This course is for Administrators and/or Administrative Interns who have never been lead evaluator trained. The course covers the 3012d requirements along with best practices in observation and crucial conversation. Participants are expected to attend every session.

This self-paced book study is designed for educators seeking tools and strategies to support Multilingual Learners' (MLs') learning in their context. This professional development opportunity, applicable to administrators, ELD, and content teachers, allows participants to independently read and reflect on their learning. The book study is based on the bestselling book Unlocking Multilingual Learners' Potential: Strategies for Making Content Accessible (2nd Edition), authored by the esteemed trio Diane Staehr Fenner, PhD, Sydney Snyder, PhD, and Meghan Gregoire-Smith, MA. Open enrollment throughout the school year. Participants have up to three months to complete this course.

In this self-paced, asynchronous course, participants will explore research-based, proven practices in a self-paced format to expand their strategies for teaching multilingual learners (MLs). Participants will reflect on and refine their approach to scaffolding content instruction for MLs. Open enrollment throughout the school year. Participants have up to a week to complete this professional learning activity.

This collaborative is designed for assistant principals, administrative interns, and other professionals in similar roles within educational institutions. We convene multiple times per year to discuss challenges, exchange ideas, and foster professional growth. Meetings are held via Zoom, with agendas tailored to address the evolving needs of the group.

Come together with other Math Interventionist teachers to collaborate! Any teacher that teaches or supports Math Intervention is invited to attend. This group will meet 5 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of Math Intervention teachers across the CNY region.

-Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link: https://url.us.m.mimecastprotect.com/s/EzbeC5yo6JSZq1KBSzf1tznvbk?domain=us06web.zoom.us

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link: https://url.us.m.mimecastprotect.com/s/VLu4C68pgLCrQJ95U6hAtX1hkT?domain=us06web.zoom.us

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link: https://url.us.m.mimecastprotect.com/s/Sms8C73qjNtA3Y6DUBiEtnaOD0?domain=us06web.zoom.us

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link: https://url.us.m.mimecastprotect.com/s/rYvPC82rkPH6ngMoIMs4t0EuBi?domain=us06web.zoom.us

OCM BOCES will support classroom educators during a year-long journey to build confidence and competence in developing and delivering student-centered instruction aligned with NYSSLS. We will meet 3 full days throughout the year as a professional learning community to collaboratively create and share NYSSLS resources.

Educators will practice lesson creation strategies to utilize during their school day planning to finalize activities to implement with students and share out their reflections to create a common bank of resources in a shared Google Classroom.

Participants will:

---Collaborate to develop activities that reflect the three dimensions of science learning - DCI's, SEP's, and CCC's.

---Explore how the standards promote a student-centered approach to science education.

---Explore NYSED resources as samples of 3 Dimensional instruction

---Continue to develop and share our library of lessons and supportive resources.

Dates are: 9/24/2024, 12/5/2024 and 3/12/2025 Participants must attend all 3 days to participate.

One hour lunch on your own.

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 Explains Similarities and Differences Between Organisms? 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 life science with a secondary focus on Earth and space science.

In this module, students:

* Make observations of variation in traits in Wisconsin Fast Plants and analyze data for patterns of inheritance

* Collaboratively plan, carry, out and analyze the results of fair tests to see the effect of environmental variables on plant traits

* Analyze average temperature and precipitation data for a range of cities to uncover patterns of climate zones

* Develop a model the represents the stages common to all organisms' life cycles

* Analyze data from a study on how bees' preference for certain flower colors gives plants a reproductive advantage

* Construct an explanation for why guppies in some streams are bright orange while others are dull

One hour lunch on your own.

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.

It's time to get a move on! Motion is part of our daily lives-riding in a car, playing a sport, even dropping a coin. The Smithsonian Science Education Center presents Energy, Forces, and Motion, 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 into every lesson. The unit relates Newtonian physics to objects that roll, fall, and collide. Join us as we plan investigations and design solutions to explore energy, forces, and motion!

One hour lunch on your own.

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link: https://url.us.m.mimecastprotect.com/s/ZY6lC9rvlRUkojKGSPt4t67Bta?domain=us06web.zoom.us

The training was designed to meet the foundational information needs of school administration, faculty, and staff. Emphasis is on recognizing warning signs, clarifying the referral process in place at school, and making a warm handoff. This training was developed by the Suicide Prevention Center of NY. Zoom link:https://url.us.m.mimecastprotect.com/s/m-Y-C0Rj1vtG6zW1S3u8tyvWUd?domain=us06web.zoom.us

SECOND EDITION - updated Teacher Guide and materials. 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 Map 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 designed to address a bundle of grade 2 earth and space science standards.

In this module, students:

-Compare maps from different cultures and historical periods.

-Observe patterns that can be used to categorize the shapes and kinds of land and water on Earth.

-Conduct an investigation into the observable properties of solid and liquid water.

-Obtain information about where solid water can be found on Earth.

-Use what they have learned about patterns as evidence to describe the types of land and water one could expect to find in a particular place on Earth.

-Develop and compare maps of the land and water in a particular place on Earth.

One hour lunch on your own.

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 Provide Freshwater to Those in Need? 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 engineering design, with a secondary focus on Earth and space science.

In this module, students:

* Define the problem of human's need for freshwater and the limited amount of freshwater available

* Develop a model to show how human activities interact with components of the Earth's system to cause groundwater pollution

* Design, test, and evaluate different solutions for treating contaminated water

* Use a digital simulation to design and test a solution to the problem of water scarcity

* Communicate two perspectives on the causes and effects of an environmental crisis

* Design, test, and evaluate a solution to pump, treat, and allocate water in a particular town

One hour lunch on your own.

SECOND EDITION - updated Teacher Guide and materials. 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 curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 earth and space science and physical science standards.

In this module, students:

-Use observations of real and photographed objects as evidence to explain that a girl can see objects outside because light from the Sun is shining on them.

-Use sunrise and sunset data as well as data from text to identify times of the year when the sky will be dark.

-Explain observed phenomena of the Sun and the Moon using observations of the Sun and Moon's position in the sky.

-Use a model Moon to explain that the Moon appears to change shape because we see different amounts of the part with light shining on it.

-Use observations to describe the effect of a light source on the visibility of objects to solve the problem of kids having to walk to school in the dark.

One hour lunch on your own.

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 Does Motion Energy Change in a Collision? 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 physical science with a secondary focus on life science and engineering.

In this module, students:

* Collect evidence to show that energy can move from object to object and change into heat, light, and sound

*Construct an explanation that faster objects have more motion energy

*Obtain information from text on how animals move fast in order to survive

*Collect evidence from hands-on activities and text to explain why objects slow down

*Design and build a model of a bicycle helmet using an egg as a model for the brain

*Analyze data to predict how far an object will slide in a collision

One hour lunch on your own.

Participants will discover ways to embed social-emotional learning (SEL) instruction into their teaching repertoire to support multilingual learners' (MLs') language development, well-being, and academic success. This book study is based on the groundbreaking new book Social Emotional Learning for Multilingual Learners: Essential Actions for Success by Diane Staehr Fenner, PhD, and Mindi Teich, M.Ed. The book research-based strategies, checklists, and tools for integrating SEL for MLs so you can promote their well-being, relationships, academic language development, and access to content. Open enrollment throughout the school year. Participants have until 6/13/25 to complete this course.

Come together with other Geometry teachers to collaborate! Any teacher that teaches or supports a Geometry curriculum is invited to attend. This group will meet 4 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of Geometry teachers across the CNY region. -Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

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 Do Weather and Climate Affect Our Lives? 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 Earth and space science with a secondary focus on engineering.

In this module, students:

* Carry out an investigation to determine if weather can vary over short distances

*Analyze the function of an anemometer in order to adjust the structure and improve the function

*Represent data on bar graphs to identify annual weather patterns

*Design, build, and test a roof to withstand the effects of a climate with heavy precipitation

*Analyze and interpret patterns in climate data to make a claim about which month would be best to host a soccer tournament in a particular city

One hour lunch on your own.

Come to this intro course on using Google Sheets to efficiently manage your grades, track attendance, create rubrics, develop a plan book, project planning and more. This workshop is designed for special area teachers, but can be helpful for everyone! We will learn how to: Import your roster & update when new students are added Use formulas to create shortcuts Create calculations for data tracking And so much more! Bring a laptop and charger(wireless mouse if you can)!

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 Change in Ecosystems? 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 5 standards. It has a focus on life science with a secondary focus on physical science.

In this module, students:

* Carry out investigations to provide evidence that plants get most of their matter from air and water.

* Analyze data showing that animals get both matter and energy by consuming food.

* Develop and use food web models to track matter and energy flows in ecosystems.

* Obtain information about the causes and effects of invasive species.

* Use models to support a prediction about which of two coastal locations is more likely to be invaded by a nonnative sea squirt.

One hour lunch on your own.

Come explore and learn how to use the TI-Nspire™ CX family of Calculators. This session will be beneficial for:

-anyone new to the Nspire family of calculators

-Special Education Teachers

-Teacher Assistants

-High School Interventionists

-New Math Teachers

It would also be beneficial to learn more about the capabilities of this technology if your district is looking to upgrade their calculators.

This session will include:

-An overview of the TI-Nspire™ graphing calculator, including general calculator, graphing and statistical functionality.

-Exploration of dynamic, interactive lessons for algebra I, geometry, algebra II, precalculus, calculus and statistics.

-Introduction to basic features of the teacher software.

Utilizing TI-Nspire™ CX technology, we will explore topics such as: -Linear functions and systems

-Functions and relations

-Quadratic, exponential, radical and rational functions

-Probability

This is a full day session with an one hour lunch on your own.

This group is for people who have been designated by their district to take a leadership role in the MTSS implementation process. It is recommended that districts send a team to the Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building administration, school counselors and/or social workers, and district leaders.

Come together with other Algebra II teachers to collaborate! Any teacher that teaches or supports an Algebra II curriculum is invited to attend. This group will meet 4 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of Algebra II teachers across the CNY region. -Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

SECOND EDITION - updated Teacher Guide and materials. 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 Stop Land from Washing Away? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 engineering and earth and space science standards.

In this module, students:

-Gather information to better understand a land-change situation and define a problem to solve

-Make observations to provide evidence to explain if wind and water can change the shape of the land

-Obtain additional evidence from a construction site and from a nonfiction text to support their explanation of land change over different time scales

-Test and compare models of four methods used to prevent or reduce erosion

-Apply their understanding of wind- and water-induced erosion to a new engineering problem related to land change at a beach setting

One hour lunch on your own.

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 Provide Energy to People's Homes? 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 4 standards. It has a focus on engineering with a secondary focus on physical science.

In this module, students:

* Observe evidence of energy in systems and explore how that energy moves and changes

* Research how people obtain sources of energy for practical purposes

* Explain that some sources of energy affect the environment more than others

* Investigate how their designs affect the success of a student-built device

* Use their understanding of science and engineering to design and test a model house doorbell system that runs on solar energy

One hour lunch on your own.

The program seeks to support new school librarians both professionally and personally in their efforts to become highly effective educators. Research indicates that student learning depends, in part, on constructing a school culture that fosters growth for students and staff alike. We believe that mentors and mentees will learn and grow together in this process. While we are certain that your district provided you with a mentor teacher (not always a school librarian), we aspire to pair you with a mentor with library experience, knowledge and a passion for our profession. The purpose of this program is to connect librarians across "the borders” of their school districts to learn from and support each other while growing a vibrant professional learning network across the region.

Come together with other Middle School Math teachers to collaborate! Any teacher that teaches or supports a Middle School Math curriculum is invited to attend. This group will meet 4 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of Middle School Math teachers across the CNY region.

-Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

Come together with other Algebra I teachers to collaborate! Any teacher that teaches or supports an Algebra I curriculum is invited to attend. This group will meet 4 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of Algebra I teachers across the CNY region.

-Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

Onondaga County DBT STEPS-A Implementation Teams

SECOND EDITION - updated Teacher Guide and materials. 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 Send a Message Using Sound? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 engineering and physical science standards.

In this module, students:

-Ask questions and use a modeling activity to better understand a problem.

-Use prior experiences and a reading to research ways that people communicate over different distances.

-Conduct investigations to test their ideas about how they can make sound.

-Use evidence from investigations and research to explain what causes sound.

-Design, build, and test sound-making devices to solve two problems.

One hour lunch on your own.

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 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 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.

In this session, Mid-State RBERN will provide NYSED updates, address questions from ENL program administrators, and share best practices for supporting teachers of English Language Learners (ELLs) and Multilingual Learners (MLs). These meetings are recorded and shared with registered participants for those unable to attend live.

This program is dedicated to empowering educators to become catalysts for positive change within their schools and communities. This Community of Practice will cultivate a team of visionary leaders who inspire excellence, foster innovation, and champion equity in education across the Central New York area with the support of targeted professional development, mentorship, and collaborative initiatives. This series will be by invite only and will utilize one On-Site Agreement Day for each participating district.

Join our mission to create a community where educators are empowered to lead with purpose, inspire positive change, and advocate for the success of every student.

Participants must attend all 3 mornings of Science Leadership and the 3 Community of Practice afternoon sessions.

One hour lunch on your own.

SECOND EDITION - updated Teacher Guide and materials. 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 Change Solids and Liquids? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 engineering and physical science standards.

In this module, students:

-Construct an explanation for how an artist made a sculpture from marine debris.

-Use observations to describe patterns of behavior in solids and liquids.

-Construct an explanation about what happens to crayon wax when heated and cooled.

-Design a solution for changing melted crayons into crayons they can use.

-Compare a variety of materials to make a prediction about which ones will make the best filling for a boo-boo pack.

-Analyze data from tests of their selected boo-boo pack materials to determine if they work as intended after being frozen.

One hour lunch on your own.

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.

Grounded in the science of reading framework, this professional learning opportunity will provide information, direction and support for administrators and teacher leaders who are seeking a school-wide approach to lift the overall reading comprehension of their students while also emphasizing the critical connection between reading and writing across all content areas.

Join others from around the region in these interactive sessions to discuss MTSS best-practices related to:

-Tier 1 evidence-based writing instruction Look Fors (IES practice guides /Closing the Writing Gap)

-Writing instruction supported by CRSE practices (relevant, authentic and spark curiosity)

-NYSED Curriculum Guide

-NYSED Literacy Briefs

-Disciplinary Literacy

-Supporting ENL

-Using data to provide feedback

-Using Artificial Intelligence

Outcomes:

-Develop an in-depth understanding of effective Tier 1 reading and writing instruction as part of a MTSS system

-Build connections with administrators and teacher leaders with similar vision/goals

-Make evidence-based decisions to take actionable steps to improve effectiveness of teacher professional development, curriculum, instruction, intervention, and assessments

Time:

All Meetings will be held VIRTUALLY

All Meetings will be 2 hours (9:30-11:30 a.m.)

Anchor Text: The Writing Revolution by Judith Hochman and Natalie Wexler.

Come together with other elementary teachers to collaborate! This group will meet 4 times throughout the year. Growing our community benefits all!

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards.

Part of this Community of Practice will be to:

-Continue building a community of elementary teachers across the CNY region.

-Utilize NYS assessment data interactively, allowing participants to analyze trends, patterns, and learning gaps together, and discuss instructional strategies.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

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

One hour lunch on your own.

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 Protect Animals When Their Habitat Changes? 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 engineering design, with a secondary focus on life science.

In this module, students:

* Identify the problem of animal population decline caused by habitat change

*Design a classroom habitat where roly polys can survive

*Use camera trap data to explain why different animals live in different habitats

*Compare fossils to modern organisms to explain that habitats on Earth have changed

*Use a model of a tiger habitat to explain why tiger populations have declined

*Design a salamander tunnel that will reduce the deaths of salamanders on roads

One hour lunch on your own.

Course Overview: This course is designed to introduce educators to the basics of artificial intelligence (AI). It will provide participants with a solid foundation in AI concepts, applications, and implications for education. Course Objectives: Define AI and understand its key components (e.g., machine learning, deep learning, natural language processing). Explore common AI applications in education, such as intelligent tutoring systems, personalized learning, and automated grading. Evaluate the potential benefits and challenges of using AI in the classroom. Develop practical skills for using AI tools and resources effectively. Understand ethical considerations and responsible AI practices in education. Course Delivery: This course will be delivered: Online in Google Classroom broken into 4 modules It will be Self-paced learning with resources and interactive activities. Target Audience: This course is for educators at the beginning level of using A.I. ChatBots. This course will help you stay up-to-date with educational technology trends and enhance their teaching practices.

Join us as we delve into the art of writing effective prompts for A.I. Chatbots. In this Session, you will: Understand how A.I. Chatbots work and their capabilities in education. Learn how a well-crafted prompt can help the Chatbot to create insightful responses, creative content, and engaging activities for your students.. Practice writing prompts for various subjects and age groups through engaging activities. Learn how to identify and refine your prompts for the best results.. Leave the session feeling confident in your ability to write prompts that maximize student learning and engagement with A.I. Chatbots.

This session explores how A.I. Chatbot tools can enhance your teaching to spark creativity in your ELA classes. With A.I. Chatbots we will: Utilize A.I. Chatbots to: create engaging grammar and punctuation activities, providing students with immediate feedback and practice opportunities. Introducing A.I. Chatbots that present opposing viewpoints or act as devil's advocates, promoting critical thinking and persuasive writing skills.. Explore how Chatbots can tailor reading exercises, suggest writing prompts based on student strengths, and provide individualized feedback. Use A.I. Chatbots to create engaging ELA lessons and activities across various grade levels and literary genres. This session will show how A.I. Chatbots can transform your ELA classroom into a vibrant hub for learning and exploration.

This session explores the potential of A.I. Chatbot tools to help create engaging social studies lessons. With A.I. Chatbots we will: Design activities where students can "speak" with historical figures through Chatbots, gaining first-hand perspectives on historical events. Explore how Chatbots can guide students on virtual tours of different cultures and countries, fostering an understanding of diverse perspectives and global issues. Introduce A.I. Chatbots that represent opposing viewpoints on historical events, prompting students to debate, analyze evidence, and develop critical arguments.. Use A.I. Chatbots to create engaging social studies lessons and activities across various grade levels. This session will give you the knowledge and tools to use A.I. Chatbots to create engaging lessons/activities in your Social Studies classroom.

This session explores the potential of A.I. to enhance math lessons/activities in your classroom, from elementary to high school. With A.I. Chatbots we will: Learn to leverage A.I. Chatbots to personalize tasks, provide explanations at different levels, and cater to diverse learning styles. Generate engaging and personally relevant problems See How A.I. Chatbots can also offer pedagogy tips and strategies to help support support various math topics You will leave the session with the tools and knowledge to leverage A.I. Chatbots in your math classroom.

This Session explores the potential of A.I. Chatbots to create engaging science experiences for your students. With AI chatbots we will: Explore how Chatbots can act as virtual scientists, engaging students in conversations about scientific discoveries and answering their burning questions. Use Chatbots to create virtual labs and simulations. This Session will equip you with the knowledge and tools to harness the power of A.I. Chatbots to design engaging lessons and activities for your students.

This session will explore how A.I. Chatbots can be a tool in special education classrooms. Using A.I. Chatbots we will: Discover how Chatbots can create engaging review sessions in a format that caters to different learning styles. Utilize Chatbots for Scaffolding and Support for lessons/activities Create an engaging lesson plan/activity Leave the session equipped with practical strategies and resources to integrate A.I. Chatbots seamlessly into your special education curriculum.

Join us for a beginner-friendly asynchronous course exploring A.I. and how it can transform your teaching. In this interactive session, you'll learn: What A.I. is and how it works Applications in the Classroom: Leave the session feeling empowered and equipped to leverage the power of A.I. to create a more engaging and effective learning experience for your students.

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.

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 Identify Materials Based on Their Properties? 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 5 standards. It has a focus on physical science with a secondary focus on life science.

In this module, students:

* Compare six solids using just senses and argue from evidence that sugar and cornstarch are made by plants

*Draw models to show that the dissolving of sugar in water and the evaporation of a sugar solution can be explained by very small particles

*Obtain information from a text to explain that salt is added to roads in the winter to lower the freezing point of water

*Carry out an investigation to show that mixing solids with vinegar and iodine can result in something new being formed

*Graph weight before and after mixing to show that in any change the weight remains the same

*Argue from evidence that four unknown solids can be identified based on their properties

One hour lunch on your own.

This workshop's focus is for Life Science educators to explore the three required High School Lab Investigations. Instructional coaches and administrators would benefit from attending to deepen their knowledge of the NYSSLS standards and to have an understanding of the shifts to 3 dimensional learning at the high school level.

Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

Professional Learning Series for District and Building Administrators: Deepening Understanding of NYSED's CRSE Framework

Grounded in the New York State Education Department's (NYSED) Culturally Responsive-Sustaining Education (CRSE) Framework, this series is dedicated to dismantling biased systems and reconstructing equitable school environments that address the diverse needs of all learners. District and building administrators who are in positions to drive meaningful change within their educational settings are encouraged to participate.

Objectives:

• Identify and Address Bias: Learn strategies to identify, confront, and eliminate biases within school systems, policies, and practices.
• Equity-Centered Practices: Develop and implement equitable practices that promote inclusivity and support the academic and social-emotional growth of all students.
• Collaborative Learning: Engage in meaningful discussions and activities with educators, administrators, and stakeholders committed to fostering equitable educational environments.
• Action Planning: Create actionable plans to integrate CRSE principles into your school or district, ensuring sustained impact and continuous improvement.

Together, we can make a lasting impact on the future of education.

Wondering what else to do with LEGO?

This immersive experience will provide Art Educators with:

Resources of artists who use LEGO in unique ways

A LEGO printmaking experience that can be used in grades K-12

Access to our **NEW** art supply lending library

Access to our loanable LEGO Printmaking kit to use in your classroom.

Time to adapt resources for immediate use in your own art room. Bring a laptop and charger(wireless mouse if you can)!

SECOND EDITION - updated Teacher Guide and materials. 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 curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 physical science, life science, and engineering standards.

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

-Obtain information about the parts of lighthouses that make the buildings stable and send signals to protect humans

-Design stable solutions to visibility problems, including biomimicry in the design

One hour lunch on your own.

Unlock the universe of data literacy with an immersive workshop designed to create My NASA Data teacher leaders. Join us for an exciting journey into the world of data literacy, where we'll explore the wealth of resources provided by My NASA Data to develop captivating lessons with professionally created data.

Workshop Highlights:

NASA Data's Resources: Discover the vast array of Earth System data sources, activities, lessons and tools that NASA offers to the public for classroom instruction

Introduction to Data Literacy: Gain a solid understanding of what data literacy is and why it's essential in today's information-driven world.

Lesson Development Strategies: Learn effective strategies for transforming My NASA Data resources into engaging and informative lessons suitable for various educational settings.

Program Benefits:

-Become more familiar with My NASA Data resources

-Opportunities for your students to interact with subject matter experts

-Participation in Community of Practice professional development events

-Optional: Completion of a My NASA Data Teacher Leader Certificate

-Optional: Qualification to apply for presenter's conference registration fee

Teacher Leader Program Requirements:

-Teachers will complete two badges toward the Teacher Leader Program: My NASA Data Resources and 5E Instructional Sequence Badge

-Optional Data Literacy Badge (asynchronous)

-Teachers will provide 5-10 hours of professional development to colleagues each year.

-Teachers will submit two 5E classroom implementation sequences to the My NASA Data team each year.

By the end of this workshop, you'll be equipped with the knowledge and skills to harness My NASA Data's vast resources effectively, creating captivating and informative lessons that inspire a new generation of STEM enthusiasts and data-savvy individuals.

Lunch provided by the Master teacher program.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the New York State Learning Standards for the Arts .

Part of this Community of Practice will be to:

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

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

Any teacher that teaches or supports an Ensemble Curriculum is invited to attend.

This group will meet four times throughout the year. One hour lunch on your own.

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.

This workshop's focus is for Earth & Space Sciences educators to explore the three required High School Lab Investigations. Instructional coaches and administrators would benefit from attending to deepen their knowledge of the NYSSLS standards and to have an understanding of the shifts to 3 dimensional learning at the high school level.

Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

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.

In this dynamic and interactive workshop, educators will explore the seamless integration of Science and Engineering Practices (SEPs) with Crosscutting Concepts (CCCs) to enhance student learning. Participants will delve into the essential components of the New York State Science Learning Standards (NYSSLS) and learn strategies to effectively incorporate these practices and concepts into their curriculum.

Through hands-on activities, collaborative discussions, and real-world examples, educators will learn how to:

-Implement SEPs and CCCs: Understand and apply the eight SEPs and seven CCCs outlined in the Next Generation Science Standards (NGSS) to design effective learning experiences. -Discuss instructional strategies: incorporate both SEPs and CCCs to promote interdisciplinary learning and critical thinking. -Engage Students in "Minds-On” Learning: Utilize inquiry-based approaches to encourage student exploration and problem-solving.

By the end of this series, participants will have the knowledge and tools to create dynamic and 3 dimensional lessons aligned to the NYSSLS that prepare students for future scientific and engineering challenges. Whether you are a novice or an experienced educator, this workshop will provide valuable insights and tools to enhance your teaching practice and improve student outcomes in science and engineering education.

Dates are: 9/17/2024, 11/19/2024, 2/11/2025 and 4/1/2025. Participants must attend all 4 full days to participate.

One hour lunch on your own.

This professional development is for teachers receiving the science curriculum unit Matter & Its Interactions. 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.

This professional development is created for teachers receiving any of the Kindergarten Smithsonian units as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the modules, materials, and gain access to resources to prepare for implementation in their classrooms.

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.

This group is for people who have been designated by their district to take a leadership role in computer science and digital fluency standards implementation. It is recommended that districts send a team to the Computer Science & Digital Fluency 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 NYSCSDFS. 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 computer science and digital fluency education and position the region to successfully implement the new 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.

This event has been changed to individual dates. Please find them in the OCM BOCES Catalog under Program>> Innovative Teaching and Learning ! Thanks! Michele This group is for people who have been designated by their district to take a leadership role in the arts.

It is recommended that districts send a team to the 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 New York Learning Standards for the Arts. 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 Arts education and position the region to successfully implement the new Arts standards. The expectation for participating in this group is:

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

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

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

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.

SECOND EDITION - updated Teacher Guide and materials. 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 Do Living Things Stay Safe and Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 life science and engineering standards.

In this module, students:

-Record and use observations of adult plants and animals as evidence that offspring are very similar to, but not exactly like, their parents.

-Obtain information from text, images, video, and a simulation to determine how patterns of behavior help offspring survive.

-Explore how external parts of plants and animals help them survive, grow, and meet their needs. Mimic external parts of plants and animals in designing a solution to a human problem.

-Apply their skills and knowledge using data as evidence to construct an argument and participate in argumentation with peers.

-Apply their knowledge and skills of animal behaviors and plant and animal external parts to design solutions to real-world human problems.

One hour lunch on your own.

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.

Students of all ages have an innate curiosity about our solar system and the broader universe. Space Systems Exploration taps into this curiosity by helping students clarify what they already know about space. Then, starting with the Sun-Earth-Moon system, it challenges them to perform a series of investigations through which they extend and enrich this knowledge. This unit addresses the 3 dimensions of the Next Generation Science Standards (NGSS) for grades 6 through 8.

One hour lunch on your own.

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 Is Our Evidence That We Live on a Changing Earth? 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 Earth and space science with a secondary focus on engineering.

In this module, students:

* Analyze models of Earth, maps and globes, identifying patterns in the locations of major topographic features and occurrences of earthquakes and volcanoes

* Obtain information about the hazards associated with earthquakes and volcanoes and ways humans monitor such Earth processes

* Explain differences between wind-driven ocean waves and tsunami waves

* Design and test models of earthquake-resistant buildings

* Investigate weathering and erosion processes and explain the roles these processes have in changing the landscape

* Use fossils and structures found in rock layers to explain the appearance of former landscapes

* Propose a Smithsonian exhibit on Our Changing Earth that answers the module question

One hour lunch on your own.

Get ready to catapult into fun at this professional development session!

The Official Statapult® Catapult is great for applying statistical methods to real problems. It also helps make the learning experience interactive and fun with a hands-on experience for students!

What exactly is a Statapult®?

The Statapult® is a wooden "catapult” device that is used to launch a small ball. There are many things that can be adjusted on the Statapult® (pull back angle, cup position, rubber band attachment, front pin location, stop angle, ball type) which all have some effect on the launch distance. Thus, the Statapult® provides a "process” which can be studied and used to quickly obtain data for analysis and knowledge gain.

It can be used to explore:

-collection of real-time data for basic statistical concepts & analysis

-statistical process control

-cause and effect

-variance reduction

-hypothesis testing

-multiple regression modeling

-model and predict performance, optimize for various objectives (hitting a target distance, etc.), & validate the results

-experimental & robust design

-control charts

-problem-solving in a team environment

Teachers will participate in hands-on activities with the Statapults®. They will have time to plan for classroom integration and collaborate with other participants.

SECOND EDITION - updated Teacher Guide and materials. 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 curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 life science and engineering standards.

In this module, students:

-Figure out why a radish seed sprouted inside a backpack.

-Define the problem that a tomato plant needs to be pollinated to produce tomatoes.

-Design a tool that can be used to pollinate tomato plants.

-Figure out how an acorn was planted in a pot on a third-floor balcony.

-Find the best place to plant plants in a schoolyard.

One hour lunch on your own.

This group is for people who have been designated by their district to take a leadership role in the MTSS implementation process. It is recommended that districts send a team to the Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building administration, school counselors and/or social workers, and district leaders.

Come explore and learn how to use the TI-Nspire™ CX family of Calculators. This session will be beneficial for:

-anyone new to the Nspire family of calculators

-Special Education Teachers

-Teacher Assistants

-High School Interventionists

-New Math Teachers

It would also be beneficial to learn more about the capabilities of this technology if your district is looking to upgrade their calculators.

This session will include:

-An overview of the TI-Nspire™ graphing calculator, including general calculator, graphing and statistical functionality.

-Exploration of dynamic, interactive lessons for algebra I, geometry, algebra II, precalculus, calculus and statistics.

-Introduction to basic features of the teacher software.

Utilizing TI-Nspire™ CX technology, we will explore topics such as: -Linear functions and systems

-Functions and relations

-Quadratic, exponential, radical and rational functions

-Probability

This is a full day session with an one hour lunch on your own.

Our OCM BOCES ISS Team is excited to share that we are creating a new Humanities Leadership Network to merge P3 /Early Literacy, Social Studies, ELA/ Literacy groups. This network will support teacher leaders, instructional coaches, and administrators in leading the work around humanities as we move towards an interdisciplinary approach. This work will include information from NYSED, best practices, district highlights, and network opportunities that will be provided through this leadership network.

This group serves to support the development of the district and regional capacity related to the Next Generation standards. This includes sharing and discussing up-to-date information related to the implementation of the standards from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality PK-12 instruction and position the region to implement the standards and evidence-based practices successfully.

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.

*It is recommended that districts send a team to these meetings that includes teacher leaders (elementary, middle, and high school teachers) as well as building and district leaders.

Join our monthly Mid-State RBERN Regional ENL Administrators Meeting! This one-hour Zoom meeting is designed to keep ENL administrators up-to-date on essential topics for supporting English Language Learners (ELLs) and Multilingual Learners (MLs). Each session includes updates on current initiatives, resources, and key information for your ENL programs. A highlight of the call is our "10-Minute Connections” segment at 10:10 a.m., featuring a guest expert. This month, Laura Arpey, Associate from the Office of Bilingual Education and World Languages, will address questions related to the Comprehensive ELL Education Plan due in December. Don't miss this opportunity to connect, learn, and collaborate with colleagues across the region. Recordings will be shared with registered participants for those unable to attend live.

Join a dynamic Community of Practice for Social Studies teachers, Grades 5-12! This collaborative space is designed to connect educators from districts across the region, providing an opportunity to share ideas, strategies, and resources.

Participants will attend all three meetings to allow us to build something meaningful over time, focusing on whatever the group decides to work on together. This is an extension of the Humanities Leadership meetings, providing a space to dive deeper into topics discussed in those sessions. In this ongoing professional development series, participants will:

- Collaborate with regional Social Studies teachers to enhance instructional practice.

- Receive updates from the New York State Department of Education, including insights into the latest standards and assessments.

- Learn research-based instructional strategies to improve student outcomes.

- Gain insights into the essential skills students need for success on the new Global and U.S. History Regents exams.

- Explore best practices in writing instruction, including strategies from The Writing Revolution and other evidence-based approaches to improve students' writing.

- Collaborate with colleagues to help build students' proficiency in critical thinking, historical inquiry, and the essential Social Studies practices of the NYS S.S. Framework.

This is a must-attend series for educators seeking to stay informed, improve practice, and ensure student success in Social Studies.

OCM BOCES will support classroom educators that participated in the 2023-2024 year-long journey to build confidence and competence in developing and delivering student-centered lessons aligned with NYSSLS with additional sessions for the 2024-2025 school year. We will meet throughout the year as a professional learning community to collaboratively engineer activities and/or lessons that authentically address performance expectations within Life Science, Earth & Space Sciences, Physics and Chemistry.

Teachers must have participated in the initial series to attend.

One hour lunch on your own.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the New York Learning Standards for the Arts .

Part of this Community of Practice will be to:

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

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

Any teacher that teaches or supports an elementary art curriculum is invited to attend.

This group will meet four times throughout the year. One hour lunch on your own.

The New Arts Teacher Network is designed for new art and music teachers with fewer than three years of teaching experience. Our goal is to create a community for professional growth, support, and collaboration. Each meeting will explore current and relevant topics. Our virtual meetings will provide a space to share ideas and ask questions to improve their practice. We will meet via Zoom. We will meet every other month, in the morning and in person (August, October, December, February, April) We will meet virtually every other month from 3-5 pm. A relevant professional learning opportunity will be available following our morning in person meetings.

This session is designed for teachers interested in introducing the TI-Innovator™ Rover to their students. We will learn how to code on the TI-Nspire™ CX or the TI-84 Calculator.

We will highlight lessons that can include topics that will engage your students in new and exciting ways such as:

-The relationship between distance, rate and time.

-Designing and measuring a segmented path.

-and more!

This session includes both TI-84 Plus CE and TI-Nspire™ CX technologies.

Anyone who would like to rent the TI-Innovator™ Rovers for their classroom are required to attend a training.

This group is for people who have been designated by their district to take a leadership role in Diversity, Equity, and Inclusion It is recommended that districts send a team to the DEI Leadership meetings that include teacher leaders (elementary, middle, and high school teachers) as well as building and district leaders. This group serves to support the development of the district and regional capacity related to the Culturally Responsive Sustaining Framework. This includes sharing and discussing up-to-date information related to the implementation of the four principles of the CRSE Framework from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support the equity and inclusion of all members of the education community throughout the region.
The expectation for participating in this group is: Attending all three meetings during the year. We will have a focus of study for the year that will build on our previous work.
1. Being prepared for the meeting by completing any personal learning required by the facilitator of this group.
2. Being responsible for working with your team to bring the learning from the meeting back to your district.
3. Being designated or gaining approval by your district to participate in this group.
The formal meeting will occur in the morning. However, there may be additional opportunities for learning offered in the afternoon, OR 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.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the New York State Learning Standards for the Arts .

Part of this Community of Practice will be to:

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

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

Any teacher that teaches or supports an art 6-12 curriculum is invited to attend.

This group will meet four times throughout the year. One hour lunch on your own.

Middle School Amplify Collaborative Curriculum Planning An opportunity for teachers to collaborate around literacy curriculum and the science of reading & writing at the middle level. (Formerly Middle School Confabulation)

Prior to the training, teachers need to have an active KITE Educator Portal Account and a Dynamic Learning Maps account. Please have teachers register for the training in My Learning Plan. They should bring a laptop/tech device with them to the training.

This professional development aims to equip K-6 teachers with effective strategies to support struggling readers, focusing on foundational literacy skills, differentiated instruction, and evidence-based reading interventions. The goal is to help students access grade-level texts, develop comprehension skills, and close reading gaps.

This professional development training is designed to support UPK-6 educators in effectively implementing Academic Intervention Services (AIS) for reading. Participants will join a dynamic Community of Practice, where they will collaborate with fellow educators to enhance their instructional strategies, share best practices, and develop targeted interventions to support struggling readers.

Key Learning Objectives:

-Understand the principles and goals of AIS for reading in grades UPK-6.

-Develop and refine strategies for effective reading interventions.

-Utilize formative assessments to identify students' reading needs and monitor progress.

-Collaborate with peers to share insights, strategies, and resources.

-Create a supportive learning environment that fosters growth and achievement for all students.

NOTE: There will be 4 full day in-person trainings and 3 virtual half-day trainings.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the New York Learning Standards for the Arts .

Part of this Community of Practice will be to:

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

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

Any teacher that teaches or supports a General Music curriculum is invited to attend.

This group will meet four times throughout the year. One hour lunch on your own.

This professional development is for anyone who works with a Algebra II curriculum. We will relook at the Next Generation Mathematics Standards crosswalk and snapshot to analyze the changes that will take place in the 2024-2025 school year.

Teacher teams, along with coaches and curriculum directors will then be given time to make the necessary changes to their curriculum for the following school year to reflect the Next Generation Mathematics Standards.

Educators will have time to have collaborative discussions with teams from other school districts.

Participants will reflect on the Math Practice Standards used throughout the session.

One hour lunch on your own.

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. The morning (8:30 am to 11:30 am) will be a "Communities of Practice" meeting, topic to be decided at a later date. The second half of the day (12:30 pm to 3:00 pm) will be the Communication Coordinators meeting.

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. Please feel free to join us in person, or via Zoom

The New Arts Teacher Network is designed for new art and music teachers with fewer than three years of teaching experience. Our goal is to create a community for professional growth, support, and collaboration. Each meeting will explore current and relevant topics. December Agenda: Connecting with the Community Advocating for the Arts Art Show and Concert Preparations Report Cards The new teacher network will meet every month! We will meet every other month, in the morning and in person (August, October, December, February, April) We will meet virtually every other month. Time TBD. A relevant professional learning opportunity will be available following our morning in person meetings. This month we will have Advocating for the Arts. Sign up here https://www.mylearningplan.com/Instructor/Instructor.asp?M=M&I=4781783

This meeting will be held virtually and will discuss topics related to the Schooltool Discipline module. We will review any SchoolTool updates, and best practices.

Need some strategies to effectively communicate with parents, guardians, administration and the community? Let's work together on gathering ideas and resources to build a repertoire of methods for advocating for your Arts program! We will use Canva, Google and more to create engaging newsletters, flyers and events via your district's communication app. This event is currently being held virtually unless a meeting space becomes available!

Due to popular demand, we are excited to offer Part 2 of our professional development series for world language educators, focusing on aligning curriculum and assessments with the revised New York State Standards for World Languages. This follow-up session will dive deeper into Articulated Assessment Transfer Tasks (AATTs), a framework designed by Dr. Jennifer Eddy of Queens College to integrate assessment, analysis, and teaching seamlessly. Whether you attended Part 1 or are joining us for the first time, this workshop will provide the insights and practical tools needed to elevate your teaching practice. Don't miss out on this valuable opportunity to collaborate with peers and gain expert guidance as we continue to enhance world language instruction in alignment with the new standards.

Unplugged Coding: A Fun and Engaging Way to Learn Computer Science In honor of the Computer Science Week of Code: Join us for a hands-on workshop on unplugged coding! Discover how to teach essential computer science concepts without a single screen. Through a variety of games, puzzles, and activities, you'll learn how to: Develop computational thinking skills: Break down complex problems into smaller steps. Promote creativity and problem-solving: Encourage students to think critically and creatively. Foster collaboration and communication: Work with peers to solve challenges. Prepare students for a future in technology: Build a strong foundation for future coding and STEM education. No prior coding experience is necessary! This workshop is designed for educators of all backgrounds.

In this professional development, you will unlock the creative potential of Canva for your classroom. This asynchronous online learning experience allows you to enhance your design skills at your own pace, facilitating a smooth integration of visual communication into your teaching practice. You will explore Canva's AI tools, including automated design suggestions, and discover how to utilize a variety of features and assets available in the educator version.

Below you will find some (but not all) of the topics we will be diving into:

• Templates: Learn how to effectively use Canva's extensive library of templates to create customized educational materials.
• Video Creation: Master the tools and techniques for producing engaging and interactive videos for your classroom.
• Presentations: Design visually appealing presentations that enhance your lessons and capture your students' attention.
• AI Tools: Leverage Canva's AI features to streamline your design process and generate creative ideas.
• Assets Available in the Educator Version: Access and utilize a wide range of exclusive assets tailored for educators to enrich your content.

Discover the endless possibilities Canva offers for creating visually compelling learning materials. Whether you teach elementary, middle, or high school students, this professional development is tailored to address your specific needs and objectives, providing practical tools and strategies for effective Canva integration. You will gain hands-on experience with designing engaging presentations, interactive worksheets, and visually appealing classroom resources.

NOTE: There are no in-person workdays. Please ensure that times and dates are recorded in Frontline.

English as a New Language Teachers meet three times during the school year to share expertise, collaborate in learning, improve their teaching skills, and increase the academic success of English Language Learners (ELLs) and Multilingual Learners (MLs).

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet four times to share expertise and work collaboratively to improve teaching skills and the academic performance of students through the New York State Learning Standards for the Arts .

Part of this Community of Practice will be to:

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

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

Any teacher that teaches or supports an Ensemble Curriculum is invited to attend.

This group will meet four times throughout the year. One hour lunch on your own.

OPALS User Group Meeting

Join us for an engaging and informative User Group Meeting hosted by OPALS, tailored specifically for all O²CM Districts. This event is a fantastic opportunity for users of the OPALS Integrated Library System to connect, share insights, and enhance their understanding of the system.

Morning Session: OPALS as Your Integrated Library System (ILS)

• Dive deep into the features and functionalities of OPALS as your ILS.
• Discover best practices, new updates, and tips for optimizing your library operations.
• Network with fellow OPALS users to exchange experiences and strategies.

Afternoon Session: OPALS as Your Interlibrary Loan Catalog

• Focus on leveraging OPALS for effective interlibrary loan management.
• Learn about the latest enhancements, features, and collaborative tools.
• Explore how to maximize the benefits of our interlibrary loan catalog to better serve your patrons.

Lunch: Enjoy a complimentary lunch provided by OPALS. Take this time to mingle with other attendees and discuss insights from the morning session.

In this engaging and interactive three day workshop series, educators will dive into the world of 3-dimensional assessment writing specifically designed to enhance student achievement in alignment with the NYSSLS. By the end of the workshop, educators will have a toolkit of practical strategies, resources, and assessment templates that they can implement in their classrooms to assess student achievement effectively within the framework of NYSSLS. Participants will have work to complete outside of the session, finalizing assessment questions, implementing them with students and sharing out their reflections to create a bank of assessments in a common Google Classroom.

Join OCM BOCES for this dynamic workshop and unlock the potential of 3-dimensional assessment writing to elevate student learning and engagement in science education. Participants must attend all 3 workshop dates to register.

One hour lunch on your own.

Join us for a 1-hour session dedicated to completing the 2024 CEEP. This session will focus on key updates and changes to the document, providing an opportunity for participants to ask questions and gain clarity ahead of the December 20 deadline. Whether you're looking to ensure your understanding or address specific concerns, this session is designed to support your process.

CNYRIC will be hosting Scoir for this virtual session. See What's new with Scoir and review some best practices with our expert team. This session is intended for existing users of Scoir.