In this session, TI consultant, Dana Morse, will share tips for hybrid and remote teaching with the use of the TI-Smartview for the TI-84 Plus CE family software and the TI-84 Plus CE Chromebook app.. We will cover topics from Algebra I, Geometry, and Algebra II. All participants will gain access to the resources to be able to effectively teach in all platforms. Use skills gained in the webinar in you classroom immediately to build math confidence. The zoom link will be sent to registered participants.

Participants will learn positive behavior support - classroom management strategies through activities and learning via Schoology with feedback via Google Forms including:
1) Arranging the physical environment
2) Defining, teaching, and acknowledging expectations and rules
3) Defining and teaching classroom procedures and routines
4) Active supervision
5) Behavior specific praise
6) Response strategies for inappropriate behavior
7) Class-wide group contingencies
8) Multiple opportunities to respond


***ALL PARTICIPANTS CAN PARTICIPATE AT ANYTIME PLEASE IGNORE THE TIME BELOW***

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):

☐Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.
☐Schools provide multi-tiered systems of behavioral and academic support.
☐Schools provide high quality inclusive programs and activities.

Principals Academy is for principals and building level administrators in the ONC BOCES region. Our focus areas for the year include instructional leadership, addressing social emotional needs, and observation/evaluation. Roundtable and NYSED & BOCES updates will be additional agenda items.

On 11/10, participants are invited to join a Zoom session from 9 am - 12 pm, focusing on remote instruction and school connectedness. Members of the staff development team will also be available for office hours from 12 - 12:30 pm.

This training provides a framework for the self-review of IEPs including the process and protocols as per State Performance Plan Indicator 13, an overview of the Transition planning process and key components of an Indicator 13 self-review of IEPs through RISE. Participants will have 2 weeks to complete the self-paced course.


***ALL PARTICIPANTS CAN PARTICIPATE AT ANYTIME PLEASE IGNORE TIME BELOW***

Topics covered include: This course is designed to assist you in meeting Indicator 13 Requirements. Those requirements include:
Age appropriate transition assessment
Writing measurable postsecondary goals
Transition services-Coordinated set of activities
Courses of study
Aligning annual IEP goals
Student & agency invitations
Office hours will be available for those that complete the RISE course. Times and dates TBD and emailed to those participants.
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.
​☒Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

The purpose of this training is to provide participants with an overview of what universal screening is and how to adopt this practice in their schools. At the conclusion of this training, participants should be able to:
1. Define universal screening
2. Describe the purpose of universal screening
3. Describe the features of a high-quality universal screening measure
4. Identify tools to guide them in selecting a universal screening measure
5. Describe ways in which data from a universal screening measure can be used

**ALL PARTICIPANT'S CAN PARTICIPATE AT ANYTIME PLEASE IGNORE THE TIME BELOW**


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 provide research-based instructional teaching and learning strategies and supports for students with disabilities.
☐Schools provide multi-tiered systems of behavioral and academic support.
☐Schools provide high quality inclusive programs and activities.

The New York State Education Department (NYSED) Dignity for All Students Act (DASA) requires that candidates applying for certification, including educators with initial certification applying for professional certification, complete 6 hours of coursework or training on harassment, bullying, cyber bullying, and discrimination in schools [Article 2 Sections 10-18 of the Education Law]. This training also addresses microaggressions and social patterns of harassment, bullying, and discrimination. NYSED has temporarily authorized approved trainers to offer this workshop entirely online due to the COVID-19 crisis.

This fully online workshop runs from Friday, Nov. 20th - Weds., Dec. 2nd. Participants work at their own pace during this window, to complete all tasks and assignments by the course end date (Dec. 2nd). The course is composed of 7 modules, each consisting of recorded lectures, videos, readings, and activities. Participants will need access to a computer or device with internet access that will allow them to watch videos, view and complete documents in PDF format, complete Google Forms, and engage in online activities.

Registration ends on Friday, Nov. 13th. Payment must be received no later than Thursday, Nov. 19th. Please mail your check or money order to:

ONC BOCES, Attn: Audra Mondore, 7352 State Hwy 23, Suite 3, Oneonta, NY 13820. (Payable to: ONC BOCES)

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 $50 fee for all others.

On Thursday, Nov. 19th all registered participants will receive an email providing instructions for accessing the course. Upon completion, ONC BOCES will report your completion electronically. If you fail to complete this course by Weds., Dec. 2nd, you would need to register to retake the entire course again at the next offering.

This is a full day VIRTUAL learning opportunity. The structure of the day includes an opportunity to virtual engage with colleagues across the region, as well as some independent "offline" time. Participants will be guided through the Part III Civic Literacy Essay task, including sample student papers. Resources from SED will be shared, with an opportunity to discuss questions and planning instruction.

Participants will learn positive behavior support - classroom management strategies through activities and learning via Schoology with feedback via Google Forms including:
1) Arranging the physical environment
2) Defining, teaching, and acknowledging expectations and rules
3) Defining and teaching classroom procedures and routines
4) Active supervision
5) Behavior specific praise
6) Response strategies for inappropriate behavior
7) Class-wide group contingencies
8) Multiple opportunities to respond


***ALL PARTICIPANTS CAN PARTICIPATE AT ANYTIME PLEASE IGNORE THE TIME BELOW***

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):

☐Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.
☐Schools provide multi-tiered systems of behavioral and academic support.
☐Schools provide high quality inclusive programs and activities.

This presentation will provide Pre-K through 12th grade general and special education teachers an understanding of explicit instruction and Explicit Direct Instruction. Teachers will learn instructional strategies and practice developing an Explicit Direct Instruction lesson plan




**ALL PARTICIPANT'S CAN PARTICIPATE AT ANYTIME PLEASE IGNORE THE TIMES BELOW**


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):

☐Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
☐Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

This mandatory training for districts who have demonstrated disproportionality by race/ ethnicity and been contracted by NYSED's Special Education Quality Assurance (SEQA). Professional Development for identified districts will be provided at no cost through the Office of Special Education's Educational Partnership.

Please register with a district team including, but not limit to: Administrator, Director of Special Education, CSE Chairperson, and SPED Teaching staff.

This training will be offered synchronously four times. Teams only need to attend one session. Please see dates and times below.

** ZOOM LINK WILL BE SENT UPON REGISTRATION**

This mandatory training for districts who have demonstrated disproportionality by race/ ethnicity and been contracted by NYSED's Special Education Quality Assurance (SEQA). Professional Development for identified districts will be provided at no cost through the Office of Special Education's Educational Partnership.

Please register with a district team including, but not limit to: Administrator, Director of Special Education, CSE Chairperson, and SPED Teaching staff.

This training will be offered synchronously four times. Teams only need to attend one session. Please see dates and times below.

** ZOOM LINK WILL BE SENT UPON REGISTRATION**

This mandatory training for districts who have demonstrated disproportionality by race/ ethnicity and been contracted by NYSED's Special Education Quality Assurance (SEQA). Professional Development for identified districts will be provided at no cost through the Office of Special Education's Educational Partnership.

Please register with a district team including, but not limit to: Administrator, Director of Special Education, CSE Chairperson, and SPED Teaching staff.

This training will be offered synchronously four times. Teams only need to attend one session. Please see dates and times below.

** ZOOM LINK WILL BE SENT UPON REGISTRATION**

This mandatory training for districts who have demonstrated disproportionality by race/ ethnicity and been contracted by NYSED's Special Education Quality Assurance (SEQA). Professional Development for identified districts will be provided at no cost through the Office of Special Education's Educational Partnership.

Please register with a district team including, but not limit to: Administrator, Director of Special Education, CSE Chairperson, and SPED Teaching staff.

This training will be offered synchronously four times. Teams only need to attend one session. Please see dates and times below.

** ZOOM LINK WILL BE SENT UPON REGISTRATION**