Principles to Actions: Ensuring Mathematical Success for All in Grades 6-8 (NCTM, 2014) provides guidance on what it will take to make ambitious teaching and rigorous content standards a reality in classrooms, schools, and districts in order to support mathematical success for each and every student. In the 6-8 Math Collaborative participants will be provided books from NCTM’s Taking Action: Implementing Effective Mathematics Teaching Practices (NCTM, 2017) series. The eight effective teaching practices for mathematics include:



• Establish mathematics goals to focus learning.



• Implement tasks that promote reasoning and problem solving.



• Use and connect mathematical representations.



• Facilitate meaningful mathematical discourse.



• Pose purposeful questions.



• Build procedural fluency from conceptual understanding.



• Support productive struggle in learning mathematics.



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

The expectation is that you will attend all three collaboratives (9/25/18, 2/6/19, and 5/15/2019) in order to maximize the experience for all.

Cost of book for non-component district participants: $35

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

* Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates:9/25/2018, 9/26/2018, 10/17/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

* Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates:9/25/2018, 9/26/2018, 10/17/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

* Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates:9/25/2018, 9/26/2018, 10/17/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

* Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates:9/25/2018, 9/26/2018, 10/17/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The Fountas & Pinnell Leveled Literacy Intervention (LLI) Systems for Primary School students are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing.

As a result of this workshop, teachers will:

* Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates:9/25/2018, 9/26/2018, 10/17/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled. For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

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.

Check out this informational workshop designed for administrators! This workshop is designed to deepen a school principal’s understanding of the special education process. Key information regarding special education law and regulations is included to ensure each principal understands his or her role and responsibility in relation to the education of students with disabilities. Participants will receive a desk reference toolkit with the most up to date special education policy and best practices, as well as learn how to build systems within your district to enhance collaboration between the principal and chairperson which will improve outcomes for students with disabilities! It is encouraged that administrators attend with the Director of Special Education or CSE Chairperson. 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 multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities.

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

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

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.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This is a three-day training for new PBIS Leadership Teams. Content will include instruction in the 10 Critical Elements of PBIS implementation. Teams will be given some time to work on their own. All team members should attend, including the building administrator. Must attend all three days. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support.

For more information please see http://www.ocmboces.org/teacherpage.cfm?teacher=3364

The end result is teachers ready and able to lead their colleagues for improved student learning.

Based on National Education Association Teacher Leader Model Standards Supports National Board Certification

Monthly meetings (includes two full day sessions) and work outside of sessions CTLE credit, possible graduate credits

Creating Digital Portfolios is an online course designed to help teachers develop a model for the implementation and facilitation of digital portfolios for student use in a classroom setting. Digital portfolios are a collection of work that can be used as a showcase for student learning that is easy to retrieve, store, and share using a multimedia platform such as Google Sites. This online course has five modules that will allow for the exploration of different technology tools and resources including the SAMR Model, different portfolio type and planning, Screencastify, Canva, and Google Sites. The following essential questions will be addressed: Can technology allow us to transform how students learn in the classroom? What is the purpose of incorporating digital portfolios within your discipline? Identify what digital portfolios could look like for the students enrolled in your class. What components are necessary for the creation of our own personalized digital footprint? What can your students gain by creating digital portfolios of their own work throughout the school year? This is totally web-based and there will be no physical meeting times. 10 Hours

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.

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

Participants will be trained in SWIS. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support.

This 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

Learn the basics of Google with this introductory course. Once Google Drive, Docs, and Slides are understood, we can learn how to use those apps with Google Classroom to create a “paperless” workflow. 3:30-4:30pm Cortland High School Room 103 This workshop is being hosted by Cortland CSD, preference will be given to Cortland teachers but there will be limited room for teachers from other districts in the OCM BOCES.

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

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Intermediate systems are systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. These Systems are designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Middle/High School system is systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. This System is designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This is an initial course for Teachers beginning to use the Leveled Literacy Intervention Systems. The LLI Middle/High School system is systematic small-group supplementary interventions used to bring struggling readers and writers to grade-level competency through intensive, supportive lessons and engaging leveled books. This System is designed for students who are reading below grade level. It is a supplementary intervention program that supports RTI (Tier 2 & 3) through focused small group instruction in reading and writing. LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

As a result of this workshop, teachers will: * Be able to successfully implement the Fountas & Pinnell LLI Intervention

Lunch is on your own for 1 hour

Dates: 10/2/2018, 10/3/2018, 10/23/2018

MLP School District Users Please note: Completing your MLP approval request DOES NOT automatically register you for this event. In order to register for this event use the link above. Once enrolled, you will immediately receive notice of your enrollment by email. If you do not receive this notice, you are not enrolled.

For more information or questions, please email or call: Lisa Schlegel (315) 433-2228 lschlegel@ocmboces.org

This workshop is designed for PBIS Coaches/Team Members to work independently on PBIS projects with the assistance of a PBIS trainer as needed. Participants should bring work with them. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support.

EDI, SDI, UDL, DI? This full day workshop for both general education teachers and special education teachers will define Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction at every level of the continuum of services for students with disabilities. In the afternoon, there will be discussion around explicit direct instruction. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. 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 multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities.

Post-Secondary Transition is planning and preparing for one's future after high school while still in school. In this workshop you will learn about the transition process for students with Individualized Education Programs(IEP). You will also learn the answers to the following questions and more: What does Post-Secondary Transition mean? When should planning begin for transition from school to the adult world? Who is involved in transition process? What does transition planning look like in the IEP? Consider attending with a parent or turn-keying the information to parents back in your district. Blueprint principle #2 Parents, and other family members are engaged as meaningful partners in the special education process and the education of their child.

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 D, 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

This session will focus on how to access and interpret data reports from AIMSweb Plus. We will make sense of fall screening data through both student level and group level reports. Participants will have the opportunity to explore their own data and consider which reports best meet their needs (RTI meetings, parent conferences, faculty meetings, etc.). This training will also highlight some new report features for 2018-19.

This session will focus on the basics of progress monitoring in AIMSweb Plus, from the identification of the appropriate measures, to the technical set up of schedules, to the analysis of monitoring reports. Participants will consider goal-setting methods, discuss when and how to use off-grade level monitoring, and the steps to add interventions to the system. This training will benefit new users who are ready to progress monitor and serve as a refresher for those who used the system last year.

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

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

10/4/2018

2/13/2019

5/8/2019

Not quite sure the role of a consultant teacher? What does the general education teacher do in a consultant teacher classroom? What’s the difference between indirect and direct? This full day workshop will cover the regulations governing the consultant teacher model. Key points that will be discussed include: Definitions, Indirect vs. Direct, Recommendations and Regulations (Time, Caseload, Etc.), Roles in the Classroom, Collaboration with General Education teachers, and the differences between Integrated Co-Teaching and Consultant Teacher Participants are required to come in pairs – general education teacher and special education teacher. There will be work time in the afternoon. 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 multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities.

Participants will learn about the critical elements of PBIS implementation at the Tier 1 level. 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.

Transition Bootcamp allows participants to look at their current IEPs to determine if they have conducted proper transition planning for their students with disabilities. The following will be addresed when looking over the IEPs: 1. Measurably Post-Secondary Goals aligned to a transition assessment 2. Coordinated Set of Transition Activities 3. Transition Needs 4. Course of Study 5. Measurable Annual Goal(s) 6. Student Participation 7. Agency Participation Participants will be able to evaluate their own IEPs by using a State rubric and can ask questions of their team and Transition Specialist for clarification. 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 design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. *Schools provide high quality inclusive programs and activities. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

The keynote speaker for this event is Adam Welcome, national spokesperson for the "Kids Deserve It!" movement. Jennifer Casa-Todd will be a featured speaker and you will have the opportunity to choose from several workshops throughout the day focusing on innovation, creation, literacy, and technology. ***School Librarian Candidates & Student Teacher price is $25 payable by check at the door.

This professional development is for elementary teachers receiving the new science curriculum units. This session 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.

1 Hour lunch on your own.

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

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

The CNYRIC will be showing the new features of schooltool. Mindex will be showing the road map for the future development of schooltool. This user group is for technology support staff and administrators.

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.

Students with disabilities are general education students first and foremost! Come to this 2 day regional training to discover the essential components of collaboration between general education teachers and special education teachers. It is recommended to come in a team for processing and dialogue (i.e. special education teacher, general education teacher, building administrator, special education director). Topics to Include: Guiding Principles of Special Education Least Restrictive Environment Specially Designed Instruction and Planning for Students with Disabilities Continuum of Services: Integrated Co-Teaching, Consultant Teacher, Resource Room, and Special Class Parts of the IEP Program Modifications and Testing Accommodations Progress Monitoring Skills and Behavior Transition for Students with Disabilities This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. * Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. *Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Google Sites was re-launched last year and is now easier and more user-friendly to use. Students can create online portfolios to display their work and learning. Pages and sub-pages on the site can be customized and created depending on the student's project or needs. 3:30-4:30pm Cortland High School Room 103 This workshop is being hosted by Cortland CSD, preference will be given to Cortland teachers but there will be limited room for teachers from other districts in the OCM BOCES.

All teachers in the OCM BOCES Component School Districts have access to Legends of Learning. Legends of Learning offers more than 1200 science games and simulations for grades 3-8 across 144 learning objectives. Elementary and Middle School teachers can find a game for every lesson. Join us to learn how to use the platform and set up your student management dashboard.

All teachers in the OCM BOCES Component School Districts have access to Legends of Learning. Legends of Learning offers more than 1200 science games and simulations for grades 3-8 across 144 learning objectives. Elementary and Middle School teachers can find a game for every lesson. Join us to learn how to use the platform and set up your student management dashboard.

Mid-State RBERN at OCM BOCES- invites WLOTE and ENL Educators to our annual consortium meeting of the New York State Seal of Biliteracy. This committee will:

• Review the existing NYS Seal of Biliteracy approved document and collaborate on reflections as well as added recommendations

• Plan for implementation, assessment and celebration of 2018-19 NYS Seal of Biliteracy awards

Open to all OCM BOCES component districts.

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.

OCM Non-Components $1280 p/p plus $38 p/p for books/materials

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: fostering strong teacher-student relationships, maximizing structure by creating procedures & routines, establishing and teaching expectations for positive behavior, increasing student engagement through opportunities to respond, and creating continuums to respond to positive and low-level problem behavior. Must attend both days. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support.

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

Special Class teachers from across all regions (TST, Oswego, Cayuga, Syracuse, and OCM) are encouraged to attend this training! Whether your class structure is 15:1, 12:1:1, 12:1:4, 8:1:1, or 6:1:1…all are welcome! This roundtable will provide a networking opportunity to discuss common classroom practices and areas in need of support. Participants will gain knowledge in the practice of the Career Development and Occupational Studies Standards, as well as, transition based practice. Please feel free to bring best practice strategies and questions to share with the group. This is an excellent opportunity to connect with other educators that teach in the same classroom setting!! These sessions will be held three times during the 2018-2019 school year in various regions. Participants are encouraged to attend all three sessions, but this is not a requirement. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. * Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. *Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Mid - State RBERN has collaborated with SupportEd to create an online course focused on ELL advocacy. In this online course you will gain strategies and tools to advocate for English Language Learners in your school district. By the end of the course, you will have created an action plan based around your advocacy goals.

In this course participants will:

1. Define advocacy and the need for advocacy for ELLs

2. Identify key ways that administrators can advocate for ELLs

3. Learn specific strategies and tools to use when advocating for ELLs

4. Reflect on their advocacy goals

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.

Participants will examine in detail the characteristics of each level of the ACTFL Proficiency Guidelines with particular emphasis on interpersonal speaking. The application of these proficiency guidelines to classroom practice using the new (2017) NCSSFL/ACTFL Can-Do Statements will be explored. Participants will explore the use of level-appropriate culturally authentic texts, artifacts and images can help teachers design lessons that provide both communicative and cultural contexts. Using the NCSSFL/ACTFL Can-Do Statements for Intercultural Communication as a critical lens, participants will examine the progression of topics, functions and text types implicit in three communicative modes across Novice and Intermediate ACTFL Proficiency levels and discover classroom-tested ways to build the foundation for intercultural competence by incorporating culturally authentic texts, images and artifacts.

Participants should bring a laptop and earbuds or a headset.

This session is designed for teachers of ACTFL Novice level courses (NYS LOTE Checkpoint A/B).

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

30-40 minute lunch on your own.

Day 2 continued training for the 1st Grade Unit: How Can We Send a Message Using Sound? . Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

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

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.

This event, provided by NYSCOSS in partnership with OCM BOCES, will feature discussions on audit procedures and common findings, state aid, capital project planning and long-range planning. Presenters include: Dan Acquilano, Division of Local Government & School Accountability; Charles Bastian, President, Bernard P. Donegan, Inc.; Doug Wyant, Jr., Educational and Facilities Planner, Tetra Tech Architects & Engineers; and Robert N. Lowry, Jr., Deputy Director for Advocacy, Research & Communications, NYSCOSS. This program will also provide an opportunity for attendees to meet colleagues from around the state and discuss critical financial leadership issues.

Cost: $189 per person including breakfast, break & lunch and all program materials. Aidable through OCM BOCES as a School Improvement Project.

This workshop is for personnel responsible for loading staff evaluation ratings and are new to Level 0 or would like a review. We will discuss best practicies for loading staff evaluation data to Level 0 and preparing data for submission to Level1. This will be a "hands on" session. Please bring your staff evaluation data files or have access to your source system (such as WinCap, Finance Manager, Frontline Evaluation, or nVision) and have a Level 0 account.

EDI, SDI, UDL, DI? This full day workshop for both general education teachers and special education teachers will define Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction at every level of the continuum of services for students with disabilities. In the afternoon, there will be discussion around explicit direct instruction. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. 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 multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities.

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

Day 2 continued training for the 2nd Grade: How Can We Stop Soil From Washing Away? . Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

This two day professional development for Middle School Science teachers will focus on the new New York State Science Learning Standards that took effect in July 2017. During the session you will develop a general understanding of the new science standards related to current research on science learning, required instructional shifts, the middle school progression, and the proposed timeline for implementation. The goal of the session is to support you in developing a full phenomena driven unit aligned to the new standards through the Content storyline develop approach. Time will be spent working in small groups to begin writing a unit storyline and specific lessons. One hour lunch is on your own.

Cost:

Component: - none

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This introductory level workshop will define trauma and explore how it impacts the developing brain, student behavior, and learning. We will look at trauma sensitive practices within a multi-tiered system of support, including sample assessments and strategies that can be utilized to create a more trauma-sensitive classroom environment. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. * Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. * Schools provide multi-tiered systems of behavioral and academic support. *Schools provide high quality inclusive programs and activities.

Are you a special class teacher and not sure about the regulations and the curriculum? Come to this full day training to receive the answers to: What is special class? What are the regulations? Why recommend special class? How do you run a special class? What curriculum do I teach? Topics to Include: Regulations Best Practice Transition and Credit-Bearing Coursework Specially Designed Instruction Scaffolding Curriculum 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. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Join us for our first event of the year exploring how to transform our students from consumers of information to creators of understanding. This first event will be hosted by The Tech Garden, and we will be highlighting some of the great opportunities available in the Syracuse area for future graduates. The Syracuse area has seen a recent upswing in career opportunities related to STEAM skills. During our time at The Tech Garden, we will hear about the exciting opportunities in the area and what local employers are looking for in recent graduates. The office space of today is changing and students need to come out of school with the skills to collaborate, synthesize information, and think on their feet. If time allows we will take a tour of The Tech Garden.

This training is for administrators who have previously participated in Principal Evaluator Training. The training will continue with all of the state-prescribed components with a particular focus on coaching principals as they lead the new APPR system in their building. There is no charge to OCM BOCES component districts.

Day 2 continued training for 3rd Grade: How Can We Protect Animals When Their Habitat Changes? Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

The 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

Requirements:

1. You must be a Certified teacher or administrator

2. If you received training in the 2018 NYSESLAT, you do not need to take the training for the NYSITELL

Overview

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

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

1) The structure and design of the NYSITELL/NYSESLAT;

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

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

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed Handouts will be emailed to you.

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

Lunch is on your own.

Youth Mental Health First Aid USA is an 8 hour public education program which teaches participants the risk factors and warning signs of a variety of mental health challenges common among adolescents, including anxiety, depression, psychosis, eating disorders, AD/HD, disruptive behavior disorders, and substance use disorder. PRE-REGISTRATION IS REQUIRED.

Day 2 continued training for Kindergarten: Exploring My Weather. Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

This session will focus on how to access and interpret data reports from AIMSweb Plus. We will make sense of fall screening data through both student level and group level reports. Participants will have the opportunity to explore their own data and consider which reports best meet their needs (RTI meetings, parent conferences, faculty meetings, etc.). This training will also highlight some new report features for 2018-19.

Facilitator: SupportEd

Participants will:


• Describe the three levels of academic language


• Learn and apply research-based strategies for selecting academic vocabulary


• Learn and apply strategies and scaffolds for supporting ELLs’ academic language development at the word, sentence, and discourse levels


• Collaborate to analyze the academic language demands of a text on three levels.

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

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

This session will focus on the basics of progress monitoring in AIMSweb Plus, from the identification of the appropriate measures, to the technical set up of schedules, to the analysis of monitoring reports. Participants will consider goal-setting methods, discuss when and how to use off-grade level monitoring, and the steps to add interventions to the system. This training will benefit new users who are ready to progress monitor and serve as a refresher for those who used the system last year.

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

Day 2 continued training for 4th Grade: How Can We Get Energy to People’s Homes?. Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

This training is for administrators who have previously participated in Lead Evaluator Training. The training will continue with all of the state-prescribed components as well as implementation and management of the new APPR system, growth-producing feedback, and instructional leadership. Attention will be paid to inter-rater agreement and reliability using both the NYSUT and Danielson rubrics. There is no charge to OCM BOCES component districts.

Day 2 continued training for 5th Grade: How Can We Provide Freshwater to Those in Need?. Teachers will have the opportunity to read through the curriculum program, explore materials, and discuss the major shifts in science education.

30-40 minute lunch on your own.

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

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

The expectation of participating in this group is:

1. Attend all three meetings during the year

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

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

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

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

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

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

Executive Function is a set of mental processes that help us connect past experience with present action. Children with deficits in EF struggle with planning, organizing and managing time and space. They also have trouble with working memory and self-regulation. This introductory workshop will provide information on how deficits in each area of EF impact learning and strategies to improve executive function in students in the classroom. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

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

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

The purpose of this group is to bring together the users of Naviance to collaborate and have group discussions regarding the application. Any new and future enhancements will be discussed. Sean Kruglak, Strategic Account Executive will be here from Hobsons. Naviance User Group Meeting, Erie & Ontario Conference Room @ CNYRIC, lunch at 12:00 & meeting will be 1 to 3pm

Comprehensive School Counseling Plans: - A Facilitated Discussion and Work Time. We will discuss the regulations and provide examples of plans from other districts. School counselors will also have the opportunity to network with others from the region regarding their plans and implementation strategies. Future 2018-2019 Counselor Round Table topics will also be selected at this meeting. Please bring your current Comprehensive School Counseling Plan and an internet-ready device. PRE-REGISTRATION IS REQUIRED.

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 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

Requirements:

1. You must be a Certified teacher or administrator

2. If you received training in the 2018 NYSESLAT, you do not need to take the training for the NYSITELL

Overview

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

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

1) The structure and design of the NYSITELL/NYSESLAT;

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

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

4) Scoring of the Speaking and Writing; and

5) How local scoring of Writing should be conducted/executed Handouts will be emailed to you.

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

Lunch is on your own.

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.

Mental Health: The Links Between Research and Practice Exploring NY’s SEL Guidelines with Both Research and Application in Mind Please bring an electronic device if possible (conversation facilitated by SU Faculty)

This meeting will allow us to continue our work on question development and group the questions for building, district and regional competitions.

School staff will gain an understanding of suicide prevention, including the possible warning signs and how to provide helpful and pragmatic initial responses in the school setting. Participants will engage with each other around scenarios and receive answers to challenging inquiries that are common among us. PRE-REGISTRATION IS REQUIRED. OCM Component & Dignity Act CoSer districts - No Cost OCM Non-Component districts - $111 per person

Participants will examine in detail the characteristics of each level of the ACTFL Proficiency Guidelines with particular emphasis on interpersonal speaking. The application of these proficiency guidelines to classroom practice using the new (2017) NCSSFL/ACTFL Can-Do Statements will be explored. Participants will explore the use of level-appropriate culturally authentic texts, artifacts and images can help teachers design lessons that provide both communicative and cultural contexts. Using the NCSSFL/ACTFL Can-Do Statements for Intercultural Communication as a critical lens, participants will examine the progression of topics, functions and text types implicit in three communicative modes across Novice and Intermediate ACTFL Proficiency levels and discover classroom-tested ways to build the foundation for intercultural competence by incorporating culturally authentic texts, images and artifacts.

Participants should bring a laptop and earbuds or a headset.

This session is designed for teachers of ACTFL Intermediate level courses (NYS LOTE Checkpoint B/C).

Transition Boot Camp is a full day training designed to guide school districts that are up for New York State Performance Plan (SPP) Indicators #13 & 14. This boot camp will encompass a comprehensive overview of the self-review process including: *A review of transition assessment data *How transition assessments are used to formulate Present Level statements *The validity of Measurable Post-Secondary Goals *The needs required for transition and how they relate to a student’s course of *Transition activities that the school provides to meet the student’s measurable post-secondary goals Participants will have the opportunity to review their own IEPs for alignment with regulation expectations and best practice, with the support of the Transition Specialist. There will also be time available to network with other districts to discuss and share current transition based practices. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: *Students engage in self-advocacy and are involved in determining their own educational goals and plan. *Schools provide high quality inclusive programs and activities. *Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

: Transition Bootcamp allows participants to look at their current IEPs to determine if they have conducted proper transition planning for their students with disabilities. The following will be addressed when looking over the IEPs: 1. Measurably Post-Secondary Goals aligned to a transition assessment 2. Coordinated Set of Transition Activities 3. Transition Needs 4. Course of Study 5. Measurable Annual Goal(s) 6. Student Participation 7. Agency Participation Participants will be able to evaluate their own IEPs by using a State rubric and can ask questions of their team and Transition Specialist for clarification. 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 design, provide and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. *Schools provide high-quality inclusive programs and activities. * Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

WeVideo is an online video editing tool that students can use to create public service announcements, slideshows with music, videos, and book trailers. 3:30-4:30pm Cortland High School Room 103 This workshop is being hosted by Cortland CSD, preference will be given to Cortland teachers but there will be limited room for teachers from other districts in the OCM BOCES.

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: Oct. 30, Nov. 6, Nov. 13, and Nov. 20. Within these dates, the work is self-paced.

Participants need to please register by October 9, 2018.

This session will be repeated in January 2019.

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.