Author Elena Aguilar says, "Resilience in teachers is key for creating quality classrooms and schools. The opportunity for becoming resilient originates in how an educator makes sense of irritants, interruptions, and unexpected events, because interpretation dictates action. By cultivating resilience, teachers can fulfill the intentions that brought them into the teaching profession. ONWARD is a practical resource for cultivating resilience in educators that is based on the author's research in emotional resilience, psychology, systems thinking, and change management and on ten years of testing in schools and offices.

ONWARD outlines a conceptual framework with four parts: who we are, where we are, what we do, and how we are. This book identifies 12 habits and dispositions that can be cultivated in order to build resilience. Become a resilient teacher and help transform your classroom and the world!" (Aguilar, 2018)

The book is designed to use the 12 chapters each month June to May of a new school year. Each month will devote itself to one chapter which in turn will focus on 1 Habit and 1 Disposition. Monthly assignment will include a chapter reading and a variety activities to apply the learning throughout the month.

Monthly Topics:

June: Know Yourself/Purposefulness

July: Understanding Emotions/Acceptance

Aug: Tell Empowering Stories

Sept: Build Community/Empathy

Oct: Be Here Now/Humor

Nov: Take Care of Yourself/Positive Self-Perception

Dec: Focus on the bright Spots/Empowerment

Jan: Cultivating Compassion/Perspective

Feb: Be a learner/Curiosity

March: Play and Create/Courage

April: Ride the Waves of Change/Perseverance

May: Celebrate and Appreciate/Trust

You will need to purchase your own "ONWARD: Cultivating Emotional Resilience in Educators" book (the ONWARD WORKBOOK is optional, not necessary)

Self-Paced using Google Classroom - Join Anytime! Meeting dates reflect start and end dates, not actual "meetings".

Join Discovery Education and O²CM SLS in a joint effort to support you in maximizing your use of Discovery Education Experience.

Discovery Education and O²CM SLS are teaming up to provide you with this unique learning experience that will both help you learn more about using Discovery Education and earn CTLE credits. The course is asynchronous and delivered via Google Classroom. No Zoom calls to make or deadlines to meet. Simply sign up for the course, complete the activities at your own pace, participate in the discussions and submit a few simple assignments. Earn up to 5 CTLE hours, one for each assignment completed. It is that easy! By completing each section you will learn all about Discovery Education resources, instructional strategies, student access, ready to use lesson activities and more!

Open now thru July 1, 2021.

Gale In Context: For Educators provides K-12 educators premium cross-curricular content from Gale In Context resources combined with lesson planning and collaboration tools to support classroom and curriculum development. In this session we will cover how to find engaging materials to create rich learning experiences for your students and review the workflow tools within Gale In Context: For Educators. After this session, you'll walk away with an understanding of how implement this resource in your classroom and self-created activity to put students to work right away.

This professional development is for 4th grade teachers receiving the science curriculum unit What is Our Evidence We Live on a Changing Earth. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 5th grade level teachers receiving the science curriculum unit How Can We Predict Change in Ecosystems. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

"Citizen science allows you to contribute to science no matter where you are. Whether by asking questions, reporting observations, conducting experiments, collecting data, or developing low-cost technologies and open-source code, you and other members of the public can use your talents to help advance scientific knowledge.” -USGS Youth and Education in Science

Join us for two days of hands-on learning and unit/lesson writing as we explore citizen science projects and discuss what authentic science learning can look like inside and outside of the classroom.

Part of our day, weather permitting, will be outside at Onondaga Lake State Park as participants practice using some of the resources accessed earlier in the workshop and participate in a citizen science project. Participants should dress for the weather and bring a device (preferably a smartphone or tablet if available).

Spend three full days together as a collaborative, courageous, and relevant professional learning network of School Librarians ready to build a foundation for an anti-racist education program focused on equity and social justice. Our first three days this summer will review the CR-SE Framework as we delve into our own identities, our unconscious and implicit bias and the micro- and macro-aggressions that members of our communities face on a daily basis. We will look deeply at our resources, collections and instructional practices to create an environment that is diverse, equitable and inclusive. Those that participate will continue this work throughout the next school year through projects, book studies and crucial conversations with their colleagues.

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring My Weather. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for summer workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Syracuse University Project Advance (SUPA) is an enhanced concurrent enrollment program linking Syracuse University with secondary schools. Through this partnership, high schools can offer qualified seniors the opportunity to enroll in SU courses for university credit. Teachers who have qualified through SUPA as SU adjunct instructors teach enhanced concurrent enrollment university courses in high schools during the school day. Syracuse University Libraries are pleased to announce an exciting professional development opportunity for library media specialists in schools that offer SUPA classes. SU Librarians will spend the afternoon conducting a series of sessions that will provide library media specialists with the tools and resources to support SUPA students and instructors at their schools.

Sessions will cover a variety of topics, including:

Access: How to obtain access to SUL's collections

Resources: Introduction to subject-specific resources and research guides available in the SU Libraries

Research: What methods work best for college level research assignments?

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on physical science with a secondary focus on life science and engineering design.

In this module, students:

*Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

*Identify cause-and-effect relationships as they explain their observations

*Obtain information about animal structures that use light to help the animal survive

*Design a solution that mimics animal structures and increases student visibility in the dark

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring Plants & Animals. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for summer workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring Forces & Motion. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for summer workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on physical science with a secondary focus on life science and engineering design.

In this module, students:

*Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

*Identify cause-and-effect relationships as they explain their observations

*Obtain information about animal structures that use light to help the animal survive

*Design a solution that mimics animal structures and increases student visibility in the dark

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This four part series will discuss ways that school and district leaders can re-engage teachers and staff as we welcome students back for a full year of in-person learning. Strategies around systems, teacher needs, engaging parents, and ensuring student success will be discussed. We will use Leading The Rebound by Fisher and Frey as a guide, and participants will leave with strategies that can be implemented to help all students and teachers be successful in a post-COVID educational world.

**Available online: OCM BOCES Professional Book Collection by July(not guaranteed). Buy your own copy (List: $29.95 or Corwin 30% off until end of May)

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict When the Sky Will Be Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

* Analyze and interpret observations of the sky to identify when the Sun, Moon, and stars are visible and the Sun and Moon's daily pattern of motion in the sky.

* Use observations to explain that we see objects when light shines on them or they give off their own light.

* Plan and carry out an investigation to identify the pattern of daylight throughout the year.

* Carry out an investigation to identify the times of the year that it will be dark when kids walk to or from school.

* Explain how different light sources will allow objects to be seen when kids walk to school in the dark.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on life science, with a secondary focus on engineering design.

In this module, students:

*Ask questions about what plant habitats have that help plants live, grow, and reproduce *Investigate whether plants need light and water to grow *Design a hand pollinator based on bee structure and function *Analyze data about plant and animal ranges to identify patterns *Engage in argumentation, based on information from a map, about the best place for new plants in a schoolyard *Construct an explanation for why there are fewer and fewer grand spider orchids every year

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Join Discovery Education and O²CM SLS in a joint effort to support you in maximizing your use of Discovery Education Experience.

Discovery Education and O²CM SLS are teaming up to provide you with this unique learning experience that will both help you learn more about using Discovery Education and earn CTLE credits. The course is asynchronous and delivered via Google Classroom. No Zoom calls to make or deadlines to meet. Simply sign up for the course, complete the activities at your own pace, participate in the discussions and submit a few simple assignments. Earn up to 5 CTLE hours, one for each assignment completed. It is that easy! By completing each section you will learn all about Discovery Education resources, instructional strategies, student access, ready to use lesson activities and more!

Open July 12th thru July 30th, 2021.

This professional development is for 5th grade teachers receiving the science curriculum unit How Can We Provide Freshwater to Those in Need. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 4th grade teachers receiving the science curriculum unit How Can We Provide Energy to People's Homes. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on life science, with a secondary focus on engineering design.

In this module, students:

*Ask questions about what plant habitats have that help plants live, grow, and reproduce *Investigate whether plants need light and water to grow *Design a hand pollinator based on bee structure and function *Analyze data about plant and animal ranges to identify patterns *Engage in argumentation, based on information from a map, about the best place for new plants in a schoolyard *Construct an explanation for why there are fewer and fewer grand spider orchids every year

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 5th grade teachers receiving the science curriculum unit How Can We Identify Materials Based on Their Properties. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

What Can Maps Tell Us about Land and Water on Earth? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

* Obtain information about and develop models of the kinds of land and water on Earth

* Plan and carry out an investigation into the properties of solid and liquid water

* Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth

* Obtain information from historical maps to determine patterns of how maps represent land and water

* Develop symbols for land and water and create their own legend

* Develop and use a two-dimensional map of their three-dimensional model of land and water

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 3rd grade level teachers receiving the science curriculum unit How Do Weather & Climate Affect Our Lives. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict Patterns of Motion? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on physical science with a secondary focus on engineering.

In this module, students:

* Ask questions about what causes objects to move

* Investigate forces that can act at a distance

* Investigate the properties of permanent magnets and electromagnets

* Design a solution to a problem that can be solved using a magnet

* Ask questions about and investigate how magnets affect a steel pendulum's motion

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can Animals Use Their Senses to Communicate? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on life science with a secondary focus on physical science and engineering.

In this module, students:

* Analyze structures that support animals' senses and investigate how light travels when they see an object

* Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 4th grade teachers receiving the science curriculum unit How Does Motion Energy Change in a Collision. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Use the Sky to Navigate? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on earth and space science with a secondary focus on physical science and engineering.

In this module, students:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of the two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 3rd grade level teachers receiving the science curriculum unit What Explains Similarities & Differences Between Organisms. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 2nd grade level teachers receiving the science curriculum unit How Can We Stop Soil From Washing Away. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 3rd grade level teachers receiving the science curriculum unit How Can We Protect Animals When Their Habitat Changes. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 1st grade level teachers receiving the science curriculum unit How Can We Send a Message Using Sound. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This full-day of learning is for all school librarians, new and veteran, to come together to be trained on the Union Catalog, media Platform, reporting data, and digital resources. You will work with the SLS team members to better utilize teaching and learning resources purchased through and provided by the School Library System. Additionally, we will review beginning of the year processes for each automation system to make sure you are up and running on day one.

Join Discovery Education and O²CM SLS in a joint effort to support you in maximizing your use of Discovery Education Experience.

Discovery Education and O²CM SLS are teaming up to provide you with this unique learning experience that will both help you learn more about using Discovery Education and earn CTLE credits. The course is asynchronous and delivered via Google Classroom. No Zoom calls to make or deadlines to meet. Simply sign up for the course, complete the activities at your own pace, participate in the discussions and submit a few simple assignments. Earn up to 5 CTLE hours, one for each assignment completed. It is that easy! By completing each section you will learn all about Discovery Education resources, instructional strategies, student access, ready to use lesson activities and more!

Open August 9th thru August 27th, 2021.

This professional development is for 3rd grade level teachers receiving the science curriculum unit How Do Weather & Climate Affect Our Lives. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 6th grade level teachers receiving the science curriculum unit insert unit title. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 5th grade level teachers receiving the science curriculum unit How Can We Predict Change in Ecosystems. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict Patterns of Motion? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on physical science with a secondary focus on engineering.

In this module, students:

* Ask questions about what causes objects to move

* Investigate forces that can act at a distance

* Investigate the properties of permanent magnets and electromagnets

* Design a solution to a problem that can be solved using a magnet

* Ask questions about and investigate how magnets affect a steel pendulum's motion

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on physical science with a secondary focus on life science and engineering design.

In this module, students:

*Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

*Identify cause-and-effect relationships as they explain their observations

*Obtain information about animal structures that use light to help the animal survive

*Design a solution that mimics animal structures and increases student visibility in the dark

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

What Can Maps Tell Us about Land and Water on Earth? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

* Obtain information about and develop models of the kinds of land and water on Earth

* Plan and carry out an investigation into the properties of solid and liquid water

* Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth

* Obtain information from historical maps to determine patterns of how maps represent land and water

* Develop symbols for land and water and create their own legend

* Develop and use a two-dimensional map of their three-dimensional model of land and water

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on life science, with a secondary focus on engineering design.

In this module, students:

*Ask questions about what plant habitats have that help plants live, grow, and reproduce *Investigate whether plants need light and water to grow *Design a hand pollinator based on bee structure and function *Analyze data about plant and animal ranges to identify patterns *Engage in argumentation, based on information from a map, about the best place for new plants in a schoolyard *Construct an explanation for why there are fewer and fewer grand spider orchids every year

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can Animals Use Their Senses to Communicate? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on life science with a secondary focus on physical science and engineering.

In this module, students:

* Analyze structures that support animals' senses and investigate how light travels when they see an object

* Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 4th grade teachers receiving the science curriculum unit How Does Motion Energy Change in a Collision. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

The SLS Communication Coordinators meetings are designed to be a bridge between the School Library System team and the school librarians in each of the districts and non-public schools that are members of the system. Each district has a designated Communication Coordinator who is required to attend the meetings but all members are welcome to attend.

These meetings are attended by members of the SLS Advisory Council that have been chosen and elected by the Communication Coordinators committee. The SLS Council advises the School Library System and help create the Plan of Service and approves the SLS budget and Annual Report. All members of the SLS are welcome to attend but only member of the council may vote on recommendations.

This professional development is for 5th grade teachers receiving the science curriculum unit How Can We Identify Materials Based on Their Properties. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

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 transition to the Next Generation Math Standards. This includes sharing and discussing up-to-date information related to the standards implementation 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 math education and position the region to successfully implement the new math standards.

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.

Dates: 9/30/21, 2/10/22 (Online), 5/24/22

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict When the Sky Will Be Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

* Analyze and interpret observations of the sky to identify when the Sun, Moon, and stars are visible and the Sun and Moon's daily pattern of motion in the sky.

* Use observations to explain that we see objects when light shines on them or they give off their own light.

* Plan and carry out an investigation to identify the pattern of daylight throughout the year.

* Carry out an investigation to identify the times of the year that it will be dark when kids walk to or from school.

* Explain how different light sources will allow objects to be seen when kids walk to school in the dark.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 4th grade teachers receiving the science curriculum unit How Can We Provide Energy to People's Homes. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This webinar provides an overview of Raz-Kids and Reading A-Z and introduces key resources and features, and shows you how to get started.

This group is for people who have been designated by their district to take a leadership role in science. It is recommended that districts send a team to the Science 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 transition to the NYSSLS. This includes sharing and discussing up-to-date information related to the standards implementation 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 science education and position the region to successfully implement the new science standards.

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.

Dates: 10/5/21, 2/8/22 (Online), 5/10/22

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring My Weather. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring Plants & Animals. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

The SLS Mentors Across Borders pairs newer school librarians (or those who moved from Elementary to Secondary or vice versa) with a veteran colleague. Creating a larger professional learning network leads to retention and success for all involved.

This professional development is for Kindergarten teachers receiving the science curriculum unit Exploring Forces & Motion. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts.Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

"If we can assume mutual ownership, if we can connect instruction to all children's personal, social, cultural and linguistic identities, then all students will achieve.” In this 8 week book study, we will read and discuss research and strategies that help shift educators into an asset-based approach to unlock the full potential of our ELL students and students who speak a language other than English at Home. This 20 hour CTLE credit book study will be run asynchronously through Google Classroom from October 12 - December 14. You will receive instructions for joining the Classroom prior to the start date. Register by 10/6 so that you can gain access to the book on SORA before the study begins.

Looking for tools and strategies to support ELL learning and language development? Look no further than "Unlocking English Learners' Potential: Strategies for Making Content Accessible” by Drs. Diane Staehr Fenner and Sydney Snyder of SupportEd.

Participants will explore pathways to ensure ELLs are positioned to access content and acquire language for academic success. This 20-hour CTLE credit online book study is a must do for all teachers and administrators of ELLs. The book study will be hosted via Google Classroom with asynchronous components and will run from October 12 - December 14. You will receive a link to the Google Classroom prior to the start of the class.

Register by October 6 to receive an email on how to get the ebook on SORA.

This group is specifically for assistant principals to discuss the challenges and successes of the role. The collaborative group will discuss disciplinary issues, observation questions, health and safety protocols, along with sharing experiences and learning from each other.

The group will meet approximately six times, future meeting dates will be decided at the October 13 meeting and then added to Frontline.

This professional development is for 3rd grade level teachers receiving the science curriculum unit What Explains Similarities & Differences Between Organisms. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 5th grade teachers receiving the science curriculum unit How Can We Provide Freshwater to Those in Need. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This remote session will focus on the basic AIMSweb Plus reports to help make sense of your fall screening data. Participants will learn how to navigate to group and individual student reports and how to interpret the different data points. This is a good session for anyone new to using the system, or as a basic refresher for staff with some experience in AIMSweb Plus. A Zoom invite will be sent to registrants.

This remote session will focus on the basics of Progress Monitoring, including how to determine which measures are available and appropriate. Participants will also learn the technical skills around setting up schedules, establishing meaningful goals for students, and how to launch the progress monitoring assessments. This is a good training for anyone new to progress monitoring who already knows how to administer the AIMS assessments, or as a refresher for staff with some experience in AIMSweb Plus. A Zoom invitation will be sent to registrants.

This professional development is for 1st grade level teachers receiving the science curriculum unit How Can We Send a Message Using Sound. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Earth is a dynamic place, and changes-large and small-occur all around us. Changes like erosion occur gradually, while others, like an earthquake, may occur suddenly. Our ability to anticipate these changes and their effects is vital for maintaining our way of life. The Smithsonian Science Education Center presents Earth's Dynamic Systems, an STCMS™ curriculum unit designed from the ground up to align to the Next Generation Science Standards. Science and engineering practices, teachable core ideas, and crosscutting concepts are integrated in every lesson. This unit explores how geologic processes affect the surface of our planet and how we can use evidence to describe its history and predict its future. Join us as we use models and construct explanations about Earth's dynamic systems!

This professional development is for 7th & 8th grade science teachers receiving the science curriculum unit Earth's Dynamic Systems (middle school). Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

The 2021-2022 schoolyear has marked a change in the collection of Digital Access details and the way they are now reported via SIRS. Because of this, the Educational Data Services (EDS) and Test Scoring teams have been working to find new ways to collect, store and report this data. This workshop is intended to overview those options/tools and to help our districts make well-informed choices about how they plan to proceed and gather the necessary data to properly report on the Digital Access of their students.

In this one-hour virtual session, participants will discuss the identification of students with interrupted/inconsistent formal education (SIFE) as part of the ELL identification process and the effects of their experiences on their learning. In addition, participants will also become familiar with administering the SIFE Oral Questionnaire, the Multilingual Literacy Screener (MLS), and the SIFE Writing Screener.

This professional development is for 3rd grade level teachers receiving the science curriculum unit How Can We Protect Animals When Their Habitat Changes. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

This professional development is for 4th grade teachers receiving the science curriculum unit What is Our Evidence We Live on a Changing Earth. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Join us for professional learning, collaboration, and camaraderie. Topics will be offered and solicited for discussion; a variety of perspectives is encouraged. Let's get the best minds around the table ...YOURS!

*Register early: Participants registered through Frontline Education will be asked to submit suggestions for discussion and professional learning.

PRE-REGISTRATION IS REQUIRED.

In this one-hour virtual session, participants will learn about the parent notification process, the timeline, how a parent must be notified, the district's parent/guardian orientation session, and how documentation must be collected/maintained.

This professional development is for 2nd grade level teachers receiving the science curriculum unit How Can We Stop Soil From Washing Away. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

The purpose of this group is to bring together users of Schooltool to collaborate regarding the ATTENDANCE MODULE - NEW FEATURES, REPORTS, and MOBILE APP VIEWS within Schooltool. We will be discussing how attendance will be input regarding Instructional Modality and Physical Location.

In this one-hour virtual session, participants will explore district requirements with regard to student placement in a bilingual education program vs. an English as a new language program as a result of the ELL identification process. Participants will also discuss the difference between programs, staffing requirements, and units of study in the provision of ENL services.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on physical science with a secondary focus on life science and engineering design.

In this module, students:

*Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

*Identify cause-and-effect relationships as they explain their observations

*Obtain information about animal structures that use light to help the animal survive

*Design a solution that mimics animal structures and increases student visibility in the dark

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Work Day 2 for districts participating in the Onondaga County Dialectical Behavior Therapy (DBT) STEPS-A Implementation Project, offered in collaboration with the New York State Office of Mental Health (NYS OMH) and the Suicide Prevention Center of New York State (SPC/NY).

PRE-REGISTRATION IS REQUIRED.

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. Individual Asynchronous responsibilities are between 19-25 hours.

In this one-hour virtual session, participants will discuss the ways in which ELLs can exit ELL status for every grade level as part of the ELL identification process. In addition, participants will also become familiar with the role of the English as a New Language teacher in the Committee on Special Education (CSE), ENL services provided to Former ELLs and graduation pathways for ELLs.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on life science, with a secondary focus on engineering design.

In this module, students:

*Ask questions about what plant habitats have that help plants live, grow, and reproduce *Investigate whether plants need light and water to grow *Design a hand pollinator based on bee structure and function *Analyze data about plant and animal ranges to identify patterns *Engage in argumentation, based on information from a map, about the best place for new plants in a schoolyard *Construct an explanation for why there are fewer and fewer grand spider orchids every year

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Join us for professional learning, collaboration, and camaraderie. Topics will be offered and solicited for discussion; a variety of perspectives is encouraged. Let's get the best minds around the table ...YOURS!

*Register early: Participants registered through Frontline Education will be asked to submit suggestions for discussion and professional learning.

PRE-REGISTRATION IS REQUIRED.

The course material and classwork will be available in the Google Classroom from October 1st thru October 22, 2021.

Join Discovery Education and O²CM SLS in a joint effort to support you in maximizing your use of Discovery Education Experience.

Discovery Education and O²CM SLS are teaming up to provide you with this unique learning experience that will both help you learn more about using Discovery Education and earn CTLE credits. The course is asynchronous and delivered via Google Classroom. No Zoom calls to make or deadlines to meet. Simply sign up for the course, complete the activities at your own pace, participate in the discussions and submit a few simple assignments. Earn up to 5 CTLE hours, one for each assignment completed. It is that easy! By completing each section you will learn all about Discovery Education resources, instructional strategies, student access, ready to use lesson activities and more!

In this virtual, one-hour session, participants will briefly review the multi-step ELL/ML identification process for New York State including completion of the Home Language Questionnaire (HLQ), the screening interview process, SIFE and Multilingual Literacy Screener (MLS), Language Proficiency Team (LPT). Please note: this session is part of a series of eight consecutive sessions on the ELL identification process running from 10/25/21 to 11/4/21. However, attendance is not required at all sessions in the series in order to receive CTLE credit.

The World Climate Simulation, from Climate Interactive, the MIT Sloan Sustainability Initiative, and U-Mass Lowell's Climate Change Initiative, is an in-person role-playing exercise of the UN climate change negotiations. Through the simulation, participants get to explore the necessary speed and level of action that nations must take to address global climate change. At the heart of the experience is the use of the interactive computer model C-ROADS, which is used to rapidly analyze the results of the game play. All the materials and tools for the game are available for free in multiple languages.

Join us to participate in the simulation and learn how you can implement the simulation with your class. This is a truly integrated experience for students in all content areas, and we encourage teachers from all content areas to participate.

Participants will leave with all of the presentation materials for easy turn-key application in their classrooms.

1 hour lunch on your own.

In this one-hour virtual session, participants will familiarize themselves with the processes of completing the Home Language Questionnaire and the Individual Interview for potential English Language Learners entering a district. The session will focus on the necessity of documenting these first two steps of the English Language Learner identification process, who is responsible for each step, and how to interpret the collected data to best meet the needs of incoming students and parents that speak one or multiple languages other than English.

Please note: this session is part of a series of eight consecutive sessions on the ELL identification process running from 10/25/21 to 11/4/21. However, attendance is not required at all sessions in the series in order to receive CTLE credit.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on physical science with a secondary focus on life science and engineering design.

In this module, students:

*Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

*Identify cause-and-effect relationships as they explain their observations

*Obtain information about animal structures that use light to help the animal survive

*Design a solution that mimics animal structures and increases student visibility in the dark

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

Join us for professional learning, collaboration, and camaraderie. Topics will be offered and solicited for discussion; a variety of perspectives is encouraged. Let's get the best minds around the table ...YOURS!

*Register early: Participants registered through Frontline Education will be asked to submit suggestions for discussion and professional learning.

PRE-REGISTRATION IS REQUIRED.

This training will provide an opportunity to collaborate with colleagues from across Central New York who are also using STAR. We will provide an overview and some hands-on experience in the site, including the following learning outcomes: Setting goals using Star Data (The Who/Roles/Access), Understanding and using Mastery Data and Creating Groups, Navigate Instructional Resources and Star Custom, Practice using the data, Learn What's New/ What's Coming; including Trip Steps

Bring social-emotional learning practices into your classroom with our Elementary Core Course!

Learn to create a safe, joyful, and engaging learning environment ideal for student success and growth

Responsive Classroom® is an evidence-based approach to teaching that is deeply rooted in social-emotional learning and focused on engaging academics, positive community, effective management, and developmental awareness. You will learn to create safe and joyful learning communities where every student can thrive-while helping your students develop strong social, emotional, and academic skills.

Key features:
• Learn and engage in energizers and interactive learning structures that can be used with students
• Experience an Academic Choice lesson using The New Bird in Town and Charlie and the Octopus that can be adapted for any grade level
• Plan an Interactive Modeling lesson, a role-play, and a Guided Discovery lesson to use with students
• Map out your learning space to organize your classroom for success
• Engage in planning workshops to create plans for implementation of Responsive Classroom practices
• Reflect on your current teaching context and new content learned throughout the week

Resources included:
• Elementary Core Course Resource Book
• Yardsticks: Child and Adolescent Development Ages 4-14
• The First Six Weeks of School
• The New Bird in Town
• Charlie and the Octopus

OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom® courses. Responsive Classroom® is a registered trademark of Center for Responsive Schools, Inc., Turners Falls, Massachusetts. All rights, except those granted by license, are reserved to their owner.

**OCM Non-components Cost $1305 p/p plus $100 books/materials p/p

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on life science, with a secondary focus on engineering design.

In this module, students:

*Ask questions about what plant habitats have that help plants live, grow, and reproduce *Investigate whether plants need light and water to grow *Design a hand pollinator based on bee structure and function *Analyze data about plant and animal ranges to identify patterns *Engage in argumentation, based on information from a map, about the best place for new plants in a schoolyard *Construct an explanation for why there are fewer and fewer grand spider orchids every year

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

What does it mean for our students to understand mathematics deeply? It's more than memorizing basic facts; it's thinking like mathematicians. The most important learning trajectory in elementary mathematics is the progression from additive reasoning to multiplicative reasoning to proportional reasoning. Students who make these transitions with deep understanding are ready for algebra.

The morning session will focus on the progression from additive reasoning to multiplicative reasoning across grades K-4. We will begin with counting and focus on both the work of addition & subtraction as well as strategies for mastering and extending basic facts. Participants will strengthen their knowledge in these areas:

-The depth and complexity of counting as a foundation for addition;

-Strategies for learning basic facts that will generalize to other classes of number;

-Distinguishing between additive and multiplicative comparison; and

-Developing operation sense for the four operations - recognizing all 8 jobs they do in mathematics.

In this one-hour virtual session, participants will learn the foundation to contrast language differences and disabilities as part of making decisions for potential ELLs with disabilities which is a step in the ELL identification process. In addition, participants will also become familiar with the structure and purpose of the Language Proficiency Team and the role this team plays in the process of identifying ELLs. Please note: this session is part of a series of eight consecutive sessions on the ELL identification process running from 10/25/21 to 11/4/21. However, attendance is not required at all sessions in the series in order to receive CTLE credit.

What does it mean for our students to understand mathematics deeply? It's more than memorizing basic facts; it's thinking like mathematicians. The most important learning trajectory in elementary mathematics is the progression from additive reasoning to multiplicative reasoning to proportional reasoning. Students who make these transitions with deep understanding are ready for algebra.

The afternoon session will focus on the progression from multiplicative reasoning to proportional reasoning across grades 4 - 8. We will talk about the relationship between equal groups situations to ratio; rate problems as well as generalize multiplicative reasoning to proportional scaling. We will also briefly address operations with integers and extending the strategies of addition & multiplication to work with the full range of rational numbers. Participants will strengthen their knowledge in these areas:

-Extending basic fact strategies to operations with larger whole numbers, fractions, & decimals;

-Connecting the work of multiplication (e.g., equal groups situations) to proportional reasoning (e.g., ratio/rate);

-Developing operation sense for the four operations; and

-Using strategies and operation sense to make sense of operations with integers.

This is an ASCD book by authors Julie Causton and Kate Maccleod. "We need to transform our classrooms into places of love. To that end, this book represents a paradigm shift from a punitive mindset to a strength-based, loving approach and encourages the radical act of creating more inclusive and caring schools."

This will be an online, 8 week course using Google Classroom. Participants will be given a new chapter a week to read and respond to at their own pace. New assignments will appear at the start of the week on Sundays and due dates will be at the end of the week on Saturdays. Please be advised the two meeting dates you see only show the start and finish of this course NOT an actual time we will be meeting.

Book Study Agenda:

● Oct. 29: Book study will open (Links to Google Classroom & Online Book will be sent)

Assignment Due Dates:

● Nov. 6: Welcome, Introduction and Introduction Chapter

● Nov. 13: Chapter 1: Rethinking Students Who Challenge Us

● Nov. 20: Chapter 2: Focusing on Educators' Mental Health: Developing Love and Self-Care

● Nov. 27: Chapter 3: Belonging: Putting Your Love on Display (Thanksgiving Week)

● Dec. 4: Chapter 4: Creating A Culture of Inclusion

● Dec. 11: Chapter 5: Teaching Gratitude, Kindness, and Compassion Schoolwide Systems

● Dec. 18: Chapter 6: Exploring Acceptance, Belonging, and Community: Heartfelt Problem Solving

● Dec. 27: Chapter 7: Dealing With Crisis Artfully & Chapter 8: Proclaiming and Maintaining Loving Spaces (Final Due Date - Working around Christmas Vacation Day w/ a later date)

● Jan 3: Final Day to Submit Late Work - (Book Study will Officially Close)

**Book available online: OCM BOCES Professional Book Collection for OCM BOCES Component Districts; Non-Components will need to purchase the book prior to the start of the book study.

This professional development is for 3rd grade level teachers receiving the science curriculum unit What Explains Similarities & Differences Between Organisms. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

Due to COVID restrictions, we are operating at a lower capacity for science workshops. In the event of a cancellation, the waitlist will be used to contact anyone interested. If the workshop is closed and you are interested in attending, please add your name to the waitlist. We will contact teachers on the waitlist in the order they are added.

In this one-hour, virtual session, participants will become familiar with the administration and scoring of the New York State Identification Test for English Language Learners, NYSITELL, as part of the ELL identification process. The training will be focused on the purpose of the NYSITELL and who should administer it; when and where the NYSITELL should be administered; the administration and scoring processes, and analyzing NYSITELL scores. Please note: this session is part of a series of eight consecutive sessions on the ELL identification process running from 10/25/21 to 11/4/21. However, attendance is not required at all sessions in the series in order to receive CTLE credit.

Ensuring Equity Through Language and Literacy: This 15-hour asynchronous course, Ensuring Equity through Language and Literacy, guides participants through a practical and hands-on sequence of professional learning activities designed to share tried and true tips for engaging your Multilingual Learners (MLL), also referred to as English Language Learners (ELLs), as well as your Academic Language Learners (ALLs). So, in other words, for all of your students.

The key text is the guidebook, The Language Lens for Content Classroom: A Guide for K-12 Teachers of English & Academic Language Learners.

After completing this course, you should be able to:

*Explain the strengths and needs that MLLs and ALLs bring to the classroom

*Articulate specific practices to enhance an equity-based approach to teaching and learning

*Analyze academic language demands in order to provide differentiated language scaffolds

*Integrate strategies that engage students in oral language and literacy in your content area(s), or, if you support teachers, a clear set of strategies to guide your support of teachers

*Reflect upon your current practice in order to apply new practices with students in your classroom or with the teachers you support

IMPORTANT: You will receive an email from the Teaching Channel for access to the course and might have to contact your IT department to have the IP Address 103.66.105.70 whitelisted OR share a home email to use.

BOOK (not required for course): The Language Lens for Content Classrooms - ISBN 978-1-943920-60-0 can be purchased directly from the publisher here with the discount code TCHLLC10 or from Amazon.com Book link or can be picked up at the main campus if you notify us at rbern@ocmboces.org.

In this one-hour virtual session, participants will discuss the identification of students with interrupted/inconsistent formal education (SIFE) as part of the ELL identification process and the effects of their experiences on their learning. In addition, participants will also become familiar with administering the SIFE Oral Questionnaire, the Multilingual Literacy Screener (MLS), and the SIFE Writing Screener. Please note: this session is part of a series of eight consecutive sessions on the ELL identification process running from 10/25/21 to 11/4/21. However, attendance is not required at all sessions in the series in order to receive CTLE credit.

In this one-hour virtual session, participants will learn the foundation to contrast language differences and disabilities as part of making decisions for potential ELLs with disabilities which is a step in the ELL identification process. In addition, participants will also become familiar with the structure and purpose of the Language Proficiency Team and the role this team plays in the process of identifying ELLs.

The 5E lesson plan model is a great way to help teachers integrate technology into their lessons. Students are allowed to make discoveries and process new skills in an engaging way. The 5E'S provide a planned sequence of instruction that places students at the center of learning. This course is divided into 3 sections, each one examines a different part of integrating technology into your lesson plans. This is a hands-on course and you will be asked to demonstrate understanding, then share the work in Google Classroom. This course is asynchronous and you will be expected to watch instructional videos on your own to help you complete the course. This course will require a commitment of at least 6 hours to successfully complete the various learning activities. There are no scheduled meetings. If necessary, participants can schedule video chats with the facilitator. To schedule a time to meet contact MDingman@ocmboces.org. All course content will be available exclusively on a Google Site, and all course work will take place in Google Classroom. This course will run from 11/2-11/5.

Sustaining momentum and change can be a challenge. Many times teachers may start out strong and then lose steam both throughout the school day and the school year. Along the way, that excitement and enthusiasm for the approach may dwindle. In this workshop, deepen your understanding of current Responsive Classroom practices that support change throughout the day and year and take away strategies that help both teachers and students stay motivated and focused during especially challenging or tricky times.

• Create positive beginnings within the first six weeks of school and Morning Meetings

• Finesse core practices like Morning Meeting, Quiet time, and Closing Circle to anchor the school day and promote engaged learning

• Explore developmentally appropriate strategies to help your class adapt to big and small changes midday and midyear

• Learn methods effectively bring closure to the school day and school year.

Prerequisite: The Responsive Classroom Course for Elementary Educators (RCC-E)

Resources Include: Resource Book

This World Language Leadership Network initiative engages you in task design for articulation and differentiation across the revised checkpoints. Our work together is designed to respond to the needs of our profession, preparing leaders to turnkey the upcoming shifts within the revised NYS standards. See how the DesignSpace tools help you plan together for learners to create meaningful deliverables integrating language, culture, and content. We will use the DesignSpace at this session to build and share articulated tasks with authentic texts within this unique, online professional community.

Due to COVID, seating will be limited to 45 participants in order to maintain social distancing.

Leadership sessions are in collaboration with Mid-State RBERN, co facilitated by Maria Fenton and World Language Council

Additionally, the goal of this network is to develop collaboration between districts in the region to support high-quality World Languages Education and successfully implement the newly revised standards and subsequent assessments. The expectation for participating in this group is: 1. Attending all World Languages Leadership Network 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 afternoon will be used to create additional lessons and to develop a plan for implementing the learning in your district.