Catalog: Wayne Finger Lakes BOCES (WebReg)

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1. EduTech & Panorama Consortium In Person (Series)

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, Coaches, Teacher Leaders

Dates: 6/11/2021

WFL In Person
This series is designed for districts currently using Panorama or those interested in learning more. We will focus on getting the most from the data generated by the SEL Survey and sharing best practices with analytics and the Student Success Dashboards. The initial planning meeting will be used to provide an overview of the work, while allowing leaders to provide input and direction for the sessions during the 2021-22 school year. Options for follow up dates will be discussed as well. Depending on the level of interest from the region, a Panorama representative will be attending the planning meeting. Dates and times for follow-up sessions will be determined based on input from the group. Although we encourage leaders to attend the initial planning meeting, it is not required for participation in the Consortium. Participants have the option for attending individual sessions. Attendance at all four sessions is not required.

2. EduTech & Panorama Consortium/Virtual Synchronous (Series)

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, Coaches, Teacher Leaders

Dates: 6/11/2021

WFL Virtual Synchronous
This series is designed for districts currently using Panorama or those interested in learning more. We will focus on getting the most from the data generated by the SEL Survey and sharing best practices with analytics and the Student Success Dashboards. The initial planning meeting will be used to provide an overview of the work, while allowing leaders to provide input and direction for the sessions during the 2021-22 school year. Options for follow up dates will be discussed as well. Depending on the level of interest from the region, a Panorama representative will be attending the planning meeting. Dates and times for follow-up sessions will be determined based on input from the group. Although we encourage leaders to attend the initial planning meeting, it is not required for participation in the Consortium.

3. EduTech & Panorama Consortium Series In Person

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, MTSS Coordinators, Teacher Leaders

Dates: 9/30/2021 to 2/15/2022

This series is designed for districts currently using Panorama or those interested in learning more. Although we are offering both in-person and virtual options for attending, we strongly encourage you to attend in-person. Face to face interaction is most conducive to supporting a professional community around the work. The consortium is designed to support a successful implementation. During each session, leaders will have the opportunity to share what is working well in their districts and problem-solve issues they encounter. Participants will have access to our communication forum allowing for ongoing collaboration and implementation support. Topics covered in Session I include understanding survey results, creating action items based on data, and communicating results to stakeholders. During Session II, we will take a deeper dive into acting on data and utilizing the Student Success Zone and Panorama Academy. Session III is designed for sustaining implementation and expanding the work.

4. EduTech & Panorama Consortium Series Virtual

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, MTSS Coordinators, Teacher Leaders

Dates: 9/30/2021 to 2/15/2022

This series is designed for districts currently using Panorama or those interested in learning more. Although we are offering both in-person and virtual options for attending, we strongly encourage you to attend in-person. Face to face interaction is most conducive to supporting a professional community around the work. The consortium is designed to support a successful implementation. During each session, leaders will have the opportunity to share what is working well in their districts and problem-solve issues they encounter. Participants will have access to our communication forum allowing for ongoing collaboration and implementation support. Session I, September 30, 2021: Topics covered in Session I include understanding survey results, creating action items based on data, and communicating results to stakeholders. Session II, December 7, 2021: The purpose of this session is to take a deeper dive into acting on data and utilizing the Student Success Zone and Panorama Academy Session III, February 15, 2022: This session is designed for sustaining implementation and expanding the work.

5. Back to school with Sora!

Program: School Library System

Audience: School librarians, teachers, administrators or any other interested educators

Dates: 9/30/2021

Whether new or experienced with Sora, join the W-FL OverDrive team Kaleigh, Emily & Sara to learn more about the latest updates and developments in Sora, along with how to best leverage available resources and collections for your K-12 students! This workshop is open to school librarians, classroom teachers, ELA teachers, admins or any other interested educators that participate in the W-FL Media Library CoSer. Zoom link will be sent to participants.

6. Data to Support a Post-Pandemic Environment In Person(Series)

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, Coaches, Teacher Leaders

Dates: 10/1/2021 to 5/17/2022

WFL In Person
Are your data processes aligned to support emerging priorities as we transition towards a post-pandemic learning environment? It is anticipated that we will be facing competing needs such as a widening achievement gap, and social emotional needs that we have not previously encountered. The purpose of this work group is to align data-driven processes with both anticipated and emerging needs. As a part of this offering, our data service team will assist and guide leaders who wish to explore and examine the statistical relationships between professional learning initiatives, social emotional learning, and cognitive outcomes. Participants have the option for attending individual sessions. Attendance at all four sessions is not required.

7. Data to Support a Post-Pandemic Environment Virtual Synchronous (Series)

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, School Counselors, Coaches, Teacher Leaders

Dates: 10/1/2021 to 5/17/2022

WFL Virtual Synchronous
Are your data processes aligned to support emerging priorities as we transition towards a post-pandemic learning environment? It is anticipated that we will be facing competing needs such as a widening achievement gap, and social emotional needs that we have not previously encountered. The purpose of this work group is to align data-driven processes with both anticipated and emerging needs. As a part of this offering, our data service team will assist and guide leaders who wish to explore and examine the statistical relationships between professional learning initiatives, social emotional learning, and cognitive outcomes. Participants have the option for attending individual sessions. Attendance at all four sessions is not required.

8. Ready, Set, Recalibrate! Virtual/Synchronous (Series)

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Building and District Leaders

Dates: 10/5/2021 to 3/8/2022

LeRoy Virtual Synchronous
Wait List
This timely series provides a framework for leaders to turn-key in their buildings. It includes assessment analysis using benchmarking and/or assessment data. The framework will include protocols for data analysis, root cause analysis and goal setting. Participants have the option for attending individual sessions. Attendance at all four sessions is not required.

9. Building District-Wide Assessment Literacy Virtual Synchronous

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, Coaches, Teacher Leaders

Dates: 10/19/2021

LeRoy Virtual Synchronous
During this session, leaders will examine their inventory of assessment tools being used within their building/district. The goal is to ensure that appropriate assessment tools are in place for measuring initiatives. Participants will walk away with first steps for creating a practical and action-oriented plan that includes building a common language around assessment. Once an organization understands the fundamentals of assessment literacy, they will be prepared to improve student outcomes using data-driven practices.

10. Making the Most of Marketplace

Program: School Library System

Audience: School librarians, administrators or any Marketplace admins

Dates: 10/20/2021

Join the W-FL OverDrive team Kaleigh, Emily & Sara to learn the best tips and trick to shop, purchase, view data, and utilize other aspects of Marketplace to make the most of your Sora collection. This workshop is open to school librarians, administrators, or other Marketplace admins. Zoom link will be sent to participants.
In this four-part, asynchronous series, administrators will learn about and understand how to evaluate best-practice counseling skills including group counseling, classroom delivery, partnering with families, crisis counseling, academic, college and career readiness, and social emotional learning based on the LSCET (Lustica School Clinician Evaluation Tool). Specific focus will be on strengthening the administrator/clinician relationship and establishing a pathway for best-practice professional development to support student outcomes. Following completion of the modules, participants will attend a one-hour virtual Q&A session for follow up and next steps.

Participants must register by December 1, 2021 and all work must be completed by January 15, 2022.

Dr. Hennessey Lustica brings over seventeen years of experience as a school counselor in urban, rural, and suburban settings. She has presented locally and nationally on restorative practices, group counseling, aligning pedagogy with practice, crossing the bridge for comprehensive care, incorporating play therapy into your work, trauma informed teaching implications for school counselors, understanding anger, and attendance. Additionally, Hennessey has publications on coordination, leadership, and assessment in small group counseling, pedagogy and practice regarding student disclosures, attendance, and expressive art interventions in school counseling.

In this four-part, asynchronous series, clinicians will learn about and understand best-practice counseling skills including group counseling, classroom delivery, partnering with families, crisis counseling, academic, college and career readiness, and social emotional learning based on the LSCET (Lustica School Clinician Evaluation Tool). Specific focus will be on strengthening the administrator/clinician relationship and establishing a pathway for best-practice professional development to support student outcomes. Following completion of the modules, participants will attend a one-hour virtual Q&A session for follow up and next steps.

Participants must register by December 1, 2021 and all work must be completed by January 15, 2022.

Dr. Hennessey Lustica brings over seventeen years of experience as a school counselor in urban, rural, and suburban settings. She has presented locally and nationally on restorative practices, group counseling, aligning pedagogy with practice, crossing the bridge for comprehensive care, incorporating play therapy into your work, trauma informed teaching implications for school counselors, understanding anger, and attendance. Additionally, Hennessey has publications on coordination, leadership, and assessment in small group counseling, pedagogy and practice regarding student disclosures, attendance, and expressive art interventions in school counseling.

13. Extraclassroom Activity Funds Video Training Modules

Program: Upstate Institute for School Boards & Staff Development

Audience: Faculty Advisors, Advisors of Student Treasurers, Administrators

Dates: 11/1/2021 to 1/7/2022

This two-part asynchronous training module on extraclassroom activity funds will provide the business procedures needed to safeguard the collection, deposit, and disbursement of money. These training modules will provide schools the opportunity to teach club advisors good business procedures through participation in handling extraclassroom funds and the necessary documentation that is required to conform to the Regulations of the Commissioner of Education (8 NYCRR Part 172) for the control of extraclassroom activity funds.

All participants must be fully registered by December 31, 2021.

Non-subscriber price = $33

Upstate Institute Subscriber price = $25

14. Targeted Instruction

Program: Professional Development

Audience: New Teachers, Teachers new to Personalized Learning, Teacher interested in the Updated Core Four

Dates: 11/1/2021 to 12/31/2021

Targeted instruction looks and sounds different for each student, but is centered around the core idea that students can articulate what instruction they are receiving and why, and students have some choice over the instruction they receive based on their data, passions, and preferences.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

15. SLS Council & Communications Coordinator Meeting

Program: School Library System

Audience: Administrators, Librarians

Dates: 11/5/2021

SLS Council & Communications Coordinators Meeting. This will be a virtual meeting, a link will be sent out before the meeting.

16. Reflection and Goal Setting

Program: Professional Development

Audience: New Teachers, Teachers new to Personalized Learning, Teacher interested in the Updated Core Four

Dates: 12/1/2021 to 1/31/2022

Student reflection and goal setting are practices that can build a bridge for students between the content they are learning and why they are learning it. While these are two separate practices, they can, and should be interconnected in the classroom.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

17. nVision Payroll Calendar Year End: December 7, 2021 - 9 AM to 11 AM

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/7/2021

nVision
Payroll
Starting Soon
nVision Payroll Calendar Year End: December 7, 2021 - 9 AM to 11 AM

18. nVision Accounting Calendar Year End: December 7, 2021 - 1 PM to 3 PM

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/7/2021

nVision
Accounting
Starting Soon
nVision Accounting Calendar Year End: December 7, 2021 - 1 PM to 3 PM

19. Facilitated Dynamic Learning Maps Test Administrator Training - NYSAA

Program: Professional Development

Audience: New DLM NYSAA Teachers

Dates: 12/8/2021

Starting Soon
REQUIRED for teachers NEVER TRAINED in the Dynamic Learning Maps NYSAA platform.

Test administrators will be trained in all facets of DLM NYSAA administration and completing required instruments within the DLM platform. If you were never trained in the Dynamic Learning Maps platform for the NYSAA, you must complete this facilitated training in order to administer the DLM NYSAA.

Prior to attending, please work with your district test coordinator to set up a DLM user account. You will not be able to complete the training without this account.

If you were trained in the past but did not administer the DLM NYSAA last year, you have the option to attend this training or complete it on your own. If you choose to register, please make sure you can access your DLM user account prior to attending.

20. Data Views to Examine Instruction In Person

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, Coaches, Teacher Leaders

Dates: 12/8/2021

WFL In Person
Starting Soon
When teachers are involved with identifying priorities for improvement, collective efficacy organically increases. It is critical for leaders to set data teams up for success. This occurs when data is presented to data teams in a purposeful manner, allowing the team to generate their own inquiries. This session is designed to provide leaders with strategies for creating purposeful visualizations and facilitating the inquiry process. Participants will walk away with protocols that allow staff to make sense and "own their data” and identify priorities accordingly.

21. Teen Mental Health First Aid Train the Trainer

Program: School Culture and Climate Grant

Audience: School Climate and Culture Grant Teen MHFA Train the Trainer

Dates: 12/8/2021 to 12/10/2021

ClosedStarting Soon
Virtual Train the Trainer class for district staff who are participating in the Wayne-Finger Lakes BOCES School Climate and Culture grant tMHFA program. This class will certify those in attendance to teach tMHFA to 10-12 grade students.

22. Facilitated Dynamic Learning Maps Test Administrator Training - NYSAA

Program: Professional Development

Audience: New DLM NYSAA Teachers

Dates: 12/8/2021

Starting Soon
REQUIRED for teachers NEVER TRAINED in the Dynamic Learning Maps NYSAA platform.

Test administrators will be trained in all facets of DLM NYSAA administration and completing required instruments within the DLM platform. If you were never trained in the Dynamic Learning Maps platform for the NYSAA, you must complete this facilitated training in order to administer the DLM NYSAA.

Prior to attending, please work with your district test coordinator to set up a DLM user account. You will not be able to complete the training without this account.

If you were trained in the past but did not administer the DLM NYSAA last year, you have the option to attend this training or complete it on your own. If you choose to register, please make sure you can access your DLM user account prior to attending.

23. Mindfulness 101- Awareness of Body & Mind

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 12/8/2021

Starting Soon
It is impossible to manage what we are unaware of and once we have established an anchor into the moment, we can explore all that is in that moment. Join Erica for an experiential professional learning centered on brain based practices developed to support our capacity and sustainability to, not only be present, but to navigate what we are aware of.

24. Sandbox Session - Reflection and Goal Setting

Program: Professional Development

Audience: All PK-12 Teachers and Instructional Coaches

Dates: 12/8/2021

Starting Soon
Placing students at the center of their learning requires self- reflection and goal setting. Join our team of teacher leaders as they offer interactive and collaborative breakout sessions.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

25. Data Views to Examine Instruction In Person

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, Coaches, Teacher Leaders

Dates: 12/9/2021

LeRoy In Person
Starting Soon
When teachers are involved with identifying priorities for improvement, collective efficacy organically increases. It is critical for leaders to set data teams up for success. This occurs when data is presented to data teams in a purposeful manner, allowing the team to generate their own inquiries. This session is designed to provide leaders with strategies for creating purposeful visualizations and facilitating the inquiry process. Participants will walk away with protocols that allow staff to make sense and "own their data” and identify priorities accordingly.

26. Data Views to Examine Virtual Synchronous

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Administrators, Coaches, Teacher Leaders

Dates: 12/9/2021

LeRoy Virtual Synchronous
Starting Soon
When teachers are involved with identifying priorities for improvement, collective efficacy organically increases. It is critical for leaders to set data teams up for success. This occurs when data is presented to data teams in a purposeful manner, allowing the team to generate their own inquiries. This session is designed to provide leaders with strategies for creating purposeful visualizations and facilitating the inquiry process. Participants will walk away with protocols that allow staff to make sense and "own their data” and identify priorities accordingly.

27. nVision Accounting Calendar Year End: December 9, 2021 - 9 AM to 11 AM

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/9/2021

nVision
Accounting
Starting Soon
nVision Accounting Calendar Year End: December 9, 2021 - 9 AM to 11 AM

28. Faculty Recomendations

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/9/2021

Starting Soon
Faculty Recommendations - Districts have the ability to allow teachers to submit course recommendations for their students. These recommendations can then be reviewed and approved by counseling staff; when recommendations are approved, course selections will be created for those students/courses

29. nVision Payroll Calendar Year End: December 9, 2021 - 1 PM to 3 PM

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/9/2021

nVision
Payroll
Starting Soon
nVision Payroll Calendar Year End: December 9, 2021 - 1 PM to 3 PM

30. Exploring the NYSED School Library Program Rubric

Program: School Library System

Audience: School librarians, administrators

Dates: 12/9/2021

Starting Soon
Do you wish others in your school understood all that you are doing on behalf of your students? Would you like to have meaningful conversations with your administrator that lead to support? How can you effectively review your program to plan for the future? The new School Library Program (SLP) Rubric can assist. During this session, Dr. Jen Cannell, Director of the Library Media Specialist program at St. John Fisher College, will introduce the six foundational values and three domains of the rubric & guide participants as they explore the essential elements and begin to consider program strengths. The workshop will end with a discussion about how you can use the rubric to develop goals to advance your district's school library program.

31. December Data Protection Officer Training

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/14/2021

Data Privacy and Security
In this training, a review of strategies for incident responses will be tested by conducting Tabletop exercises. These risk assessment evaluations will help to expose the possible vulnerabilities as well as address gaps within the incident response plans.

32. Scheduling Training 1

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/14/2021

Scheduling Training 1 - Basic Scheduling Overview; Four Steps of Scheduling (Setup, Building of Master Schedule, Loading Students, Finalizing - Study Halls, Lock the Master Schedule)

33. EDUProtocol of the Month December

Program: Professional Development

Audience: Teachers, Instructional Coaches

Dates: 12/14/2021

EDUProtocols provide HOW and WHY to teach better and work less, all while increasing student learning and empowering kids to connect and collaborate in fun ways. These classroom-tested customizable math lesson frames for any grade will support skills and build confidence needed to honor divergent thinking. Flexibly work with a variety of learning styles to meet students where they are and inspire them toward mastery using three gamified, pedagogical math focused EduProtocols:

- Math Reps- Activities for increasing student confidence with essential skills to make way for more in-depth learning.

- Convince Me That- Help students become more comfortable communicating their understanding rather than calculating solutions.

- 3-Act Math- A method for encouraging students' curiosity about problems and preparing them for challenging performance tasks.

*This offering requires comfort navigating instructional technology.*

34. BEDS Day January Snapshot Walk in Session: WFL Conference Center: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/15/2021

Walk In Session for reviewing and triaging reporting for January BEDS Day Snapshot for Data Coordinators

35. Scheduling Training 1

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/15/2021

Scheduling Training 1 - Basic Scheduling Overview; Four Steps of Scheduling (Setup, Building of Master Schedule, Loading Students, Finalizing - Study Halls, Lock the Master Schedule)

36. BEDS Day January Snapshot Walk in Session: GV BOCES LeRoy: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 12/16/2021

Walk In Session for reviewing and triaging reporting for January BEDS Day Snapshot for Data Coordinators

37. Mindfulness 101- Awareness of Body & Mind

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 12/16/2021

It is impossible to manage what we are unaware of and once we have established an anchor into the moment, we can explore all that is in that moment. Join Erica for an experiential professional learning centered on brain based practices developed to support our capacity and sustainability to, not only be present, but to navigate what we are aware of.

38. Youth Mental Health First Aid

Program: School Culture and Climate Grant

Audience: Community Members, Teachers, Paraprofessionals, Service Providers, Administration, Coaches, Case Managers, Faith Community

Dates: 12/17/2021

Mental Health First Aid is an internationally recognized mental health awareness program that has been in use since 2001. Mental Health First Aid is listed in the Substance Abuse and Mental Health Services Administration's National Registry of Evidenced-based programs and practices. The training is eight hours in length and includes a three year national certification. Training is designed to:

• Increase participants awareness of the signs and symptoms of mental illness.

• Decrease the negative stigma's associated with mental illness.

• Empower participants to assist youth who may be struggling with mental illness or challenges.

• Allow participants to better understand the warning signs and risk factors of depression, anxiety, psychotic disorders, trauma, eating disorders, substance use disorders and suicide.

• Teach participants a five-step action plan to help an individual in or out of crisis connect to professional care.

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

39. Flexible Path and Pace

Program: Professional Development

Audience: New Teachers, Teachers new to Personalized Learning, Teacher interested in the Updated Core Four

Dates: 1/1/2022 to 2/28/2022

Students learn in different ways and to truly personalize the learning experience, there must be opportunities for students to progress towards mastery of their learning through flexible learning pathways and at different paces.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

40. Making Math Learning Visible Grades 6-12 - January

Program: Professional Development

Audience: Grades 6-HS math teachers, administrators, instructional coaches

Dates: 1/1/2022 to 1/31/2022

Registration Deadline January 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

41. Making Math Learning Visible Grades K-6 - January

Program: Professional Development

Audience: K-6 math teachers, administrators, instructional coaches

Dates: 1/1/2022 to 1/31/2022

Registration Deadline January 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

42. Therapeutic Crisis Intervention for Schools

Program: Professional Development

Audience: This course is designed for School Personnel

Dates: 1/4/2022 to 1/19/2022

New
Cornell University developed the Therapeutic Crisis Intervention (TCI) model for residential care as part of its Residential Child Care Project in the early 1980's. The foundations of this curriculum are in research based literature and programs. In 2007 Cornell responded to requests from various Board of Cooperative Education (BOCES) Centers and other public schools and adapted the TCI curriculum to meet the needs of schools. Therapeutic Crisis Intervention for Schools (TCIS) gives educators a framework for implementing a crisis prevention and management system that reduces the need to rely on high-risk interventions, complements the Response to Intervention (RTI) approach and includes aspects of trauma informed care.

There are three main competencies taught in the TCIS Training:

Competency 1: Prevent and de-escalate potential crises with students
Competency 2: Safely and therapeutically manage crisis situations
Competency 3: Be able to process with students to help improve their coping skills

There are three levels of certification:

Level 1: Verbal de-escalation skills including the Life Space Interview (initial training of 21 hours)
Level 2: Verbal de-escalation, LSI and TCIS protectives (initial training of 24 hours)
Level 3: Verbal techniques, protectives and physical restraint techniques (initial training of 28 hours)

This training will certify verbal de-escalation skills including the LSI and TCIS protectives and physical restraints.

43. Mindfulness Based Stress Reduction (MBSR) Option H

Program: School Culture and Climate Grant

Audience: All (Admin, Faculty, & Staff)

Dates: 1/4/2022 to 2/22/2022

MBSR is an 8-week evidence based, experiential program designed to provide participants with intensive and systematic training in mindfulness meditation and movement practices, and integrating into one's daily life what is discovered and learned through the process of participating in the program.

First created in 1979, by Jon Kabat-Zinn, Ph.D., MBSR has over 40 years of research that consistently demonstrates positive outcomes associated with increased self-awareness and emotional and attentional regulation. In addition, outcomes highlight statistically significant reductions in symptoms for various physical and behavioral health conditions including anxiety, depression and chronic pain, along with positive changes in risk factors that may lead to more serious chronic ailments.

In addition to registering for this course, we are also asking all participants to complete this form: WFL MBSR Application

44. MTSS Development Series - Option G

Program: School Culture and Climate Grant

Audience: MTSS Teams

Dates: 1/10/2022 to 5/9/2022

Session 1 - The "What" and "Why" of MTSS - During this time we will explicitly define MTSS, review current research, explore the key components of MTSS, determine readiness for your Building/District, and we will do an overview of the Tiered Fidelity Inventory (TFI).

Session 2 - Tier 1 - Ensuring a Solid Foundation - This session will focus on the importance of building a solid Tier 1 foundation from the District Level to the classroom/individual student. We will focus on data (Universal Screening), establishing efficient systems, and ensuring effective implementation of evidenced-based practices. Our work will be anchored in the TFI.

Session 3 - Tier 2 - Small Group Interventions - For this third session we will focus on the importance of layering supports in the MTSS framework. We will discuss the use of the Request for Assistance (RFA) form, learn about Tier 2 interventions (example - CICO), and discuss the importance of ensuring fidelity. Again, this work will be anchored in the TFI.

Session 4 - Tier 3 - Targeted Supports - During our final session we will explicitly define Tier 3, learn about Student Support plans, briefly review Function-Based Thinking, and more. As with the previous sessions this work will be anchored in the TFI. We will close by discussing next steps for your District/Building.

*Each of the two hour virtual sessions will be followed up by two hours of asynchronous action items to be completed in preparation for the upcoming session.

45. January 11, 2022 - Edutech NYSED Instructional Technology Plan Overview

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Audience: Staff who have been assigned to develop their district Instructional Technology Plans

Dates: 1/11/2022

EduTech Virtual
Edutech NYSED Instructional Technology Plan Overview

46. Sandbox Session - Flexible Path and Pace

Program: Professional Development

Audience: All PK-12 Teachers and Instructional Coaches

Dates: 1/12/2022

This session will focus on a variety of strategies and tools to support teachers in creating opportunities for flexible path and pace in their classrooms. Join our team of teacher leaders as they offer interactive and collaborative breakout sessions.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

47. Adult Mental Health First Aid

Program: School Culture and Climate Grant

Audience: Community Members, Teachers, Paraprofessionals, Service Providers, Administration, Coaches, Case managers, Faith Community

Dates: 1/13/2022 to 1/14/2022

Mental Health First Aid is an internationally recognized mental health awareness program that has been in use since 2001. Mental Health First Aid is listed in the Substance Abuse and Mental Health Services Administration's National Registry of Evidenced-based programs and practices. The training is eight hours in length and includes a three year national certification. Training is designed to:

• Increase participants awareness of the signs and symptoms of mental illness.

• Decrease the negative stigma's associated with mental illness.

• Empower participants to assist youth who may be struggling with mental illness or challenges.

• Allow participants to better understand the warning signs and risk factors of depression, anxiety, psychotic disorders, trauma, eating disorders, substance use disorders and suicide.

• Teach participants a five-step action plan to help an individual in or out of crisis connect to professional care.

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

48. Introduction to Learning Walks

Program: Professional Development

Audience: District Learning Walk Team

Dates: 1/13/2022

The purpose of Learning Walks is to help gauge personalized learning implementation throughout a building or throughout the entire district. This training will provide ideas and structure for setting up learning walks in order to build a culture of continuous improvement in a non-evaluative manner. It is recommended that a core team of teachers and/or administrators form the Learning Walk Team to help create a full view of the district's current status.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

49. SLS Council & Communication Coordinator Meeting

Program: School Library System

Audience: Administrators, Librarians

Dates: 1/14/2022

SLS Council & Communications Coordinators Meeting. This will be a virtual meeting, a link will be sent out before the meeting.

50. Data Coordinator Series Session III: WFL Conference Center: 1-3 PM

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 1/20/2022

Data Coordinators session to take a deeper dive into reporting data to NYS.

51. Data Coordinator Series Session III: GV BOCES LeRoy: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 1/21/2022

Data Coordinators session to take a deeper dive into reporting data to NYS.

52. Mindfulness 102- The Neuroscience of Mindfulness

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 1/21/2022

If you have been practicing Mindfulness, you can feel its impact but did you know that something is actually occurring in your brain? Join Erica for an experiential professional development centered on learning what happens to the brain of meditators including (but certainly not limited to) increased empathy and gratitude.

53. School Safety and Security Personnel Conference

Program: Upstate Institute for School Boards & Staff Development

Audience: School Safety and Security (Safety Coordinators, Safety Teams, SROs, Hall Monitors, Administrators

Dates: 1/27/2022

New
The Upstate Institute for School Boards and Staff Development, through a partnership with Wayne-Finger Lakes BOCES, is excited to host the annual School Safety and Security Conference. This year's event will feature a keynote from Mr. David Budz, FBI Mass Gatherings Detail. Mr. Budz will lead the group through a debrief of the Parkland School shooting allowing participants to gain critical knowledge regarding best practices and receive insightful answers to address concerns in their respective school district. The Conference will also feature multiple breakout sessions where participants can choose the session that best fits their current needs.

For a full overview of the Conference click here!

54. Introduction to Learning Walks

Program: Professional Development

Audience: District Learning Walk Team

Dates: 1/31/2022

The purpose of Learning Walks is to help gauge personalized learning implementation throughout a building or throughout the entire district. This training will provide ideas and structure for setting up learning walks in order to build a culture of continuous improvement in a non-evaluative manner. It is recommended that a core team of teachers and/or administrators form the Learning Walk Team to help create a full view of the district's current status.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

55. Creativity and Collaboration

Program: Professional Development

Audience: New Teachers, Teachers new to Personalized Learning, Teacher interested in the Updated Core Four

Dates: 2/1/2022 to 3/31/2022

Personalizing learning encourages students to work with one another, share ideas, create new solutions and projects, provide one another with feedback, all while learning more about themselves.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

56. Making Math Learning Visible Grades 6-12 - February

Program: Professional Development

Audience: Grades 6-HS math teachers, administrators, instructional coaches

Dates: 2/1/2022 to 2/28/2022

Registration Deadline February 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

57. Making Math Learning Visible Grades K-6 - February

Program: Professional Development

Audience: K-6 math teachers, administrators, instructional coaches

Dates: 2/1/2022 to 2/28/2022

Registration Deadline February 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

58. Mindfulness 102- The Neuroscience of Mindfulness

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 2/3/2022

If you have been practicing Mindfulness, you can feel its impact but did you know that something is actually occurring in your brain? Join Erica for an experiential professional development centered on learning what happens to the brain of meditators including (but certainly not limited to) increased empathy and gratitude.

59. CDL - ELDT (Entry Level Driver Training)

Program: BOCES Transportation Safety and Compliance

Audience: New CDL Drivers

Dates: 2/7/2022 to 2/11/2022

Entry-Level Driver Training (ELDT)

FMCSA's Entry Level Driver Training (ELDT) regulations set the baseline for training requirements for entry-level drivers. This includes those applying to:

• Obtain a Class A or Class B CDL for the first time.

• Upgrade an existing Class B CDL to a Class A CDL; or

• Obtain a school bus (S), passenger (P), or hazardous materials (H) endorsement for the first time.

The ELDT regulations are not retroactive; the entry-level driver training requirements do not apply to individuals holding a valid CDL or an S, P, or H endorsement issued prior to February 7, 2022.

If an applicant who obtains a CLP prior to February 7, 2022, obtains a CDL before the CLP or renewed CLP expires, the applicant is not subject to the ELDT requirements.

Any individual who meets one of the exceptions for taking a skills test in 49 CFR Part 383 is also exempt from the ELDT requirements.

**District participants NOT included in COSER -- training will be $5000 per trainee

60. Winter Quarterly Data Coordinator Meeting: WFL Conference Center: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 2/8/2022

For Data Coordinators, the latest regulations from NYS

61. Sandbox Session - Creativity and Collaboration

Program: Professional Development

Audience: All PK-12 Teachers and Instructional Coaches

Dates: 2/9/2022

Creativity and collaboration are two of the most important skills students will need as they enter the world and workforce. This session will offer resources and ideas that promote creativity and collaboration in the classroom. Join our team of teacher leaders as they offer interactive and collaborative breakout sessions.

This session is free to staff from Dundee, Clyde-Savannah, Gananda, Honeoye, North Rose-Wolcott, and Waterloo as a part of Cross-District Collaboration for Personalized Learning.

62. Winter Quarterly Data Coordinator Meeting: GV BOCES LeRoy: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 2/14/2022

For Data Coordinators, the latest regulations from NYS

63. Social Emotional Learning Network Team Training Cohort Four

Program: School Culture and Climate Grant

Audience: PK-12 Social Emotional Learning Teams

Dates: 2/15/2022 to 5/10/2022

In accordance and alignment with the Benchmarks for SEL for New York State students: Develop self-awareness and self-management skills essential to success in school and in life | Use social awareness and interpersonal skills to establish and maintain positive relationships | Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts - This Network Team Training will focus on providing turn-key training for school-wide implementation of SEL to meet the NYS Goals and Benchmarks. Additionally, this Network training provides educators with Tier One core instruction to help build positive relationships and develop proactive classroom management strategies aimed at creating a supportive atmosphere.

Each training session will consist of experiential learning to target learning outcomes explicitly connected to MTSS, the NYS SEL Benchmarks as well as CASEL's SEL Framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision Making. Participants will learn strategies to cultivate and/or build greater capacity in these skills for themselves with the intention of sharing it with their District, Buildings and Classrooms. The overarching goal is to develop and deepen Social and Emotional Intelligence that cultivates an open-minded, equitable, compassionate, collaborative, motivated and courageous educational culture. At the end of the 4 days, each team will have the opportunity to personalize their learning by choosing a relevant pathway for their District.

Participants should join with other members of their building or district SEL Team.

64. Making Math Learning Visible Grades 6-12 - March

Program: Professional Development

Audience: Grades 6-HS math teachers, administrators, instructional coaches

Dates: 3/1/2022 to 3/31/2022

Registration Deadline March 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

65. Making Math Learning Visible Grades K-6 - March

Program: Professional Development

Audience: K-6 math teachers, administrators, instructional coaches

Dates: 3/1/2022 to 3/31/2022

Registration Deadline March 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

66. Therapeutic Crisis Intervention for Schools

Program: Professional Development

Audience: This course is designed for School Personnel

Dates: 3/1/2022 to 3/10/2022

Cornell University developed the Therapeutic Crisis Intervention (TCI) model for residential care as part of its Residential Child Care Project in the early 1980's. The foundations of this curriculum are in research based literature and programs. In 2007 Cornell responded to requests from various Board of Cooperative Education (BOCES) Centers and other public schools and adapted the TCI curriculum to meet the needs of schools. Therapeutic Crisis Intervention for Schools (TCIS) gives educators a framework for implementing a crisis prevention and management system that reduces the need to rely on high-risk interventions, complements the Response to Intervention (RTI) approach and includes aspects of trauma informed care.

There are three main competencies taught in the TCIS Training:

Competency 1: Prevent and de-escalate potential crises with students
Competency 2: Safely and therapeutically manage crisis situations
Competency 3: Be able to process with students to help improve their coping skills

There are three levels of certification:

Level 1: Verbal de-escalation skills including the Life Space Interview (initial training of 21 hours)
Level 2: Verbal de-escalation, LSI and TCIS protectives (initial training of 24 hours)
Level 3: Verbal techniques, protectives and physical restraint techniques (initial training of 28 hours)

This training will certify verbal de-escalation skills including the LSI and TCIS protectives and physical restraints.

67. Mindfulness 103- Stress: Responding VS Reacting

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 3/2/2022

"Between stimulus and response there is space. And, in that space is the power to choose our response and in our response lies our growth and our freedom.” V. Frankel. Join Erica for an experiential professional development centered on learning about the power and freedom of responding. It is from this space that we are inspired to make "caring and constructive choices” (CASEL) that impact our self and others.

68. Mindfulness 103- Stress: Responding VS Reacting

Program: School Culture and Climate Grant

Audience: School Culture and Climate Grant

Dates: 3/10/2022

"Between stimulus and response there is space. And, in that space is the power to choose our response and in our response lies our growth and our freedom.” V. Frankel. Join Erica for an experiential professional development centered on learning about the power and freedom of responding. It is from this space that we are inspired to make "caring and constructive choices” (CASEL) that impact our self and others.

69. Youth Mental Health First Aid

Program: School Culture and Climate Grant

Audience: Community Members, Teachers, Paraprofessionals, Service Providers, Administration, Coaches, Case Managers, Faith Community

Dates: 3/11/2022

Mental Health First Aid is an internationally recognized mental health awareness program that has been in use since 2001. Mental Health First Aid is listed in the Substance Abuse and Mental Health Services Administration's National Registry of Evidenced-based programs and practices. The training is eight hours in length and includes a three year national certification. Training is designed to:

• Increase participants awareness of the signs and symptoms of mental illness.

• Decrease the negative stigma's associated with mental illness.

• Empower participants to assist youth who may be struggling with mental illness or challenges.

• Allow participants to better understand the warning signs and risk factors of depression, anxiety, psychotic disorders, trauma, eating disorders, substance use disorders and suicide.

• Teach participants a five-step action plan to help an individual in or out of crisis connect to professional care.

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

70. Data Coordinator Series Session IV: GV BOCES LeRoy: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 3/14/2022

For Data Coordinators, in depth meeting on reporting data to NYS

71. Data Coordinator Series Session IV: WFL Conference Center: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 3/15/2022

For Data Coordinators, in depth meeting on reporting data to NYS

72. SLS Council & Communications Coordinator Meeting

Program: School Library System

Audience: Administration, Librarians

Dates: 3/25/2022

SLS Council & Communications Coordinators Meeting. This will be a virtual meeting, a link will be sent out before the meeting.

73. Making Math Learning Visible Grades 6-12 - April

Program: Professional Development

Audience: Grades 6-HS math teachers, administrators, instructional coaches

Dates: 4/1/2022 to 4/30/2022

Registration Deadline April 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

74. Making Math Learning Visible Grades K-6 - April

Program: Professional Development

Audience: K-6 math teachers, administrators, instructional coaches

Dates: 4/1/2022 to 4/30/2022

Registration Deadline April 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

75. Spring Quarterly Data Coordinator Meeting: WFL Conference Center: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 4/19/2022

For Data Coordinators, spring quarterly meeting on the latest NYS Regulations.

76. Spring Quarterly Data Coordinator Meeting: GV BOCES LeRoy: 830-1030

Program: EduTech (Student, Data, Test Scoring, Medicaid, nVision, Nutrikids, Mosaic)

Dates: 4/20/2022

For Data Coordinators, spring quarterly meeting on the latest NYS Regulations.

77. CDL - ELDT (Entry Level Driver Training)

Program: BOCES Transportation Safety and Compliance

Audience: New CDL Drivers

Dates: 4/25/2022 to 4/29/2022

Entry-Level Driver Training (ELDT)

FMCSA's Entry Level Driver Training (ELDT) regulations set the baseline for training requirements for entry-level drivers. This includes those applying to:

• Obtain a Class A or Class B CDL for the first time.

• Upgrade an existing Class B CDL to a Class A CDL; or

• Obtain a school bus (S), passenger (P), or hazardous materials (H) endorsement for the first time.

The ELDT regulations are not retroactive; the entry-level driver training requirements do not apply to individuals holding a valid CDL or an S, P, or H endorsement issued prior to February 7, 2022.

If an applicant who obtains a CLP prior to February 7, 2022, obtains a CDL before the CLP or renewed CLP expires, the applicant is not subject to the ELDT requirements.

Any individual who meets one of the exceptions for taking a skills test in 49 CFR Part 383 is also exempt from the ELDT requirements.

**District participants NOT included in COSER -- training will be $5000 per trainee

78. Making Math Learning Visible Grades 6-12 - May

Program: Professional Development

Audience: Grades 6-HS math teachers, administrators, instructional coaches

Dates: 5/1/2022 to 5/31/2022

Registration Deadline May 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

79. Making Math Learning Visible Grades K-6 - May

Program: Professional Development

Audience: K-6 math teachers, administrators, instructional coaches

Dates: 5/1/2022 to 5/31/2022

Registration Deadline May 1st, 2022

The purpose of this four-module, asynchronous course is to connect John Hattie's Visible Learning research to instructional strategies that accelerate student learning in math class. You will identify learning intentions and success criteria around a math standard of your choice. You will then examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and apply this information to your chosen standard for this school year.

Course Objectives

By the end of this course you will be able to:
* explain and evaluate the characteristics of mathematical tasks and talk that make learning visible;
* demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
* employ mathematics curriculum and instruction practices as they relate to the three-phase learning process (surface learning, deep learning, and transfer learning)
* prepare a reflection log of learning; and
* submit a final participant task document to consolidate your learning and earn CTLE hours

4 Modules (for a total of 8 hours of CTLE credit):
Module 1: Overview (2 hours of CTLE credit)
Module 2: Surface Learning (2 hours of CTLE credit)
Module 3: Deep Learning (2 hours of CTLE credit)
Module 4: Transfer Learning (2 hours of CTLE credit)

CTLE: 8 hours upon successful completion of final project and course evaluation

80. Therapeutic Crisis Intervention for Schools

Program: Professional Development

Audience: This course is designed for School Personnel

Dates: 5/9/2022 to 5/18/2022

Cornell University developed the Therapeutic Crisis Intervention (TCI) model for residential care as part of its Residential Child Care Project in the early 1980's. The foundations of this curriculum are in research based literature and programs. In 2007 Cornell responded to requests from various Board of Cooperative Education (BOCES) Centers and other public schools and adapted the TCI curriculum to meet the needs of schools. Therapeutic Crisis Intervention for Schools (TCIS) gives educators a framework for implementing a crisis prevention and management system that reduces the need to rely on high-risk interventions, complements the Response to Intervention (RTI) approach and includes aspects of trauma informed care.

There are three main competencies taught in the TCIS Training:

Competency 1: Prevent and de-escalate potential crises with students
Competency 2: Safely and therapeutically manage crisis situations
Competency 3: Be able to process with students to help improve their coping skills

There are three levels of certification:

Level 1: Verbal de-escalation skills including the Life Space Interview (initial training of 21 hours)
Level 2: Verbal de-escalation, LSI and TCIS protectives (initial training of 24 hours)
Level 3: Verbal techniques, protectives and physical restraint techniques (initial training of 28 hours)

This training will certify verbal de-escalation skills including the LSI and TCIS protectives and physical restraints.

81. Youth Mental Health First Aid

Program: School Culture and Climate Grant

Audience: Community Members, Teachers, Paraprofessionals, Service Providers, Administration, Coaches, Case Managers, Faith Community

Dates: 5/13/2022

Mental Health First Aid is an internationally recognized mental health awareness program that has been in use since 2001. Mental Health First Aid is listed in the Substance Abuse and Mental Health Services Administration's National Registry of Evidenced-based programs and practices. The training is eight hours in length and includes a three year national certification. Training is designed to:

• Increase participants awareness of the signs and symptoms of mental illness.

• Decrease the negative stigma's associated with mental illness.

• Empower participants to assist youth who may be struggling with mental illness or challenges.

• Allow participants to better understand the warning signs and risk factors of depression, anxiety, psychotic disorders, trauma, eating disorders, substance use disorders and suicide.

• Teach participants a five-step action plan to help an individual in or out of crisis connect to professional care.

Please visit the MHFA national website at https://www.mentalhealthfirstaid.org/.

Please contact Peter Doell at 585-554-6492 or Peter.Doell@wflboces.org with questions and/or registration information.

82. Social Emotional Learning Network Team Training Cohort Five

Program: School Culture and Climate Grant

Audience: PK-12 Social Emotional Learning Teams

Dates: 6/29/2022 to 8/17/2022

In accordance and alignment with the Benchmarks for SEL for New York State students: Develop self-awareness and self-management skills essential to success in school and in life | Use social awareness and interpersonal skills to establish and maintain positive relationships | Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts - This Network Team Training will focus on providing turn-key training for school-wide implementation of SEL to meet the NYS Goals and Benchmarks. Additionally, this Network training provides educators with Tier One core instruction to help build positive relationships and develop proactive classroom management strategies aimed at creating a supportive atmosphere.

Each training session will consist of experiential learning to target learning outcomes explicitly connected to MTSS, the NYS SEL Benchmarks as well as CASEL's SEL Framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision Making. Participants will learn strategies to cultivate and/or build greater capacity in these skills for themselves with the intention of sharing it with their District, Buildings and Classrooms. The overarching goal is to develop and deepen Social and Emotional Intelligence that cultivates an open-minded, equitable, compassionate, collaborative, motivated and courageous educational culture. At the end of the 4 days, each team will have the opportunity to personalize their learning by choosing a relevant pathway for their District.

Participants should join with other members of their building or district SEL Team.

83. Mindfulness Based Stress Reduction (MBSR) Option I

Program: School Culture and Climate Grant

Audience: All (Admin, Faculty, & Staff)

Dates: 7/12/2022 to 8/30/2022

MBSR is an 8-week evidence based, experiential program designed to provide participants with intensive and systematic training in mindfulness meditation and movement practices, and integrating into one's daily life what is discovered and learned through the process of participating in the program.

First created in 1979, by Jon Kabat-Zinn, Ph.D., MBSR has over 40 years of research that consistently demonstrates positive outcomes associated with increased self-awareness and emotional and attentional regulation. In addition, outcomes highlight statistically significant reductions in symptoms for various physical and behavioral health conditions including anxiety, depression and chronic pain, along with positive changes in risk factors that may lead to more serious chronic ailments.

In addition to registering for this course, we are also asking all participants to complete this form: WFL MBSR Application

84. CDL - ELDT (Entry Level Driver Training)

Program: BOCES Transportation Safety and Compliance

Audience: New CDL Drivers

Dates: 7/18/2022 to 7/22/2022

Entry-Level Driver Training (ELDT)

FMCSA's Entry Level Driver Training (ELDT) regulations set the baseline for training requirements for entry-level drivers. This includes those applying to:

• Obtain a Class A or Class B CDL for the first time.

• Upgrade an existing Class B CDL to a Class A CDL; or

• Obtain a school bus (S), passenger (P), or hazardous materials (H) endorsement for the first time.

The ELDT regulations are not retroactive; the entry-level driver training requirements do not apply to individuals holding a valid CDL or an S, P, or H endorsement issued prior to February 7, 2022.

If an applicant who obtains a CLP prior to February 7, 2022, obtains a CDL before the CLP or renewed CLP expires, the applicant is not subject to the ELDT requirements.

Any individual who meets one of the exceptions for taking a skills test in 49 CFR Part 383 is also exempt from the ELDT requirements.

**District participants NOT included in COSER -- training will be $5000 per trainee

85. CDL - ELDT (Entry Level Driver Training)

Program: BOCES Transportation Safety and Compliance

Audience: New CDL Drivers

Dates: 10/24/2022 to 10/28/2022

Entry-Level Driver Training (ELDT)

FMCSA's Entry Level Driver Training (ELDT) regulations set the baseline for training requirements for entry-level drivers. This includes those applying to:

• Obtain a Class A or Class B CDL for the first time.

• Upgrade an existing Class B CDL to a Class A CDL; or

• Obtain a school bus (S), passenger (P), or hazardous materials (H) endorsement for the first time.

The ELDT regulations are not retroactive; the entry-level driver training requirements do not apply to individuals holding a valid CDL or an S, P, or H endorsement issued prior to February 7, 2022.

If an applicant who obtains a CLP prior to February 7, 2022, obtains a CDL before the CLP or renewed CLP expires, the applicant is not subject to the ELDT requirements.

Any individual who meets one of the exceptions for taking a skills test in 49 CFR Part 383 is also exempt from the ELDT requirements.

**District participants NOT included in COSER -- training will be $5000 per trainee