This workshop has been moved online. It will be held from 8:30-11:30 on July 15.

This group will bring the science teachers in grade six together to collaborate on ways to teach the Smithsonian units.

Time will be spent discussing teaching strategies, time management, lesson preparation, assessment, among other topics. We plan to spend equal time on each of the grade 6 units:

* Energy, Forces, Motion

* Space Systems Exploration

* Matter and Its Interactions

A focus on social emotional learning is essential to improve school climate, ensure students have access for support, and to provide students with the essential skills that affect every aspect of life. This training will build an understanding of what social emotional learning entails and how to incorporate NYS benchmarks and the five core social emotional competencies into daily practice.

Zoom Link will be sent the day prior to the session.

Individuals who want to learn how to create sophisticated spreadsheets with Google Sheets from their desktop, tablet, or smartphone can take help from this effective course. Taking this course will help you learn how to organize, analyze, and share your most important data with Google Sheets, as well as you will learn how to make your own supercharged spreadsheets.

Take some time to reflect and learn about Google Classroom from the student perspective. This 1 hour webinar will help you to better use Classroom as a teacher by helping you to understand the student experience. Participants will leave with skills they can teach students to make using Google Classroom smoother for both student and teacher.

Description from the ASCD book cover: Offering student choice about their learning, say author Mike Anderson, is one of the most powerful ways teachers can boost student learning, motivation, and achievement. In this latest ASCD book, Anderson offers numerous examples of choice in action, ideas to try with different students, and a step-by-step process to help plan and incorporate choice into your classroom. You'll explore: 1. What effective student choice looks like in the classroom; 2. Why it's important to offer student choices; 3. How to create learning environments, set the right tone for learning, and teach specific skills that enable choice to work well. When students have more choices in their learning, they can find ways of learning that match their personal needs and be more engaged in their work, building skills and work habits that will serve them well in school and beyond. This teacher-friendly guide offers everything you need to help student who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.

This book study will last for four weeks starting July 20th and ending August 14th. Chapters will be assigned each week and reading responses will be due each Friday.

The eBook is available for free for OCM and Citi BOCES Component districts on OCM BOCES - School Library System's Website: http://www.ocmboces.org/sls (Passwords will be sent to these participants on July 17th.

**Non-Component OCM BOCES districts will need to contact their BOCES' School Library Services for book access. Or get their own books for the book study

You will be invited to the Book Study Google Classroom via email on July 17th.

LETRS is a professional development course that bridges deep, meaningful research into practical classroom success. LETRS provides educators with the background, depth of knowledge, and tools to teach language and literacy skills to every student. LETRS can be used regardless of the literacy program in use. (https://www.voyagersopris.com/professional-development/letrs/overview) ****Estimated cost based on total attendance plus materials.**** School Improvement Cost - Approximately $750 per person - final cost to be determined based on actual number of participants.

Tackling inter-rater reliability, tough conversations, and instructional gaps

In this Summer Webinar Series Session, participants will learn how to use Google Slides as a multipurpose toolkit. This toolkit will allow students to stay organized while completing a variety of tasks to include: watching an embedded video, listening to audio, accessing linked resources, and manipulating slides interactively. In this one-hour session, teachers will learn how to create and embed video, create audio files, utilize the textbox, set background images (to eliminate the deletion of content on a slide), and create an interactive checklist.

This introductory-level webinar will define trauma, explore how it impacts the developing brain and student behavior, and how this may present in the classroom.

The link to attend the meeting will be emailed the morning of the meeting to participants that have both pre-registered and obtained district approval through MLP.

PRE-REGISTRATION IS REQUIRED.

Tackling inter-rater reliability, tough conversations, and instructional gaps

If you're using Meet for your webinars with your students, you've probably struggled with taking attendance, getting reactions for all your students, seeing all your students, seeing your students and seeing what your presenting simultaneously, and having your students all muted and teaching them, especially the younger students, how to quickly unmute to talk. I've got 5 extensions that will address each of these areas. Come join me in a Meet session and we'll walk through using each of these extensions.

In this Summer Webinar Series Session, participants will learn the basics of creating digital assessments using Google Forms. In addition to learning how to create digital quizzes and tests with automatic grading features, teachers will learn how to re-image worksheets that can incorporate video, links to external resources, and include images/pictures.

If you're using Meet for your webinars with your students, you've probably struggled with taking attendance, getting reactions for all your students, seeing all your students, seeing your students and seeing what your presenting simultaneously, and having your students all muted and teaching them, especially the younger students, how to quickly unmute to talk. I've got 5 extensions that will address each of these areas. Come join me in a Meet session and we'll walk through using each of these extensions.

In this one hour session we will focus on how elementary classrooms can strengthen critical thinking skills using various free coding platforms. With the uncertainty of returning to normal operations next fall coding activities are a great way to keep your students engaged while remote learning.

Tackling inter-rater reliability, tough conversations, and instructional gaps

This is a short term intensive course for teachers who are already using Google Classroom with their students. During this course, Teachers will: review Ed Law 2D & Part 121 Regulations to better familiarize themselves with current legislation, be presented with best practices for how to best utilize the Stream, Classwork and Grading Features, be challenged to craft lessons utilizing the TPack Model and SMAR Model, and create resources based on the flipped classroom model and the use of Hyperdocs.

Tackling inter-rater reliability, tough conversations, and instructional gaps

New Dignity Act Coordinators are encouraged to attend this training focused on the legal responsibilities of the Dignity Act from OCM BOCES Human Resources Director/School Attorney Joseph Bufano. Training that supports the Dignity Act and Mental Health requirements will be explained.

The link to attend the meeting will be emailed the morning of the meeting to participants that have both pre-registered and obtained district approval through MLP.

PRE-REGISTRATION IS REQUIRED.

Tackling inter-rater reliability, tough conversations, and instructional gaps

In this Summer Webinar Series Session, participants will learn how to create interactive Jam for use in their Google Classrooms. Jamboard is an interactive digital whiteboard tool powdered by the Google Apps For Education. This app allows for students to use their finger tip or a stylus on a touch screen device to write responses, draw pictures, show their work for math problems and be creative in new ways. During this one hour session, participants will be shown how to create lessons where students are asked to draw a timeline, label a diagram, complete math problems, draw a graph, write a narrative, and draw a picture.

Returning Dignity Act Coordinators are encouraged to attend this training on updates about the Dignity Act from OCM BOCES Human Resources Director/School Attorney Joseph Bufano. Training that supports the Dignity Act and Mental Health requirements will be explained.

The link to attend the meeting will be emailed the day of the meeting to participants that have both pre-registered and obtained district approval through MLP.

PRE-REGISTRATION IS REQUIRED.

Research shows that schools are more effective at teaching and reinforcing SEL for students when they also cultivate SEL competencies in adults. Successful SEL implementation depends on how well staff work together to facilitate SEL instruction, foster a positive school community, and model social and emotional competence. This calls on schools to focus on adults' professional growth as educators as well as their own social and emotional learning (Jones et al., 2018).

This Adult SEL workshop will focus on:

1. Reflecting on personal SEL skills

2. Identifying strengths and challenges with the 5 core competencies

3. Self-care and re-energizing

Zoom Link will be sent the day prior to the session.

*there will be a 30 minute break within the Zoom session

This one hour webinar will help participants to create a website to be used in conjunction with Google Classroom. Learn how to organize your website, what to house there, and the advantages of using a Google Site for classroom instruction.

Attend this webinar to learn about the many ways to integrate the transformative effects of the Erie Canal into the classroom. This workshop will also provide attendees with primary sources from the Erie Canal Museum's collections relating to topics including abolition, the women's rights movement, immigration, and the Industrial Revolution as well as several areas of STEM. Additionally, attendees will learn a variety of techniques for incorporating both museum collections and museum field trips into their teaching.

Delivering content during times of distance learning can be challenging. Join us for this hands-on class, taught through a mixture of self-guided activities using multiple recording platforms to create engaging video tutorials. The videos created can be used to deliver content, create a digital assessment (Edpuzzle/Google Forms), and to promote communication.

This course will get you ready to take the Google Educator Level 1 Certification Exam. It will consist of 12 webinars and assignments spanning the basic tools within G Suite for Education. This is a completely online course and will require participants to access a google site and/or zoom meetings to view the webinars and complete assignments. This course will require 1-3 meetings each week that will provide live interaction or will be recorded for participants to watch at a later time.

This course will take you through the tools and understanding needed to complete the Google Educator Level 2 certification exam. The course will be composed of 13 webinars from 8/2-8/28 as well as practice, reflection, and theoretical situations to work through and solve possible real-life issues. This format, aside from the webinars, will mirror the exam situation so as to prepare you for the test. We will cover the advanced portions of the google suite and will not be covering the basics. There will be 1-3 meetings per week that can be joined live or watched later if you are unable to connect live.

Tackling inter-rater reliability, tough conversations, and instructional gaps

This professional development is for Grade 4 teachers receiving the science curriculum unit, "How Does Motion Energy Change in a Collision?" Aligned to a group of grade 4 standards, it has a focus on physical science with a secondary focus on life science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Collect evidence to show that energy can move from object to object and change into heat, light, and sound

* Construct an explanation that faster objects have more motion energy

* Obtain information from text on how animals move fast in order to survive

* Collect evidence from hands-on activities and text to explain why objects slow down

* Design and build a model of a bicycle helmet using an egg as a model for the brain

* Analyze data to predict how far an object will slide in a collision

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 5 teachers receiving the science curriculum unit, "How Can We Predict Change in Ecosystems?" Aligned to a group of grade 5 standards,it has a focus on life science with a secondary focus on physical science. The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to: Carry out investigations to provide evidence that plants get most of their matter from air and water.

* Analyze data showing that animals get both matter and energy by consuming food.

* Develop and use food web models to track matter and energy flows in ecosystems.

* Obtain information about the causes and effects of invasive species.

* Use models to support a prediction about which of two coastal locations is more likely to be invaded by a nonnative sea squirt.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 3 teachers receiving the science curriculum unit, "How Can We Predict Patterns of Motion?" Aligned to a group of grade 3 standards, it has a focus on physical science with a secondary focus on engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

● Ask questions about what causes objects to move

● Predict patterns of motion of a pendulum

● Investigate forces that can act at a distance

● Investigate the properties of permanent magnets and electromagnets

● Design a solution to a problem that can be solved using a magnet

● Ask questions about and investigate how magnets affect a steel pendulum's motion

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 4 teachers receiving the science curriculum unit, "How Can Animals Use Their Senses to Communicate?" Aligned to a group of grade 4 standards it has a focus on life science with a secondary focus on physical science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

*Analyze structures that support animals' senses and investigate how light travels when they see an object *Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This session will work with participants to utilize Google Classroom more efficiently. Participants will learn how to setup and organize their classroom, locate engaging materials for students to work with, and discuss how their pedagogy can change to meet their student's needs. We will spend time learning the technical side of Google Classroom in addition to the setup and pedagogy conversations. Particpiants should have a Google account in order to access Google Classroom. A Zoom link will be sent to participants the day before.

Tackling inter-rater reliability, tough conversations, and instructional gaps

1st Grade Overview: How Can We Predict When the Sky Will Be Dark? Aligned to a group of grade 1 standards, it has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

• Analyze and interpret observations of the sky to identify when the Sun, Moon, and stars are visible and the Sun and Moon's daily pattern of motion in the sky.

• Use observations to explain that we see objects when light shines on them or if they give off their own light.

• Compare two models of the Moon to identify which model better represents the observed patterns of the real Moon.

• Plan and carry out an investigation to identify the pattern of daylight throughout the year.

• Carry out an investigation to identify the times of the year that it will be dark when kids walk to or from school.

• Explain how different light sources will allow objects to be seen when kids walk to school in the dark.

Join us virtually for a 90-minute overview of the curriculum, materials, and digital resources to help with implementation.

2nd Grade Overview: What Can Maps Tell Us about Land and Water on Earth?

Aligned to a group of grade 2 standards, it has a focus on earth and space science with a secondary focus on physical science. In this module, students:

• Obtain information about and develop models of the kinds of land and water on Earth


• Plan and carry out an investigation into the properties of solid and liquid water


• Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth


• Obtain information from historical maps to determine patterns of how maps represent land and water


• Develop symbols for land and water and create their own legend


• Develop and use a two-dimensional map of their three-dimensional model of land and water

Join us virtually for a 90-minute overview of the curriculum, materials, and digital resources to help with implementation.

This one hour session is filled with ideas and tips on how to use Google Slides to package units, weekly lesson plans and other digital content in an easy to use and engaging format. Learn how to add audio files, use templates and tips for adding hyperlinks to your slides. This session is intended for beginner to intermediate Google users.

This one hour webinar will help participants to create a website to be used in conjunction with Google Classroom. Learn how to organize your website, what to house there, and the advantages of using a Google Site for classroom instruction.

***Book will be provided***

It's crucial for 21st century teachers and students to determine together what a student will learn and at what pace. This resource dives deep into questing, a customizable pedagogy tailored to a student's interests, needs, and abilities. Learn how to use questing to engross students in emotionally gripping learning experiences, engage them with actionable goals, and promote collaboration in online and physical spaces. Foster students' 21st century skills by engaging critical thinking, creativity, collaboration, and self-direction.Form learning partnerships with students that lead to co-teaching and co-learning. Explore the three main design types-(1) inquiry, (2) network, and (3) game-through which students can quest.Investigate the design decisions involved in identifying a quest, determining checkpoints, and helping students reflect on their quest. Use formative assessment templates for engaging contemporary learners. (Taken from https://www.solutiontree.com/products/quest-for-learning.html) Participants will receive up to 6 CTLE hours. In order to earn the full amount of credit hours, participants must:




• Respond to every discussion prompt.




• Reply respectfully to at least two other participant's responses for each discussion prompt.




• Failure to meet these requirements will result in earning fewer CTLE hours. The book study will begin on 7/9/2020 and conclude on 8/6. The classwork will be completed asynchronously and the expected response dates are: 7/16, 7/23, 7/30 and 8/6.

This one hour webinar will cover everything that involves grades inside of Google classroom. Teachers will learn how to create graded assignments and change point value based on their specific grading system. Importing grades using Google Quizzes, setting up categories for the gradebook as total points or weighted categories, as well as creating and reusing rubrics will all be taught.

1st Grade Overview: How Can We Predict When the Sky Will Be Dark? Aligned to a group of grade 1 standards, it has a focus on earth and space science with a secondary focus on physical science.

In this module, students:


• Analyze and interpret observations of the sky to identify when the Sun, Moon, and stars are visible and the Sun and Moon's daily pattern of motion in the sky.


• Use observations to explain that we see objects when light shines on them or if they give off their own light.


• Compare two models of the Moon to identify which model better represents the observed patterns of the real Moon.


• Plan and carry out an investigation to identify the pattern of daylight throughout the year.


• Carry out an investigation to identify the times of the year that it will be dark when kids walk to or from school.


• Explain how different light sources will allow objects to be seen when kids walk to school in the dark.

Join us virtually for a 90-minute overview of the curriculum, materials, and digital resources to help with implementation.

**This Book Study begins on July 9,2020**

Google Apps for Littles: Believe They Can, by Christine Pinto and Alice Keeler, encourages teachers to tap into their Pre-K and elementary school students' curiosity, particularly when it comes to technology, and provides ways to integrate digital tools in the primary classroom for young learners.

Participants will receive up to 8 CTLE hours for completion of the 4 week course. Access to the e-book version of the text will be provided for free. Google Classroom will be used to facilitate the online book study discussions and to keep track of completion of the course requirements.

In order to earn the full amount of credit hours participants must:
*Read the assigned pages of the text each week.
*Respond to the discussion prompts in Google Classroom each week.
*Reply respectfully to at least two other participants' responses each week.
*Build your Google App skills by completing an activity each week.
Failure to meet these requirements will result in earning fewer CTLE hours.

The book study will begin on 7/9/20 and conclude on 8/7/20. The majority of classwork will be completed asynchronously.

***This course is limited to OCM and CiTi component districts and instructional staff at OCM & CiTi BOCES.

Across the country, groups of students, that might not usually participate in traditional organized team sports, are experiencing the thrill of competition and what it means to be part of a team through eSports. Students that participate in eSports teams develop a sense of community, build character, are exposed to scholarship opportunities, and are engaged in STEM activities outside of the normal school day. This workshop will explain eSports and how to get an eSports team started.

This virtual session will look at the key components of writing string 3D assessments for science classes. We will look at the leading research in the field of science assessment, discuss how all three dimensions can be incorporated into the process, and learn a protocol that will allow teachers to begin writing their own assessments.

A Zoom link will be provided to registered participants, and breaks will be provided.

This one hour Zoom session will introduce teachers to the SHEG site, "Beyond the Bubble" as well as talk about ways in which teachers can introduce more historical thinking activities into their class.

Tackling inter-rater reliability, tough conversations, and instructional gaps

There are many aspects needed to create a successful distance learning program. Along with curriculum, lesson delivery, and tech skills, students must learn how to conduct themselves while online. This session will provide turnkey resources related to digital citizenship and online safety for teachers to implement next school year.

Take some time to reflect and learn about Google Classroom from the student perspective. This 1 hour webinar will help you to better use Classroom as a teacher by helping you to understand the student experience. Participants will leave with skills they can teach students to make using Google Classroom smoother for both student and teacher.

** This workshop will now be presented online via Google Classroom. Participants will be given access to video instructions created by Marina Machado. This will allow everyone to work at their own pace and re-watch instructions, if necessary. Marina will be available for live questions via Google Meet from 1:30-2:30pm on August 12th. Submitting a rough draft of your Wix webpage will earn you 3 PD hours.**

Learn to create a password protected online resources webpage using Wix. Participants will set up a Wix account and be walked through creating a resources page. Icons for popular databases will be provided.We will also find/create automatically authenticating URLs for your purchased databases. At the end of the workshop you will have a published webpage that your students can use to easily access online databases!

In this Summer Webinar Series Session, participants will learn how to use Google Slides as a multipurpose toolkit. This toolkit will allow students to stay organized while completing a variety of tasks to include: watching an embedded video, listening to audio, accessing linked resources, and manipulating slides interactively. In this one-hour session, teachers will learn how to create and embed video, create audio files, utilize the textbox, set background images (to eliminate the deletion of content on a slide), and create an interactive checklist.

This one hour virtual session will be an opportunity for Health educators from across the region to begin to build community, assess regional needs and establish goals for a Health Collaborative in the 2020-2021 academic year.

Tackling inter-rater reliability, tough conversations, and instructional gaps

This two hour zoom session will launch a year-long, region-wide collaborative for K-6 principals, facilitated by instructional leaders from multiple BOCES. Grounded in the science of reading framework, this professional learning opportunity will provide information, direction and support for K-6 principals who are seeking a school-wide approach to lift the overall reading performance of their students. Join others from around the region to: Discuss implementation of evidence based reading practices Examine the principal's role in leading literacy instruction Consider steps you can take to improve reading achievement Explore ways to monitor your building's progress toward its goals Consider the programs, materials, assessments, and professional development that will support your work Outcomes: Understand the various components to improve literacy outcomes based on the science of reading Engage in collegial dialogue to build capacity to lead evidence based literacy practices in your school Make evidence based decisions and take actionable steps regarding literacy curriculum, instruction, intervention, and assessments Facilitators: Kathryn Daughton, Literacy Coordinator, OCM BOCES Nicole Eschler, Executive Director of Regional School Success , TST BOCES Kristen Foland, Director of Instructional Support Services, Citi BOCES Katie Naples, Professional Learning Coach, Cayuga-Onondaga BOCES Megan Popkess Rohlin, Coordinator of Professional Learning, Cayuga-Onondaga BOCES Lisa Schlegel, Teacher Trainer, OCM BOCES Carri Waloven, Staff Development Specialist, Citi BOCES

In this one hour session we will focus on how elementary classrooms can strengthen critical thinking skills using various free coding platforms. With the uncertainty of returning to normal operations next fall coding activities are a great way to keep your students engaged while remote learning.

Tackling inter-rater reliability, tough conversations, and instructional gaps

During this one-hour online session, participants will learn how to organize their Gmail using advanced features, filters, and labels to optimize their workflow. We will also discuss the general flow of email communication, from creating and formatting a good message to the different ways in which we can respond to a message. Finally, we will review the topic of integration in the G Suite and examine how Gmail connects to additional applications including Google Contacts, Tasks, Calendar, and Keep.

Delivering content during times of distance learning can be challenging. Join us for this hands-on class, taught through a mixture of self-guided activities using multiple recording platforms to create engaging video tutorials. The videos created can be used to deliver content, create a digital assessment (Edpuzzle/Google Forms), and to promote communication.

This professional development is for Grade 4 teachers receiving the science curriculum unit, "How Can Animals Use Their Senses to Communicate?" Aligned to a group of grade 4 standards it has a focus on life science with a secondary focus on physical science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

*Analyze structures that support animals' senses and investigate how light travels when they see an object *Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 4 teachers receiving the science curriculum unit, "How Does Motion Energy Change in a Collision?" Aligned to a group of grade 4 standards, it has a focus on physical science with a secondary focus on life science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Collect evidence to show that energy can move from object to object and change into heat, light, and sound

* Construct an explanation that faster objects have more motion energy

* Obtain information from text on how animals move fast in order to survive

* Collect evidence from hands-on activities and text to explain why objects slow down

* Design and build a model of a bicycle helmet using an egg as a model for the brain

* Analyze data to predict how far an object will slide in a collision

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 3 teachers receiving the science curriculum unit, "How Can We Predict Patterns of Motion?" Aligned to a group of grade 3 standards, it has a focus on physical science with a secondary focus on engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

● Ask questions about what causes objects to move

● Predict patterns of motion of a pendulum

● Investigate forces that can act at a distance

● Investigate the properties of permanent magnets and electromagnets

● Design a solution to a problem that can be solved using a magnet

● Ask questions about and investigate how magnets affect a steel pendulum's motion

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 5 teachers receiving the science curriculum unit, "How Can We Use the Sky to Navigate?" Aligned to a group of grade 5 standards, it has a focus on earth and space science with a secondary focus on physical science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

**SPECIAL NOTICE: In the event the COVID-19 pandemic affects the scheduling of an in-person training (which is likely), your registration is to guarantee a spot in the robust and engaging virtual learning experience prepared for this same week using Zoom platform.All course materials will be shipped to your district for pick-up prior to the start of the event**

Daily Schedule:

8:15-Participants log in to Zoom 8:30-10:30-Adult community building and Part one 10:30-11:00-Break 11:00-12:30-Part two 12:30-1:30-Lunch 1:30-3:30-Part three and closing

Responsive Classroom is an evidence-based approach to teaching and discipline that's deeply rooted in social-emotional learning (SEL) and focused on engaging academics, positive community, effective management, and developmental awareness.

Learn to create safe and joyful learning communities where every student can thrive-while helping your students develop strong social, emotional, and academic skills. In four engaging and interactive days, you'll develop a clear understanding of how to mindfully and holistically apply the Responsive Classroom approach to your unique setting through:

* Considering the developmental characteristics of students * Classroom Organization * Morning Meeting and closing circle * Interactive Modeling, role-play, and Guided Discovery * Hopes and dreams with students as a foundation for establishing rules * Integrating energizers and interactive learning structures throughout the school day * Providing students with autonomy in their learning with Academic Choice lessons

OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom® courses. Responsive Classroom® is a registered trademark of Center for Responsive Schools, Inc., Turners Falls, Massachusetts. All rights, except those granted by license, are reserved to their owner.

OCM Non-components Cost $1280 p/p plus books/materials (Subject to change based on current contract)

2nd Grade Overview: What Can Maps Tell Us about Land and Water on Earth? Aligned to a group of grade 2 standards, it has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

• Obtain information about and develop models of the kinds of land and water on Earth


• Plan and carry out an investigation into the properties of solid and liquid water


• Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth


• Obtain information from historical maps to determine patterns of how maps represent land and water


• Develop symbols for land and water and create their own legend


• Develop and use a two-dimensional map of their three-dimensional model of land and water

Join us virtually for a 90-minute overview of the curriculum, materials, and digital resources to help with implementation.

In this Summer Webinar Series Session, participants will learn the basics of creating digital assessments using Google Forms. In addition to learning how to create digital quizzes and tests with automatic grading features, teachers will learn how to re-image worksheets that can incorporate video, links to external resources, and include images/pictures.

Individuals who want to learn how to create sophisticated spreadsheets with Google Sheets from their desktop, tablet, or smartphone can take help from this effective course. Taking this course will help you learn how to organize, analyze, and share your most important data with Google Sheets, as well as you will learn how to make your own supercharged spreadsheets.

This professional development is for Grade 5 teachers receiving the science curriculum unit, "How Can We Predict Change in Ecosystems?" Aligned to a group of grade 5 standards,it has a focus on life science with a secondary focus on physical science. The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Carry out investigations to provide evidence that plants get most of their matter from air and water.

* Analyze data showing that animals get both matter and energy by consuming food.

* Develop and use food web models to track matter and energy flows in ecosystems.

* Obtain information about the causes and effects of invasive species.

* Use models to support a prediction about which of two coastal locations is more likely to be invaded by a nonnative sea squirt.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 5 teachers receiving the science curriculum unit, "How Can We Use the Sky to Navigate?" Aligned to a group of grade 5 standards, it has a focus on earth and space science with a secondary focus on physical science and engineering.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

This professional development is for Grade 3 teachers receiving the science curriculum unit, "What Explains Similarities and Differences Between Organisms?" Aligned to a group of grade 3 standards, it has a focus on life science with a secondary focus on Earth and space science.

The sessions will be held virtually, and will meet three times during the week. In between sessions participants will be required to look through online resources that accompany the unit. We will use ZOOM and Google Classroom to allow for synchronous and asynchronous learning during the week. Participants will receive six CTLE credits, which is equal to the total for the previously planned in-person workshop.

Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit, including how to:

* Make observations of variation in traits in Wisconsin Fast Plants and analyze data for patterns of inheritance * Collaboratively plan, carry, out and analyze the results of fair tests to see the effect of environmental variables on plant traits

* Analyze average temperature and precipitation data for a range of cities to uncover patterns of climate zones

* Develop a model the represents the stages common to all organisms' life cycles

* Analyze data from a study on how bees' preference for certain flower colors gives plants a reproductive advantage

* Construct an explanation for why guppies in some streams are bright orange while others are dull

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

In this Summer Webinar Series Session, participants will learn how to create interactive Jam for use in their Google Classrooms. Jamboard is an interactive digital whiteboard tool powdered by the Google Apps For Education. This app allows for students to use their finger tip or a stylus on a touch screen device to write responses, draw pictures, show their work for math problems and be creative in new ways. During this one hour session, participants will be shown how to create lessons where students are asked to draw a timeline, label a diagram, complete math problems, draw a graph, write a narrative, and draw a picture.

This full-day of learning is for all school librarians, new and veteran, to come together to be trained on the Union Catalog, media Platform, reporting data, and digital resources. You will work with the SLS team members to better utilize teaching and learning resources purchased through and provided by the School Library System. Additionally, we will review beginning of the year processes for each automation system to make sure you are up and running on day one.

Welcome to 30 days of Collaborative Conversations in the Classroom! Each school day, you'll have a short video and assignment that should be 30 minutes or less. You'll receive expert strategies that are proven to impact student outcomes and you'll learn how to facilitate collaborative conversations in your classroom, and much more. This course is designed to be integrated with your daily instruction. As you work through this course, consider engaging with colleagues in team meetings or professional learning community sessions. All your reflections can be used to promote professional dialogue around best practices in collaborative learning. Collaborative Conversations works wonderfully with informational articles from Avhieve3000, should your district purchase that program.

This professional development is for Grade 3 teachers receiving the science curriculum unit How Do Weather and Climate Affect our Lives? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 3 teachers receiving the science curriculum unit How Can We Protect Animals When Their Habitat Changes? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict Patterns of Motion? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on physical science with a secondary focus on engineering.

In this module, students:

* Ask questions about what causes objects to move

* Investigate forces that can act at a distance

* Investigate the properties of permanent magnets and electromagnets

* Design a solution to a problem that can be solved using a magnet

* Ask questions about and investigate how magnets affect a steel pendulum's motion.

This professional development is for Grade 5 teachers receiving the science curriculum unit Grade 5 - How Can We Predict Change in Ecosystems? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 6 teachers receiving the science curriculum unit Space Systems Exploration. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can Animals Use their Senses to Communicate? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on life science with a secondary focus on physical science and engineering.

In this module, students:

* Analyze structures that support animals' senses and investigate how light travels when they see an object

* Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate.

This professional development is for Grade 5 teachers receiving the science curriculum unit How Can We Identify Materials Based on Their Properties? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 6 teachers receiving the science curriculum unit Matter and Its Interactions. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 4 teachers receiving the science curriculum unit How Does Motion Energy Change in a Collision? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom. How Can We Use the Sky to Navigate? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on earth and space science with a secondary focus on physical science and engineering.

In this module, students:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of the two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate.

This professional development is for Grade 6 teachers receiving the science curriculum unit Energy, Forces and Motion. Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This training is for administrators who have not been previously trained. The training will include all of the state-prescribed components and is appropriate for independent evaluators, as well. The goal is to provide training that emphasizes growth producing feedback. Whenever possible, resources for the training will be archived on-line on a special page at http://leadership.ocmboces.org. In addition to all course materials, participants will receive a copy of Kim Marshall's Rethinking Teacher Supervision and Evaluation.

All sessions required. There is no charge for OCM BOCES components.

Regional Offering: No extra cost for component districts

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.

Each Math Leadership workshop needs to be registered for individually.

OCM Non-Components $115 per person/per day, plus materials.

Dates: 9/21/20, 2/9/2021, 5/27/21

This professional development is for Fourth Grade teachers receiving the new science curriculum unit How Does Motion Energy Change In A Collision? 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.

Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum. Teachers are encouraged to bring a device to access these materials digitally.

One lunch hour on your own.

Cost: Component - No cost

Non-Component - $225 per day/per teacher

OCM BOCES Employees - $200 per day/per teacher

This professional development is for Grade 2 teachers receiving the science curriculum unit How Can We Stop Soil From Washing Away? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 5 teachers receiving the science curriculum unit How Can We Provide Freshwater to Those in Need? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom. How Can We Use the Sky to Navigate? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on earth and space science with a secondary focus on physical science and engineering.

In this module, students:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of the two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.

Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

What Can Maps Tell Us about Land and Water on Earth? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on earth and space science with a secondary focus on physical science. In this module, students:

* Obtain information about and develop models of the kinds of land and water on Earth

* Plan and carry out an investigation into the properties of solid and liquid water

* Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth

* Obtain information from historical maps to determine patterns of how maps represent land and water

* Develop symbols for land and water and create their own legend

* Develop and use a two-dimensional map of their three-dimensional model of land and water

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can Animals Use their Senses to Communicate? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on life science with a secondary focus on physical science and engineering.

In this module, students:

* Analyze structures that support animals' senses and investigate how light travels when they see an object

* Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate.

This professional development is for Grade 3 teachers receiving the science curriculum unit What Explains Similarities and Differences Between Organisms? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 4 teachers receiving the science curriculum unit What is our Evidence That We Live on a Changing Earth? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

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.

School Districts from across the area will identify participants whom they identify as potential teacher leaders to participate in this year-long program. Participants will meet monthly and will be expected to complete coursework between meetings, as well as a culminating Issue Analysis project with the guidance of their district. Participation in the program must be approved by district leadership PRIOR to enrolling. COST: $2040 WITH DISTRICT MENTOR $1530 WITHOUT DISTRICT MENTOR EXPECTED OUTCOMES: 1) To refine teaching practices and support experienced teachers in their knowledge of students, content, use of data and assessments and to facilitate reflection on their practice, learning environment and effect on student learning (support National Board Certification process) 2)To develop teacher leaders whose influence goes beyond their classroom walls, enabling them to bring together stakeholders to discuss student learning and facilitate collaborative inquiry based on the needs of the school/district 3)To cultivate teacher leaders who are able to work alongside their colleagues and support them in their development and understanding of the pedagogy 4)To foster teacher leaders who are able to break down silos, develop collegiality and create an environment to improve instruction and student achievement 5) To help schools/districts attract and retain quality teachers by cultivating their leadership skills so that they can become facilitators of change, providing the teacher leaders with job satisfaction and efficacy for their role in helping their colleagues blossom

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict When the Sky Will Be Dark? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 1 standards. It has a focus on earth and space science with a secondary focus on physical science.

In this module, students:

* Analyze and interpret observations of the sky to identify when the Sun, Moon, and stars are visible and the Sun and Moon's daily pattern of motion in the sky.

* Use observations to explain that we see objects when light shines on them or they give off their own light.

* Plan and carry out an investigation to identify the pattern of daylight throughout the year.

* Carry out an investigation to identify the times of the year that it will be dark when kids walk to or from school.

* Explain how different light sources will allow objects to be seen when kids walk to school in the dark.

This professional development is for Grade 4 teachers receiving the science curriculum unit How Does Motion Energy Change in a Collision? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 3 teachers receiving the science curriculum unit How Do Weather and Climate Affect our Lives? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This professional development is for Grade 1 teachers receiving the science curriculum unit How Can We Send a Message Using Sound? Participants will leave with a foundational understanding of the content, pedagogy, and characteristics of student learning opportunities specific to the unit.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program.

Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

What Can Maps Tell Us about Land and Water on Earth? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 2 standards. It has a focus on earth and space science with a secondary focus on physical science. In this module, students:

* Obtain information about and develop models of the kinds of land and water on Earth

* Plan and carry out an investigation into the properties of solid and liquid water

* Obtain information from models and informational text about the patterns of land, solid water, and liquid water on Earth

* Obtain information from historical maps to determine patterns of how maps represent land and water

* Develop symbols for land and water and create their own legend

* Develop and use a two-dimensional map of their three-dimensional model of land and water

This one day professional development is created for teachers receiving this unit as part of our OCM BOCES Science Center curriculum material program. Teachers will be able to work through the module, materials, and gain access to resources to prepare for implementation in their classroom.

How Can We Predict Patterns of Motion? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on physical science with a secondary focus on engineering.

In this module, students:

* Ask questions about what causes objects to move

* Investigate forces that can act at a distance

* Investigate the properties of permanent magnets and electromagnets

* Design a solution to a problem that can be solved using a magnet

* Ask questions about and investigate how magnets affect a steel pendulum's motion.