This professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Identify Materials Based on Their Properties?"�. This is only open to teachers in North Syracuse district. 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

Back by popular demand, Kathleen will share her list of the best YA books that should be in every library and classroom.

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 professional development is for 5th Grade teachers receiving the new science curriculum unit "How Can We Identify Materials Based on Their Properties?"�. This is only open to teachers on Rotation A, B, C+D. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Cost: Component - No cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

A light breakfast will be generously provided by NYSSCA!

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

PRE-REGISTRATION IS REQUIRED.

This is a supplement to our scheduled Mental Health & Wellness Leadership meeting from 8:15-11:30 am. Please register for both sessions. During this afternoon session, Dr. Theresa Hargrave will be leading a presentation on the scientific basis for mental health and wellness and brain responses to trauma. The topics of epigenetics, ACE's, and resiliency will also be explored.

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: April 25, May 2,May 9, May 16, 2019. Within these dates, the work is self-paced.Participants need to please register by April 5, 2019.

This session is a repeat of the fall and winter session.Priority will be given to those from the waiting lists from earlier sessions.

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.

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

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.

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.

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

This group is for people who have been designated by their district to take a leadership role in science. It is recommended that districts send a team to the Science Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building and district leaders. This group serves to support the development of district and regional capacity related to the transition to the NYSSLS. This includes sharing and discussing up-to-date information related to the standards implementation from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality K-12 science education and position the region to successfully implement the new science standards.

The expectation for participating in this group is:

1. Attending all three meetings during the year. We will have a focus of study for the year that will build on our previous work.

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

3. Being responsible for working with your team to bring the learning from the meeting back to your district.

4. Being designated or gaining approval by your district to participate in this group.

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

OCM Non-Components $111 per person/per day, plus materials.

Dates: 10/30/18, 4/30/19, 6/4/19

The 6-12 Literacy Collaborative provides secondary educators the opportunity to learn together in a collaborative setting to promote deeper knowledge of instructional strategies, practices, and ideas to strengthen student learning. Topics will be focused on developing advanced literacy skills students need for success.

As a result of this workshop, teachers will:

-explore advanced literacies

-examine the instructional practices that promote advanced literacies

-design literacy-based learning experiences to foster student engagement and deeper learning

-share learning and resources with peers

The expectation is that participants will attend all three collaborative sessions in order to maximize the experience for all.

Dates: 11/13/18, 2/14/19, 4/30/19

Cost: Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Participants will review the ACTFL proficiency guidelines and will develop performance-based tasks with the three communicative modes: Interpretive, Interpersonal and Presentational. They will write "Can Do" self assessment statements for each mode. They 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.

Please bring computer and a unit of study for reference.

Join us for the 2019 Naviance users' conference. The conference will be featuring Sean Kruglak, Enterprise Account Executive from Hobsons.

This event will be facilitated by Judy Corigliano, Systems Consultant from CNYRIC. Hobsons will be providing lunch, please email jcorigli@cnyric.org to confirm your lunch attendance.

9:00 to 12:00 Workshop

*Creating Surveys
*Assigning Tasks/Programs
*Sending Email Blasts
*Best Practices

12:00 to 1:00 Lunch

1:00 to 3:00 User Group

*Welcome & Introductions
*Software Updates
*Future Enhancements
*Learn best practices for meeting the New York Comprehensive Guidance Plan
*Open Discussion

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

This half-day facilitated discussion will allow participants the opportunity to understand and discuss options related to accelerated science with the NYSSLS. Prior to attending participants must read the NGSS Accelerated Course Pathways Model document, NYSED part 100 regulations related to acceleration in middle school, and the NYSED NYSSLS high school course maps (life science, earth and space science, chemistry, and physics). Additionally, participants must be familiar with the middle school NGSS course mapping outlined in Appendix K of the NGSS as well as the principles in Framework for K-12 Science Education.

Once participants are fully registered they will receive an email with the embed links for the items identified above.

Participants will:

-Understand Assumption used in the NGSS Accelerated Course Models

- Discuss Part 100 regulations related to acceleration in middle school

- Develop an understanding of potential accelerated implementation models

Participants must obtain district approval to attend.

Learn and connect with educators and thought-leaders in your community with a day of immersive professional development. Get ready to dive deeper into the world of computational thinking and learn ways to seamlessly connect strategies to standards and bring them to life in your classroom. Join us for the Ignite My Future In School TECHademy, a customized in-person professional development experience brought to you by leaders at the forefront of computational thinking. The day is designed to connect you with your fellow educators and will equip participants with the tools they need to start incorporating the skills associated with computational thinking into classroom learning activities. The content covered during this day of learning is focused on middle grades 6-8. Find easy-to-implement resources to integrate computational thinking practices into your classroom by visiting www.ignitemyfutureinschool.org.

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 session introduces participants to the Culturally Responsive Practices through the lens of Multilingual Learners (MLLs) to build knowledge and context for addressing academic success and independence. In this session, participants will explore and define what an Independent Learner is and how Culturally Responsive Practices impact student outcomes. Participants will further examine how the different levels of Culture influence and affect the learner, the educator and the environment. This workshop will promote the use of Culturally Responsive Practices as a mindset that validates and affirms student achievement and independence.

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

The performance test has not changed; only the administration dates. This training should be used for new staff or for those who are in need of a refresher. This AM session gives an overview of the test and focuses on setting up the performance test.

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

The performance test has not changed; only the administration dates. This training should be used for new staff or for those who are in need of a refresher. This PM session focuses on rating the performance test.

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

The expectation of participating in this group is:

1. Attend all three meetings during the year

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

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

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

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

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

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

The CNYRIC will show the new features of schooltool and Mindex will show their roadmap for future development of schooltool. This User Group is for technical support, staff, and administrators.

This professional development is for 3rd Grade teachers receiving the new science curriculum unit "How Can We Protect Animals When Their Habitat Changes?”. This is only open to teachers on Rotation Mod. 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

In Becoming the Math Teacher You Wish You’d Had (2017) Tracy Johnston Zager describes the years she spent with highly skilled math teachers in a diverse range of settings and grades. Her book is jam-packed with new thinking from these vibrant classrooms. Zager frames her learning in the following chapters:

- Breaking the Cycle

- What do Mathematicians Do?

- Mathematicians Take Risks

- Mathematicians Make Mistakes

- Mathematicians are Precise

- Mathematicians Rise to a Challenge

- Mathematicians Ask Questions

- Mathematicians Connect Ideas

- Mathematicians Use Intuition

- Mathematicians Reason

- Mathematicians Work Together and Alone

Favorable Conditions for All Math Students

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

The expectation is that you will attend all three collaboratives (10/4/18, 2/13/19, 5/8/19) in order to maximize the experience for all.

Cost of book for non-component district participants: $50

Year end celebration of School Library System and annual combined meeting.

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

Participants will learn about best practices in developing Functional Behavior Assessments, using data to drive Behavior Intervention Planning, and monitoring intervention integrity and effectiveness for preschool students. MUST ATTEND BOTH DAYS! 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

Transition Planning: Getting Started- Post-Secondary Transition is planning and preparing for one’s future after high school while still in school. In this workshop, you will about the transition process for students with Individualized Education Programs (IEPs). You will also learn the answers to the following questions and more: *What does Post-Secondary Transition mean? *When should planning begin for transition from school to the adult world? *Who is involved in the transition process? *What does transition planning look like in an IEP? Understanding Diploma and Credential Options for Students with Disabilities- Thinking about what you want to do after high school is exciting. Preparation for that journey is key while still in school. Parents/guardians and students need to learn the requirements for graduation. A high school diploma is achieved through mastering state academic standards, passing required tests and courses, and earning credits. In this training, we will explain the different requirements for the Regents and Local Diploma. We will also discuss how students can use strengths to achieve a diploma through multiple pathways. We will explore the importance of career readiness skills and the credentials available. This training is sure to help you navigate which options are best for your child/student. 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.

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

PRE-REGISTRATION IS REQUIRED.

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.

Date(May 9th, 9am-11am) We are working with the OCMBOCES Innovation Tech HS to develop an informative program to highlight their newly renovated location and share how they are encouraging students to discover content through hands-on discovery. Gretchen Belanger, the principal at Innovation Tech HS, will share with us the philosophy they adopt around education at Innovation Tech and what makes it different from the normal classroom. We will also hear from some of the more senior students in the program as they share their experience, and show some examples of the work they have done. There will also be a tour of the new facilities located in the Rodax complex off of East Molloy Rd.

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

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 professional development is for 3rd Grade teachers receiving the new science curriculum unit "What Explains Similarities and Differences Between Organisms?”. This is only open to teachers on Rotation C+D, B. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understand of the content, pedagogy, and characteristics of student learning opportunities specific to the new unit. Additionally, participants will develop an understanding of the three dimensions of the new standards and the associated instructional shifts. One lunch hour on your own.

Word problems in math class are hard. They are hard for students to master and for teachers to teach. In this full day workshop we will learn and implement a variety of different instructional routines, protocols, and strategies for getting students to develop thinking and problem solving skills to successfully solve word problems.

- Identify deficiencies in some current word problem strategies

- Learn new instructional routines and protocols

- Implement instructional routines and protocols with teacher curriculum

Cost:

Component - No Cost

Non-Component - $220 per day, per teacher

OCM BOCES employees - $195 per day, per teacher

Principles to Actions: Ensuring Mathematical Success for All in Grades 6-8 (NCTM, 2014) provides guidance on what it will take to make ambitious teaching and rigorous content standards a reality in classrooms, schools, and districts in order to support mathematical success for each and every student. In the 6-8 Math Collaborative participants will be provided books from NCTM’s Taking Action: Implementing Effective Mathematics Teaching Practices (NCTM, 2017) series. The eight effective teaching practices for mathematics include:
• Establish mathematics goals to focus learning.
• Implement tasks that promote reasoning and problem solving.
• Use and connect mathematical representations.
• Facilitate meaningful mathematical discourse.
• Pose purposeful questions.
• Build procedural fluency from conceptual understanding.
• Support productive struggle in learning mathematics.
• Elicit and use evidence of student thinking. The book will be divided into approximate thirds. At each meeting we will discuss one-third of the book and develop ambitious mathematics activities that exemplify the practices outlined in the reading. Additionally, at each meeting participants will use take a deep dive into a selection of the NYS Next Generation Mathematics Learning Standards to explore the changes and identify questions and/or tasks that align with the effective teaching practices. The expectation is that you will attend all three collaboratives (9/25/18, 2/6/19, and 5/15/2019) in order to maximize the experience for all. Cost of book for non-component district participants: $35

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

This User Group Meeting is for guidance counselors and secretaries or any other staff involved with the new year roll over on or after July 1st.

The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. Become a more effective teacher by learning research-based strategies that lead to: - Engaging academic instruction - Better classroom management - Positive learning communities - Developmentally Appropriate Instruction and Discipline This interactive, highly practical 27-hour course has no prerequisite and is a great starting point for all educators in a school building (Classroom Teachers, Special Area and Special Ed Teachers, TAs, Building Principals and other administrators and support staff).

OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom®courses.

As a result of this workshop, teachers will: In the four interactive days, you will learn to use core Responsive Classroom practices to: - Begin and end the day positively with Morning Meeting and closing circle - Establish a calm, orderly, safe, and engaging environment for learning with a proactive approach to discipline - Integrate energizers and interactive learning structures throughout the school day - Develop teacher language that promotes respectful, kind, and positive classroom communities - Respond to misbehavior with clear, consistent expectations and logical consequences - Teach students how to complete academic tasks, interact with classmates, and maintain routines with Interactive Modeling - Give students choice in what they learn and/or how they learn to promote greater Academic engagement and achievement - Create a developmentally appropriate learning environment Establish rules with your students and provide positive structures to support success.

OCM BOCES component Districts: No Cost

OCM BOCES Non-Components $1,280 p/p plus $38 for books/materials

Mid-State RBERN and JL BOCES is hosting Regional NYSESLAT scoring for its component districts. Regional scoring is focused on the writing part of the NYSESLAT. All registrants will be required to stay at the regional scoring site until all tests have been scored. If you think you should have been invited, please contact your ESL Coordinator.

These facilitated sessions are for all K-12 teachers and administrators to continue the process of curriculum mapping, unit design and inquiry writing for Social Studies. Participants will collaborate to share information, ideas and instructional practices on the teaching and learning of social studies content and skills. Participants may sign up for a single session or for multiple sessions, as desired. As a result of this workshop, teachers will gain a deeper understanding of the Social Studies Framework. Participants will also receive resources and support for continuing development of instructional units and lessons.

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

2018-2019 make-up session

Mid-State RBERN and MO BOCES is hosting Regional NYSESLAT scoring for its component districts. Regional scoring is focused on the writing part of the NYSESLAT. All registrants will be required to stay at the regional scoring site until all tests have been scored. If you think you should have been invited, please contact your ESL Coordinator.

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

This half-day workshop presented by Dr. Jonathan Preston and Megan Leece from Syracuse University will focus on the delivery of evidence-based treatment to school age-children with residual speech sound errors. Phonetic characteristics of late-developing speech sounds will be reviewed. Teaching strategies using animations, MRI images, ultrasound videos, and images obtained from electropalatography to communicate these phonetic characteristics will be shared. Characteristics of motor-based treatments will be described, including appropriate strategies for acquisition (learning accurate production of speech sounds) and learning (retention and generalization of improved articulation). Due to the focus on residual speech sound errors, an emphasis will be placed on later-developing speech sounds. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: * Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. *Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. * Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

Participants will learn how to take the Student Exit Summary that is directed from an IEP software program and add the necessary requirements to meet student needs when entering post-secondary living. Participants will: 1. Learn how to write Student Exit Summaries from scratch documenting strengths and current present levels 2. Identify the needs of the student as they relate to life after high school 3. Identify accommodations that may be needed in the workplace, military, post-secondary education, etc. 4. Learn how to use this as an advocacy tool with students before exiting high school Participants will practice writing a student exit summary as a group on a fictional student. There will be time to write an exit summary for your students so please bring an IEP of a student who will be leaving high school to practice with. 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.

Mid-State RBERN and OCM BOCES is hosting Regional NYSESLAT scoring for its component districts. Regional scoring is focused on the writing part of the NYSESLAT. All registrants will be required to stay at the regional scoring site until all tests have been scored. If you think you should have been invited, please contact your ESL Coordinator.

Participants will learn how to take the Student Exit Summary that is directed from an IEP software program and add the necessary requirements to meet student needs when entering post-secondary living. Participants will: 1. Learn how to write Student Exit Summaries from scratch documenting strengths and current present levels 2. Identify the needs of the student as they relate to life after high school 3. Identify accommodations that may be needed in the workplace, military, post-secondary education, etc. 4. Learn how to use this as an advocacy tool with students before exiting high school Participants will practice writing a student exit summary as a group on a fictional student. There will be time to write an exit summary for your students so please bring an IEP of a student who will be leaving high school to practice with. 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.

Children with meaningful access to books achieve at higher levels and experience greater engagement with reading. In this workshop, examine the current research on book access in schools, libraries, and homes; discuss intellectual and cultural access concerns including diversity and leveling; and explore resources and strategies for developing and sustaining high- quality classroom library collections that support students’ reading lives. Information based on Donalyn Miller's newest book Game Changer! Book Access for All Kids, published November 2018.

Mid-State RBERN and BT BOCES is hosting Regional NYSESLAT scoring for its component districts. Regional scoring is focused on the writing part of the NYSESLAT. All registrants will be required to stay at the regional scoring site until all tests have been scored. If you think you should have been invited, please contact your ESL Coordinator.

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.

Theme: Blossoming Bilinguals: Supporting Culturally and Linguistically Diverse Learners in Early Childhood

Description: This conference is being organized by the Mid-State Regional Bilingual Education Resource Network (RBERN) in partnership with the NYSED Office of Bilingual Education and World Languages, and NYSED Office of Early Learning. Breakout sessions will actively involve participants in engaging activities, provide resources/materials, and address the unique needs of young multilingual learners and their families.

Keynote Speaker: Professor Wen Ma, Ph.D., LeMoyne College, Department of Education

Lunch is on your own

This workshop is only for teachers who were trained in day 1-3 of the 4-day Responsive Classroom Course, but were unable to attend the final day of training.

(Prerequisite: Days 1,2,3 of the Responsive Classroom Course)

OCM BOCES is a public entity duly licensed by Center for Responsive Schools, Inc., to conduct The Responsive Classroom®courses

COST: No Charge due to this being a make-up for a previously purchased workshop

This group is for people who have been designated by their district to take a leadership role in science. It is recommended that districts send a team to the Science Leadership meetings that includes teacher leaders (elementary, middle and high school teachers) as well as building and district leaders. This group serves to support the development of district and regional capacity related to the transition to the NYSSLS. This includes sharing and discussing up-to-date information related to the standards implementation from the State Education Department. Additionally, the goal of this group is to develop collaboration between districts in the region to support high-quality K-12 science education and position the region to successfully implement the new science standards. The expectation for participating in this group is:

1. Attending all three meetings during the year. We will have a focus of study for the year that will build on our previous work.

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

3. Being responsible for working with your team to bring the learning from the meeting back to your district.

4. Being designated or gaining approval by your district to participate in this group.

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

OCM Non-Components $111 per person/per day, plus materials.

Dates: 10/30/18, 4/30/19, 6/18/19

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

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

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

Lunch is on your own.

Join this workshop with author Jewell Parker Rhodes as she gives insight into her writing and award winning books. She will share her experiences in creating her characters with a focus on diversity and will also share teaching guides to help you integrate her novels into your classrooms and school libraries. This event immediately precedes the annual CNYSL School Librarian Banquet.

From Amazon: "American schools have famously lagged behind foreign schools in all areas of academic achievement. When James W. Stigler and James Hiebert made their assessment of the Third International Mathematics and Science Study (TIMSS) ten years ago, they discovered that the problem with American education is neither one of testing nor curricula, but teaching. A clarion call for treating teaching like the craft it is, The Teaching Gap lays out a clear program for change that administrators, teachers, and parents can implement together."

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 one other participant's response for each discussion prompt.

- Failure to meet these requirements will result in earning fewer CTLE hours.

Throughout the 4-week book study, participants will:

-Discuss ways to implement the findings of The Teaching Gap into their own practice.

-Develop a PLN for continued practice.

The book study will begin on 7/5/19 and conclude on 8/5/19.

Cost for Non-component district participants: $220 plus the cost of the book ($16)

There is no cost for Component Districts.

Syracuse University Project Advance (supa.syr.edu) annually hosts a Summer Institute for SUPA instructors. The Summer Institute brings together school teachers from all disciplines on the Syracuse University campus for one week basic or advanced discipline-specific workshops. This year the Syracuse University Libraries are pleased to partner with the OCM BOCES SLS to announce an exciting professional development opportunity for library media specialists in schools that offer SUPA classes. SU Librarians will spend the afternoon conducting a series of sessions that will provide library media specialists with the tools and resources to support SUPA students and instructors at their schools. Sessions will cover a variety of topics, including: Access: How to obtain access to SUL’s collections Resources: Introduction to subject-specific resources and research guides available in the SU Libraries Research: What methods work best for college level research assignments? You are also invited to stay for dinner, catered by Dinosaur BBQ, with other SUPA educators.

ALL educators are invited to attend. You do not have to be a SAANYS member or a school administrator. All of the workshops will be relevant to teachers and support staff as well as school leaders.

Strategies and interventions for schools and classrooms to integrate with current instructional and intervention practices, with a focus on team based interventions that strengthen support and minimize individual burnout Presenters: Dr. Joseph Fantigrossi and Jay Roscup

COST: $125 per day, per Administrator, including lunch. Aidable through OCMBOCES as a School Improvement Project.

For SAANYS members, there is a voucher for a future conference or PD event.

Core principles of building a culturally proficient educational community: Four Tools of Cultural Proficiency; common language and understandings; using Culturally Proficient Schools: An Implementation Guide as a way to address access and achievement gap issues. Presenter: Harriet Grosvenor of Generation Ready

Please Note: Participants are encouraged to attend both Module 1 and Module 2 on August 7 and 8, but either day can stand independently.

COST: $125 per day, per Administrator, including lunch. Aidable through OCMBOCES as a School Improvement Project.

For SAANYS members, there is a voucher for a future conference for PD event.

Practice using video, vignettes and case study as well as the Four Tools to address gaps in cultural proficiency; exploration of federal mandates and effects on students; begin designing a plan for implementation at the school level Presenter: Harriet Grosvenor of Generation Ready

Please Note: Participants are encouraged to attend both Module 1 and Module 2 on August 7 and 8, but either day can stand independently.

COST: $125 per day, per Administrator, including lunch. Aidable through OCMBOCES as a School Improvement Project.

For SAANYS members, there is a voucher for a future conference or PD event.

Want to be the best version of your leadership self? Don't miss the Principal Leadership Academy! This two day academy will focus on supporting your leadership development by focusing on the following areas: 1. Time Management 2. Communication- specifically related to engaging difficult conversations 3. Facilitating Change 4. Instructional Leadership vs. Management You will be given the opportunity to develop supportive collegial relationship with colleagues from four BOCES. The academy will help you set your goals and develop a strategic plan to support the 2019-2020 school year being your best as a leader. There is no charge for any districts in Cayuga-Onondaga, TST, CiTi, or OCM BOCES. This program is a collaborative effort between all the BOCES.

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/materials

PRICE IS SUBJECT TO CHANGE PENDING NEW

In this workshop, we will reinforce our skills from the beginner session on March 7, 2019 and progress into more complex animations and uses of Scratch. We will learn how to introduce students to pair programming and create opportunities for them to collaborate on projects such as: developing tutorials on a math topic; creating a project about a country they are studying; explaining the water cycle in science. Participation in the March 7 Integrating Coding into the Classroom - Part 1 is NOT necessary to enroll in Part 2.