Are you interested in having more time in the classroom to work with students? Are there projects that you just don't have time to fit in? Do your students seem to "zone out" when you give instruction? If the answer is YES!, the Flipped Classroom is for you. In this 3 hour workshop, we will investigate the flipped classroom model and best practice solutions for transitioning your classroom. We will discuss how to search for, create and assign videos for your instruction by examining various tools. Participants will learn how to use tools like Google Forms, WeVideo, screen casting tools, YouTube, EDpuzzle, Wizer.me and much more. This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

Flip Out! introduces educators to the Flipped Classroom concept whereby teachers deliver course content via digital media for homework, allowing time for the teacher to facilitate classroom activities that foster higher level thinking and differentiated instruction during class time. Flip Out! is divided into several learning modules that will take participants through the steps to flip one's instruction. They will practice using the tools needed to establish the infrastructure need to effectively flip one's instruction and will reflect on each skill, collaborate with colleagues, and share best practices. This class will require a commitment of at least 10 hours to successfully complete the various learning activities. There are no face-to-face meetings. The class begins on 7/10/2017 and concludes on 8/18/2017, with an approximate time commitment of 1 - 2 hours for each week's learning activities.

This half day workshop is meant to introduce attendees to Google Chromebooks, Google Drive and Google Classroom for the very first time. Learn what a Chromebook is and what it can do, how to navigate Google Drive and create files, and about how going digital with Google Classroom can keep you organized. Chromebooks will be provided for those that do not have one. Feel free to come to both Part 1 and Part 2 if you are using Part 1 as a refresher.

Do you have an older lesson that could be brought into the high-tech world of 2017? Have you been wanting to better utilize technology? Are you unsure how to integrate the Chromebooks? If you answered “YES!” to any or all of these questions this is the pilot for you. In this 3 hour workshop, we will be using the SAMR model as a framework to examine certain instructional practices and work together to bring lessons up the SAMR ladder and create truly engaging lessons. We will begin by looking at the SAMR model and learn how to start integrating technology into the classroom using various instructional technology tools. This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

If you aren't new to Google Drive and Classroom but would like to learn about more advanced features of Classroom, the second half of the Boot Camp is for you. Attendees will receive hands-on experience with creating more interactive lessons, be introduced to newer features, and start working with lesson flows. You will also learn how to use Google Forms to create assessments that self-grade such as entrance and exit tickets as well as tests and quizzes. This session is intended for teachers and administrators who can navigate Google Drive and have some experience in Classroom. This workshop is half-day. Feel free to sign up for both Part 1 and Part 2.

This is a three week on-line professional development. During this introductory on-line PD we will explore strategies to prevent and/or disengage from power struggles. We will examine our own current practices and reflect on how new learning may alter those practices. Each week for three weeks participants will receive an assignment via Schoology that is completed at your convenience. There is no face-to-face instruction. Participants will have one week to complete the assignment and post it to Schoology. *Participants will need to register for a free Schoology account. You will be provided with instructions and an access code when you registration has been accepted. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities

Join CNYSL and SLS for Google Camp: Librarian Edition. What can Google offer you? Find out! Newbies and veterans welcome. Come with your questions and challenges! (Google Classroom, Drive, Chromebooks & more).

Participants will learn effective ways to prevent challenging behavior from occurring, alternatives to suspending students from school, and how to suspend more effectively when necessary.

Do you feel like you have mastered the basics of Google Drive, Docs, Sheets, Slides, and Forms? Are you ready to take your Google skills to the ninja level? In this training, we will dive deeper into the world of Google and see what we can discover together. This 3-hour workshop will be conducted EdCamp style (https://youtu.be/I7DwCI7j0Bg). Based on what you want to learn we will examine areas of Google and how you can more effectively use it with your students. This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

Join us to learn about two new resources added to NOVELNY! Every teacher and student in New York State will now have access to Britannica School and Gale's Research in Context. Curriculum Specialists from each company will be here and will provide participants with a half day workshop on the access, content, and most importantly, the instructional use of the resource.

The process for reporting participation in Local Career and Technical Education programs to the state Data Warehouse is complex and time-consuming. During this work session, we will simplify the process for you with a computer application developed by the Data Warehouse to track your students’ participation in CTE courses over four years and accurately classify each student’s level of program participation. The application will then generate the Program Service records to be sent to the Data Warehouse. Prior to the work session, you will be given instructions for downloading the necessary information from your student management system that will be used during the session. Fee: Complimentary for districts that subscribe to 20 or more days of Data Coordination Service. $295 for up to three people from the same district. Fee includes registration and related Data Analysis services.

The process for reporting participation in Local Career and Technical Education programs to the state Data Warehouse is complex and time-consuming. During this work session, we will simplify the process for you with a computer application developed by the Data Warehouse to track your students’ participation in CTE courses over four years and accurately classify each student’s level of program participation. The application will then generate the Program Service records to be sent to the Data Warehouse. Prior to the work session, you will be given instructions for downloading the necessary information from your student management system that will be used during the session. Fee: Complimentary for districts that subscribe to 20 or more days of Data Coordination Service. $295 for up to three people from the same district. Fee includes registration and related Data Analysis services.

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

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

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

This workshop is for those districts that participate in the CNYRIC GradPoint Service. It is a session for new and experience users of GradPoint. We will be learning about some of the new features of GradPoint 2.0. Some of the topics of discussion will be: setting up school calendars, creating and deactivating users, setting up courses, running reports and much more!

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

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

This two day professional development for 7th grade teachers will focus on the new New York State Science Learning Standards that take effect in July 2017. During the session you will develop a general understanding of the new science standards related to current research on science learning, required instructional shifts, the middle school progression, and the proposed timeline for implementation. The two day session will specifically focus on disciplinary core ideas that will be taught in 7th: LS1-From Molecules to Organisms and LS2 – Ecosystems, Interactions, Energy, and Dynamics. The goal of the session is to support you in developing a full unit of instruction based on the new standards and the phenomena bundles developed by Achieve based on the middle school conceptual progressions model. Time will be spent working in small groups to begin writing a unit storyline and specific lessons.

To learn more about the conceptual progressions model please review Appendix K in the NGSS and to better understand the associated work done by our regional Science Leadership Network please read this memo.

One hour lunch is on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This workshop introduces teachers to creating Google Forms for assessments, surveys, and data collection.

Youth Mental Health First Aid USA is an 8 hour public education program which teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. PRE-REGISTRATION IS REQUIRED. You must attend both parts 1 & 2 to receive your certificate and the book.

This two day professional development for 8th grade teachers will focus on the new New York State Science Learning Standards that take effect in July 2017. During the session you will develop a general understanding of the new science standards related to current research on science learning, required instructional shifts, the middle school progression, and the proposed timeline for implementation. The two day session will specifically focus on disciplinary core ideas that will be taught in 8th: LS4-Biological Evolution: Unity and Diversity and ESS2 – Earth Systems. The goal of the session is to support you in developing a full unit of instruction based on the new standards and the phenomena bundles developed by Achieve based on the middle school conceptual progressions model. Time will be spent working in small groups to begin writing a unit storyline and specific lessons.

To learn more about the conceptual progressions model please review Appendix K in the NGSS and to better understand the associated work done by our regional Science Leadership Network please read this memo.

One hour lunch is on your own.

Cost:

Component: - none

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Youth Mental Health First Aid USA is an 8 hour public education program which teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. PRE-REGISTRATION IS REQUIRED. You must attend both parts 1 & 2 to receive your certificate and the book.

This is a three week on-line professional development. During this on-line PD we will explore strategies for providing effective praise, feedback and redirection to students. We will examine our own current practices and reflect on how new learning may alter those practices. Each week for three weeks participants will receive an assignment via Schoology that is completed at your convenience. There is no face-to-face instruction. Participants will have one week to complete the assignment and post it to Schoology. Participants will need to register for a free Schoology account. You will be provided with instructions and an access code when you registration has been accepted. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles *Teachers design, provide and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. *Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities

Counselors will work collaboratively to develop a MH Toolkit that they can use in their district work with students, teachers and parents.

This one day professional development is intended for K-12 building and district leaders who would like to learn about the new New York State Science Learning Standards that take effect in July 2017. In this session you will learn about the main instructional shifts, the timeline for implementation, current research on science learning, and how to recognize and support instructional practices aligned to the new science standards. You will be given time to work collaborative with colleagues from various districts to develop specific plans for supporting teachers in transitioning to the new science standards. You will also be given the opportunity to experience instruction aligned to the new standards. One hour lunch is on your own.

Cost:

Component: - none

Non-Component - $220 per day/per teacher

OCM BOCES staff - $195 per day/per teacher

Everything you need to know about being a Chairperson! This training is designed to follow the CPSE/CSE process from Referral through Reevaluation. Through a combination of lecture and activities, participants will gain an understanding of the chairperson’s role as defined within law and regulation, and learn to facilitate parent participation throughout the process. A specific session on the CPSE process will also be provided. Participants must attend all 3 days. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: *Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. *Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. *Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. *Schools provide multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities. *Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Teaching with inquiry while challenging is a proven way to engage students for deeper learning. However, far too often teachers are asked to implement new instructional initiatives and left to figure out the details for how to do it. These initiatives are almost always well intentioned, but sustainable and deep instructional change takes time and lots of support. That's where we come in. In this workshop, we dissect what it means to teach with and through Inquiry by playing with and applying a series of strategies and innovative approaches for sustaining inquiry. The New York Toolkit project calls on teachers and students to do inquiry and has provided teachers with lots of great instructional resources and assessments. This workshop will introduce teachers to specific approaches for using disciplinary scaffolds to support this project and the inquiry process in general. As a bonus, we will share two inquiry-based digital humanities projects funded by the National Archives and Records Administration (Mapping the Fourth of July and Decoding the Civil War) that are designed to spark students’ interest and motivate their participation in crowdsourcing historical knowledge growth project on the Civil War. This is a two-day Inquiry Institute.

There are countless ways Google Forms can support learning in the classroom. This workshop focuses on the power of using Google Forms and Sheets add-ons to create automated workflows such as parent emails, feedback, evaluations, surveys, and reports that support learning and growth. We will focus on learning how Google Forms, Sheets, and add-ons can work together to save you time. Participants should be Google Drive users who have used Google Forms for assessments and/or surveys.

Are you interested in having more time in the classroom to work with students? Are there projects that you just don't have time to fit in? Do your students seem to "zone out" when you give instruction? If the answer is YES!, the Flipped Classroom is for you. In this 3 hour workshop, we will investigate the flipped classroom model and best practice solutions for transitioning your classroom. We will discuss how to search for, create and assign videos for your instruction by examining various tools. Participants will learn how to use tools like Google Forms, WeVideo, screen casting tools, YouTube, EDpuzzle, Wizer.me and much more. This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

This professional development is only open to teachers who are part of the 100Kin10 Grant (administrators may attend with their teachers). These teachers much participate in one of the two lesson study professional development offerings (August 14 & 15, 2017 or October 12 & 13, 2017). Teachers need to come with the team they plan to work with for the lesson study cycle. Teams should consist of 3-5 members and do not have to consist of teachers from the same grade level. In this training you will learn about lesson study and begin developing your research proposal. The research proposals must be associated with the SSEC unit associated with the grant and should focus on some element of early elementary learning related to engineering. One hour lunch on your own.

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

The Advanced Integrated Co-Teaching workshop is open to co-teaching teams that have been implementing for at least one year. This workshop is not an introduction to co-teaching and is not designed for new teams. Participants will learn: Strategies for Ramping up Co-Teaching Models Ways to Maximize the Effectiveness of Planning Time Avenues to Address Accommodations in Grading Implementation of Tier 1 Instructional Design and the Integration of Specially Designed Instruction Dr. Friend will be building in work time for co-teaching team members, so it is imperative that both team members attend. This workshop will not be effective for single participants. Dr. Friend will conclude this event with a Q and A session. *Please note-The room does not accommodate more than 175 attendees. We can not add additional attendees beyond this number.

PBL-101 is a foundational four-day workshop inspired by the work of the Buck Institute for Education, New Tech Network, Edutopia and Expeditionary Learning. It provides attendees with the skills and knowledge needed to design, assess and manage a rigorous, relevant, and standards-based project. The workshop is a balanced blend of direct instruction, video analysis, hands-on work time, resource sharing, and peer collaboration and feedback. As a result of this workshop, teachers will:


• The 8 Essentials of Project-Based Learning


• How to PLAN their first project


• How to incorporate ASSESSMENT into their first project


• How to MANAGE their first project NOTE: Please bring a digital device such as a laptop, IPAD, or tablet and earbuds for listening to videos.

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

Calling all School Librarians, Library Aides, Technology Specialists, School Administrators, and Teachers! If you're a lover of all things library, WE WANT YOU to join us for a day of fabulous fun professional development at Edcamp Library 2017! This "unconference" is the perfect way to learn from and with each other! At Edcamp Library, YOU provide the content and determine the path for your own learning. Have something to share? Please do! Want ideas? Come and get! Oh and we'll have goodies and door prizes to give away, too!

This workshop will focus on the everyday use of GSuite apps like Drive, Docs, and Classroom in grades 3-6. Learn how to create lessons that engage students, can be easily differentiated, and can help you be more efficient with feedback. The focus will be on writing, collaborating, assessments, and more. We will also be discussing and using the SAMR model to create lessons that you will be able to use this September. Bring content ideas and lessons you have taught in the past and we will brainstorm together!

Do you feel like you have mastered the basics of Google Drive, Docs, Sheets, Slides, and Forms? Are you ready to take your Google skills to the ninja level? In this training, we will dive deeper into the world of Google and see what we can discover together. This 3-hour workshop will be conducted EdCamp style (https://youtu.be/I7DwCI7j0Bg). Based on what you want to learn we will examine areas of Google and how you can more effectively use it with your students. This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

I know you know what Google is but do you know how to use it with your students? Technology is not going away and our students need to use it daily in their education. Based on current trends at the state level, our students starting their education now in the kindergarten classroom will never hand write a state exam at any level. We need to expose and educate our students how to use digital tools to express their learning and Google is a great platform to achieve this. In this 3 hour workshop, we will look at Google Classroom, Drive, Docs, and other tools that will help you get started digitizing your instruction.This workshop will take place at the K. C. Heffernan Elementary School in the Marcellus Central School District.

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

Become a more effective teacher by learning research-based strategies that lead to:


• Engaging academic instruction


• Better classroom management


• Positive learning communities


• Developmentally Appropriate Instruction and Discipline This interactive, highly practical 28-hour course is our new and improved entry-level training. It gives classroom and special area teachers everything needed to start using core Responsive Classroom teaching practices. This course is Level 1 Learn specific ways to build classroom community and establish and sustain an optimal learning environment. You'll study the core practices of:


• Overview of the Responsive Classroom Approach


• Morning Meeting


• Interactive Modeling


• Interactive Learning Structures


• Teacher Language


• Interactive Learning Structures


• Energizers / Closing Circles / Quiet Time


• Establishing Rules with Children


• Responding to Misbehavior, Including Logical Cost: Component Districts: No Cost Non-Components $1180 per person plus $38 per person for books/materials

OCM BOCES is a public entity duly licensed by the Center for Responsive School, Inc., to conduct The Responsive Classroom courses.

Participants will learn how to utilize evidence-based practices for classroom management. Days 1 & 2 presentation content will include: maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. Day 3 presentation content will include: function of behavior, avoiding power struggles, behavior escalation, disciplinary conversations, and evidence-based practices for responding to challenging behavior in the classroom. Participants must attend all 3 days. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support.

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

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

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

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

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

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

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

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

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

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

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

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

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

As a result of this workshop, teachers will:

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

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

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

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

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

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

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

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

Participants will learn how to implement evidence-based practices to respond to students with challenging behavior in the classroom. These practices will build upon the continuum of response to inappropriate behavior that is covered in Classroom Management I. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities -Schools provide multi-tiered systems of behavioral and academic support.

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





• Engaging academic instruction





• Better classroom management





• Positive learning communities





• Developmentally Appropriate Instruction and Discipline

This interactive, highly practical 27-hour course has no prerequisite and is a great starting point for all educators in a school building (Classroom Teachers, Special Area and Special Ed Teachers, TAs, Building Principals and other administrators and support staff). OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom®courses.OCM Non-Components $1280 p/p plus $38 p/p for books/materials

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





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





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





• Integrate energizers and interactive learning structures throughout the school day





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





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





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





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

Literacy Leadership offers administrators and instructional leaders turnkey training materials to implement the revised NYS ELA/Literacy standards. Participants will engage in the phases of the turnkey training as they plan for in-district implementation at each session.

Session/Phase 1: Participants will work through a/the . . .



•procedure to examine revised standards and learning progressions and plan for in-district implementation

Session/Phase 2: Participants will work through a/the . . .



•protocol to prioritize standards using relevant data/documents



•process to unwrap priority standards and generate learning targets

Session/Phase 3: Participants will work through the . . .



•process of creating useful common formative assessments aligned to the priority standards

An additional session can be scheduled in response to participants’ needs.

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




•Build capacity using specific structures such as prioritized curricula based on literacy standards




•Develop a culture of literacy and collaboration using a variety of protocols and procedures




•Acquire literacy/ELA information from SED




•Network with other school districts literacy leaders

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

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

As a result of this workshop, teachers will:

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

• know when to use strategies to maximize student learning

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

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

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

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

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

This professional development is only open to teachers who are part of the 100Kin10 Grant (administrators may attend with their teachers). These teachers much participate in one of the two lesson study professional development offerings (August 14 & 15, 2017 or October 12 & 13, 2017). Teachers need to come with the team they plan to work with for the lesson study cycle. Teams should consist of 3-5 members and do not have to consist of teachers from the same grade level. In this training you will learn about lesson study and begin developing your research proposal. The research proposals must be associated with the SSEC unit associated with the grant and should focus on some element of early elementary learning related to engineering. One hour lunch on your own.

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

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

As a result of this workshop, teachers will:



• Explore components of the formative assessment process



• Examine practical techniques that are age appropriate and align best to teaching style and content



• Generate a plan for embedding formative assessment in an existing unit



• Share unit with embedded formative assessment with workshop peers

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

As a result of this workshop, teachers will:



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

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

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

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

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

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

As a result of this workshop, teachers will:


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


• know when to use strategies to maximize student learning


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

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

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

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

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

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

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