Catalog: ONC BOCES Instructional Support Services

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1. Principals Academy Think Tank, Session Topic: Maintaining a Healthy School Climate during Challenging Times

Program: Instructional Support/School Improvement

Audience: Principals/Building level leaders

Dates: 4/13/2021

Starting Soon
The Think Tank provides a forum for building leaders to examine critical issues facing schools in the 2021 - 2022 school year as we recover from the impact of the pandemic. Facilitator Dr. Debbie Grimshaw will share research and resources on the session topic.
Participants will engage in problem solving exercises and co - create solutions and novel approaches to address each issue.

This session focuses on Maintaining a Healthy School Climate during Challenging Times.
Please register by Monday, April 5, 2021. Registered participants will receive the Zoom link and materials, via e-mail, 1-2 days before the event.

2. Counselor PLC (Zoom Session)

Program: Instructional Support/School Improvement

Audience: School Counselors, School Social Workers

Dates: 4/13/2021

Starting Soon

NOTE: This registration link is for counselors in the ONC BOCES region only. Counselors from the DCMO BOCES region should register through the link provided in their regional catalog.

Please join Maizy Jaklitsch (ONC BOCES) and Bill Russell (DCMO BOCES) for a virtual meeting with counseling colleagues from component districts in the ONC and DCMO BOCES regions. We will share local and state updates, provide information about relevant topics, and offer time for round table discussion of issues of concern to participants.

Registered participants will receive a Zoom link a few days before the date of the session.

3. Diploma and Credential Options

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.


Dates: 4/14/2021

Starting Soon
This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
☒Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Schools provide high quality inclusive programs and activities.
☒Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

4. John Schu's Review of Books for You and Your Readers, Too!

Program: School Library System

Audience: K-6 Educators

Dates: 4/14/2021

NewStarting Soon
Let's celebrate School Libraries in the month of April! Join in a conversation with John Schu as he presents some of the best new books. In typical Mr. Schu fashion, he will share book trailers, websites, activities, and interviews you can easily incorporate into book talks and programs to get everyone in your library hurrying to your bookshelves to find the perfect book.


John Schu has made a career out of advocating for the people and things he cares about most: kids, books, and the people that connect them. He is the author of This Is a Story (2022) illustrated by Caldecott Honor artist Lauren Castillo and This Is a School (2022) illustrated by Veronica Miller Jamison. He is a contributor to The Creativity Project (2018), edited by Colby Sharp. John Schu lives in Naperville, Illinois

A link will be sent to participants the day prior to the workshop.

5. Innovative Programs Professional Development: Pear Deck app

Program: Special Education School Improvement

Audience: IP Teachers

Dates: 4/15/2021

NewStarting Soon

Pear Deck, a Google app used to create interactive lessons for your students, was founded by educators on a mission to help teachers create powerful learning moments for every student, every day. With solutions rooted in active learning and formative assessment, Pear Deck makes it easy to connect with learners of all ages and abilities.

Presenter: Amanda Mathewson, ONC BOCES Staff Development Specialist

Registered participants will receive the Zoom link a few days prior to the workshop date.

6. Math Regents Courses Regional Collaboration (Virtual)

Program: Instructional Support/School Improvement

Dates: 4/15/2021

Starting Soon

Overview: In this course participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing state test results
- Create and share materials, strategies, and best practices to share with the group
- Identify and describe techniques for differentiating instruction for below and above grade-level students
- Design a plan for each session

May attend one or all meeting dates (listed separately)

7. Explicit Vocabulary Instruction for Teachers (asynchronous training, opened for 2 weeks from March 30th to April 16th with Mandatory office hours either April 15th or 16th from 3p-4p)

Program: Regional Partnership Center

Audience: Literacy Specialists; Special Education Teachers; General Education Teachers; School Psychologists; Principals

Dates: 4/16/2021

Starting Soon
PD on embedding explicit vocabulary instruction into primarily Tier instruction.


Participants will be able to explain the importance of robust vocabulary instruction for students in the elementary grades.


Participants will understand how explicit instruction can be applied to vocabulary instruction.


Participants will be able to describe key features of vocabulary instruction and identify ways to incorporate vocabulary instruction into different parts of the school day.



***Please note, the participants will be able to enroll at anytime from March 30th through April 16th at the participants own speed***


This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply-erase those that don't:


-Students engage in self-advocacy and are involved in determining their own educational goals and plan.
-Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
X Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the educational curriculum.
-Schools provide multi-tiered systems of behavioral and academic support.
-Schools provide high quality inclusive programs and activities.
-Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

8. Fostering a Positive School Climate (Virtual)

Program: DASA

Audience: Principals, School Counselors, School Social Workers, School Psychologists, Dignity Act Coordinators

Dates: 4/21/2021

This workshop will focus on strategies for fostering a positive and supportive school climate for students and staff during the pandemic. Participants will have the opportunity to explore specific strategies focused on creating or maintaining school connectedness, whether operating in a virtual, hybrid or in - person environment.

Registered participants will receive the Zoom link and materials via email the day before the event.

No fee for employees of Andes CSD, Charlotte Valley CSD, Cooperstown CSD, Jefferson CSD, Laurens CSD, Oneonta CSD, Roxbury CSD, Schenevus CSD, Stamford CSD, Worcester CSD. There is a $25 fee for all others.

Intended Audience: Principals, School Counselors, School Social Workers, School Psychologists, Dignity Act Coordinators

9. Dignity Act Coordinator Workshop (Virtual)

Program: DASA

Audience: Principals, Dignity Act Coordinators

Dates: 4/21/2021

NOTE: This is not the mandated 6-hour workshop for certification.

Dignity Act Coordinators play a vital role in setting the school-wide climate in relation to addressing how students and staff react to bullying, discrimination and harassment. This workshop series is designed to provide Dignity Act Coordinators with tools for developing and maintaining an environment free of discrimination and harassment as set forth in the Dignity for All Students Act.

Topics may include strategies for building a safe and inclusive school environment, initiatives and resources to promote respect for diversity, bullying prevention programs and resources, materials for fostering safe and appropriate use of the internet, and activities to increase sensitivity to the experience of specific student populations.

Registered participants will receive the Zoom link and materials via email the day before the event.

No fee for employees of Andes CSD, Charlotte Valley CSD, Cooperstown CSD, Jefferson CSD, Laurens CSD, Oneonta CSD, Roxbury CSD, Schenevus CSD, Stamford CSD, Worcester CSD.

There is a $25 fee for all others.

Intended Audience: Principals and Dignity Act Coordinators.

10. Understanding the (NYSAA) New York State Alternate Assessment

( Am session )

Program: Regional Partnership Center

Audience: Administrators, CSE Chairpersons, School Psychologists, School Counselors, Special and General Education Techers


Dates: 4/26/2021

New
This presentation is foundational learning to understand the New York State Alternate Assessment (NYSAA), examine Federal requirements, analyze NYSED guidance to determine systems or needs that are lacking in the education organization/district in order to lower NYSAA participation rates. This training will help to develop a decision-making process for NYSAA eligibility that aligns with NYSED guidance, involving parent communication and notification regarding NYSAA, and staff training for equitable understanding of NYSAA.

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

1. ☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
2. ☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
3. ☒Schools provide high quality inclusive programs and activities.

11. Understanding the (NYSAA) New York State Alternate Assessment

( Pm session )

Program: Regional Partnership Center

Audience: Administrators, CSE Chairpersons, School Psychologists, School Counselors, Special and General Education Techers


Dates: 4/26/2021

New
This presentation is foundational learning to understand the New York State Alternate Assessment (NYSAA), examine Federal requirements, analyze NYSED guidance to determine systems or needs that are lacking in the education organization/district in order to lower NYSAA participation rates. This training will help to develop a decision-making process for NYSAA eligibility that aligns with NYSED guidance, involving parent communication and notification regarding NYSAA, and staff training for equitable understanding of NYSAA.

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

1. ☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
2. ☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
3. ☒Schools provide high quality inclusive programs and activities.

12. Principals Academy Think Tank, Session Topic: Universal Practices for Addressing Social Emotional Needs

Program: Instructional Support/School Improvement

Audience: Principals/Building level leaders

Dates: 4/27/2021

New
The Think Tank provides a forum for building leaders to examine critical issues facing schools in the 2021 - 2022 school year as we recover from the impact of the pandemic. Facilitator Dr. Debbie Grimshaw will share research and resources on the session topic.
Participants will engage in problem solving exercises and co - create solutions and novel approaches to address each issue.

This session focuses on Universal Practices for Addressing Social Emotional Needs.
Please register by April 23, 2021. Registered participants will receive the Zoom link and materials, via e-mail, 1-2 days before the event.

13. Diploma and Credential Options

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.


Dates: 4/27/2021

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
☒Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Schools provide high quality inclusive programs and activities.
☒Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

14. Understanding the (NYSAA) New York State Alternate Assessment

( Am session )

Program: Regional Partnership Center

Audience: Administrators, CSE Chairpersons, School Psychologists, School Counselors, Special and General Education Techers


Dates: 4/28/2021

New
This presentation is foundational learning to understand the New York State Alternate Assessment (NYSAA), examine Federal requirements, analyze NYSED guidance to determine systems or needs that are lacking in the education organization/district in order to lower NYSAA participation rates. This training will help to develop a decision-making process for NYSAA eligibility that aligns with NYSED guidance, involving parent communication and notification regarding NYSAA, and staff training for equitable understanding of NYSAA.

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

1. ☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
2. ☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
3. ☒Schools provide high quality inclusive programs and activities.

15. Understanding the (NYSAA) New York State Alternate Assessment

( Pm session )

Program: Regional Partnership Center

Audience: Administrators, CSE Chairpersons, School Psychologists, School Counselors, Special and General Education Techers


Dates: 4/28/2021

New
This presentation is foundational learning to understand the New York State Alternate Assessment (NYSAA), examine Federal requirements, analyze NYSED guidance to determine systems or needs that are lacking in the education organization/district in order to lower NYSAA participation rates. This training will help to develop a decision-making process for NYSAA eligibility that aligns with NYSED guidance, involving parent communication and notification regarding NYSAA, and staff training for equitable understanding of NYSAA.

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

1. ☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
2. ☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
3. ☒Schools provide high quality inclusive programs and activities.

16. Diploma and Credential Options

Program: Regional Partnership Center

Audience: General and Special Education Administrators, Special Education Teachers, School Counselors, School Psychologists and other Related Service Providers.


Dates: 5/12/2021

This training is designed to ensure that students with disabilities and their families are aware of the multiple pathways to graduate school with a diploma and exiting credentials.
1. Define Self-Determination
2. Discuss credit requirements for graduation
3. Discuss the multiple pathways to Regents diploma
4. Discuss appeal eligibility criteria
5. Discuss safety nets for students with disabilities
6. Discuss exiting credentials

This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities (check all that apply- erase those that don't):

☒Students engage in self-advocacy and are involved in determining their own educational goals and plan.
☒Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
☒Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Schools provide high quality inclusive programs and activities.
☒Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

17. Administrative Symposium 2021

Program: School Library System

Dates: 5/18/2021

The ONC BOCES School Library System and the Principals' Academy are joining forces for a day of professional development. Join us on May 18th for the 29th Annual Administrative Symposium. Our keynote speaker will be Jarred Amato, founder of Project LIT, an initiative to eradicate "books deserts" across the country.

Amato's keynote address will be followed by the Administrator of the Year Award and the Susan Tumasella Award. Principals will then meet for Principal Academy. School librarians will have their PD session.

18. Middle School Math Regional Collaboration (Virtual)

Program: Instructional Support/School Improvement

Dates: 5/25/2021


Overview: Participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:
- Identify patterns and gaps of learning from analyzing state test results
- Create and share materials, strategies, and best practices to share with the group
- Identify and describe techniques for differentiating instruction for below and above grade-level students
- Design a plan for each session

19. Online Book Study: School Culture Recharged (5/3 - 6/15)

Program: Instructional Support/School Improvement

Audience: Principals, Superintendents, School Leadership Team Members

Dates: 5/25/2021 to 6/15/2021

New

NOTE: This book study is offered for members of the School Culture & Climate/DASA Training service. Component districts that participate in the service are invited to register one staff member per district.

In the words of Peter Drucker, "Culture eats strategy for breakfast." A positive school culture can improve student outcomes and staff job satisfaction and morale. This course, offered via Zoom and Padlet, explores the book "School Culture Recharged: Strategies to Energize Your Staff and Culture" by Steve Gruenert & Todd Whitaker. This book is packed with recommendations and strategies to make positive changes in your school culture.

This course combines asynchronous and synchronous meetings, and runs from Monday, May 3rd to Tuesday, June 15th. Book study members participate in weekly discussion boards via Padlet. In addition, there are two required Zoom meetings:
- Tuesday, 5/25 @ 3:30 - 4:30 pm
- Tuesday, 6/15 @ 3:30 - 4:30 pm

Participants will receive the book at no charge.
Registration closes Friday, April 23rd in order to allow time for us to send the book via van mail.

20. Math Regents Courses Regional Collaboration (Virtual)

Program: Instructional Support/School Improvement

Dates: 6/3/2021


Overview: In this course participants will examine instructional strategies that strengthen students' ability to solve fluency, conceptual modeling, and real world application problems. Participants will have the opportunity to contribute to each session's agenda. There will be time to learn, share, and create the instructional materials to implement these strategies.

Outcomes:

- Identify patterns and gaps of learning from analyzing state test results
- Create and share materials, strategies, and best practices to share with the group
- Identify and describe techniques for differentiating instruction for below and above grade-level students
- Design a plan for each session

May attend one or all meeting dates (listed separately)