Bootcamp professional learning series and course expectations, timeline, and resources.

___________________________________________

PLEASE NOTE: It is helpful for teachers that will be leading this course to have experience in High School-level Chemistry, Physics, and/or Mathematics, and a fundamental understanding of the principles of electricity.

___________________________________________

Registrants will be provided with Zoom access information via email prior to the session start time.

OVERVIEW:

The purpose of this training is to foster vocabulary development in the classroom using explicit instruction. Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades, understand how explicit instruction can be applied to vocabulary instruction, describe key features of vocabulary instruction, and identify ways to incorporate vocabulary instruction into different parts of the school day.

Outcome:

- Children will develop more robust oral vocabularies, with expected transfer to other academic tasks at school

The instructor will provide all registrants with access information prior to the session start time.

BT BOCES will be hosting regional NYSESLAT scoring for component districts. Regional scoring is focused on the writing part of the NYSESLAT scoring. All registrants will be required to stay at the regional scoring site until all tests have been scored.

OVERVIEW:

Overview of the Diploma and Graduation options that are available to NYS students. Resources provided to families.

Families will be able to recognize and identify:

- Definition of self-determination and its relation to determining individualized diploma and graduation options

- Credit requirements for graduation in NYS

- Multiple pathways to graduation 4+1 option requirements for all students

  - Appeal eligibility criteria for all students

- Safety net options for students with disabilities

- Exiting credentials available in NYS and the requirements for each

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice strategies used to mitigate risk.

- Understand the risks of disengagement and restrictive interventions.

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some pre-work to complete. Instructor will send link to access material one week prior to session.

- This course, with identical content is also being offered July 17th and August 6th.

This event is sponsored by Broome County Mental Health.

OVERVIEW:

As mindful educators we will practice strategies to help ground ourselves during stressful situations and build our resilience as we learn to pay attention to our thoughts and bodies. Calm, connected educators create learning spaces that allow students to feel safe and supported. Each week we will learn about everyday mindfulness and how to keep going and weave mindfulness into your daily life through formal and informal practices. Instructors are certified in "Mindful Schools 201 Mindfulness in Schools.”

OUTCOMES:

- Create a routine to practice mindfulness formally and informally

- Explore a mindful way of being in your body

- Describe why adopting a trauma-sensitive approach to exploring mindfulness is important for everyone as all bodies experience overwhelm in the nervous system due to stress and trauma to differing degrees.

- Begin to identify when you are dysregulated and start utilizing practices to bring yourself back into equilibrium.

- Begin to uncover and identify your blindspots, biases, and cognitive distortions by using mindfulness to notice and disrupt them.

Please Note:

- The instructor will provide all registrants with Zoom access information prior to session start times.

- Expectations and process for asynchronous submission to be discussed at first session.

- Each week there will be one hour dedicated to practicing mindfulness at home with a mindful reflection to be completed in Google Classroom as part of the asynchronous work.

- Maximum CTLE Hours = 14 (9 Hours Virtual - Zoom; 5 Hours Asynch - Google Classroom)

Overview:

In this session, teachers will analyze their State Test data from the second year of the Next Generation Math Standards implementation, and identify any shifts that need to be made from the past school year. Teachers will utilize this work to make curricular decisions to create and edit plans for the upcoming school year.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Describe potential shifts for the upcoming school year.

- Create and edit materials for the upcoming school year.

OVERVIEW:

Embark on a transformative journey into the realm of nonfiction with our exclusive workshop designed to empower educators in the 3-8 ELA classroom! Navigating the complexities of nonfiction text is a cognitive journey that demands a set of strategic moves. Participants will analyze, identify, and scaffold the challenges of grade-level text with precision, aligning teaching approaches seamlessly with the expectations of the NYS Next Generation ELA Learning Standards.

OUTCOMES:

-Define text complexity & the cognitive moves to navigation nonfiction

- Describe critical attributes of complexity

- Identify how text complexity develops over time to support your students in your classroom

OVERVIEW:

Leading continuous improvements in a district or school requires building up the conditions and supports that create a culture for teams to engage effectively in the complex and challenging work of teaching and learning.

The Adaptive Schools Foundation Seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning.

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation.

Adaptive Schools is the "how" of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning.

OUTCOMES:

- An increased capacity to initiate, develop and sustain high functioning groups

- New lenses for diagnosing the stages and phases of group development

- An expanded repertoire of practical facilitation tools

- Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each

- Skills to move groups beyond consensus to common focus

- Ways to value and use dissension, argument and conflict

- Strategies for keeping group members on track, on topic, energized and resourceful

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Adaptive Schools [Service No. 551-211-033]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

Overview:

In this session we will overview the recent changes to the NYS Math Standards, with a focus on Geometry. We will discuss implications for local curriculum and assessment decisions and well as recommendations for supporting other teaching colleagues in their understanding of these changes.

Outcomes:

- Explain the recent changes to the NYS Math Standards.

- Explain the significance of these changes to local curriculum and assessment.

- Create an action plan for sharing these changes with colleagues.

OVERVIEW:

This workshop is for anyone, in any role, that wants to understand the legal implications of the CROWN (Creating a Respectful and Open Word for Natural hair) Act in educational settings. The CROWN Act prohibits racial discrimination based on hair texture and protective hairstyles, including locs, cornrows, twists, braids, Bantu knots and Afros. A series of activities and discussions will support participants to increase their awareness and understanding about hair based discrimination. Participants will explore the impact on students and staff, and how existing policies, practices, traditions may be in violation of or support students' rights and impact achievement outcomes.

PARTICIPANTS WILL:

1. Learn about the CROWN Act

2. Explore the origin and significance of cultural hair styles, various hair textures.

3. Discuss the negative connotation associated with hair accessories such as hats, Du Rags, Bonnets, and Bandanas and the correlation to disproportionate discipline rates.

4. Analyze the alignment of your school district's code of conduct, traditions, policies, and practices with the Crown Act and Dignity for All Student Act (DASA).

Overview:

In this session we will overview the recent changes to the NYS Math Standards, with a focus on Algebra II. We will discuss implications for local curriculum and assessment decisions and well as recommendations for supporting other teaching colleagues in their understanding of these changes.

Outcomes:

- Explain the recent changes to the NYS Math Standards.

- Explain the significance of these changes to local curriculum and assessment.

- Create an action plan for sharing these changes with colleagues.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Science: Biology. We will examine the materials, setups, standards, procedures, and scoring of the investigation: Balancing Act: Exploring Feedback and Homeostasis (structure and function).

Outcomes:

- Examine the objectives, procedure, and teacher materials of Balancing Act: Exploring Feedback and Homeostasis; one of the new required Life Science: Biology Investigations

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice strategies used to mitigate risk.

- Understand the risks of disengagement and restrictive interventions.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Science: Biology. We will examine the materials, setups, standards, procedures, and scoring of the investigation: Unravelling the Mystery of Lactose Intolerance (Inheritance and Variation of Traits).

Outcomes:

- Examine the objectives, procedure, and teacher materials of Unravelling the Mystery of Lactose Intolerance; one of the new required Life Science: Biology Investigations

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Science: Biology. We will examine the materials, setups, standards, procedures, and scoring of the investigation: For the Birds - Designing Solutions.

Outcomes:

- Examine the objectives, procedure, and teacher materials of For the Birds - Designing Solutions; one of the new required Life Science: Biology Investigations

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching℠.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ also serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and strive for high achievement.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some pre-work to complete. Instructor will send link to access material one week prior to session.

- This course, with identical content is also being offered June 27th and August 6th.

This event is sponsored by Broome County Mental Health.

OVERVIEW:

Have you unpacked your bias lately? As human beings we all have biases. However, if we are unaware of the biases we hold or they go unchecked, our decisions, behaviors and interactions with others may have unintended consequences. This workshop is designed to create a safe space for participants to increase awareness of their biases, understand the impact on day to day life, and learn strategies to disrupt the cycle.

PARTICIPANTS WILL:

1. Define the concept of unconscious bias

2. Recognize how bias can influence behavior and decision making to inform your practice

3. Learn strategies to disrupt the cycle and make informed decisions.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Earth and Space Science. We will examine the materials, setups, standards, procedures, and scoring of the investigation: Unearthing Mars - A Historical Perspective (Space Systems).

Outcomes:

- Examine the objectives, procedure, and teacher materials of Unearthing Mars - A Historical Perspective ; one of the new required Earth and Space Science Investigations.

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice strategies used to mitigate risk.

- Understand the risks of disengagement and restrictive interventions.

Please note that this session, with identical content, is also being offered on August 19-20, 2024.

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Lunch will be 1 hour on your own.

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Lunch will be 1 hour on your own.

Overview:

Learn to create safe and joyful learning communities where every student can thrive- while helping your students develop strong social and academic skills. In four engaging and interactive days, you'll discover how to:

- Begin and end the day positively with Morning Meeting and closing circle - Integrate energizers and interactive learning structures throughout the school day

- Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

- Establish rules with your students and provide positive structures to support success

- And much more

Lunch will be 1 hour on your own.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Earth and Space Science. We will examine the materials, setups, standards, procedures, and scoring of the investigation: The Ripple Effect - The Work of Water Across NYS Surfaces (Earth's Systems).

Outcomes:

- Examine the objectives, procedure, and teacher materials of The Ripple Effect - The Work of Water Across NYS Surfaces ; one of the new required Earth and Space Science Investigations.

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Earth and Space Science. We will examine the materials, setups, standards, procedures, and scoring of the investigation: The Sky is the Limit - Decoding Weather Conditions (Weather and Climate).

Outcomes:

- Examine the objectives, procedure, and teacher materials of The Sky is the Limit - Decoding Weather Conditions ; one of the new required Earth and Space Science Investigation.

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

This session has been designed around the regional math goal. Participants will take a deep dive into grade level fluency progressions, essential models for instruction, and problem solving methods associated with the Next Generation Math Standards. All Math teachers with various levels of experience are welcome!

Outcomes:

- Identify essential models aligned to grade level content

- Describe fluency progressions associated with required grade level expectations

- Discuss potential shifts for the upcoming school year

OVERVIEW:

In this workshop, attendees will gain knowledge on setting up, utilizing, and dismantling the Portable Planetarium. They will also have the chance to explore various features of the Planetarium and engage in collaborative discussions with fellow attendees regarding its potential applications in the classroom.

Participants will also be trained on how to use the 25 ft. National Geographic Giant Map of the Solar System. They will learn how to use this interactive map with students to explore the planets, the sun, and their orbital paths. Participants will also be shown where they can access additional educational resources to utilize with the map.

OUTCOMES:

- Be able to set up, use, and take down the Portable Planetarium.

- Be able to set up, use, and pack away the Giant Solar System Map

- Identify potential/planned uses with students.

PLEASE NOTE:

- Districts must subscribe to the Regional Center for Science Base Service [410.840.200].

- Participants must bring a device that can connect to the internet.

- This training is required in order to sign out and use the Portable Planetarium and/or the Giant Maps.

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials and create some hard copy student materials for ready implementation.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation

Please note that UFLI manuals will be provided to districts participating in the RISE grant (grades 4-7); ALL OTHER PARTICIPANTS should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at vpriscott@btboces.org

OVERVIEW:

Microaggression is defined as intentional or unintentional verbal, nonverbal, and environmental slights that communicate hostile, derogatory, or negative messages to the recipient based on their group membership. Microaggressions are pervasive in educational settings and have documented negative effects on its recipients and bystanders. Many school districts aim to create a welcoming and affirming environment for all and microaggressions can impact achieving this goal. This workshop will create a safe space for participants to learn about microaggressions, understand its impact, and identify strategies to minimize its occurrence.

PARTICIPANTS WILL:

1. Develop awareness surrounding the prevalence of microaggressions.

2. Explore the impact of microaggressions on individuals from vulnerable and marginalized communities.

3. Learn about the implication of microaggressions as it relates to the Dignity for All Student Act (DASA).

3. Discover how to apply techniques to minimize the occurrence of microaggressions and ways to respond when someone has been microaggressive.

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Lunch will be 1-hour on your own.

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Lunch will be 1-hour on your own.

Overview:

In this interactive and engaging four-day course, you'll learn how to design and implement a middle school experience that's responsive to the developmental strengths and needs of young adolescents - while helping your students develop the academic and social skills they need to be successful.

Through this course, participants will be prepared for:

-Creating a safe, positive, and inclusive community with the Responsive Classroom approach to discipline

- Holding Responsive Advisory Meetings - a core practice for middle school; using teacher language to encourage student engagement and help them become more responsible and respectful Applying new strategies for effective classroom management; and planning and utilizing many other strategies to meet the needs of middle school students.

Lunch will be 1-hour on your own.

This year's Academy, Cultivating Community: Connecting Hearts, Minds, and Schools, will feature a full-day keynote by Andrew Marotta on Day 1 (July 30). Andrew Marotta is the leader of the Surviving & Thriving movement. Andrew is an energizing & impactful speaker, author, and school leader. He lives the words on his logo & strives to positively #IMPACT all he meets. A master storyteller, Andrew engages his audiences and fellow leaders with authentic and heartfelt stories, memorable props, and collaborative, fun, &, thought-provoking activities. Additional information about his inspiring opportunities can be found here: HERE..

Day 2 (July 31) will include a variety of breakout sessions aligned to this year's theme, presented by local school districts, regional partners, and BOCES staff. Participants can choose the breakout sessions they would like to attend. Breakout sessions will include presentations (50-minute and 100-minute options), roundtable discussions, and panel discussions. A schedule of sessions will be released in June.

Participants will receive a copy of one of Andrew Marotta's books. Registered participants will be sent a survey before the Academy to select their option.

_______________________________________________________

Payment is supported by your district's 2024-25 FRS (per person) subscription to SCI Leadership Support Service [551.211.200]; BT BOCES will initiate an ARFS when applicable.

OVERVIEW:

This two day series is focused on guiding teachers through our artificial intelligence professional learning progression:

1. Teachers can explain what AI is and how it works.

2. Utilize the capabilities of AI to help with professional tasks.

3. Designing learning opportunities to educate students about AI through the lens of the CSDF standards. What is it? How does it work? Being aware of cybersecurity

4. Design learning opportunities that develop critical thinking and learning skills needed for students to engage responsibly with AI.

Teachers will walk away from this series with an awareness of current trends in AI and its connections to the NYS Computer Science and Digital Fluency Standards. In addition to creating a lesson that they can use with their students connecting the topic of AI to the CSDF standards.

OUTCOMES:

- Identify the opportunities where AI can assist in professional needs as an educator.

- Identify the skills needed to be successful when using AI.

- Create a lesson teaching students about AI linked to CSDF Standards.

- Create a lesson introducing AI to students.

*PLEASE BRING YOUR OWN DEVICE.*

Overview:

In this session, we will be discussing the practices and strategies outlined in Peter Liljedahl's book "Building Thinking Classrooms”. Participants will experience and explore the 14 practices in this book, and collaborate in discussions on what action steps one could take in their classrooms to maximize student learning. Whether you are new to Building Thinking Classrooms, or have been doing it for a while, we would love to have you join the conversation!

Outcomes:

- Describe the 14 practices

- Identify best practices in the book that foster student learning

- Explain Macro and Micro moves you can make in your classroom

- Create an action plan for strategies that can be incorporated

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online support resources.

This session is anchored in Science of Reading high-impact instructional practice: Phonological awareness, phonics, spelling and word study-skill building.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Describe and apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hour Zoom session repeated throughout the day. Times are: 8-9; 11-12; 1-2; 3-4

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS Stands for Reading Excellence: Word Attack and Rate Development Strategies and is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online support resources.

This session is anchored in Science of Reading high-impact instructional practice: Phonological awareness, phonics, spelling and word study-skill building.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Describe and apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hour Zoom session repeated throughout the day. Times are: 8-9; 11-12; 1-2; 3-4

- Districts participating in RECOVS RISE grant, grade 7, will not be charged for participation.

A NEW opportunity for educators who have completed Smart Start Part 1. Partnering with Cyber.org, participants will gain hands-on training in the current "cyber landscape”, to include AI tools and activities, as well as enhance their knowledge of NYS Computer & Digital Fluency Standards.

Join colleagues for this experience that includes:

● 2-Day Institute - FREE sample activities and lesson plans developed by Cyber.org to use with students

● Asynchronous - Pilot high-quality lesson plans and materials and develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 5-6; 9 am - 3 pm at the Johnson City Learning Center Lower C/R [Max. CTLE = 10]

- Asynch: Aug 7 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model or a professional project to enhance CS/DF learning in your classroom or school [submit by Dec 18]

● Reflect in writing on your work [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

OVERVIEW:

Youth Mental Health First Aid teaches you how to identify, understand and respond to signs of mental illness and substance use disorders in youth. This training, utilizing updated curriculum, gives adults who work with youth the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care. Participants will leave with a Mental Health First Aid - for Adults Assisting Young People handbook as a personal resource.

For more information, visit: YOUTH MENTAL HEALTH FIRST AID.

OUTCOMES:

- Identify common signs and symptoms of mental illness in 6-18 year-olds

- Identify common signs and symptoms of substance use

- Describe how to interact with a child or adolescent in crisis and how to connect the person with help

PLEASE NOTE:

- Participants will have some pre-work to complete. Instructor will send link to access material one week prior to session.

- This course, with identical content is also being offered June 27th and July 17th.

This event is sponsored by Broome County Mental Health.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 7-9; 9 am - 3 pm at the Johnson City Learning Center Lower C/R [Max. CTLE = 15]

- Asynch: Aug 10 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 12-14; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R A [Max. CTLE = 15]

- Asynch: Aug 15 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

OVERVIEW:

This training is intended for building and district-level crisis team members. We encourage districts to send their teams to participate in the training. The training is based on the Lifelines Postvention: School Response to Suicide and Traumatic Death model and the Crisis Team Curriculum Training provided by the Suicide Prevention Center of NY. The training will engage teams in brief interactive exercises that will assist teams in further developing their crisis response plans. The sessions are grounded in crisis and grief theory, and are designed to spark discussion, allow teams to practice postvention principles, and plan responses to situations that include complex variables.

PLEASE NOTE::

-This session is supported by funding from Broome County Mental Health for Broome County school districts.

-Non-Broome County school districts who would like to participate must subscribe to Community Schools Base Service [548.709.001]

Overview:

The Elementary Advanced Course is designed to increase your knowledge and expand your teaching strategies and practices to strengthen the Responsive Classroom approach you're already using.

In this four-day, interactive training course, you will learn new methods and strategies including:

- Engaging Academics: Teacher Language, Open-ended Questions, Academic Choice, and Guided Discovery. We'll also cover the Language of Learning, including core thinking, speaking and listening skills.

- Effective Management: Classroom Organization, as well as Effective Behavior Management tools such as Problem-Solving Conferences and Role-Play.

- Many other strategies and practices

Prerequisite: Responsive Classroom Elementary Core Course

Lunch will be 1 hour on your own.

Overview:

The Elementary Advanced Course is designed to increase your knowledge and expand your teaching strategies and practices to strengthen the Responsive Classroom approach you're already using.

In this four-day, interactive training course, you will learn new methods and strategies including:

- Engaging Academics: Teacher Language, Open-ended Questions, Academic Choice, and Guided Discovery. We'll also cover the Language of Learning, including core thinking, speaking and listening skills.

- Effective Management: Classroom Organization, as well as Effective Behavior Management tools such as Problem-Solving Conferences and Role-Play.

- Many other strategies and practices

Prerequisite: Responsive Classroom Elementary Core Course

Lunch will be 1 hour on your own.

Overview:

The Elementary Advanced Course is designed to increase your knowledge and expand your teaching strategies and practices to strengthen the Responsive Classroom approach you're already using.

In this four-day, interactive training course, you will learn new methods and strategies including:

- Engaging Academics: Teacher Language, Open-ended Questions, Academic Choice, and Guided Discovery. We'll also cover the Language of Learning, including core thinking, speaking and listening skills.

- Effective Management: Classroom Organization, as well as Effective Behavior Management tools such as Problem-Solving Conferences and Role-Play.

- Many other strategies and practices

Prerequisite: Responsive Classroom Elementary Core Course

Lunch will be 1 hour on your own.

Overview:

This session has been designed around the regional math goal. Participants will take a deep dive into grade level fluency progressions, essential models for instruction, and problem solving methods associated with the Next Generation Math Standards and NYS assessments. All Math teachers with various levels of experience are welcome!

Outcomes:

- Identify essential models aligned to grade level content

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Describe fluency progressions associated with required grade level expectations

- Discuss potential shifts for the upcoming school year