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

We will be offering a Insignia User Group being lead by the SLS Team. We will be going over reporting and discussing ways to be even more efficient in your automation system.

This is a four-day training for new PBIS Leadership Teams that have already had prior contact with the presenter to complete readiness pieces for implementation. Content will include instruction in the 10 Critical Elements of PBIS implementation. Teams will be given some time to work on their own but will require additional time on their own to prepare for implementation. All team members should attend, including the building administrator. Must attend all four days. 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.

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.

McKinney Vento Liaisons will meet to discuss best practices in working with Runaway and Homeless youth. Come ready to share your expertise on how to work with students who are in temporary housing and the services they need. PRE-REGISTRATION IS REQUIRED.

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

Deepen the skills you learned in the Responsive Classroom Course and learn additional Responsive Classroom strategies in two main areas: Engaging Academics: Motivate and Excite Your Students. Students learn best from lessons that connect with their lives and interests. You’ll learn how to design appropriately challenging, active and interactive lessons that deepen student learning. Effective Management: Strategies for Challenging Behaviors. A positive, respectful approach to discipline can transform your classroom. Create a positive climate for learning and discover proactive approaches to misbehavior that will help to keep the focus on learning. This interactive, highly practical 27-hour course has a prerequisite and is great for all educators in a school building (Classroom Teachers, Special Area and Special Ed Teachers, TAs, Building Principals and other administrators and support staff) who have attended the Responsive Classroom Course and have been applying the Responsive Classroom practices in their settings in the school. OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom® courses.

As a result of this workshop, teachers will:



• Engaging Academics:



• Integrating academics into your Morning Meetings



• Promoting autonomy by drawing on students’ strengths and interests



• Using open-ended questions to spark curiosity, understanding, and reflection



• Removing barriers to student engagement



• Effective Management:



• Understanding why students misbehave and how to set them up for success



• Learning when and how to effectively use Logical Consequences



• Organizing the classroom to support student learning



• Using Problem-Solving conferences to address significa

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.

Everything you need to know about being a Chairperson! This training is designed to follow the CSE process from Referral through Reevaluation. Through a combination of lecture and activities, participants will gain an understanding of the chairperson’s role as defined within law and regulation, and learn to facilitate parent participation throughout the process. Training Modules Include: 1.) Regulatory Foundations 2.) Referral 3.) Evaluations 4.) Eligibility Determinations 5.) IEP Development 6.) IEP Implementation 7.) Annual Review 8.) Reevaluation 9.) Preschool 10.) Effective Meetings *Participants must attend all 3 days* 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. * 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

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 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 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.

Prior to each PK-5 Math Collaborative meeting this year a curricular topic will be selected to focus on. We will take a deep look at the standards from previous grade levels that lead into this topic as well as standards in subsequent grade levels that students should be ready to explore. We will explore and experience activities and lesson ideas to bring back to our schools that we can share with our students as we teach these topics. During each meeting we will collaboratively discuss how the teaching of the previous meeting’s idea went as we put them into practice in our own schools.

"The expectation is that you will attend all three collaboratives in order to maximize the experience for all."

10/4/2018

2/13/2019

5/8/2019

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

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

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 interactive course will focus on language development including first and additional language acquisition. Theories and practices in language learning will be explored through webinars, readings, videos, and discussions.

Participants will:

1. Investigate the stages of language acquisition.

2. Compare and contrast first and additional language learning.

3. Examine the features and functions of the English language.

4. Consider how language learning affects student performance.

Participants will have two weeks to complete the course which is worth two CTLE hours.

Participants will receive an email prior to course with sign in information.

Registration will close one week before course start.

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

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

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.

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

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.