Catalog: OCM BOCES / CNYRIC

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1. Hannibal Student Directed IEP Series Days 2, 3, 4, & Celebration Event by Invitation only

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Special Education Administrators, General and Special Education Teachers, School Psychologists

Dates: 11/19/2018 to 5/22/2019

Starting Soon
This training has been designed with an overview of the principles of self-determination and their applications, along with a book study on the Student Led IEP Continuum. Participants will receive training and guidance allowing students to move up the Continuum and become more meaningful members of their CSE meetings. 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

2. ART - New York State Arts Standard Training for the OCM Region

Program: Innovative Teaching and Learning

Audience: Art teachers & administrators

Dates: 11/20/2018

Starting Soon
Join us for the NYSed Arts Standards training to prepare you for the implementation of the new NYS Arts Standards for the 18/19 School Year. This will be the full 6 hour course to familiarize educators with the new standards and how they are coded and broken down. The 2017 New York State P-12 Learning Standards for the Arts are designed to develop artistically literate citizens. An artistically literate citizen has the knowledge, skills, and understanding to actively engage in the arts throughout their lives. The intrinsic nature of the arts leads to and promotes a civilized, sustainable society. Artistically literate graduates are career and college ready, capable of understanding and addressing the needs of society, and participating in a global economy. Through creating, performing, responding, and connecting in the arts, students generate experiences, construct knowledge, and build a more integrated understanding of self and community. They explore and express ideas, feelings, and beliefs about the past and present; discover new ideas; and begin to envision possible futures. Through careful study of their own and others’ art, students explore and make sense of the broad human condition across time and cultures. Arts literacy also fosters connections between the arts, and between the arts and other disciplines, thereby providing opportunities to access, develop, express, and integrate meaning across a variety of content areas. Indeed, an arts-literate individual recognizes the value of the arts as a place of free expression; and the importance of observing and participating in the social, political, spiritual, financial, and aesthetic aspects of their communities (both local and global, in person and virtually); and works to introduce the arts into those settings

3. Developing a Quality Individualized Education Program (IEP) – Vetted Training @TST BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Directors of Special Education, CSE/CPSE Chairpersons, Special Education Teachers, Related Service Providers

Dates: 11/20/2018

Starting Soon
Need to know how to write an IEP or want to make sure you are writing your IEPs the correct way? Come to this New York State Depart of Education vetted workshop! The IEP identifies a student’s unique needs and how a school will strategically address those needs. This training provides extensive information about developing an IEP consistent with State law and regulation. It encompasses details about the State’s required IEP form and accompanying guidance document, and provides a step-by-step approach to the IEP development process. We will cover Present Levels of Performance to Measurable Annual Goals and then some! There will also be a discussion on how to align the IEP to the Common Core Learning Standards. Good for new special education teachers or even as a refresher for veteran teachers! 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.

4. MUSIC - New York State Music Standard Training for the OCM Region

Program: Innovative Teaching and Learning

Audience: Music teachers & administrators

Dates: 11/20/2018

Starting Soon
Join us for the NYSed Arts Standards training to prepare you for the implementation of the new NYS Arts Standards for the 18/19 School Year. This will be the full 6 hour course to familiarize educators with the new standards and how they are coded and broken down. The 2017 New York State P-12 Learning Standards for the Arts are designed to develop artistically literate citizens. An artistically literate citizen has the knowledge, skills, and understanding to actively engage in the arts throughout their lives. The intrinsic nature of the arts leads to and promotes a civilized, sustainable society. Artistically literate graduates are career and college ready, capable of understanding and addressing the needs of society, and participating in a global economy. Through creating, performing, responding, and connecting in the arts, students generate experiences, construct knowledge, and build a more integrated understanding of self and community. They explore and express ideas, feelings, and beliefs about the past and present; discover new ideas; and begin to envision possible futures. Through careful study of their own and others’ art, students explore and make sense of the broad human condition across time and cultures. Arts literacy also fosters connections between the arts, and between the arts and other disciplines, thereby providing opportunities to access, develop, express, and integrate meaning across a variety of content areas. Indeed, an arts-literate individual recognizes the value of the arts as a place of free expression; and the importance of observing and participating in the social, political, spiritual, financial, and aesthetic aspects of their communities (both local and global, in person and virtually); and works to introduce the arts into those settings

5. OCM BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/26/2018

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

6. ONLINE - Introduction to (ENL) English as a New Language

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/26/2018

In this self-paced interactive course, participants will explore the basic tenets of instruction for English Language Learners through webinars, readings, videos, and discussions.

Participants will:

1. Be introduced to ENL and ELLs/MLLs.

2. Explore the Blueprint for ELLs Success and how it influences instruction for ELLs.

3. Examine the CR-Part 154 regulations regarding education for ELLs.

4. Consider teaching and learning through an ENL lens. This course will include three online modules with activities and assignments.

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

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

Registration ends one week prior to course.

7. Mexico Student Directed IEP Series Days 2, 3, 4, & Celebration Event by Invitation only

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Dates: 11/26/2018 to 6/5/2019

This training has been designed with an overview of the principles of self-determination and their applications, along with a book study on the Student Led IEP Continuum. Participants will receive training and guidance allowing students to move up the Continuum and become more meaningful members of their CSE meetings. 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.

8. Using Instructional Common Data Views

Program: Data Warehouse/Test Scoring

Audience: Building principals, assistant principals, curriculum leaders, or other instructional leaders who have access to Cognos in your district.

Dates: 11/26/2018

This workshop will focus on utilizing the 3-8 ELA/Math and Regents reports available through the Cognos Common Data Views. These reports allow districts to compare performance by standards to the BOCES and Region to facilitate instructional decision-making and planning. Available reports provide building, classroom, and individual student data. In addition to 2018 data, districts will have access to three-year trend reports for each subject area. Participants will learn how to access these reports, interpret the data, and consider their potential uses in district. This is a great opportunity for building principals, assistant principals, curriculum leaders, or other instructional leaders who have access to Cognos in your district.

9. CO BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/26/2018

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

10. OHM BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/27/2018

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

11. Social Studies Leadership Network

Program: Innovative Teaching and Learning

Audience: K-12 Teacher Leaders, Department Chairpersons, Administrators responsible for Social Studies curriculum

Dates: 11/27/2018

This group is designed for people who have been designated by their district to take a leadership role in social studies. It is recommended that districts send a team to the Social Studies 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 implementation of the New York State K-12 Social Studies Framework, the NYS Resource Toolkit and the new Regents Assessments. 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 social studies education and the successful implementation of the New York State K-12 Social Studies Framework.

The expectation of participating in this group is:

1. Attending all three meetings during the year. Our focus of study for the year will build on our previous work including developing historical thinking skills through analysis of primary sources and best practices for supporting students in reading, writing and discussion of historical content.

2. Come 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.

Dates: 11/27/18, 2/5/2019, 5/14/19

12. Baldwinsville Student Directed IEP Series Days 2, 3, 4, & Celebration Event By Invitation Only!

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Special Education Administrators, General and Special Education Teachers, School Psychologists

Dates: 11/27/2018 to 5/15/2019

This training has been designed with an overview of the principles of self-determination and their applications, along with a book study on the Student Led IEP Continuum. Participants will receive training and guidance allowing students to move up the Continuum and become more meaningful members of their CSE meetings. 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.

13. Developing Collaborative Groups Using the Adaptive Schools Framework

Program: Data Warehouse/Test Scoring

Audience: District and School Leaders, Instructional Coaches, Department Leaders, Team Facilitators

Dates: 11/27/2018 to 12/12/2018

New
Schools today are faced with the challenges of increased accountability, effectively using data and increasing the rigor of curriculum to ensure student success. This workshop will prepare team members to build strong collaborative and caring work cultures focused on continuous school improvement. Participants will explore the research on organizational development and learn practical skills and tools to effectively navigate the currents of change. Through the work of Adaptive Schools participants will learn the "how" of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching and learning.

14. MO BOCES - Introduction to English Language Learners, Grades K-12

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: K-12 Classroom Teachers new to ENL, Specialists, Administrators, Support Staff

Dates: 11/27/2018

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.

15. Developing a Quality Individualized Education Program (IEP) – Vetted Training @Cayuga Onondaga BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Directors of Special Education, CSE/CPSE Chairpersons, Special Education Teachers, Related Service Providers

Dates: 11/27/2018

Wait List
Need to know how to write an IEP or want to make sure you are writing your IEPs the correct way? Come to this New York State Depart of Education vetted workshop! The IEP identifies a student’s unique needs and how a school will strategically address those needs. This training provides extensive information about developing an IEP consistent with State law and regulation. It encompasses details about the State’s required IEP form and accompanying guidance document, and provides a step-by-step approach to the IEP development process. We will cover Present Levels of Performance to Measurable Annual Goals and then some! There will also be a discussion on how to align the IEP to the Common Core Learning Standards. Good for new special education teachers or even as a refresher for veteran teachers! 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.

16. MO BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/27/2018

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

17. JL BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 11/28/2018

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

18. 5th Grade "How Can We Provide Freshwater to Those in Need?" - Rotation B (2 consecutive days)

Program: Science Center

Audience: 5th Grade teachers on Rotation B

Dates: 11/28/2018 to 11/29/2018

This professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Provide Energy to Freshwater to Those in Need?”. 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

19. First Grade Science Collaborative Rotation A

Program: Science Center

Audience: First Grade teachers who have previously taught the SSEC Unit: How Can We Send A Message Using Sound.

Dates: 11/28/2018 to 1/15/2019

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.

20. CreatingStandards Aligned Measurable Annual Goals & Progress Monitoring – 2 Day Training @ OCM BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Elementary and Secondary Special Education Teachers, Related Service Providers, Directors of Special Education, CSE Chairpersons

Dates: 11/28/2018 to 11/29/2018

Closed
Time to create quality, measurable IEP goals! This is a 2-day workshop on writing measurable annual goal and progress monitoring those goals. Participants are required to attend both days. Day 1 will cover how to write measurable annual goals that are based on student needs identified by data form assessments. We will cover the components required to write a measurable annual goal that meets compliance. Participants will need to bring a sample IEP. Day 2 will cover progress monitoring in the morning. In order to be able to correctly progress monitor, there must be well written measurable annual goals. Discussion will include tools on how to progress monitor the annual goals and how that information and data should be conveyed to parents. The afternoon session of Day 2 will be a workday for participants to review sample measurable annual goals and develop progress monitoring tools. 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. *Schools provide high quality inclusive programs and activities.

21. Second Grade Science Collaborative Rotation A

Program: Science Center

Audience: Second Grade teachers who have previously taught the SSEC Unit: How Can We Stop Soil From Washing Away?

Dates: 11/28/2018 to 1/15/2019

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.

22. Teaching Math Through Technology: Beyond Digital Worksheets

Program: Innovative Teaching and Learning

Audience: 3-8 Math Teachers

Dates: 11/29/2018

Closed
With the transition to computer-based testing students need to be able to use technology to help them understand mathematics and to express this understanding using technology. In this workshop, participants will explore a variety of free computer-based technologies to enhance student learning across grade levels.


As a result of this workshop, teachers will:


• Learn about and experience a variety of computer-based mathematics tools.


• Adapt their own lessons to incorporate technology as a meaningful learning tool.


• Brainstorm ways to incorporate free computer-based technologies into their own instruction.

23. Rethinking Suspension

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: General & Special Education Administrators

Dates: 11/29/2018

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.

24. ONLINE: Language Acquisition

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Educators of ELLs

Dates: 12/3/2018

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.

25. The Global 10 Framework Regents: Analysis, Scoring and Instruction

Program: Innovative Teaching and Learning

Audience: Grade 10 Global Studies Teachers, Department Chairs, Building Administrators, Curriculum Coordinators

Dates: 12/3/2018

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

(This workshop will be repeated on March 19, 2019)

26. Creating Standards Aligned Measurable Annual Goals & Progress Monitoring – 2 Day Training @ TST BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Elementary and Secondary Special Education Teachers, Related Service Providers, Directors of Special Education, CSE Chairpersons

Dates: 12/3/2018 to 12/4/2018

Time to create quality, measurable IEP goals! This is a 2-day workshop on writing measurable annual goal and progress monitoring those goals. Participants are required to attend both days. Day 1 will cover how to write measurable annual goals that are based on student needs identified by data form assessments. We will cover the components required to write a measurable annual goal that meets compliance. Participants will need to bring a sample IEP. Day 2 will cover progress monitoring in the morning. In order to be able to correctly progress monitor, there must be well written measurable annual goals. Discussion will include tools on how to progress monitor the annual goals and how that information and data should be conveyed to parents. The afternoon session of Day 2 will be a workday for participants to review sample measurable annual goals and develop progress monitoring tools. 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. *Schools provide high quality inclusive programs and activities.

27. Mental Health & Wellness Leadership

Program: Innovative Teaching and Learning

Audience: Teacher leaders, Special Education staff, school counselors, administrators

Dates: 12/4/2018

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

28. EQuIP Training with Achieve

Program: Innovative Teaching and Learning

Audience: Secondary Science Teachers

Dates: 12/4/2018 to 12/5/2018

This two-day professional learning session supports the use of the EQuIP Rubric for Science as a mechanism to help educators deepen their understanding of the NGSS while providing criteria by which to measure the degree to which lessons and units are designed for the NGSS. The goals of the two-day training are to help participants use the EQuIP Rubric for Science to

(1) develop an understanding of three-dimensional learning and identify some of the key shifts in instruction to better target the NGSS,

(2) evaluate the extent to which lessons or units are designed for the NGSS; and

(3) determine what revisions are needed and provide constructive, criterion-based feedback.

This learning opportunity helps state and district leaders and educators understand the NGSS better and ascertain the degree to which newly designed instructional materials embody the NGSS innovations.

As noted by Joe Krajcik, professor of science education and director of the CREATE for STEM Institute at Michigan State University, “Many developers and publishers of science materials claim that their materials align with the NGSS and feature the NGSS performance expectations. And while some publishers will make legitimate attempts at modifying their materials to do an appropriate alignment, you will need to have the appropriate tool to judge which materials better represent the intent of the NGSS and which materials just really don’t match up.” The EQuIP Rubric serves as this tool not only for published materials, but also for educator-developed lessons and units.

Enrolllment is limited to 100 people. To allow all districts access to this valuable training please identify a few secondary teachers to attend this and then bring their learning back to the district.

1-Hour lunch is on your own.

29. Mentors Across Borders

Program: School Library System

Audience: School Librarians

Dates: 12/4/2018

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.

30. Problem-Based Learning for Math

Program: Innovative Teaching and Learning

Audience: K-12 Math Educators and Administrators with a basic understanding of Project Based Learning

Dates: 12/4/2018

This workshop will guide teachers through a learning process in which they will gain an understanding of the key differences between Project Based Learning (PBL) and Problem Based Learning (PrBL). We will analyze different ways to link curriculum and technology with a PrBL approach to create a rigorous and engaging learning environment for students. Participants will also utilize workshop time to start planning their first PrBL experience for their students. This session is for all math educators and administrators who want to learn more about Problem Based Learning.

As a result of this workshop, teachers will:

- Explain the difference between Project Based Learning and Problem Based Learning

- Use resources to start to create a basic map for a PrBL unit

- Link their curriculum and technology as they plan their first PrBL unit

Please contact Kevin Davis by email (kdavis@ocmboces.org) with any questions.

31. Project Based Learning 101

Program: Innovative Teaching and Learning

Audience: K-12 Teachers

Dates: 12/4/2018 to 12/6/2018

PBL 101 is a foundational three-day workshop inspired by the work of the Buck Institute for Education. It provides participants with the skills and knowledge needed to design a rigorous, relevant, standards-based learning experience. Facilitators will simulate the PBL experience with participants and model instructional strategies to guide inquiry, manage team collaboration, and assess learning.

As a result of this workshop, teachers will learn:

*The Essential Project Design Elements of Gold Standard Project Based Learning

*How to PLAN their first project

*How to incorporate ASSESSMENT into their first project

*How to MANAGE their first project

NOTE: Please bring a laptop.

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

All non-component district participants will pay $660 for the 3-day course.

32. Cognos Reports and Cubes Training

Program: Data Warehouse/Test Scoring

Audience: Principals, assistant principals, curriculum leaders, and in-district data coordinators/analysts

Dates: 12/4/2018

Over the years, CNYRIC has developed a wide variety of custom data reports that can be used by districts to aid in instructional decisions and state reporting. Participants in this training will learn how to access some of the most commonly used Cognos reports and consider their potential uses. Additionally, participants will learn the basics of Cognos Cubes, a tool that allows users to create their own custom reports using state assessment data. This training will benefit staff members who are involved with state reporting and/or work with instructional data, including principals, assistant principals, curriculum leaders, and in-district data coordinators/analysts. Participants will need active Cognos accounts to take full advantage of this workshop.

33. Transition in the IEP lab @ CiTi BOCES - by Invitation Only *Transition Boot Camp is a prerequisite for this training.

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: 7-12 grade level teams, including: Special Education teachers, School Psychologists, CSE Director/Chairperson(s), & other administration members

Dates: 12/4/2018

These Transition in the IEP labs are by invitation only and are designed for districts that are preparing for the New York State Performance Plan (SPP) Indicator #13 self-review. Participants will have the opportunity to work on the quality IEP around transition with the guidance and support of the RSE TASC Transition Specialist. Districts are encouraged to come in pairs or teams. *Transition Boot Camp is a prerequisite. 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.

34. Crisis Intervention Team Training

Program: Youth Development

Dates: 12/4/2018

School-based crisis intervention teams are asked to respond to a variety of impactful incidents affecting students and staff members. This training will identify types of incidents, key concepts in crisis response, and stress and trauma reactions. Steps to take in the first 24-48 hours will be addressed. Participants will analyze school-specific scenarios. PRE_REGISTRATION REQUIRED. OCM Component & Dignity Act CoSer districts - No Cost OCM Non-Component districts - $111 per person

35. VidCode

Program: School Library System

Dates: 12/4/2018

New
Learn how to use Vidcode as a way to embedd coding into all domains whether it is ELA, Social Studies, Math or Science. Students can code to simulate engaging content that is relevant to them, such as coding Snap Chat filters. Vidcode allows students to use their own photos and content to build code and is an excellent way to allow students choice! This is a wonderful opportunity to co-teach with your content area teachers. Vidcode.com

36. Discipline Procedures for Students with Disabilities: Overview and Implications for School District/Building Leaders

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School District Leaders, School Building Leaders, School Counselors, School Psychologists

Dates: 12/5/2018

The workshop will provide an overview of discipline procedures for students with disabilities and procedural safeguards for student with disabilities subject to discipline. Key concepts for school district professionals responsible for student discipline will be addressed. 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.

37. Supporting Students with Behavioral and Mental Health Challenges in the Classroom

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Special Education and General Education Teachers, Paraprofessionals, School Counselors

Dates: 12/5/2018

Wait List
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.

38. 6th Grade "Energy, Forces and Motion" - Rotation A (2 consecutive days)

Program: Science Center

Audience: 6th Grade teachers on Rotation A

Dates: 12/6/2018 to 12/7/2018

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 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

39. PBIS Coaches Network Meeting

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: PBIS Coaches

Dates: 12/6/2018

This workshop is designed to provide PBIS coaches with an opportunity to network with other coaches across the region. Updates, reminders, and some professional development will also be included. 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.

40. World Language Collaborative One-Day workshop- Performance Assessment Design in the Three Modes of Communication

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 12/10/2018

Students often learn and are assessed in limited contexts with highly predictable or forced choice items that hinder proficiency goals. How do we design Integrated Performance Assessments? How can we move students to higher performance targets toward the Seal of Biliteracy?

Join Dr. Jennifer Eddy, Assistant Professor of World Language Education in the Department of Secondary Education and Youth Services (SEYS) at Queens College of the City University of New York for a hands-on design day which she will guide teachers to develop performance-based assessment tasks with the three communicative modes: Interpretive, Interpersonal, and Presentational and write “Can Do” self-assessment statements for each mode. Participants will work collaboratively to create thematic tasks aligned to the various levels (Novice, Intermediate, Advanced). Created tasks will be shared after the gallery walk, and be ready for implementation. Participants are encouraged to attend with departmental colleagues to develop a continuum of tasks across levels.

41. 5th Grade "How Can We Provide Freshwater to Those in Need?" - Rotation C (2 consecutive days)

Program: Science Center

Audience: 5th Grade teachers in Rotation C

Dates: 12/11/2018 to 12/12/2018

This professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Provide Energy to Freshwater to Those in Need?”. 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.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

42. Science/Math Notebooking Workshop

Program: Innovative Teaching and Learning

Dates: 12/11/2018 to 12/12/2018

This workshop will incorporate ideas from authors using science notebooking and components of japanese lesson study to show how notebooking can be incorporated as a valuable skill in elementary math and science classrooms. Notebooking allows for the multidisciplinary development of reading and thinking skills in all learners. A discussion of the needs of English language learners and how notebooks helps increase language fluency and writing proficiency will be of particular interest to many teachers. Teachers will walk away with a flexible framework that they can apply in their classrooms to engage their learners in creating math and science notebooks that will enhance student learning.

As a result of this workshop, teachers will:

* Learn the components of math and science notebooking

* Understand how math and science notebooking can increase language fluency and writing proficiency

* Be able to adapt and adopt notebooking frameworks for their own classrooms

* Develop strategies to incorporate science and math notebooks into their own instruction to increase the learning of all students

43. World Language Collaborative One-Day workshop- Performance Assessment Design in the Three Modes of Communication

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 12/11/2018

Students often learn and are assessed in limited contexts with highly predictable or forced choice items that hinder proficiency goals. How do we design Integrated Performance Assessments? How can we move students to higher performance targets toward the Seal of Biliteracy?

Join Dr. Jennifer Eddy, Assistant Professor of World Language Education in the Department of Secondary Education and Youth Services (SEYS) at Queens College of the City University of New York for a hands-on design day which she will guide teachers to develop performance-based assessment tasks with the three communicative modes: Interpretive, Interpersonal, and Presentational and write “Can Do” self-assessment statements for each mode. Participants will work collaboratively to create thematic tasks aligned to the various levels (Novice, Intermediate, Advanced). Created tasks will be shared after the gallery walk, and be ready for implementation. Participants are encouraged to attend with departmental colleagues to develop a continuum of tasks across levels.

44. Creating Standards Aligned Measurable Annual Goals & Progress Monitoring – 2 Day Training @ Cayuga-Onondaga BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Elementary and Secondary Special Education Teachers, Related Service Providers, Directors of Special Education, CSE Chairpersons

Dates: 12/11/2018 to 12/12/2018

Time to create quality, measurable IEP goals! This is a 2-day workshop on writing measurable annual goal and progress monitoring those goals. Participants are required to attend both days. Day 1 will cover how to write measurable annual goals that are based on student needs identified by data form assessments. We will cover the components required to write a measurable annual goal that meets compliance. Participants will need to bring a sample IEP. Day 2 will cover progress monitoring in the morning. In order to be able to correctly progress monitor, there must be well written measurable annual goals. Discussion will include tools on how to progress monitor the annual goals and how that information and data should be conveyed to parents. The afternoon session of Day 2 will be a workday for participants to review sample measurable annual goals and develop progress monitoring tools. 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. *Schools provide high quality inclusive programs and activities.

45. FBA/BIP Quality Process: PK-12- Must attend both days!

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Special Education Teachers, General Education Teachers, Related Service Providers, School Psychologists, Social Workers, School Counselors.

Dates: 12/11/2018 to 12/12/2018

Participants will learn how to conduct a quality Functional Behavior Assessment (FBA) and develop a congruent Behavior Intervention Plan (BIP) that includes all required components. 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.

46. Transition in the IEP lab @ OCM BOCES - by Invitation Only *Transition Boot Camp is a prerequisite for this training.

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: 7-12 grade level teams, including: Special Education teachers, School Psychologists, CSE Director/Chairperson(s), & other administration members

Dates: 12/11/2018

These Transition in the IEP labs are by invitation only and are designed for districts that are preparing for the New York State Performance Plan (SPP) Indicator #13 self-review. Participants will have the opportunity to work on the quality IEP around transition with the guidance and support of the RSE TASC Transition Specialist. Districts are encouraged to come in pairs or teams. *Transition Boot Camp is a prerequisite. 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.

47. 9-12 Math Collaborative

Program: Innovative Teaching and Learning

Dates: 12/12/2018

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

Join us for a full to examine who we create impactful and thoughtful learning of the Holocaust with students. Through Echoes & Reflections signature professional development program, participants explore and gain access to a range of classroom content and consider instructional enhancements to support students' study and reflection of the history of the Holocaust and its ongoing meaning in the world today. Educators enhance their own knowledge about the Holocaust, including the history of antisemitism, and build confidence and capacity to teach this complex subject.

49. Advanced NYS Science Learning Standards PD for Middle School Teachers

Program: Science Center

Audience: Middle School Teachers

Dates: 12/13/2018

This professional development related to the new science standards will include the incorporation of literacy. Specifically, the PD will help middle school teachers who have already had some experience with the new science propel their science instructional practices while deeply imbedding literacy. This learning opportunity is designed for teams of middle school teachers and their literacy professional colleagues who are interested in leveraging science learning experiences centered around science sense making to also achieve literacy learning goals. This PD will help science and literacy colleagues see the confluence of high-quality science and literacy instruction to learn how they can co-support students in both content areas.

Teams of at least three teachers should include at least one literacy teacher or coach as well as one or more science teachers who have a solid understanding of the NYSSLS.

One hour lunch is on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

50. School Counselor Forum: Exiting Options Overview and Transcript Review

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School Counselors, Administrators, CSE Chairpersons, General Education Teachers, Special Education Teachers

Dates: 12/14/2018

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

51. Critical Friends: A Fresh Look at your Project Based Learning Units

Program: Innovative Teaching and Learning

Audience: K-12 Teachers

Dates: 12/18/2018

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.

Dates: 12/12/18, 3/19/19

52. Your School Library's Virtual Presence

Program: School Library System

Dates: 12/18/2018

Giving your library an online presence is an important resource. It extends the library beyond it's physical walls and ensures that the students, staff and families have equitable access to the learning tools provided by the library. We will be exploring the various platforms available for website creation, such as Wix, Weebly and Google Sites. The benefits and drawbacks of each will be discussed, specifically in terms of the ease of creating a password protected page, helping you decide which platform will work best for your library.

53. Library Support Staff Workshop

Program: School Library System

Audience: Library Support Staff

Dates: 12/19/2018

New
Checking out books, shelving, cataloging, and fixing the printer when it goes down are some of the everyday tasks of a library staff member but the most important thing we do is interact with students! The school library is the Center of Engagement for your entire learning community and you are part of the team that is responsible for creating a safe, welcoming environment that encourages all students to explore their academic, social and personal interests. This workshop is designed to support school library staff members explore how today's libraries have changed and ways in which we can work with the school librarian to create a dynamic collaborative space that encourages learning through reading, research, making, gaming, and special events. We will delve into your current school library culture by sharing expectations, procedures and processes that have proven to be effective. Please bring your current job description, if available, with you.

54. Creating Standards Aligned Measurable Annual Goals & Progress Monitoring – 2 Day Training @ CiTi BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Elementary and Secondary Special Education Teachers, Related Service Providers, Directors of Special Education, CSE Chairpersons

Dates: 12/19/2018 to 12/20/2018

Time to create quality, measurable IEP goals! This is a 2-day workshop on writing measurable annual goal and progress monitoring those goals. Participants are required to attend both days. Day 1 will cover how to write measurable annual goals that are based on student needs identified by data form assessments. We will cover the components required to write a measurable annual goal that meets compliance. Participants will need to bring a sample IEP. Day 2 will cover progress monitoring in the morning. In order to be able to correctly progress monitor, there must be well written measurable annual goals. Discussion will include tools on how to progress monitor the annual goals and how that information and data should be conveyed to parents. The afternoon session of Day 2 will be a workday for participants to review sample measurable annual goals and develop progress monitoring tools. 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. *Schools provide high quality inclusive programs and activities.

55. School Counselor Forum: Diploma Options with Transcript Review @ TST BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School Counselors, Administrators, CSE Chairperson(s), General Education Teachers, Special Education Teachers, School Psychologists

Dates: 1/3/2019

School Counselor Forum is a time for local counselors to 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.

56. ONLINE - Introduction to (ENL) English as a New Language

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 1/7/2019

In this self-paced interactive course, participants will explore the basic tenets of instruction for English Language Learners through webinars, readings, videos, and discussions.

Participants will:

1. Be introduced to ENL and ELLs/MLLs.

2. Explore the Blueprint for ELLs Success and how it influences instruction for ELLs.

3. Examine the CR-Part 154 regulations regarding education for ELLs.

4. Consider teaching and learning through an ENL lens. This course will include three online modules with activities and assignments.

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

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

Registration ends one week prior to course.

57. The Responsive Classroom Course® for Elementary Educators - (Level 1) – Winter Institute

Program: Innovative Teaching and Learning

Audience: Pre K-6 Classroom Teachers, Special Area Teacher, Special Ed Teachers, Building Principals and other administrators, Teacher Aides and Assistants

Dates: 1/7/2019 to 1/23/2019

The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. Become a more effective teacher by learning research-based strategies that lead to:

• Engaging academic instruction

• Better classroom management

• Positive learning communities

• Developmentally Appropriate Instruction and Discipline This interactive, highly practical 27-hour course has no prerequisite and is a great starting point for all educators in a school building (Classroom Teachers, Special Area and Special Ed Teachers, TAs, Building Principals and other administrators and support staff). 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: In the four interactive days, you will learn to use core Responsive Classroom practices to:

• Begin and end the day positively with Morning Meeting and closing circle

• Establish a calm, orderly, safe, and engaging environment for learning with a proactive approach to discipline

• Integrate energizers and interactive learning structures throughout the school day

• Develop teacher language that promotes respectful, kind, and positive classroom communities

• Respond to misbehavior with clear, consistent expectations and logical consequences

• Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling

• Give students choice in what they learn and/or how they learn to promote greater Academic engagement and achievement

• Create a developmentally appropriate learning environment Establish rules with your students and provide positive structures to support success.

Cost: OCM BOCES Component Districts: No Cost; OCM Non-Components $1280 p/p plus $38 p/p for books/

58. Overview of Diploma and Exiting Options for All Students @ OCM BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Administrators, special education teachers, related service providers, CTE Teachers and guidance counselors are strongly encouraged to attend.

Dates: 1/7/2019

This training will cover diploma and exiting options for ALL students. Topics to be covered are the current diploma options, the Skills and Achievement Commencement Credential for students that are NYSAA assessed, the New York State Career Development and Occupational Studies Commencement Credential, Superintendent’s Determination, and the Multiple Pathways for graduation. The focus of the training will discuss the options and requirements for diplomas and credentials. 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.

59. BT BOCES Understanding the English Language Learner (ELL) Identification Process

Program: RBE-RN (Regional Bilingual Education Resource Network)

Dates: 1/7/2019

This half-day session will provide an in-depth examination of the process for screening, identification, placement, review and exit for ELLs. Procedures for determining SIFE (Students with Interrupted/Inconsistent Formal Education) status and administering the MLSS (Multilingual SIFE Screener) will be included.

60. On-line Book Study: Disrupting Thinking by Kylene Beers and Robert Probst - Session 2

Program: Innovative Teaching and Learning

Audience: Teachers K-12

Dates: 1/8/2019 to 1/29/2019

Closed
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: Jan. 8, 15, 22 and 29. Within these dates, the work is self-paced.

Participants need to please register by December 14, 2018.

This session is a repeat of the fall session.

As a result of this workshop, teachers will: 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.

61. Kindergarten "Exploring My Weather" - Rotation B, C (2 consecutive days)

Program: Science Center

Audience: Kindergarten teachers on Rotation B, C

Dates: 1/8/2019 to 1/9/2019

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather”. This is only open to teachers on Rotation B, 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

62. Math Leadership

Program: Innovative Teaching and Learning

Audience: District Math Leaders

Dates: 1/9/2019

This group is for people who have been designated by their district to take a leadership role in math. It is recommended that districts send a team to the Math 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 Next Generation Mathematics Learning Standards. This includes sharing and discussing up-to-date information related to the changes in the standards and other relevant 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 mathematics education and to support continuous improvement in mathematics learning and instruction. 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: 10/17/18, 1/9/19, 5/21/19

63. Supporting English Language Learners in the Content Areas - Social Studies

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades 5-12 Social Studies teachers, department chairs, support staff

Dates: 1/9/2019

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.

64. 1st Grade "How Can We Send a Message Using Sound?" - Rotation B, C (2 consecutive days)

Program: Science Center

Audience: 1st Grade teachers on Rotation B, C

Dates: 1/10/2019 to 1/11/2019

This professional development is for 1st Grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?”. This is only open to teachers on Rotation B, 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

65. MO BOCES - Cultural Awareness, Grades K-12

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: K-12 classroom teachers, ENL teachers, specialists, support staff, administrators

Dates: 1/10/2019

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.

66. School Counselor Forum: Diploma Options with Transcript Review @ Cayuga Onondaga BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School Counselors, Administrators, CSE Chairperson(s), General Education Teachers, Special Education Teachers, School Psychologists

Dates: 1/10/2019

School Counselor Forum is a time for local counselors to 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.

67. Principal Leadership Academy

Program: Leadership

Dates: 1/13/2019

Want to be the best version of your leadership self? Don't miss the Principal Leadership Academy!

68. ONLINE: Language Acquisition

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Educators of ELLs

Dates: 1/14/2019

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.

69. 4th Grade How Can We Provide Energy to People's Homes? - Rotation C (2 consecutive days)

Program: Science Center

Audience: 4th Grade teachers on Rotation C

Dates: 1/14/2019 to 1/15/2019

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 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.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

70. Instructional Coaches Collaborative

Program: Innovative Teaching and Learning

Audience: Instructional coaches , teacher leaders K-12

Dates: 1/14/2019

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

71. Testing Accommodations (Vetted) – Regional Training @ OCM BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: Special Education Teachers, General Education Teachers, Building Administrators, CSE Chairpersons, Directors of Special Education

Dates: 1/15/2019

It’s that time of year again and State tests are right around the corner! This is a vetted, ½ day training which provides information related to the types of testing accommodations, the decision-making process to determine needed testing accommodations for students with disabilities, and the documentation of appropriate testing accommodations in the individualized education program (IEP). The February 2018 manual will be used in this training! Think about sending someone who can turn-key to the staff! 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. *Schools provide high-quality inclusive programs and activities.

72. Transition in the IEP lab @ OCM BOCES - by Invitation Only *Transition Boot Camp is a prerequisite for this training.

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: 7-12 grade level teams, including: Special Education teachers, School Psychologists, CSE Director/Chairperson(s), & other administration members

Dates: 1/15/2019

These Transition in the IEP labs are by invitation only and are designed for districts that are preparing for the New York State Performance Plan (SPP) Indicator #13 self-review. Participants will have the opportunity to work on the quality IEP around transition with the guidance and support of the RSE TASC Transition Specialist. Districts are encouraged to come in pairs or teams. *Transition Boot Camp is a prerequisite. 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.

73. Implementing Learning for ALL Students

Program: Innovative Teaching and Learning

Audience: K-12 Teachers

Dates: 1/16/2019 to 2/13/2019

In order to deliver effective instruction at the rigorous levels required in literacy, math, social studies and science standards, teachers need to provide varied learning opportunities to engage all students for success at the advanced levels required in today’s world.

Across three days participants will explore the why, what and how to support students with diverse needs. Differentiated instruction and scaffolded instruction will be approached through a standards based planning approach that will be modeled and used throughout course

Resource provided will be: Meeting Needs of All Students , by Paula Rutherford

Teachers will be able to:

- Provide the why, what and how for designing instruction to support students with diverse needs

- To improve and expand their skill with designing and delivering instruction aimed toward support for students with a wide range of prior experiences, interests, motivation, and prior achievement of academic work.

- Design, deliver, reflect upon student learning experiences and share student work

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 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.

75. NYSAA Training - New Teachers

Program: Special Education

Dates: 1/16/2019

New
NYSAA Training for any new teachers for the school year. Please bring your laptop.

76. Standards-Based Planning and Assessment for Elementary (K-6) ENL Teachers

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: K-6 ENL teachers

Dates: 1/16/2019

In this full-day offering, ENL teachers will build deeper understanding of the Targets of Measurement (ToMs) and Performance Level Descriptors (PLDs), the closest thing New York state has to ENL “standards”, which are aligned with NYSESLAT. Teachers will then apply their knowledge of the ToMs and PLDs to create activities and assessments that can be immediately implemented in their classrooms.

*You need a Google-based email account to access the materials for this course in Google Classroom!*

Lunch is on your own.

77. Using Productive Discourse in the Mathematics Classroom

Program: Innovative Teaching and Learning

Dates: 1/16/2019

With the adoption of the revised learning standards for mathematics, there is a push for students of all grade levels to be able to engage in meaning-building dialogues in order to construct deeper understanding. Furthermore, appropriate use of classroom discourse allows for equity and access for all students. In this workshop we will use research-based strategies developed by Kazemi & Hintz (2014), Parrish (2010), Stein & Smith (2011) and others, to discover ways to incorporate student discourse into the K-12 mathematics classrooms. This workshop will initiate an instructional shift in which classroom discourse will become a strategy to be utilized across lessons.

78. Evidence-Based Practices for Transition Planning @ TST BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School Counselors, Administrators, CSE Chairperson(s), General Education Teachers, Special Education Teachers, School Psychologists

Dates: 1/16/2019

Based on the book, Evidence-Based Instructional Strategies for Transition by David W. Test, participants will receive training in the following evidence-based areas: 1. Transition Focused Education 2. Transition Assessments 3. Teaching Strategies 4. Data Collection 5. Student-Focused Planning 6. Development of Employment Skills 7. Teaching Life Skills 8. Teaching Academic Skills All participants will receive a copy of the book as well as planning time to determine how to embed these practices into their classrooms. 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. *Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. *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.

79. CNY NYS ASCD Meeting

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Dates: 1/16/2019

Adverse Childhood Experiences (ACEs)

80. Arts Leadership

Program: Innovative Teaching and Learning

Audience: District, building and teacher leaders in Arts

Dates: 1/17/2019

This group is for people who have been designated by their district to take a leadership role in Arts. It is recommended that districts send a team to the Arts 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 NYS Arts Standards. 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 Arts education and position the region to successfully implement the new Arts 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, No charge to CITI BOCES Districts, plus materials.

Dates:10/9/18, 11/15/19,1/17/19

81. K-6 Literacy Collaborative

Program: Innovative Teaching and Learning

Dates: 1/17/2019

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

82. OHM Scaffolding and Differentiation to Meet the Needs of ELLs in the Primary Grades

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades K-2 classroom teachers, support staff, ENL teachers

Dates: 1/17/2019

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades K-2. Focus will be on beginning literacy and vocabulary instruction for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make their instruction meet the needs of ELLs.

Lunch is on your own.

83. Evidence-Based Practices for Transition Planning @ Cayuga Onondaga BOCES

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: School Counselors, Administrators, CSE Chairperson(s), General Education Teachers, Special Education Teachers, School Psychologists

Dates: 1/17/2019

Based on the book, Evidence-Based Instructional Strategies for Transition by David W. Test, participants will receive training in the following evidence-based areas: 1. Transition Focused Education 2. Transition Assessments 3. Teaching Strategies 4. Data Collection 5. Student-Focused Planning 6. Development of Employment Skills 7. Teaching Life Skills 8. Teaching Academic Skills All participants will receive a copy of the book as well as planning time to determine how to embed these practices into their classrooms. 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. *Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. *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.

84. OHM Scaffolding and Differentiation to Meet the Needs of ELLs in the Upper Elementary Grades

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades 3-6 classroom teachers, ENL teachers

Dates: 1/18/2019

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades K-2. Focus will be on beginning literacy and vocabulary instruction for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make their instruction meet the needs of ELLs.

Lunch is on your own.

85. 3rd Grade "How Can We Protect Animals When Their Habitat Changes?" - Rotation D (2 consecutive days)

Program: Science Center

Audience: 3rd Grade teachers on Rotation D

Dates: 1/22/2019 to 1/23/2019

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 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 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 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.

87. SLS Communication Coordinators Meeting

Program: School Library System

Audience: School Librarians, Communication Coordinator Designee, SLS Members

Dates: 1/22/2019

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.

88. NYSAA Training - Veteran Teachers

Program: Special Education

Dates: 1/23/2019

New
NYSAA Training for any veteran teachers for the school year. Please bring your laptop.

89. OCM Scaffolding and Differentiation to Meet the Needs of ELLs in the Upper Elementary Grades

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades 3-6 classroom teachers, ENL teachers

Dates: 1/23/2019

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades K-2. Focus will be on beginning literacy and vocabulary instruction for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make their instruction meet the needs of ELLs.

Lunch is on your own.

90. Kindergarten "Exploring Plants and Animals" - Rotation A (2 consecutive days)

Program: Science Center

Audience: Kindergarten teachers on Rotation A

Dates: 1/24/2019 to 1/25/2019

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 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

91. OCM Scaffolding and Differentiation to Meet the Needs of ELLs in the Primary Grades

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades K-2 classroom teachers, support staff, ENL teachers

Dates: 1/25/2019

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades K-2. Focus will be on beginning literacy and vocabulary instruction for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make their instruction meet the needs of ELLs.

Lunch is on your own.

92. ONLINE: Fostering ELL Family Engagement

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: All Educator of English Language Learners

Dates: 1/28/2019

Mid - State RBERN has collaborated with SupportEd to create an online course focused on ELL family engagement. In this online course you will learn the importance of ELL family engagement and gain strategies to support that engagement. Aspects of this course will consist of creating a welcoming environment, communicating effectively, building relationships, overcoming barriers, and empowering families.

To receive 2 CTLE hours for this course you must complete all activities. These include watching the videos, readings, and forum posts.

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

Registration ends one week before course start.

93. GST BOCES Scaffolding and Differentiation to Meet the Needs of ELLs in the Primary Grades

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades K-2 classroom teachers, support staff, ENL teachers

Dates: 1/28/2019

Teachers will explore ways to scaffold and differentiate instruction for ELLs in grades K-2. Focus will be on beginning literacy and vocabulary instruction for ELLs and strategies for structuring classwork so that ELLs can be successful in the classroom. Participants will acquire a toolkit of scaffolding and differentiation strategies to make their instruction meet the needs of ELLs.

Lunch is on your own.

or 200 years the Erie Canal has impacted the economic, social and political life of the Syracuse area, New York State and the rest of the country. Information about the Canal is often taught in fourth grade as a part of a unit on New York State history but it is difficult to find a place for it in the curriculum at the middle or high school levels. This workshop will address ways in which to incorporate the contributions of the Canal to the broader history of the country that is covered at the secondary level. Participants will tour the museum, receive resources for developing inquiry-based lessons and activities. Information about guided tours of the Museum developed specifically for high school students will be shared.

95. 2nd Grade "How Can We Stop Soil From Washing Away?" - Rotation Mod. A, B, C (2 consecutive days)

Program: Science Center

Audience: 2nd Grade teachers on Rotation Mod. A, B, C

Dates: 1/29/2019 to 1/30/2019

This professional development is for 2nd Grade teachers receiving the new science curriculum unit "How Can We Stop Soil From Washing?”. This is only open to teachers on Rotation Mod. A, B, 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

96. 4th Grade "How Can We Provide Energy to People's Homes?" - Rotation C (2 consecutive days)

Program: Science Center

Audience: 4th Grade teachers on Rotation C

Dates: 1/29/2019 to 1/30/2019

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 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.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

97. OHM BOCES Supporting English Language Learners in the Content Areas for ENL Teachers

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: ENL Teachers

Dates: 1/29/2019

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.

98. Special Education Leadership Forum January

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: PreK through 12 Special Education Directors, CSE/CPSE Chairpersons, Principals, Assistant Principals, Special Education Teacher Leaders, Special Education Department Chairpersons, District Level Administrators and School Psychologists

Dates: 1/29/2019

Join us for the second 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 second leadership forum will focus on TBD

99. Supporting English Language Learners in the Content Areas - Math

Program: RBE-RN (Regional Bilingual Education Resource Network)

Audience: Grades 5-12 Math teachers, department chairs, support staff

Dates: 1/30/2019

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.

100. Transition in the IEP lab @ CiTi BOCES - by Invitation Only *Transition Boot Camp is a prerequisite for this training.

Program: RSE-TASC (Regional Spec Ed TA & Support Center)

Audience: 7-12 grade level teams, including: Special Education teachers, School Psychologists, CSE Director/Chairperson(s), & other administration members

Dates: 1/30/2019

These Transition in the IEP labs are by invitation only and are designed for districts that are preparing for the New York State Performance Plan (SPP) Indicator #13 self-review. Participants will have the opportunity to work on the quality IEP around transition with the guidance and support of the RSE TASC Transition Specialist. Districts are encouraged to come in pairs or teams. *Transition Boot Camp is a prerequisite. 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.

101. Counselor Round Table

Program: Youth Development

Dates: 1/31/2019

New
The main portion of this Roundtable will focus on a facilitated discussion and work time for the Comprehensive School Counseling Plans, which will continue the work started in October. Additionally, we will have a representative from the NYS School Counselors Association (NYSSCA) provide a brief overview of their organization as well as some expertise regarding the Comprehensive Plans. We will also have a few Evidence-Based Program Kits currently used in some local districts for counselors to explore for use with their students.

A light breakfast will be generously provided by NYSSCA!

Please bring your current Comprehensive School Counseling Plan and an internet-ready device. If you are currently using an Evidence-Based Program and would like to share, feel free to bring in materials (and/or access to digital materials) for others to explore.

PRE-REGISTRATION IS REQUIRED.