This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This overview will help administrators understand their role in conducting, reviewing and implementing the FBA/BIP process. Participants will learn about the steps in the process, as well as what to “look for” as an administrator and/or chairperson when:
•participating as a member of a group conducting an FBA,
•reviewing FBA results, and
•reviewing and implementing BIPs. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Schools provide multi-tiered systems of behavioral and academic support.

This overview will help administrators understand their role in conducting, reviewing and implementing the FBA/BIP process. Participants will learn about the steps in the process, as well as what to “look for” as an administrator and/or chairperson when:
•participating as a member of a group conducting an FBA,
•reviewing FBA results, and
•reviewing and implementing BIPs. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Schools provide multi-tiered systems of behavioral and academic support.

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. Participants must attend both days. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support.

As more and more devices like Chromebooks and iPads arrive in schools, long-standing workflow practices need to be updated and digitized. This 3-hour workshop will examine tools that allow teachers to interact with their students digitally to assign and collect work. We will discuss: How expectations in a digital environment are different than a paper system; What tools are you able to utilize to replace traditional paper assignments; How to communicate this change with students and parents.This workshop will take place at the Driver Middle School in the Marcellus Central School District 2 Reed Parkway Marcellus, NY.

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Come learn from the experts! We have invited all of our Media Providers to send a curriculum specialist to come and highlight the best instructional strategies for using the products that you have access to through mediaCONNECT in the classroom! In attendance will be NBC Learn, Learn 360, Video on Demand, New Dimension Media, Soundzabound, Carolina Companies (Tig Tag and Twig Science), Swank Movie Licensing USA and Kajeet, Administrators, school librarians, teachers, and instructional coaches are invited to participate in a showcase that allows small groups to rotate through 40-minute sessions with each of the participating vendors. Remember this in not a sales pitch as you already have access to these products! The purpose is to learn how to use the resources to their highest potential to positively impact student learning.

This half-day workshop will cover the best practices for Feedback Studio for current users, as well as demonstrating Feedback Studio for potential users and introduce Revision Assistant, Turnitin's latest product.

It is important in our information age that teachers have a presence on the web where parents and students can easily find information. As a society, we have an expectation that when we have a question it will be easily found using our phones or computers. Agree with this or not, this is the reality of today. In this 3-hour workshop, we will look at three tools that allow teachers to connect with all of the stakeholders involved. Using these three tools teachers are able to provide information with very little effort. Google Sites allows teachers a platform to connect with the community and once set up will only need to update the page on a quarterly basis. Blogger provides teachers an easy way to share class news on a weekly basis i.e. an alternative to a paper newsletter. Finally, Classroom allows teachers a daily contact with their students. By using all three of these tools teachers are able to connect with minimal time commitment and have a wide informational reach. This workshop will take place at the Driver Middle School in the Marcellus Central School District 2 Reed Parkway Marcellus, NY.

This full day workshop will be run by John Schuster from OPALS and the SLS Team. We will cover the correct MARC tags and subfields that you may need when you are enhancing vendor records or creating original bib records. We will discuss the use of local subject headings versus what should be in a holding record according to AACR2 cataloging standards.

School is about to start, so what a great time to brush upon the quality indicators for each section of the IEP. In this full day workshop, participants will review an IEP to make sure each section is written according to the regulations and the NYSED quality indicators. There will be a brief review of each section of the IEP with regulations, considerations and a checklist. Participants will then have to time to look at their IEPs against the checklist! Come to the IEP Bootcamp to feel refreshed and ready to go in September! This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide high quality inclusive programs and activities.

Introductory training session for teachers, teaching assistants, coaches, and RTI providers involved in STAR screening. This session will teach the basics of STAR assessments, preparing students for screening, and understanding preliminary data reports.

Dignity Act Coordinators are encouraged to attend this training on updates from the Dignity Act from OCM BOCES attorney Joseph Bufano. Trainings that support the Dignity Act and Mental Health will be explained and opportunities will be explored. The new on-line Mental Health Class will also be introduced. PRE-REGISTRATION IS REQUIRED.

This full day workshop will explore what SLS can provide to you. This includes regional purchases, digital content, mentorship programs, mediaCONNECT services and an overview of your cataloging (automation system) in the afternoon.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Many teachers have seen success flipping their instruction by using video to replace homework, using increased time in class for authentic hands-on inquiry. As teachers begin flipping their instruction they spend hours searching for the perfect video that teaches exactly what the teacher would have taught in class. This process of searching for the perfect video is very time consuming and teachers come to the realization that they are the expert in their class and decide to spend their time recording their own instruction. Starting with very simple screencasting software and their Smartboard they record the lecture exactly as how it would have been if the students were in the classroom. Students in class today are bombarded by entertaining videos from all directions and simple screencasts are found to be dry. This is the point where teachers try to step up their video production. In this workshop, we will examine...Who...should be making the videos; it is not always you! What... goes into a good video; storyline, length, and editing. When...can you take video; anytime you see interesting content. Where...do you need to go to create quality videos; it is not as far as Hollywood. How...do you create, edit and share your video; we will learn how to use an online video production tool called WeVideo combined with Google Drive.This workshop will take place at the Driver Middle School in the Marcellus Central School District 2 Reed Parkway Marcellus, NY.

This one-day training will prepare districts for fall screening in AIMSweb Plus. The day will focus on basic site navigation, access to resources, administration of the one-on-one measures (Tests of Early Literacy/Numeracy and the oral reading), and management of the online assessments for grades 2-8. Anyone who will support screening for K-1 should plan to attend the full day. Those only involved in screening at grades 2-8 will only need to attend for the morning. Morning Focus 8:30-11:15 (approx.): Basic site navigation (all grades), administration of the Oral Reading Fluency Measure (grades 1-8), and management of the online assessment (grades 2-8). Afternoon Focus 11:30-3:30: Administration of the Tests of Early Literacy and Numeracy (grades K-1).

Dignity Act Coordinators are encouraged to attend this training on updates from the Dignity Act from OCM BOCES attorney Joseph Bufano. Trainings that support the Dignity Act and Mental Health will be explained and opportunities will be explored. The new on-line Mental Health Class will also be introduced. PRE-REGISTRATION IS REQUIRED.

This one-day training will prepare districts for fall screening in AIMSweb Plus. The day will focus on basic site navigation, access to resources, administration of the one-on-one measures (Tests of Early Literacy/Numeracy and the oral reading), and management of the online assessments for grades 2-8. Anyone who will support screening for K-1 should plan to attend the full day. Those only involved in screening at grades 2-8 will only need to attend for the morning. Morning Focus 8:30-11:15 (approx.): Basic site navigation (all grades), administration of the Oral Reading Fluency Measure (grades 1-8), and management of the online assessment (grades 2-8). Afternoon Focus 11:30-3:30: Administration of the Tests of Early Literacy and Numeracy (grades K-1).

PWN or Notice of Recommendation? When do I send it? What goes on it? This ½ day training focuses on the regulations governing prior written notices. Discussion will center around when to send the form and what information the form must entail. Participants must bring technology with them as there will be time to look at an example of a PWN. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. -Schools provide high quality inclusive programs and activities.

PWN or Notice of Recommendation? When do I send it? What goes on it? This ½ day training focuses on the regulations governing prior written notices. Discussion will center around when to send the form and what information the form must entail. Participants must bring technology with them as there will be time to look at an example of a PWN. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. -Schools provide high quality inclusive programs and activities.

Required ongoing professional development (PD) enables teachers to design optimal learning opportunities for children with diverse needs and ensures that the hardest-to-teach children have the most-skilled teachers.

As a result of this workshop, Reading Recovery® teachers will: - Participate in a minimum of six PD days which includes discussions of behind the glass lessons. - Engage in discussions and reflect in the language of lessons taught behind the glass - Continue to further develop their understanding of reading and writing processes

Cost 2950.00 Required ongoing professional development (PD) enables teachers to design optimal learning opportunities for children with diverse needs and ensures that the hardest-to-teach children have the most-skilled teachers.

As a result of this workshop, Reading Recovery® teachers will: - Participate in a minimum of six PD days which includes discussions of behind the glass lessons. - Engage in discussions and reflect in the language of lessons taught behind the glass - Continue to further develop their understanding of reading and writing processes

Cost 2950.00 Required ongoing professional development (PD) enables teachers to design optimal learning opportunities for children with diverse needs and ensures that the hardest-to-teach children have the most-skilled teachers.

As a result of this workshop, Reading Recovery teachers will: - Participate in a minimum of six PD days which includes discussions of behind the glass lessons. - Engage in discussions and reflect in the language of lessons taught behind the glass - Continue to further develop their understanding of reading and writing processes

EDI, SDI, UDL, DI?? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction at every level of the continuum. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide high quality inclusive programs and activities.

This one-day training will prepare districts for fall screening in AIMSweb Plus. The day will focus on basic site navigation, access to resources, administration of the one-on-one measures (Tests of Early Literacy/Numeracy and the oral reading), and management of the online assessments for grades 2-8. Anyone who will support screening for K-1 should plan to attend the full day. Those only involved in screening at grades 2-8 will only need to attend for the morning. Morning Focus 8:30-11:15 (approx.): Basic site navigation (all grades), administration of the Oral Reading Fluency Measure (grades 1-8), and management of the online assessment (grades 2-8). Afternoon Focus 11:30-3:30: Administration of the Tests of Early Literacy and Numeracy (grades K-1).

This training is for administrators who have not been previously trained. The training will include all of the state-prescribed components and is appropriate for independent evaluators, as well. The goal is to provide training that emphasizes growth producing feedback. Whenever possible, resources for the training will be archived on-line on a special page at http://leadership.ocmboces.org. In addition to all course materials, participants will receive a copy of Kim Marshall's Rethinking Teacher Supervision and Evaluation.

All sessions required. There is no charge for OCM BOCES components.

Introductory training session for teachers, teaching assistants, coaches, and RTI providers involved in STAR screening. This session will teach the basics of STAR assessments, preparing students for screening, and understanding preliminary data reports.

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

This professional development is for 6th grade teachers receiving the new science curriculum unit "Energy, Forces and Motion" This is only open to teachers on Rotation B&C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

Have you been hearing the term standards-based IEPs? Are you confused what this means? This half day training will explain the meaning of standards-based IEPs and will walk participants through a process on how to align IEPs to the Common Core Learning Standards. The training will discuss the memos from that were released in June 2014. There will also be a special focus on present levels of performance and measurable annual goals. *This is just an overview of terms and what standards based IEPs means* This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

Have you been hearing the term standards-based IEPs? Are you confused what this means? This half day training will explain the meaning of standards-based IEPs and will walk participants through a process on how to align IEPs to the Common Core Learning Standards. The training will discuss the memos from that were released in June 2014. There will also be a special focus on present levels of performance and measurable annual goals. *This is just an overview of terms and what standards based IEPs means* This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

Executive Function is a set of mental processes that help us connect past experience with present action. Children with deficits in EF struggle with planning, organizing and managing time and space. They also have trouble with working memory and self-regulation. This introductory workshop will provide information on how deficits in each area of EF impact learning and strategies to improve EF in students in the classroom. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide and assess the effectiveness of specially designed instruction to provide access for students with disabilities to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities

This full day training is based upon the Continuum of Services for school-age Students with Disabilities. Topics of discussion include: New York State Laws and Regulations Specially Designed Instruction Least Restrictive Environment Resource Room Consultant Teacher Co-Teaching Special Class Participants will get a chance to explore the continuum in their districts and create an action plan based upon NYSED regulations. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for 2nd grade teachers receiving the new science curriculum unit "How Can We Stop Soil From Washing Away?" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

School just started, so what a great time to review IEP practices!! An Educational Benefit Review Process provides a unique lens for examining how districts provide supports and services that result in educational benefit to students with disabilities. This process will assist in examining the characteristics of Individualized Education Programs (IEP) that outline an increase in student access, participation, and progress in general education. The purpose of an Educational Benefit Review Process is to determine whether the design of the IEP was reasonably calculated for the student to receive benefit from specially designed educational services over an extended period. Ultimately, this should improve the quality of IEPs and resulting service delivery to and outcomes for students with disabilities. Participants must bring with them three years worth of one student’s IEP and progress notes. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

These facilitated sessions are for all K-12 teachers and administrators to continue the process of curriculum mapping, unit design and inquiry writing for Social Studies. Participants will collaborate to share information, ideas and instructional practices on the teaching and learning of social studies content and skills. Participants may sign up for a single session or for multiple sessions, as desired.

As a result of this workshop, teachers will gain a deeper understanding of the Social Studies Framework as well as the Toolkit Inquiries and how they apply to their curriculum. Participants will also receive resources and support for continuing development of instructional units and lessons.

OCM Non-Components $220 per person/per day, plus materials.

Special Class teachers from across all regions (TST, Oswego, Cayuga, Syracuse, and OCM) are encouraged to attend this training! Whether your class structure is 15:1, 12:1:1, 12:1:4, 8:1:1, or 6:1:1…all are welcome! This roundtable will provide a networking opportunity to discuss common classroom practices and areas in need of support. Participants will gain knowledge in the practice of the Career Development and Occupational Studies Standards, as well as, transition based practice. Please feel free to bring best practice strategies and questions to share with the group. This is an excellent opportunity to connect with other educators that teach in the same classroom setting!! These sessions will be held four times during the 2017-2018 school year in various regions. Participants are encouraged to attend all four sessions, but this is not a requirement. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:

• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The LLI Middle/High School system is systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. This System is designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

The LLI Middle/High School system is systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. This System is designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will:
• Be able to successfully implement the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

Chairing meetings and want to make sure you’re covering all that you need to? Come to this full day training that will dive into what needs to be addressed at CSE meetings. Topics include: - Required documentation for districts (Continuum of Services, District Plan) - Board of Education policies - Refreshers of each module of the 3 day chairpersons training - Hot topics - Round table discussions **Must have already attended the 3 day CSE Chairpersons Training** This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

This session is designed for new users of the product called "Naviance" AGENDA: Product Overview Best Practices Member Collaboration & Planning Future Training Location: CNYRIC - Erie & Ontario Rooms @ CNYRIC, 1:00pm to 3:00pm

Mid-State RBERN and RSE-TASC invite you to a full day training and forum addressing graduation rates for ELLs and ELLs with disabilities.

Objectives:

1. Gain an understanding of the options and requirements for New York State diplomas and credentials

2. Uncover barriers and explore potential solutions to improving graduation rates for ELLs and ELLs with disabilities

A.M. Session

The focus of the morning session will be to discuss the options and requirements for NYS diplomas and credentials. Topics to be covered are the current diploma options available to all students, the New York State Career Development and Occupational Studies Commencement Credential, and the Multiple Pathways to Graduation available to all students.

P.M. Session

The afternoon session will be a facilitated conversation about the regional challenges, successes and areas of future needs in regards to ensuring ELLs and ELLs with disabilities meet graduation and post-secondary outcomes. Outcomes from these focused discussions will be used to develop future professional learning opportunities for the field.

This is a free event.

Lunch is on your own.

REGISTRATION begins at 8:00 a.m.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. Become a more effective teacher by learning research-based strategies that lead to:


• Engaging academic instruction


• Better classroom management


• Positive learning communities


• Developmentally Appropriate Instruction and Discipline

This interactive, highly practical 27-hour course has no prerequisite and is a great starting point for all educators in a school building (Classroom Teachers, Special Area and Special Ed Teachers, TAs, Building Principals and other administrators and support staff). OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom®courses. OCM Non-Components $1280 p/p plus materials.

As a result of this workshop, teachers will: In the four interactive days, you will learn to use core Responsive Classroom practices to:

• Begin and end the day positively with Morning Meeting and closing circle


• Establish a calm, orderly, safe, and engaging environment for learning with a proactive approach to discipline


• Integrate energizers and interactive learning structures throughout the school day


• Develop teacher language that promotes respectful, kind, and positive classroom communities


• Respond to misbehavior with clear, consistent expectations and logical consequences


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


• Give students choice in what they learn and/or how they learn to promote greater Academic engagement and achievement


• Create a developmentally appropriate learning environment


• Establish rules with your students and provide positive str

Literacy Leadership serves to support the development of district and regional capacity related to the transition to the NYS Next Generation ELA/Literacy Standards. It is recommended that districts send a team to the Literacy Leadership meetings, which includes teacher leaders (elementary, middle and high school teachers), as well as, building and district leaders. Designated literacy leaders will lead in-district implementation of the standards using turnkey training materials from NYS Staff and Curriculum Development Network. Literacy Leadership facilitators will model the turnkey training and assist each district in planning for implementation.

The expectation of participating in this group is:

1. Attend all three meetings during the year 2. Come prepared for the meeting by completing any personal learning required by the facilitator of this group 3. Work with your team to bring the learning from the meeting back to your district 4. Share learning from in-district implementation with other school districts 5. Designate or gain approval by your district to participate in this group The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you, the meeting space will be available in the afternoon for use by those who wish to stay and work.

As a result of this workshop, administrators and teacher leaders will:

• Build capacity using specific turnkey training materials
• Develop a culture of literacy and collaboration using a variety of protocols and procedures
• Acquire literacy/ELA information from SED
• Network with other school districts literacy leaders

The K-6 Literacy Collaborative provides elementary teachers opportunities to learn together how to use literacy-based strategies to engage students in deeper learning while developing literacy skills.

Collaborative opportunities include four full-day sessions with peers and time for online reflection and sharing of ideas/resources. We will be using the books Teaching Literacy in the Visible Learning Classroom by Fisher, Frey, Hattie, and Thayre as well as Seravallo’s The Writing Strategies Book to guide learning. K-6 Literacy Collaborative will involve teachers planning for literacy instruction, implementing the plan, and reflecting on student learning with peers in a hybrid-learning environment.

As a result of this workshop, teachers will:


• design literacy-based learning experiences that foster student engagement and deeper learning


• know when to use strategies to maximize student learning


• share learning and resources with peers in face-to-face and online collaboration sessions

OCM Non-Components $220 per person/per day, plus materials.

This workshop will attempt to provide any opportunity for 7-12 teachers to investigate, discuss and share classroom strategies that have proved effective in deliver ring the new math standards

As a result of this workshop, teachers will: Teachers leave with strategies that will help them in the classroom as they deliver curriculum aligned to the new math standards.

OCM Non-Components $220 per person/per day, plus materials.

The purpose of this group is to bring together the users of Naviance to collaborate and have group discussions regarding the application. Any new and future enhancements will be discussed. Naviance User Group Meeting, Erie & Ontario Conference Room @ CNYRIC, 1 to 3pm

Participants will learn about the critical elements of PBIS implementation at the Tier 1 level.

Teams of ENL Teachers and Content Area Teachers will explore building strong professional relationships, models of co-teaching, strategies for co-planning and delivering instruction in the co-taught classroom and ways to enhance instruction through co-teaching.

Participants will:

Engage in team building activities to create a strong foundation for the co-teaching relationship.

Explore and experiment with various models for co-teaching.

Delve into the process and structure of co-planning lessons with a focus on efficiency and effectiveness.

Look at strategies for assessment and reflection to strengthen the co-teaching relationship and instruction.

This series will include 3 full day sessions, online participation activities between sessions, and follow-up at the school level. Participants must come as a pair with an ENL Teacher and one or more Content Teachers they work with.

Lunch is on your own.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

This group is for people who have been designated by their district to take a leadership role in math. It is recommended that districts send a team to the Math Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building and district leaders. This group serves to support the development of district and regional capacity related to the Next Generation Mathematics Learning Standards. This includes sharing and discussing up-to-date information related to the changes in the standards and other relevant information from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality K-12 mathematics education and to support continuous improvement in mathematics learning and instruction.

The expectation for participating in this group is:

1. Attending all three meetings during the year. We will have a focus of study for the year that will build on our previous work.

2. Being prepared for the meeting by completing any personal learning required by the facilitator of this group.

3. Being responsible for working with your team to bring the learning from the meeting back to your district.

4. Being designated or gaining approval by your district to participate in this group.

The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you the meeting space will be available in the afternoon for use by those who wish to stay and work.

OCM Non-Components $111 per person/per day, plus materials.

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. his training topic aligns with the following guiding principles from the NYSED. Must attend both days. Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities -Schools provide multi-tiered systems of behavioral and academic support.

The impact of a Mental Health Diagnosis can be far reaching. In this workshop we will explore several of the most common mental health diagnoses for children and adolescents and look at how these diagnoses impact learning in the classroom. We will explore strategies that may help to mitigate that impact and allow students to be more successful in the classroom. We will also explore Secondary Traumatic Stress and taking care of yourself as an educator. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Schools provide high quality inclusive programs and activities.

Students with disabilities are general education students first and foremost. Come to this 2 day regional training to discover the essential components of collaboration between general education and special education. Must attend both days. Topics to Include: Guiding Principles Least Restrictive Environment Specially Designed Instruction and Planning for Students with Disabilities Continuum of Services: Integrated Co-Teaching, Consultant Teacher, Resource Room, and Special Class Parts of the IEP Program Modifications and Testing Accommodations Progress Monitoring Transition This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Formative assessment is a process that plays an important role in student learning. Participants will explore the formative assessment process--use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning—and use this new learning to transform an existing unit. Participants will have the opportunity to examine a variety of techniques that guide the formative assessment process.

Please bring a unit of study to embed formative assessment techniques and share with workshop peers in a feedback protocol.

As a result of this workshop, teachers will:
• Explore components of the formative assessment process
• Examine practical techniques that are age appropriate and align best to teaching style and content
• Generate a plan for embedding formative assessment in an existing unit
• Share unit with embedded formative assessment with workshop peers

OCM Non-Components $220 per person/per day, plus materials.

This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

The 7-12 Literacy Collaborative provides content area teachers opportunities to learn together how to use literacy-based strategies to engage students in deeper learning of the content.

Collaborative opportunities include four full-day sessions with peers and time for online reflection and sharing of ideas/resources. We will be using the book Teaching Literacy in the Visible Learning Classroom by Fisher, Frey, Hattie, and Thayre to guide learning.

The 7-12 Literacy Collaborative will involve teachers planning for literacy instruction, implementing the plan, and reflecting on student learning with peers in a hybrid-learning environment.

As a result of this workshop, teachers will:
• design literacy-based learning experiences that foster student engagement and deeper learning
• know when to use strategies to maximize student learning
• share learning and resources with peers in face-to-face and online collaboration sessions

OCM Non-Components $220 per person/per day, plus materials.

The purpose of a collaborative is to share practices, resources and network to build capacity of practitioners. The PLC and RtI group will utilize tools and templates to build an effective PLC, connect the work of a PLC to RtI and collaboratively share implementation challenges and solutions. Each session will include some worktime for teams to adapt, apply and reflect.

As a result of this workshop, teachers will: 1. Examine their PLC and determine strengths and gaps 2. Develop an action plan to address next steps for an effective PLC 3. Connect the work of a PLC and RtI 4. Develop an action plan for tier 1,2 and 3 support 5. Share practices and implementation challenges to seek resources and implementation ideas from colleagues in other districts 6. Use allotted time to work with others on specific, unique next steps to reflect and refine practice.

OCM Non-Components $220 per person/per day, plus materials.

The Behavioral Support Round Table provides a forum to consult with an RSE –TASC Behavior Specialist and other area professionals on all things behavior related! Looking for help with an FBA or BIP? Do you need new ideas for evidence based Tier 2 behavioral interventions? Bring your favorite evidence-based practices and questions to a group of professionals who also work with challenging behavior in the school setting. This training topic aligns with the following guiding principle from the NYSED Blueprint for Improved Results for Students with Disabilities: *Schools provide multi-tiered systems of behavioral and academic support.

What do you do in resource room? What are the regulations? What do you teach? You will find the answers in this workshop! This full day training is for both elementary and secondary resource room teachers! In this training we will cover: Regulations and guidelines for Resource Room Collaborating with General Education teachers Address IEP Needs with effective Lesson Design and Transition Planning Resource Room Preparation Instructional Strategies There will also be built in work time for teachers to start preparing their effective resource rooms! This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

The purpose of this group is to bring together the users of Naviance to collaborate and have group discussions regarding the application. Any new and future enhancements will be discussed. This session is specifically designed form Middle School Level. Naviance User Group Meeting, Erie & Ontario Conference Room @ CNYRIC, 1 to 3pm

This workshop will be designed to facilitate collaboration among 7-12 Math teachers looking at the new math standards both horizontally and vertically . Teachers will have the opportunity to interact and share materials and ideas both within grade levels and across grade levels.

As a result of this workshop, teachers will: Hopefully teachers will be able to be able to share curriculum ideas and concerns, start a network of teachers and resources, and come away with new approaches, materials, and ideas that will enhance the delivery of the New math standards.

OCM Non-Components $220 per person/per day, plus materials.

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. his training topic aligns with the following guiding principles from the NYSED. Must attend both days. Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities -Schools provide multi-tiered systems of behavioral and academic support.

This is an opportunity for Instructional Coaches to come together to learn, reflect, share successes, collaborate and plan within a supportive community. Work will continue this year with a focus on the coaching cycle, partnership approach and high quality conversations. Resources provided include: Instructional Coaching and Better Conversation both by Jim Knight. This collaborative opportunity offers a variety of easily replicated strategies, as well as the time to practice and apply them. We hope you'll join us!

As a result of this workshop, teachers will: - Reflect on role of instructional coaching and identity personal learning goals - Explore partnership approach to coaching - Apply the coaching cycle - Develop playbook of strategies - Refine and practice listening and questioning for improved conversations

OCM Non-Components $111 per person/per day, plus materials.

This training is for administrators who have previously participated in Principal Evaluator Training. The training will continue with all of the state-prescribed components with a particular focus on coaching principals as they lead the new APPR system in their building. There is no charge to OCM BOCES component districts.

Looking for a high leverage, research-based practice to improve student learning? Evidence shows that learning improves when we look at student data and use what we’ve learned to take immediate and meaningful action in our classrooms. This workshop will explore the cycle of data-driven instruction and introduce a range of protocols for using formative assessment results to make observations and inferences about student understanding and skill. There will be supported time available for participants to engage in LASW protocols and to create action plans for re-teaching. Be sure to bring student work with you.

As a result of this workshop, teachers will:


• Identify and describe the Data Driven Instruction Cycle


• Utilize protocols for Looking at Student Work


• Use formative assessment data to identify areas of growth or need in relation to a learning target


• Create action plans for re-teaching

*Bring student work with you.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Is your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2017-2018 or 2018-2019 school years? If so, then this is the training for you!! Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. Participants will leave the training with resources to use with students, as well as, to help with writing the transition sections of the quality IEP. Authentic work time will be incorporated into this full day training. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Is your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2017-2018 or 2018-2019 school years? If so, then this is the training for you!! Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. Participants will leave the training with resources to use with students, as well as, to help with writing the transition sections of the quality IEP. Authentic work time will be incorporated into this full day training. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

This on-going professional development will be 4 meetings over the course of the year. These meetings will facilitate discussions around the Leveled Literacy Intervention Systems as well as provide new learning that will support the Leveled Literacy Intervention.

As a result of this workshop, teachers will:




• Be able to enhance literacy skills in order to support the Fountas & Pinnell LLI Intervention

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel 433-2228 lschlegel@ocmboces.org

This is an opportunity for elementary teachers in PreK – grade 6 to come together to learn, reflect, share successes, collaborate and plan for mathematics instruction within a supportive community. Participants will be able to work with others in their grade band to explore new strategies, share successful practices and refine existing lessons to meet Mathematics Standards for Content and Practice.

Participants will be connected via a Schoology site for continued communication throughout the school year. There will be 4 meetings throughout the school year. Participants must register for each session individually and may attend as many sessions as desired.

As a result of this workshop, teachers will:

• Plan lessons based on Mathematics Standards

• Implement research-based methods and strategies for all learners

• Engage students in a range of fluency, problem solving and discussion protocols

• Differentiate and scaffold experiences for a range of learning needs

• Participate in processes for reflection

OCM Non-Components $220 per person/per day, plus materials.

Are you a special class teacher and not sure about the regulations and the curriculum? Come to this full day training to receive the answers to: What is special class? Why recommend special class? How to run a special class? Topics to Include: Regulations Best Practice Transition and Credit-Bearing Coursework Specially Designed Instruction Scaffolding Curriculum This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide high quality inclusive programs and activities.

Join us at the OnCenter for a full day conference with Keynote Speakers Mark Ray and Marina Budhos. Mark is a national speaker with the Future Ready Librarians movement and Marina is the author of nationally acclaimed novels such as "Ask Me No Questions" and "Watched" focusing on cultural diversity and understanding. Participants can also choose from several sessions on literacy, technology, and inquiry as well as instructional strategies when working with ENL students. A large vendor showcase will also be available throughout the day. A continental breakfast and lunch is included.

This workshop will guide middle school and high school math teachers through a learning process in which they will gain an understanding of the key differences between Project Based Learning (PBL) and Problem Based Learning (PrBL). We will analyze different ways to link curriculum and technology with a PrBL approach to create a rigorous and engaging learning environment for students. Participants will also utilize workshop time to start planning their first PrBL experience for their students. This session is for middle school and high school math educators and administrators who want to learn more about Problem Based Learning.

As a result of this workshop, teachers will:
• Explain the difference between Project Based Learning and Problem Based Learning
• Use resources to start to create a basic map for a PrBL unit
• Link their curriculum and technology as they plan their first PrBL unit

Please bring your own device Coffee and light snacks will be provided Lunch is an hour and on your own

OCM Non-Components $220 per person/per day, plus materials.

What happens when student behavior begins to warrant a more individualized intervention? Before an FBA, consider Function Based Problem Solving! Participants will learn to apply this systematic approach to problem-solving as a way to create effective Tier 2 behavioral interventions. Participants will discuss conditions that might be contributing to problematic student behavior, how information informs decision making, and how to develop informal behavior support plans. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Schools provide multi-tiered systems of behavioral and academic support.

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. his training topic aligns with the following guiding principles from the NYSED. Must attend both days. Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities -Schools provide multi-tiered systems of behavioral and academic support.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

ENL teachers working with students in grades 3-12 will explore strategies for building strong literacy foundations for ELLs. Approaches and strategies for teaching reading beyond the primary grades and improving the writing process and products will be main topics for the series.

Participants will:

Gain a deeper understanding of the literacy needs of ELLs.

Explore the guided reading process and how to adapt it for older ELLs.

Learn to adapt text and curriculum materials for struggling readers.

Examine ways to scaffold and differentiate the writing process for ELLs.

This series will include 3 full day sessions, online participation activities between sessions, and extensive follow-up at the school level. This series is for ENL Teachers working with grade 3 and above.

Lunch is on your own.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Not quite sure the role of a consultant teacher? What’s the different between indirect and direct? This full day workshop will cover the regulations governing the consultant teacher model and will discuss the differences between consultant teacher direct and indirect. Key points include: - Definition - Indirect vs. Direct - Recommendation Guidelines – Time, Caseload, Etc. - Role in the Classroom - Collaboration with General Education There will be work time for special education and general education in the afternoon. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Counselor Round Table will focus on aspects of the ASCA (American School Counselor Association) model and help prepare districts to write and implement this model throughout the school year. Time will be given at the end of the Counselor Round Table for networking. PRE-REGISTRATION IS REQUIRED.