Child Abuse Identification & Reporting

Mandated reporters can participate in this web-based online training course at any time, 24/7. Users must complete the course within the course duration which is the current school calendar year (2024-2025). Users learn definitions, indicators, and how to make a report to the New York Statewide Central Register. This course meets the New York State Education Department mandatory requirements for Training in Child Abuse Identification and Reporting. In accordance with Chapter 363 of the Laws of 2018, the Board of Regents adopted amendments to certain sections of the Regulations of the Commissioner of Education related to Reports of Child Abuse in an Educational Setting.

This course also includes updated mandated reporter training requirements. Chapter 56 of the Laws of 2021 amended Social Services Law § 413 to require additional training to include protocols to reduce implicit bias in decision-making processes, strategies for identifying adverse childhood experiences, and guidelines to assist in recognizing signs of abuse or maltreatment while interacting virtually within the New York State Mandated Identification and Reporting of Child Abuse and Maltreatment/Neglect coursework.

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $35.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

DASA: New York State's Dignity for All Student's Act (Dignity Act) seeks to provide NYS public elementary and secondary school students with a safe, supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus and/or at a school function. The Cayuga-Onondaga BOCES is a NYSED approved provider of the Dignity Act certification training.

The required training consists of a 6-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $50.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

The Needs of Students with Autism

In response to the growing number of children being diagnosed with autism, the Legislature amended Sections 3004(4) and (5) of the Education Law to require all persons applying for a teaching certificate or license on or after September 2, 2009, as a special education teacher or as a school administrator who works in special education, to complete coursework or training in the needs of children with autism. This workshop will fulfill the NYSED requirement for Classroom Teaching Certification in all areas of Education. Participants of this course will learn about the characteristics of Autism Spectrum Disorder (ASD) as well as behavior supports and best instructional practices for supporting individuals with ASD. Upon successful completion of the course, participants will complete a certification of completion application that they can submit to the NYS Education Department along with other relevant forms when they apply for certification.

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $35.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

We have bundled the 3 courses into one price for your convenience and savings.

To receive your NYS educator certification, individuals must complete the following 3 workshops:

Child Abuse Identification and Reporting

The required training consists of a 3-hour asynchronous online training with accompanying assignments.

Dignity for All Students Act (DASA)

The required training consists of a 6-hour asynchronous online training with accompanying assignments.

School Violence Prevention and Intervention

The required training consists of a 2-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $100.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

Anyone applying for school certification after February 2, 2001 must complete 2 hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. This training is intended for anyone working with children and in a school setting.

Topics Covered:

1. The warning signs within a developmental and social context that relate to violence and other troubling behaviors in children;
2. The statutes, regulations and policies relating to a safe nonviolent school climate.
3. Effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; character education, citizenship and civility.
4. The integration of social and problem-solving skill development for students within the regular curriculum
5. Intervention techniques designed to address a school violence situation;
6. How to participate in an effective school/community referral process for students exhibiting violent behavior.
7. Defining, identifying, intervening and ending bullying in all its forms, including cyberbullying.

The required training consists of a 2-hour asynchronous online training with accompanying assignments.

****You will be emailed an invoice for $25.00, 2-3 business days after registration.

All registration fields must be filled out including address and phone number, or we will not be able to process your registration.

Course link will be emailed to you once payment has been received by our business office.****

Please contact Sara Herman with any questions at sherman@cayboces.org

CSDC is a working group dedicated to developing the capacity of teachers and leaders in the CO BOCES region. Meetings include NYSED updates, collegial sharing, and collaborative discussions about curriculum, instruction and assessment topics. Members of the group are tasked with:
* Participating in discussions around current teaching and learning practices
* Serving as a liaison between their districts and BOCES regarding professional learning needs
* Sharing information about curriculum, instruction, and assessment with their leadership teams and teachers.

The Regional CARE (Collaborative Action for Resilient Education) Network is a new collaborative opportunity designed specifically for student service providers (counselors, social workers, psychologists, mental health providers) to come together to discuss their roles, study best practices, and share and borrow ideas. Participants will network with regional colleagues, obtain updates from NYSED, and dive deeper into Tier 2 and 3 supports and resources. This session will be facilitated by the Behavior Excellence Coaches from the Instructional Support Services Department. There will be 4 meetings across the school year with extended learning opportunities. There will be professional presentations provided in the areas of Trauma, SEL, Restorative Practices, and Mental Health. This group will heavily focus on supporting primary and elementary grade levels however all are welcome.

The THREE Seal of Biliteracy Consortium meetings have been planned to revolve around reporting deadlines and feedback from participants in CO BOCES World Languages Day. At the meetings, participants will review information and share practices. This year we will also work to deepen our understanding of the research projects and presentations in order to create consistency within our consortium.
Tues, November 12, 2024 - Seal documentation, research, and project expectations
Tues, January 14, 2025 - Monitoring SEAL students and expectations for visiting students
Tues, March 11, 2025 - Panel calibration, CO BOCES official forms, and WLD logistics

Kick off the series with a session designed to provide a clear, research-driven framework to support decision-making in reading instruction. Dr. Beverine-Curry will introduce three foundational anchors-key principles in the Science of Reading that educators can rely on to guide effective, sustainable reading practices. Gain insight into grounding literacy decisions in robust evidence, setting a strong foundation for the following sessions. This is 1 session of 3. If you cannot attend the live session, you will still be able to view the webinar after the fact. All participants will receive 1 year of NYSASCD membership as well as all of the materials and resources shared via the NYS ASCD website. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

This update is a two-day program at which current TCIS trainers learn how to design refresher trainings for the TCIS curriculum, Edition 2.

Topics that will be discussed include:

This update is designed to assist certified TCIS trainers in designing and implementing effective and school specific TCIS refresher training in order to enhance individual and organization performance. Factors that facilitate skill transfer and maintenance will be discussed. An effective format for representing TCIS materials using the model of "discussion, demonstration, and practice” will be presented. Participants will be asked to present activities appropriate for refresher training during this update. In advance of the update, participants will be asked to bring their activity guides and bring critical incidents (identifying information deleted) for review and use during the practice activities. A heavy emphasis is placed on advancing the skill development of the participants in the areas of the early interventions strategies, crisis co-regulation, Life Space Interview, physical skills and risk assessment.

*NOTE* This course is for certified trainers who have already completed the 5 day train the trainer course and who need recertification (an update). *An update is required every 2 years in order to maintain your associate trainer status.

Each participant will receive updated training materials.

****Estimated cost listed below is based on 25 participants. The final cost will be determined based on the actual number of participants.****

The cost for attendance is: $499

Registration closes on Wednesday, December 5, 2024 in order to allow for delivery of materials.

Sessions will start at 8:00am. This virtual event will include a full day of sessions with 14 education vendors, who will show the uses and features of their most popular products. This is a great way to see new products that might work in your classroom or to quickly review resources that you and your students already have access to! The schedule is divided into 30 minute blocks that include a 20-minute presentation and a 10 minute question and answer period, so participants can attend as many or as few sessions as they'd like. A link to the full schedule, Zoom links, vendor contact information, and product trial information will be sent to all registered participants prior to the event. CTLE credit will be assigned based on sign-in at each 30 minute session. Product pricing can be obtained by contacting Molly Clark, Director of the Cayuga-Onondaga School Library System. Confirmed vendors (as of 12/16) include News-O-Matic*, Digital Theater, JOVE (science video library), SoothFYI (News database with bias ratings and integrated information literacy tools), Infobase, Kids Discover (elementary), Novel Effect, Newsbank (Research Rocket & Access World News), Britannica (Launchpacks, Expedition Learn, ImageQuest/ImageQuest Jr.), Hackersjack (Grade 3-8 cybersafety videos), Clickview Video Library, Capstone (PebbleGo, PebbleGo NEXT, Create), Factcite (elementary), and Swank Streaming*. (*currently available to all CO region educators through the School Library System/LRC)

This interactive work day is designed specifically for teachers of Chemistry and Physics to come together to discuss their craft, study best practices, share and borrow ideas. The meeting will start whole group with a share out and review of state ed materials. Then the group will break off into the two disciplines (chemistry and physics) to dig deeper into the materials (PLDs and other NYSED resources) in order to and plan instruction to meet the needs of the investigations and new assessments. This session will be facilitated by a regional practitioner with support from a CO BOCES representative.

The Individual Arts Assessment Pathway (IAAP) is a plus one pathway to graduation that highlights students with strengths in the arts. A major component to the IAAP is a portfolio of student work and reflection. This portfolio must contain all mandatory elements from the IAAP implementation guides. This consortium will use the implementation guides and student workbooks to develop a plan for implementing the IAAP requirements. Teachers will be given time to collaborate with other teachers from around the region, so they use their collective understanding and backgrounds to implement the IAAP within their district.

Please note that teachers that are attending should be in the implementation phase and their districts should be approved to offer the IAAP to students. The work being done will be a collaborative effort to work through the challenges of implementation.

What skills are needed to be an effective team member at your grade level/within your content area and in the building? Communication, time management, collaboration and problem solving are a few of the skills needed to be an effective team member. This module will help our teachers "get off to a great start" as a valued member of the school team. Specific strategies will be shared and discussed. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

In this second session, Dr. Beverine-Curry will explore the essentials of reading assessment and the Response to Intervention (RTI) approach. Attendees will learn how to assess students' reading development accurately, use data to tailor instruction, and provide timely interventions that address diverse literacy needs. This session emphasizes tools and approaches that support growth for every student, especially those facing reading challenges. This is Session 2 of 3. If you cannot attend the live session, you can still view the webinar after the fact. All registered participants will receive one year of NYSASCD membership and all of the materials and resources shared via the NYSASCD website. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

This full-day training is for teachers who need to administer the NYSAA for the 2024-2025 school year and are new to NYSAA computer-based testing. This session will outline the assessment process and provide an opportunity for teachers to begin planning the assessment. NYS requires all teachers completing student assessments to attend a training session each year. Participants will need access to their class list, current IEPs, and a laptop.

This interactive work day is designed specifically for teachers of intermediate science to come together to discuss their craft, study best practices, and share and borrow ideas. This session will be facilitated by a regional practitioner with support from the Professional Development Unit.

Self-care can help a teacher interact effectively with students, families and colleagues, prevent burnout and create a classroom environment that is safe and welcoming for students. The balance between work and taking care of oneself also models a good balance for students and colleagues. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

This interactive work day is designed specifically for teachers of students with autism (both general education and special education) to come together to discuss their craft, study best practices, and share and borrow ideas. This session will be facilitated by a regional practitioner with support from the Professional Development Unit.

Conclude the series with a powerful discussion on the structural and cultural shifts needed to drive significant, lasting change in reading instruction. Dr. Beverine-Curry will guide participants in identifying necessary adjustments to school-wide practices and classroom mindsets that foster literacy success. This session focuses on building supportive environments where the Science of Reading principles can thrive and impact student outcomes on a broad scale. If you cannot attend the live session, you can still view the webinar after the fact. All participants will receive one year of NYSASCD membership and all of the materials and resources shared via the NYSASCD website. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

This interactive work day is designed specifically for teachers of "The Arts" to come together to discuss their craft, study best practices, and share and borrow ideas. This session will be facilitated by a regional practitioner with support from the Professional Development Unit.

In this series, of 3 60-minute sessions, school leaders, including teacher leaders and those who aspire to teacher leadership will explore conflict. Learn how to anticipate, analyze, and act/respond (or not act) in a way that best helps the school and its community of learners. Specifically, through high-energy, high-impact virtual sessions, attendees will gain immediate practical tips to manage conflict in their schools. Principals, aspiring principals, and teacher leaders will engage in a format that is part facilitator-led, part workshop, and part seminar-style reflection, all of which will provide insight and ideas to change how we think about conflict and how to embrace it for long-term success. Part 1 Participants will identify and study their current mindset,conflict management strategies, and consider one immediate and impactful change to improve their management of conflict. *Types of Conflict *Productive vs. Damaging *What is your responsibility in managing others? *Typical conflicts *Twelve mindset skills Please sign up for all three sessions even if you cannot attend live, you will receive the recording and a reflection guide to complete so you will receive credit.

This professional development training is designed specifically for elementary special education teachers working in classrooms that conatain multiple grade levels. The training equips educators with practical strategies to address diverse learning needs, develop individual schedules, and enhance student outcomes. Through hands-on activities, case studies, and collaborative discussions, this training will empower educators to implement innovative solutions that meet the unique needs of their students. Attendees will leave with actionable insights and resources to create inclusive, engaging, and effective learning environments. Ideal for teachers seeking to strengthen their classroom instruction and broaden their skillset in the field of self-contained special education.

Strategies to make instruction accessible to multilingual learners. Multilingual students bring backgrounds and experiences to their classroom that can benefit everyone in the school community. Instruction in multilingual classrooms should include opportunities for all students to engage in rigorous and high-quality lessons but with the supports and structures in place so all students have access to the content being learned. You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

Generating Ideas and Resources with AI-Dive into the transformative role of AI in sparking creativity and streamlining resource development. This session highlights tools and strategies for generating lesson ideas, creating engaging learning materials, and fostering innovative thinking. Explore how AI can amplify teacher productivity while personalizing resources to support diverse classroom needs. Drawing from the second edition of EDTECh Essentials, participants will gain practical insights and actionable techniques to bring these tools into their teaching practice. You must complete the reflection form within 5 days of the live air date to receive course credit.

Using some of the learning from Part 1, attendees will consider a practical problem-solving cycle to address conflict. Anticipate Analyze Act

Each classroom environment is composed of students with different academic skills. There is also a range of different physical and cognitive abilities among the students. Teachers need to develop lesson plans utilizing strategies to meet the diverse needs of the students in their classroom. You will leave this session with a full toolbox of new and innovative ideas! You will need to complete a reflection form if you do not attend the live session. I will send it out once I receive the attendance information.

Participants will have the opportunity to view new and upcoming improvements to the OPALS system,and speak directly to company representatives about improvements and issues in the OPALS and SCOOLS systems.

This interactive work day is designed specifically for teachers of Mathematics to come together to discuss their craft, study best practices, and share and borrow ideas. This session will be facilitated by a regional practitioner with support from the Professional Development Unit.

In a world flooded with digital resources, how can educators ensure quality and relevance? This session provides a framework for using AI to critically evaluate content emphasizing equity, accessibility, and ethical considerations. Building on principles from the second edition, participants will learn how to assess AI tools and digital content for inclusivity, accuracy, and alignment with educational goals. Practical examples and connections to ISTE standards will guide attendees in selecting the most impactful resources for their students. If you cannot attend this live, you will receive the recording and will be asked to complete a Google reflection form to get your CTLE certificate and attendance.

Therapeutic Crisis Intervention in Schools (TCIS) is a student crisis management system designed to prevent crises from occurring as well as training staff to de-escalate potential crises, effectively manage acute crises, learn constructive ways to handle stressful situations, and develop a learning circle within the organization. Participants will be trained over the course of three days in active listening, behavior support techniques, emotional first aid, crisis co-regulation, the life space interview, and the stress model of crisis. This training is available for teachers, assistants, paraprofessionals, support staff, administrators, and additional school personnel.


Please note the days are Monday, Tuesday, and Wednesday. There will be an additional training day on Thursday March 27th for participants who are selected by their administrator as needing physical intervention training.


Registrants outside of the Cayuga-Onondaga districts will be charged a $150 fee for this workshop.

In the final part of our session, we will study some of the typical conflicts present in school and apply the anticipate, analyze and act cycle to successfully manage them. Attendees will consider conflict management as an ongoing "get to" rather than "have to". Common conflicts Using the AAA cycle Addressing informally, formally, or somewhere in between those blurred lines Empowering others to manage their own conflict response When the conflict is....YOU

The Council advises the School Library System and helps create the Plan of Service, approves the SLS budget, and approves the Annual Report. All members of SLS are encouraged to attend, but only members of the Council can vote. The Communication Coordinators meetings are a bridge between the SLS and school librarians in-district. Each district has at least one designated Communication Coordinator who is required to attend, but all librarians are encouraged to attend.

Equity in education starts with accessible, personalized resources. This session focuses on leveraging AI-powered tools to curate and adapt materials that meet the needs of every learner. Drawing from updated examples in the second edition, participants will explore adaptive technologies, inclusive design, and strategies to create resource libraries that reflect diverse learning styles and cultural perspectives. Learn how to harness AI's potential to ensure no student is left behind. If you cannot attend the live session, you will receive the recording. To mark attendance as complete on Frontline, you must complete the Google Doc reflection form within 1 week.

The Council advises the School Library System and helps create the Plan of Service, approves the SLS budget, and approves the Annual Report. All members of SLS are encouraged to attend, but only members of the Council can vote. The Communication Coordinators meetings are a bridge between the SLS and school librarians in-district. Each district has at least one designated Communication Coordinator who is required to attend, but all librarians are encouraged to attend.