Welcome to the ON-LINE: Book study- Visible Learning for Literacy

Visible Learning for Literacy is an approachable text highlighting the three stages of learning: surface, deep and transfer. Readers learn how to support and evaluate students through each stage of learning.

The text- Visible Learning For Literacy by Fisher, Frey, and Hattie will be sent through inner school mail. The reading and responses will be chunked into three sessions. Expected response dates are: Feb .26, March 5 and 12.

Within these dates, the work is self-paced.

Please sign up by Feb 7 to receive your text in time to participate.

This session is a repeat of the January 2018 session.

As a result of this workshop, teachers will: As a result of this workshop, teachers will: -Read the core text: Visible Learning for Literacy by Fisher, Frey, and Hattie -Reflect and respond regarding their instructional practices and learning from the reading -Incorporate and share new practices Non-component district participants: Daily rate ($220) plus materials.

Literacy Leadership serves to support the development of district and regional capacity related to the transition to the NYS Next Generation ELA/Literacy Standards. It is recommended that districts send a team to the Literacy Leadership meetings, which includes teacher leaders (elementary, middle and high school teachers), as well as, building and district leaders. Designated literacy leaders will lead in-district implementation of the standards using turnkey training materials from NYS Staff and Curriculum Development Network. Literacy Leadership facilitators will model the turnkey training and assist each district in planning for implementation.

The expectation of participating in this group is:

1. Attend all three meetings during the year

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

3. Work with your team to bring the learning from the meeting back to your district

4. Share learning from in-district implementation with other school districts

5. Designate or gain approval by your district to participate in this group

The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you, the meeting space will be available in the afternoon for use by those who wish to stay and work.

Dates: 10/24/18, 2/26/19, 5/7/19

This professional development is for 4th Grade teachers receiving the new science curriculum unit "How Can We Provide Energy to People’s Homes?”. This is only open to teachers in the Cazenovia District. The time will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This training is by invitation only because your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2019-2020 or 2020-2021 school years. Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. This training will be an opportunity to establish trends and technical assistance needs. Authentic work time using IEPs will be incorporated into this full day training. Participants will leave the training with resources to use with students and to help with writing the transition sections of the quality IEP.

The DEN Ambassador Program is a Discovery Education learning experience that helps build a community of educators who share, reflect, and learn together as they integrate digital media into their teaching practice. Participants will: » Gain a deeper understanding of Discovery Education resources, events, and learning opportunities » Learn instructional strategies for integrating digital resources » Connect to global community of growth-minded educators » Develop leadership and facilitation skills

This group is for teams of middle school science teachers and their literacy professional colleagues who attended the December 13th, 2018 Science/Literacy workshop (Reading or Literacy Specialists or Coaches, Curriculum Coordinators, ELA teachers, etc.) and are interested in learning to use literacy as a tool to foster and support science learning. Teams will collaboratively explore ways to use reading, writing, and discussion to support students’ developing understanding of science through phenomenon-based science units. During this 3-part series, opportunities will be given for teams to build literacy embedded lessons within an existing or new phenomenon-based science unit.

The expectations for participating in this group are:

1.Participating as a team including at least 2 science teachers and at least one literacy teacher, coach, or other literacy professional

2. Attending all three meetings during the year

3. Working as a team between meetings to complete group learning activities requested by facilitators

Please bring a device for our work.

Dates are: February 27, April 3 and May 15, 2019 - 3-part Series

Cost: Half Day: OCM Non-component Districts $111 per person, per day

This full-day session will be devoted to examining the challenges ELLs face in mainstream content classes. Subject-specific tools and strategies for Math, Science, and Social Studies will be explored and practiced. Effective approaches and best practices for making the most of the integrated ENL setting will be discussed, as well as ways to work effectively with content class teachers.

Thousand Islands District ONLY. Day 2 continued training for the 3rd Grade: What Explains the Similarities and Differences Between Organisms? Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

The first steps toward change are difficult because many times we can not envision something being different from how things have always been done in the past. Join us at the FFL: Fab Lab to hear from a panel of teachers that have been doing things differently and learn from their experiences. The Fayetteville Free Library (FFL) is nationally and internationally renowned for its innovative programs, services, spaces, and collections. It has been named a Library Journal Star Library for nine years and is the home of the first library makerspace in the United States. This event will bring a panel of teachers from around the area that have transformed their instruction to allow their students to create a level of understanding that traditional lecture never accomplished. We will also have an opportunity to hear from Mike Cimino, the Director of STEAM and Making, and hear about his experiences with students who are allowed to create understanding. If there is time we will also have a tour of the Fab Lab and all that it has to offer.

Every school district and BOCES is responsible for reporting to the fedeeral Office of Civil Rights this year. The report is long and complex. The CNYRIC staff have developed resources that will provide you with data for many of the tables in the federal report. In this workshop, we will provide you with those resources and wil providestep-by-step guidance for reporting the data. The cost is $225 per district team. There may be up to 5 people per team. After you register, you will be provided with information that you will need to prepare for the workshop.

Suggested topics:

1) Member Items, issues and concerns.
2) Status of HOA development and product enhancement requests.
3) Development of support and training items.
4) Discussion of a model for future meetings and dates.

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "What Explains Similarities and Differences Between Organisms?”. This is only open to teachers on Rotation C+D, B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for 6th Grade teachers receiving the new science curriculum unit "Matter and Its Interactions”. This is only open to teachers on Rotation A+C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

The session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. Teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

Strategies for developing and utilizing Tier 2, which represents practices that are targeted social emotional strategies to prevent problems. The prevention level includes the provision of targeted supports to children at risk of challenging behavior including explicit instruction and support, self-regulation, expressing and understanding emotions, developing social relationships and problem-solving. This training is aligned with Module 2 of the Pyramid Model, an evidence-based multi-tiered system of support for behavior. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * 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.

This session will involve an exploration of the tenets of culture, stages of cultural adaptation, and effects of culture on perception. Participants will examine their own cultural beliefs and how culture impacts learning in the classroom.

Day 2 continued training for the 6th Grade: Energy, Forces & Motion. Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

Requirement to Attend:

1. You received training, administered AND scored the 2018 NYSESLAT

Overview

The purpose of the training session will be to refresh participants who are familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) Reviewing the structure and design of the NYSESLAT;

2) Reviewing the content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Reviewing scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

P>

Handouts will be emailed to you.

Handouts links can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219 Lunch is on your own.

Requirements:

1. You must be a Certified teacher or administrator AND 2. You did NOT receive training for, administered and scored the 2018 NYSESLAT

Overview

The purpose of the training session will be for participants to become familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) The structure and design of the NYSESLAT;

2) The content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

Handouts will be emailed to you. Handouts can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219

Lunch is on your own.

In this workshop, you will learn to use Scratch, a program developed at the MIT Media Lab geared to students ages 8-13. The objective of the first half of the workshop will be to gain an understanding of Scratch and how to design your own animations. The second half will be dedicated to collaborating with other teachers to design subject specific applications of this program which you can implement into your classroom. There will be an Integrating Coding into the Classroom - Part 2 workshop available on August 20th for those interested in continuing to more advanced coding topics.

Monthly meeting to share NYSED updates, engage in learning and collaborative work.

This workshop is designed for PBIS Coaches/Team Members to work independently on PBIS projects with the assistance of a PBIS trainer as needed. Participants should bring work with them. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * 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.

Requirement to Attend:

1. You received training, administered AND scored the 2018 NYSESLAT

Overview

The purpose of the training session will be to refresh participants who are familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) Reviewing the structure and design of the NYSESLAT;

2) Reviewing the content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Reviewing scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

P>

Handouts will be emailed to you.

Handouts links can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219 Lunch is on your own.

Requirements:

1. You must be a Certified teacher or administrator AND 2. You did NOT receive training for, administered and scored the 2018 NYSESLAT

Overview

The purpose of the training session will be for participants to become familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) The structure and design of the NYSESLAT;

2) The content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

Handouts will be emailed to you. Handouts can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219

Lunch is on your own.

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "What Explains Similarities and Differences Between Organisms?”. This is only open to teachers on Rotation C+D, B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Information floods our phones, tablets, and laptops and young people, in particular, rely on this information to learn about the world. Yet evidence suggests that students struggle to evaluate digital content. Schools and teachers should help students learn effective evaluation strategies—but what should they teach? For the last several years, the Stanford History Education Group (SHEG) has developed assessments of online reasoning and analyzed thousands of student responses to better understand how students reason about online information. Additionally, they have researched how professional fact checkers evaluate digital content and developed new lessons for teaching online reasoning based on the strategies fact checkers used. In this workshop, participants will get an inside look at SHEG’s assessments and lessons as they learn about effective approaches to evaluating online information and strategies for supporting students to learn these approaches. As part of the workshop, participants will examine student responses to assessments of online reasoning, participate in model lessons that aim to teach online reasoning, and plan for how to incorporate these ideas and approaches into their own classes. This workshop is presented in collaboration with the CiTi, TST, Cay-On, OCM, and MO BOCES School Library Systems.

This professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Identify Materials Based on Their Properties?”. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Requirement to Attend:

1. You received training, administered AND scored the 2018 NYSESLAT

Overview

The purpose of the training session will be to refresh participants who are familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) Reviewing the structure and design of the NYSESLAT;

2) Reviewing the content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Reviewing scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

P>

Handouts will be emailed to you.

Handouts links can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219 Lunch is on your own.

Requirements:

1. You must be a Certified teacher or administrator AND 2. You did NOT receive training for, administered and scored the 2018 NYSESLAT

Overview

The purpose of the training session will be for participants to become familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) The structure and design of the NYSESLAT;

2) The content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

Handouts will be emailed to you. Handouts can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219

Lunch is on your own.

PRESENTED BY AUSTIN ZANDE
New York Business Development Representative, Healthmaster

HealthOffice® Anywhere school electronic health record software’s functionality is the most comprehensive in the industry, providing the school nurse and the nursing administrator the tools and reports necessary for “meaningful use” and to do their job in the most accurate, complete, and efficient manner possible.

* Immunization Records and Compliance
* Prescription Scheduling, Administration and Inventory Tracking
* Secure “Cloud Hosting” eliminates District Equipment and Maintenance Costs
* HIPAA & FERPA Compliant
* Provides Meaningful Use of Data
* Templates Ensure Fast, Standardized, Consistent Documentation and Reporting
* SchoolTool Integration
* CNYRIC Supported

Requirement to Attend:

1. You received training, administered AND scored the 2017 NYSESLAT

Overview

The purpose of the training session will be to refresh participants who are familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) Reviewing the structure and design of the NYSESLAT;

2) Reviewing the content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Reviewing scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

P>

Handouts will be emailed to you.

Handouts links can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219 Lunch is on your own.

PRESENTED BY AUSTIN ZANDE
New York Business Development Representative, Healthmaster

HealthOffice® Anywhere school electronic health record software’s functionality is the most comprehensive in the industry, providing the school nurse and the nursing administrator the tools and reports necessary for “meaningful use” and to do their job in the most accurate, complete, and efficient manner possible.

* Immunization Records and Compliance
* Prescription Scheduling, Administration and Inventory Tracking
* Secure “Cloud Hosting” eliminates District Equipment and Maintenance Costs
* HIPAA & FERPA Compliant
* Provides Meaningful Use of Data
* Templates Ensure Fast, Standardized, Consistent Documentation and Reporting
* SchoolTool Integration
* CNYRIC Supported

The performance test has not changed; only the administration dates. This training should be used for new staff or for those who are in need of a refresher. This AM session gives an overview of the test and focuses on setting up the performance test.

The morning session will be IEP Goal Writing and Development for TVI's: Need to know how to write quality vision goals or want to make sure you are writing your goals the correct way? The afternoon session will be IEP Writing Workshop: Bring your laptops and IPADS to work on goals for your students.

This half-day workshop presented by Dr. Jonathan Preston and Megan Leece from Syracuse University will focus on the delivery of evidence-based treatment to school age-children with residual speech sound errors. Phonetic characteristics of late-developing speech sounds will be reviewed. Teaching strategies using animations, MRI images, ultrasound videos, and images obtained from electropalatography to communicate these phonetic characteristics will be shared. Characteristics of motor-based treatments will be described, including appropriate strategies for acquisition (learning accurate production of speech sounds) and learning (retention and generalization of improved articulation). Due to the focus on residual speech sound errors, an emphasis will be placed on later-developing speech sounds. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * 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. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

The performance test has not changed; only the administration dates. This training should be used for new staff or for those who are in need of a refresher. This PM session focuses on rating the performance test.

This professional development is for 6th Grade teachers receiving the new science curriculum unit "Energy, Forces and Motion”. This is only open to teachers on Rotation D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

School staff will gain an understanding of suicide prevention, including the possible warning signs and how to provide helpful and pragmatic initial responses in the school setting. Participants will engage with each other around scenarios and receive answers to challenging inquiries that are common among us.

PRE-REGISTRATION IS REQUIRED.

OCM Component & Dignity Act CoSer districts - No Cost

OCM Non-Component districts - $111 per person

Participants will explore the oral language needs of ELLs and general education students. Strategies for increasing academic talk and facilitating academic conversations among students will be the main focus of this workshop.

The morning session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. A cultural awareness component is included and teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

The afternoon session will focus on strategies for making Math content more accessible for ELLs in the general education classroom. Methods of scaffolding and differentiating instruction and materials to make content more comprehensible for ELLs will be the main area of focus. Content specific strategies will be introduced and applied.

Participants should bring a recent or future math lesson and an assessment from their class with them.

Lunch is on your own.

The morning session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. A cultural awareness component is included and teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

The afternoon session will focus on strategies for making Science content more accessible for ELLs in the general education classroom. Methods of scaffolding and differentiating instruction and materials to make content more comprehensible for ELLs will be the main area of focus. Content specific strategies will be introduced and applied.

Participants should bring a recent or future science lesson and an assessment from their class with them.

Lunch is on your own.

The morning session will provide a brief introduction to the field of English as a New Language (ENL) and English Language Learners (ELLs). Participants will be introduced to the language acquisition process and how it impacts classroom instruction for ELLs. A cultural awareness component is included and teachers will learn strategies and tips for engaging ELLs in meaningful classroom instruction.

The afternoon session will focus on strategies for making Social Studies content more accessible for ELLs in the general education classroom. Methods of scaffolding and differentiating instruction and materials to make content more comprehensible for ELLs will be the main area of focus. Content specific strategies will be introduced and applied.

Participants should bring a recent or future Social Studies lesson and an assessment from their class with them.

Lunch is on your own.

This conference will have a dual focus on the NYS P-12 Science Learning Standards (NYSSLS) and the professional development practice of lesson study (collaborative process for planning, analyzing, and continuously improving instructional practices). This conference will include two internationally recognized scholars in science education and lesson study keynotes:

1. Dr. Mark Windschitl, Professor of Science Teaching and Learning at the University of Washington keynote will focus on ambitious science teaching practices to support equity and access in science classroom based on the book he co-authored, Ambitious Science Teaching.

2. Dr. Akihiko Takahashi, Associate Professor of Elementary Mathematics at DePaul University keynote will focus on the use of lesson study as a professional development model to support teacher learning to improve instruction, focused on equity and access.

Participants will see one of the following live research lessons:

*The 2nd Grade Lesson will address NYSLLS standard 2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.

*A High School Chemistry lesson related to the physical science - chemistry standard PS1-4 which focuses on students developing a model to explain changes in energy from a chemical reaction.

As a result of this workshop, teachers will:

-Gain a better understanding of the NYSSLS.

-Learn about instructional practices that support all learners.

-Teachers will learn about and experience professional development practice of lesson study.

Registration:

OCM BOCES component district from January 11 - 25, 2019 at a cost of $95.

Non-component districts starting January 26, 2019 until capacity is reached at a cost of $110.

Please go to http://www.ocmboces.org/teacherpage.cfm?teacher=3111 for more information related to prior conferences. Check back for more updates about the 2019 Conference.

Day 2 continued training for the 4th Grade: "What is Our Evidence That We Live on a Changing Earth?" Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

Prerequisite: PBL 101

Participants must come with a PBL unit or unit idea. In the morning, participants will use the critical friends protocol to receive feedback on their units and review the skills and knowledge needed to design a rigorous, relevant, standards-based learning experience. Participants will then have the afternoon to revise and/or plan their unit with PBL facilitators and coaches present.

As a result of this workshop, teachers will:

*Strengthen their reflective practice of unit planning for PBL.

*Work collaboratively with colleagues to give and receive growth producing feedback.

*Hone their PBL unit writing skills.

NOTE: Please bring a laptop.

Coffee and light snacks will be provided. Lunch is an hour and on your own.

Cost: Component - No Cost

Non-Component - $220 per day/per teache

OCM BOCES employees - $195 per day/per teacher

“Lesson Study is an inquiry cycle that supports teachers to experiment, observe and improve. As teachers work together to study student learning, schools become places where both students and teachers are passionate about learning.” -The Lesson Study Group at Mills College https://lessonresearch.net/

In this one day lesson study professional development, participants will learn about lesson study from Dr. Akihiko Takahashi, one of the premiere lesson study experts in the world. Participants will learn the components of lesson study (studying, planning, teaching, and reflecting) and how these components can be used to continuously improve instruction. Dr. Takahashi will share his experience from participating and supporting lesson study all over the world.

Dr. Akihiko Takahashi is an Associate Professor of Elementary Math Teacher Education at DePaul University in Chicago, Illinois. His research interests include Mathematics Teaching and Learning, Curriculum, Teacher Professional Development, and Lesson Study. For the past eight years he has served as the President of the Board of Directors for the Lesson Study Alliance.

This session will focus on the instructional implications for teachers as they support students to learn the historical thinking, reading and writing skills required by the NYS Social Studies Framework and the new Framework-based Regents examination in Global History and Geography. Participants will:

• Practice the holistic scoring of the Enduring Issues Essay using general and specific rubrics, essay exemplars and practice essays.

• Analyze the historical thinking skills involved in the Constructed Response Questions.

• Develop instructional strategies, tasks and resources that support students’ historical thinking, reading and writing skills aligned with the NYS Social Studies Framework and the Framework-based Global History and Geography examination.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Day 2 continued training for the 5th Grade: "How Can We Identify Materials Based on their Properties?" Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

Requirement to Attend:

1. You received training, administered AND scored the 2018 NYSESLAT

Overview

The purpose of the training session will be to refresh participants who are familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) Reviewing the structure and design of the NYSESLAT;

2) Reviewing the content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Reviewing scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

P>

Handouts will be emailed to you.

Handouts links can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219 Lunch is on your own.

Requirements:

1. You must be a Certified teacher or administrator AND 2. You did NOT receive training for, administered and scored the 2018 NYSESLAT

Overview

The purpose of the training session will be for participants to become familiar with NYSESLAT administration and scoring.

Mid-State RBERN resource specialists will provide training focused on:

1) The structure and design of the NYSESLAT;

2) The content and dimensions of the Speaking and Writing Rubrics;

3) Application of the Speaking and Writing Rubrics to selected audio and written student responses;

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed

Handouts will be emailed to you. Handouts can be located at http://www.ocmboces.org/teacherpage.cfm?teacher=3219

Lunch is on your own.

What happens when student behavior begins to warrant a more individualized intervention? Before conducting an FBA, consider Function Based Problem Solving! Participants will learn to apply this systematic approach to problem-solving as a way to create effective Tier 2 behavioral interventions at the preschool level. Participants will discuss conditions that might be contributing to problematic student behavior, how information and data inform decision making, and how to develop informal behavior support plans. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Schools provide multi-tiered systems of behavioral and academic support.

The technological marvel known as the Erie Canal has marked the landscape of New York State for 200 years. This workshop will explore the history of the Canal and its impact on the economic, social, political and geographic development of New York State and points west. Participants will tour the museum, receive resources and ideas for creating inquiry-based lessons, have time to develop and share cross-curricular activities, and find out how to make a field trip to the Museum a possibility for your class. Teams of teachers and librarians are encouraged to attend the workshop together.

This professional development is for 4th Grade teachers receiving the new science curriculum unit "What is Our Evidence That We Live on a Changing Earth?”. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

The K-6 Literacy Collaborative provides elementary educators the opportunity to learn together in a collaborative setting to promote deeper knowledge of instructional strategies, practices, and ideas to strengthen student learning. Topics will be focused on developing advanced literacy skills students need for success.

As a result of this workshop, teachers will:

-explore advanced literacies

-examine the instructional practices that promote advanced literacies

-design literacy-based learning experiences to foster student engagement and deeper learning

-share learning and resources with peers

The expectation is that participants will attend all three collaborative sessions in order to maximize the experience for all.

10/18/18, 1/17/19, 3/21/19

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring Plants and Animals”. This is only open to teachers on Rotation B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Is your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2018-2019 or 2019-2020 school years? If so, then this is the training for you!! Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. Participants will leave the training with resources to use with students and to help with writing the transition sections of the quality IEP. Authentic work time will be incorporated into this full day training. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan.

This training is by invitation only because your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2019-2020 or 2020-2021 school years. Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. This training will be an opportunity to establish trends and technical assistance needs. Authentic work time using IEPs will be incorporated into this full day training. Participants will leave the training with resources to use with students and to help with writing the transition sections of the quality IEP.

2018-2019 make-up session

These facilitated sessions are for all K-12 teachers and administrators to continue the process of curriculum mapping, unit design and inquiry writing for Social Studies. Participants will collaborate to share information, ideas and instructional practices on the teaching and learning of social studies content and skills. Participants may sign up for a single session or for multiple sessions, as desired. As a result of this workshop, teachers will gain a deeper understanding of the Social Studies Framework. Participants will also receive resources and support for continuing development of instructional units and lessons.

This professional development is for 4th Grade teachers receiving the new science curriculum unit "What is our Evidence That We Live on a Changing Earth?”. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Grade 6-8 AIS and ELA Middle School teachers will be presented with various learning strategies to support students who struggle with reading.

As a result of this workshop, teachers will be able to teach strategies that will allow struggling readers to process text and understand its meaning by: - reflecting on data that supports the need for reading comprehension strategies - presenting why comprehension is essential to a reader - demonstrating comprehension strategies that will support all readers - providing practice of the comprehension strategies - applying comprehension strategies for the needs of their readers

Cost:

Non-component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

What is Formative Assessment? Why do we need it? How do we do it? In this full-day workshop, participants will learn the definition of formative assessment and the philosophy of its effectiveness in math education. Both digital and paper and pencil formative assessments will be discussed in this hands on workshop. Participants will design a formative assessment that will be immediately usable in their classroom.

As a result of this workshop, teachers will:

- Be able to describe formative assessment

- Describe the benefits of and reasons for doing formative assessment

- Design their own formative assessment to be immediately usable in their classroom

Cost: Component - No Cost

Non-Component - $220 per day, per teacher

OCM BOCES Employees - $195 per day, per teacher

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "What Explains Similarities and Differences Between Organisms?”. This is only open to teachers on Rotation C+D, B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

The SLS Communication Coordinators meetings are designed to be a bridge between the School Library System team and the school librarians in each of the districts and non-public schools that are members of the system. Each district has a designated Communication Coordinator who is required to attend the meetings but all members are welcome to attend.

These meetings are attended by members of the SLS Advisory Council that have been chosen and elected by the Communication Coordinators committee. The SLS Council advises the School Library System and help create the Plan of Service and approves the SLS budget and Annual Report. All members of the SLS are welcome to attend but only member of the council may vote on recommendations.

Join us for the last of three opportunities this year to learn and share together through large group professional development, structured dialogue, networking and breakout sessions related to NYS special education priority areas, State Performance Plan Indicators and the Blueprint for Improved Results for Students with Disabilities. The third leadership forum will focus on TBD

This professional development is for 6th Grade teachers receiving the new science curriculum unit "Matter and Its Interactions”. This is only open to teachers on Rotation D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Participants will learn practices to prevent challenging behavior, alternatives for suspending students, and guidelines for suspending students more effectively when necessary. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * 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.

Positivity Project overview and share-a-thon (facilitated by Brett Woodcock)

Spend the day with your school librarian or public librarian counterpart getting to know each other and brainstorming collaborative ideas with a focus on using our Mobile Marker Kits together. Hear examples of school public library partnerships, discuss possible ideas and how to implement them and then start planning events and activities for your students, children and young adults with your community of librarians.

This highly engaging workshop will provide district teams, that are interested in building more inclusive, affirming and culturally responsive schools and classrooms, the opportunity to explore a practical framework and develop strategies to more effectively address their diversity challenges. The workshop is designed to help build system capacities for increasing all students' academic engagement and achievement in learning environments that effectively address culture and diversity.

During this workshop, participants will:

* View Cultural Proficiency as a shared priority.

* Experience Cultural Proficiency as personal and professional work.

* View the Tools of Cultural Proficiency as a guide for addressing access and achievement gap issues.

* Explore the valuable contribution of the school leader in the implementation of a culturally proficient environment.

Reflection, dialog and activities will be incorporated throughout the day.

COST: $229 per person, including lunch. Aidable through OCMBOCES as a School Improvement Project.

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring Plants and Animals”. This is only open to teachers on Rotation C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

The SLS Mentors Across Borders pairs newer school librarians (or those who moved from Elementary to Secondary or vice versa) with a veteran colleague. Creating a larger professional learning network leads to retention and success for all involved.

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "What Explains Similarities and Differences Between Organisms?”. This is only open to teachers on Rotation C+D, B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for 4th Grade teachers receiving the new science curriculum unit "What is Our Evidence That We Live On a Changing Earth?”. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

This class will introduce participants to the concept of how trauma affects individuals biologically and behaviorally. Participants will examine how the effects of trauma can be mitigated through the development of protective factors and the adoption of a trauma-informed lens. The essential elements of a trauma-informed system of care and how that can be applied to the policies and practices that shape the classroom and school district environment will also be discussed.

PRE-REGISTRATION IS REQUIRED.

OCM Component & Dignity Act CoSer districts - No Cost

OCM Non-Component districts - $220 per person

: Come together to learn any updates around graduation options for all students and to discuss common transcripts questions. The following topics will be covered: 1. Advanced Regents, Regents and Local Diploma requirements 2. Pathways to Graduation options 3. Appeal Options and paperwork requirements 4. CDOS Commencement Credential 5. Skills and Achievement Commencement Credential 6. Safety Net options for students 7. Superintendent’s Determination 8. HSE/TASC Pathway Participants will have time to ask questions about current regulation and be guided through a process of looking at transcripts to determine best option for graduation/exiting school. There will be time to look at your own transcripts as well. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. *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.

This introductory level workshop will define trauma and explore how it impacts the developing brain, student behavior, and learning. We will look at trauma sensitive practices within a multi-tiered system of support, including sample assessments and strategies that can be utilized to create a more trauma-sensitive classroom environment. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *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.

: Come together to learn any updates around graduation options for all students and to discuss common transcripts questions. The following topics will be covered: 1. Advanced Regents, Regents and Local Diploma requirements 2. Pathways to Graduation options 3. Appeal Options and paperwork requirements 4. CDOS Commencement Credential 5. Skills and Achievement Commencement Credential 6. Safety Net options for students 7. Superintendent’s Determination 8. HSE/TASC Pathway Participants will have time to ask questions about current regulation and be guided through a process of looking at transcripts to determine best option for graduation/exiting school. There will be time to look at your own transcripts as well. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. *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.

Transition Planning: Getting Started- Post-Secondary Transition is planning and preparing for one’s future after high school while still in school. In this workshop, you will about the transition process for students with Individualized Education Programs (IEPs). You will also learn the answers to the following questions and more: *What does Post-Secondary Transition mean? *When should planning begin for transition from school to the adult world? *Who is involved in the transition process? *What does transition planning look like in an IEP? Understanding Diploma and Credential Options for Students with Disabilities- Thinking about what you want to do after high school is exciting. Preparation for that journey is key while still in school. Parents/guardians and students need to learn the requirements for graduation. A high school diploma is achieved through mastering state academic standards, passing required tests and courses, and earning credits. In this training, we will explain the different requirements for the Regents and Local Diploma. We will also discuss how students can use strengths to achieve a diploma through multiple pathways. We will explore the importance of career readiness skills and the credentials available. This training is sure to help you navigate which options are best for your child/student. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *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 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.

Monthly meeting to share NYSED updates, engage in learning and collaborative work.

Back by popular demand,Kathleen will share her list of the best YA books that should be in every library and classroom.

This group serves to support the development of district and regional capacity related to the Mental Health Education. This includes sharing and discussing up-to-date information from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality K-12 Mental Health and Wellness instruction and support. It is recommended that districts send a team to the Leadership meetings that includes teacher leaders (elementary, middle and high school) , school counselors, special education staff, as well as building and district leaders.

The expectation for participating in this group is:

1. Attend all three meetings during the year.

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

3. Work with your team to bring the learning from the meeting back to your district

4. Share learning from in-district implementation with other school districts

5. Designate or gain approval by your district to participate in this group

The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you the meeting space will be available in the afternoon for use by those who wish to stay and work.

Dates: 10/22/18, 12/04/18, 4/24/19

This professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Identify Materials Based on Their Properties?”. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This is a supplement to our scheduled Mental Health & Wellness Leadership meeting from 8:15-11:30 am. Please register for both sessions. During this afternoon session, Dr. Theresa Hargrave will be leading a presentation on the scientific basis for mental health and wellness and brain responses to trauma. The topics of epigenetics, ACE's, and resiliency will also be explored.

Welcome to the ON-LINE: Book study- Disrupting Thinking

The text- Disrupting Thinking by Kylene Beers and Robert Probst is an engaging and thought provoking text. The authors question and examine ways to connect text and student thinking. As a result of reading and participating, teachers will have the opportunity to examine their practices and apply a model of instruction. In the authors’ words: “ We put the words on the page, you bring them to life. And so, together we turn the page” ( page 11).

The text will be sent through inner school mail. The reading and responses will be chunked into four sessions. Expected response dates are: April 25, May 2,May 9, May 16, 2019. Within these dates, the work is self-paced.Participants need to please register by April 5, 2019.

This session is a repeat of the fall and winter session.Priority will be given to those from the waiting lists from earlier sessions.

As a result of this workshop, teachers will:

-Read the core text: Disrupting Thinking by Kylene Beers and Robert Probst -Reflect and respond regarding their instructional practices and learning from the reading -Incorporate and share new practices

Non-component district participants: Daily rate ($220) plus materials.

Catalyzing Change in High School Mathematics: Initiating Critical Conversations (NCTM, 2018) identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future professional success. In the 9-12 Math Collaborative participants will use this text to discuss these challenges outlined in the text:
• Explicitly broadening the purposes for teaching high school mathematics beyond a focus on college and career readiness;
• Dismantling structural obstacles that stand in the way of mathematics working for each and every student;
• Implementing equitable instructional practices;
• Identifying Essential Concepts that all high school students should learn and identify at a deep level; and
• Organizing the high school curriculum around these Essential Concepts in order to support students’ future personal and professional goals. The book will be divided into approximate thirds. At each meeting we will discuss one-third of the book and develop ambitious mathematics activities that exemplify the practices outlined in the reading.

The expectation is that you will attend all three collaboratives (10/9/18. 12/12/18, and 4/25/19) in order to maximize the experience for all.

Cost of book for non-component district participants is $40.

Dates: 10/9/18, 12/12/18, 4/25/19

Build a collaborative network of teachers who are grappling with the same science curriculum: How Can We Send a Message Using Sound. The goal is to support teachers in analyzing evidence of student work to reflect on instructional practices and associated shifts related to New York State Science Learning Standards.

Teachers will: Day 1: *Explore the new Carolina Services Online web platform to help support their Smithsonian Digital Resources along with any updates from BOCES. *Reflect on year 1: How Can We Send a Message Using Sound? *Identify successes, challenges, and next steps for year 2. *Identify pieces of student evidence to collect for Day 2

Day 2: *Reflect on year 2: How Can We Send a Message Using Sound? *Analyze student evidence collected to make claims about effective instruction and student learning. *Identify successes, challenges, and next steps for year 3. *Organize and publish their findings for our region.

The first grade collaboratives will meet 2 days per assigned rotation. This collaborative is designed so that teachers attend BOTH days.

Please bring a laptop.

Build a collaborative network of teachers who are grappling with the same science curriculum: How Can We Stop Soil From Washing Away? The goal is to support teachers in analyzing evidence of student work to reflect on instructional practices and associated shifts related to New York State Science Learning Standards.

Teachers will: Day 1: *Explore the new Carolina Services Online web platform to help support their Smithsonian Digital Resources along with any updates from BOCES. *Reflect on year 1: How Can We Stop Soil From Washing Away? *Identify successes, challenges, and next steps for year 2. *Identify pieces of student evidence to collect for Day 2

Day 2: *Reflect on year 2: How Can We Stop Soil From Washing Away? *Analyze student evidence collected to make claims about effective instruction and student learning. *Identify successes, challenges, and next steps for year 3. *Organize and publish their findings for our region.

The second grade collaboratives will meet 2 days per assigned rotation. This collaborative is designed so that teachers attend BOTH days.

Please bring a laptop.

This is first of three sessions for instructional coaches to come together to learn, reflect , collaborate and plan within a supportive community. This year the focus will be a deeper dive into the coaching cycle as a way to have meaningful impact on teaching and learning. Resource provided will be The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching by Jim Knight.

As a result of this workshop,coaches will: -Continue to develop understanding of coaching cycle -Refine skills in assessing reality and goal setting -Expand skills in language, data collection, or other focus area of interest -Hone skills in leading instructional improvement

The three sessions are:

October 1, 2018

January 14, 2019

April 29, 2019

This group is for people who have been designated by their district to take a leadership role in science. It is recommended that districts send a team to the Science Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building and district leaders. This group serves to support the development of district and regional capacity related to the transition to the NYSSLS. This includes sharing and discussing up-to-date information related to the standards implementation from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality K-12 science education and position the region to successfully implement the new science standards.

The expectation for participating in this group is:

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

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

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

4. Being designated or gaining approval by your district to participate in this group.

The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you the meeting space will be available in the afternoon for use by those who wish to stay and work.

OCM Non-Components $111 per person/per day, plus materials.

Dates: 10/30/18, 2/12/19, 4/30/19

The 6-12 Literacy Collaborative provides secondary educators the opportunity to learn together in a collaborative setting to promote deeper knowledge of instructional strategies, practices, and ideas to strengthen student learning. Topics will be focused on developing advanced literacy skills students need for success.

As a result of this workshop, teachers will:

-explore advanced literacies

-examine the instructional practices that promote advanced literacies

-design literacy-based learning experiences to foster student engagement and deeper learning

-share learning and resources with peers

The expectation is that participants will attend all three collaborative sessions in order to maximize the experience for all.

Dates: 11/13/18, 2/14/19, 4/30/19

Cost: Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

New York State offers a wide variety of exiting options for ALL students. This full day training offers the latest and greatest information to keep your district in “the know” about current options. The morning portion of this forum provides a review of current graduation, exiting, and multiple pathway options. The afternoon will consist of a guided review of student transcripts in order to determine various pathway options available to ALL students. Counselors and other school personnel will have the opportunity to bounce ideas off from one another, ask questions, and network. This training will also provide the necessary information for NYS Regents preparation. Districts are encouraged to come in teams, but this is not a requirement. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. *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

Learn and connect with educators and thought-leaders in your community with a day of immersive professional development. Get ready to dive deeper into the world of computational thinking and learn ways to seamlessly connect strategies to standards and bring them to life in your classroom. Join us for the Ignite My Future In School TECHademy, a customized in-person professional development experience brought to you by leaders at the forefront of computational thinking. The day is designed to connect you with your fellow educators and will equip participants with the tools they need to start incorporating the skills associated with computational thinking into classroom learning activities. The content covered during this day of learning is focused on middle grades 6-8. Find easy-to-implement resources to integrate computational thinking practices into your classroom by visiting www.ignitemyfutureinschool.org.

The impact of a Mental Health Diagnosis can be far reaching. In this introductory level workshop we will explore several of the most common mental health diagnoses for children and adolescents and look at how these diagnoses impact learning in the classroom. We will explore strategies that may help to mitigate that impact and allow students to be more successful in the classroom. We will also explore Secondary Traumatic Stress and taking care of yourself as an educator. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *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. * 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.

Special Class teachers from across all regions (TST, Oswego, Cayuga, Syracuse, and OCM) are encouraged to attend this training! Whether your class structure is 15:1, 12:1:1, 12:1:4, 8:1:1, or 6:1:1…all are welcome! This roundtable will provide a networking opportunity to discuss common classroom practices and areas in need of support. Participants will gain knowledge in the practice of the Career Development and Occupational Studies Standards, as well as, transition based practice. Please feel free to bring best practice strategies and questions to share with the group. This is an excellent opportunity to connect with other educators that teach in the same classroom setting!! These sessions will be held three times during the 2018-2019 school year in various regions. Participants are encouraged to attend all three sessions, but this is not a requirement. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *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. * 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. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Literacy Leadership serves to support the development of district and regional capacity related to the transition to the NYS Next Generation ELA/Literacy Standards. It is recommended that districts send a team to the Literacy Leadership meetings, which includes teacher leaders (elementary, middle and high school teachers), as well as, building and district leaders. Designated literacy leaders will lead in-district implementation of the standards using turnkey training materials from NYS Staff and Curriculum Development Network. Literacy Leadership facilitators will model the turnkey training and assist each district in planning for implementation.

The expectation of participating in this group is:

1. Attend all three meetings during the year

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

3. Work with your team to bring the learning from the meeting back to your district

4. Share learning from in-district implementation with other school districts

5. Designate or gain approval by your district to participate in this group

The formal meeting will occur in the morning. However, your district may ask your team to use the afternoon to develop a plan for implementing the learning from the meeting in your district. If your district asks this of you, the meeting space will be available in the afternoon for use by those who wish to stay and work.

Dates: 10/24/18, 2/26/19, 5/7/19

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "How Can We Protect Animals When Their Habitat Changes?”. This is only open to teachers on Rotation Mod. A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

In Becoming the Math Teacher You Wish You’d Had (2017) Tracy Johnston Zager describes the years she spent with highly skilled math teachers in a diverse range of settings and grades. Her book is jam-packed with new thinking from these vibrant classrooms. Zager frames her learning in the following chapters:

- Breaking the Cycle

- What do Mathematicians Do?

- Mathematicians Take Risks

- Mathematicians Make Mistakes

- Mathematicians are Precise

- Mathematicians Rise to a Challenge

- Mathematicians Ask Questions

- Mathematicians Connect Ideas

- Mathematicians Use Intuition

- Mathematicians Reason

- Mathematicians Work Together and Alone

Favorable Conditions for All Math Students

The book will be divided into approximate thirds. At each meeting we will discuss one-third of the book and develop ambitious mathematics activities that exemplify the practices outlined in the reading. Additionally, at each meeting participants will use take a deep dive into a selection of the NYS Next Generation Mathematics Learning Standards to explore the changes and identify questions and/or tasks that align with the effective teaching practices.

The expectation is that you will attend all three collaboratives (10/4/18, 2/13/19, 5/8/19) in order to maximize the experience for all.

Cost of book for non-component district participants: $50

Year end celebration of School Library System and annual combined meeting.

Executive Function is a set of mental processes that help us connect past experience with present action. Children with deficits in EF struggle with planning, organizing and managing time and space. They also have trouble with working memory and self-regulation. This introductory workshop will provide information on how deficits in each area of EF impact learning and strategies to improve executive function in students in the classroom. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *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.