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

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

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.

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 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.

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 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 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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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)

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.

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

The expectation for participating in this group is:

1. Attend all three meetings during the year.

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

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

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

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

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

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

This 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.

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

This 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.

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.

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.

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.

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

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

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.

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.

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

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.

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.

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

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

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.

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.

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.

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.

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.

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

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

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

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.

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.

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.

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.

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.

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/

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.

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.

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.

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

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

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

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

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

Lunch is on your own.

This 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

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.

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.

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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.

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

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

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.

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.

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.