In this asynchronous online course, participants will identify the components of effective virtual classrooms and learn how to create an interactive virtual Bitmoji Classroom using the Bitmoji App and Google Slide.

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 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 from Dec.14-Feb. 8. The book is written in 3 Sections and each section will have 2 weeks to complete the assigned chapters and responses. Responses will be due every other Monday. We will work around the Christmas holiday.

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 Dec. 1.)

**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 Dec. 1. Please do not be confused of "meeting dates" they designate the official start and stop dates of the book study. Google classroom will be used as a self-paced asynchronous learning experience, not in-person meetings.

This remote session will provide an opportunity to explore multiple reports, to help you plan for individual student's needs and set goals for progress monitoring remote vs in person. We will provide an overview and some hands-on experience in the site, including the following learning outcomes: Interpret multiple scores to build context around the scaled score, Select appropriate scores to provide the information users need for instructional decision-making, Establish or continue data team meetings with an understanding of the guiding principles and expected outcomes, Begin to use Star assessment and CBM data for problem-solving in data teams, Review screening data to plan for intervention, prioritize student needs, and evaluate the health of core instruction, Discuss screening results to determine the implications for intervention and core instruction, Explain why teachers set goals for progress monitoring, Recommend appropriate goal type using data, Apply guidance documents when setting goals and progress monitoring in the classroom. A Zoom invitation will be sent to registrants. Hope to see you there!

Would you like to chat with other school psychologists in our region? These roundtables allow collaboration among school psychologists who are trying to figure out a new way of providing service during this new normal.

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 Frontline Education, formerly MyLearningPlan (MLP).

PRE-REGISTRATION IS REQUIRED.

How can we ensure health for all from mosquito-borne diseases?

Join us for a day of professional development around the implementation and adaptation of the freely available community research guide, Mosquito! Developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project, these Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students.

Mosquito! is a module broken up into seven parts. Each part contains a series of tasks to complete. Each task contains additional resources to support that task. The structure of the guide hopefully allows you to customize your learning experience by selecting which parts, tasks, and resources you would like to utilize and in what order you would like to complete them.

Lunch is 1 hour on your own.

Please bring a device to access the teacher guide and resources.

** O2CM School Library System has purchased a subscription to Noodletools for all CiTi BOCES and OCM BOCES component districts. Contact your school librarian for login information BEFORE registering**

Learn how to use Noodletools to organize research.

This workshop will be presented asynchronously, through Google Classroom.

The workshop will open up at 8am on Wednesday, December 9th and close at midnight on Friday, December 11th. Participants can choose when during those 3 days to complete the training, which takes roughly 1 hour. Participants will watch pre-recorded videos and follow the step by step instructions, at their own pace.

This is for persons who will be evaluating principals this year. The training will continue with all of the state-prescribed components with a particular focus on coaching principals as they lead the new APPR system in their building. There is no charge to OCM BOCES component districts.

Join us for a discussion on the most popular products offered by SLS. The discussion will allow you to see which databases your colleagues find to be the most useful and effective in engaging students. We will discuss the authentication methods as well as admin function of the different sites.

Join us for a discussion on the most popular products offered by SLS. The discussion will allow you to see which databases your colleagues find to be the most useful and effective in engaging students. We will discuss the authentication methods as well as admin function of the different sites.

This group is designed to allow assistant principals from local schools to discuss various situations and share best practices. Each session will allow participants to discuss the unique opportunities and challenges that come with being an assistant principal. The group will have decide the agenda and topics for each session.

Please register for each session separately. The group will meet on: 12/10/2020, 1/19/2021, 3/9/2021, 4/27/2021 and 6/8/2021.

Leveraging Microsoft Cybersecurity & Data Compliance Tools & Framework To Achieve State Ed Law 2d & NIST 800-53 ComplianceOverview of State Ed Law 2d requirements. Outline: *A high-level overview of the Microsoft 365 A3 / M365 A5 Security / M365 A5 Compliance and M365 A5 Advanced Security and Compliance Technology Suites. *Identity and Access Management - managing and securing users identities *Threat Protection - stopping attacks with integrated and automated security *Information Protection - for sensitive data wherever it lives or travels *Cloud Security - across your cloud resources *Your "Microsoft Secure Score” - best practices for assessing your district's security posture and increasing your "Secure Score” *The concept of Microsoft Zero Trust Security

The Health Teacher Collaborative will offer the opportunity to collaborate regionally with other health teachers to share ideas and best practices teaching in-person and/or virtually to support student social/emotional and mental health needs. What does our work look like during this time of living and working during a pandemic?

Join us as we read Judith Hochman & Natalie Wexler's book, "The Writing Revolution" (TWR). This book provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, known as The Hochman Method, is as much a method of teaching as it is a method of teaching writing. Learn about how to boost reading comprehension, speaking ability, organization and more using explicit instruction in K-12. These strategies and activities can be used across all content areas. So grab a copy of the book and join us (participants must have their own copy).Please do not be confused of "meeting dates" they designate the official start and stop dates of the book study. Book study begins 12/14 and ends 1/29. We will work around the holiday break. Participants must have a Google account.. Google classroom will be used as a self-paced asynchronous learning experience, not in-person meetings.

The purpose of the AP collaborative workshop is to provide the space and time necessary for teachers and instructional leaders to meet and discuss: What does our work look like during this time of living and working during a pandemic? Teachers can share ideas including (but not limited to): curriculum development, standards, instructional strategies, assessment and evaluation. Teachers will have an opportunity to collaborate with other Advanced Placement teachers from across the region, and time to work toward their stated goals/objectives. The expectation is that attendees will use the time to create instruction, curriculum materials, or other products to bring back to and use in their district.

Learn how to use FlipGrid to foster student discussion and engagement.

This workshop will be presented asynchronously, through Google Classroom.

The workshop will open up at 8am on Wednesday, December 16th and close at midnight on Friday, December 18th. Participants can choose when during those 3 days to complete the training, which takes roughly 1 hour. Participants will watch pre-recorded videos and follow the step by step instructions, at their own pace.

This half-day meeting will provide an opportunity for BIMAS-2 assessment teams to discuss, analyze and apply their data to inform MTSS implementation at all tiers. Networking time will be provided to encourage dialogue among districts. Teams will have access to support from Dr. James McDougal, Psy.D., one of the co-authors of the measure, as well as the OCM BOCES/CNYRIC MTSS team.

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 Frontline Education, formerly MyLearningPlan (MLP).

PRE-REGISTRATION IS REQUIRED.

This CNYRIC workshop will provide an overview of the key components of the Data Warehouse's Level 0 database and the essential navigation processes of loading, validating and locking data as well as generating reports. This is a great opportunity for School District staff who are involved in loading or locking student or staff data in the Data Warehouse Level 0 database as well as District Data Administrators who are providing oversight to student and/or staff data. The Level 0 training is included in base RIC Data Coordinator services. Zoom link will be provided to pre-registered participants prior to the training.

This will be a space where participants can meet and discuss best practices with other EngageNY/Eureka Math users in the area so that all users can implement the Eureka curriculum with success. The implementation leader for New York with Eureka Math will join the group to provide guidance and support around these best practices.

Meetings will be held virtually each month. The structure is flexible and we can adjust to best meet our needs. Our topics for discussion include, but are not limited to: products to support EngageNY/Eureka Math, NYS Next Gen Standards alignment, creating problem solvers/solving word problems, differentiation/intervention, and others!

District leaders who are interested in exploring EngageNY/Eureka Math are also welcome to attend.

Would you like to chat with other school counselors in our region? These roundtables allow collaboration among school counselors who are trying to figure out a new way of providing service during this new normal.

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 Frontline Education, formerly MyLearningPlan (MLP).

PRE-REGISTRATION IS REQUIRED.

The PE Collaborative will offer the opportunity to collaborate regionally with other physical educators and Athletic Directors to share ideas and best practices teaching in-person and/or virtually to support student social/emotional and mental health needs. Virtual breakouts will be informed by participant need. How can the newly revised 2020 NYS PE Learning Standards and PE Practices help support and inform the work we do? What are districts doing with the new standards rollout? What does our work look like during this time of living and working during a pandemic?

We offer the Introduction to the 2020 PE Learning Standards as a framework for our collaborative time.

"Physical Education Learning Standards express what a student should know and be able to do in physical education. In New York State, the Board of Regent approve learning standards, and then the school districts use the learning standards to develop curriculum and deliver instruction. In 2018, New York State began a review process of its current physical education standards, first adopted in 1996. New standards were then developed and now reflect the collaborative efforts of NYS educators, curriculum specialists, parents, school administrators, and field experts in higher education.

The important connection between physical and mental health toward the overall wellness of a child was a critical consideration in this project. As a result, the New York State Physical Education Learning Standards reflect both the NYS Social Emotional Benchmarks and the NYS Mental Health Education initiative. This provides physical educators the opportunity to support school districts' efforts to contribute to the goal of overall wellness. The National Wellness Institute identifies the following six dimensions of wellness: emotional, spiritual, intellectual, social, physical, and occupational. These dimensions are revealed in the anchor standards and grade-level outcomes." (NYS PE Learning Standards Introduction, 2020).

This CNYRIC workshop will provide an overview of the key components of the Data Warehouse's Level 0 database and the essential navigation processes of loading, validating and locking data as well as generating reports. This is a great opportunity for School District staff who are involved in loading or locking student or staff data in the Data Warehouse Level 0 database as well as District Data Administrators who are providing oversight to student and/or staff data. The Level 0 training is included in base RIC Data Coordinator services. Zoom link will be provided to pre-registered participants prior to the training.

Make-up session from the 2020-2021 School Year

Authors Kristin VanMarter Souers and Peter hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a "nest" - a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation.

Each week will be devoted to reflecting and responding to the following chapters:

Part 1: Building the Nest

Chapter 1. A Culture of Safety

Chapter 2. Systems of Meaning

Chapter 3. Need Versus Behavior

Part 2: The New Three Rs

Chapter 4. Relationship

Chapter 5. Responsibility

Chapter 6. Regulation

One chapter per week will be assigned and responses will be due on Fridays using Google Classroom (asynchronous-work at your own pace) and possibly Zoom Platforms if requested over a 6 week period of time. Due dates will start with chapter 1 on January 8th and conclude with chapter 6 on February 12. MLP will reflect the Start and End dates of this book study as "meetings". Don't let that confuse you into to thinking we will be meeting live. You will receive a link to the Google Classroom a week before the start date, then you can move at your own pace. The book study will be opened during Christmas break to allow people to get a head start if they would like while they are on vacation.

OCM BOCES and CiTi BOCES Components districts will have free access to the book via School Library Services. Once we are closer to the start date, participants will receive an email how to locate this book. If you are not one of these BOCES' component districts, you will need to purchase the book on your own.

In this 2-hour workshop, we will include an overview of NYSED C.R. Part 154 regulations related to the English Language Learner (ELL) identification process in order to support districts with designing a clear and cohesive process for the identification of ELLs from registration, through the interview screening processes, the administration of the NYSITELL and program placement.

Join anytime! Based on Elena Aguilar's book and workbook, "Onward: Cultivating Emotional Resilience in Educators", this a monthly yearlong (10 Sessions), 1 hour Zoom sessions will explore aspects of the book and follow the suggested monthly focus of the Habits and Dispositions of Emotionally Resilient Educators. Having either or both books could be helpful, but not necessary. You are welcome to join any or all sessions (But you will need to register for the remaining 5 individually.

Why join? "Schools are stressful places. Regardless of whether you teach in an established, well resources private or suburban school or in an underfunded school in an underserved community, teaching is emotional work and is inherently stressful...And our purpose is to ensure that we are working in, teaching in, and leading organizations where every single child thrives-academically, socially and emotionally." (Aguilar, 2018) If educators have not taken the time to build their own emotional resilience, then they are not emotionally available for "every single child". These meetings will focus on our personal habits and dispositions of resilience.

- Jan: Cultivate Compassion (Optional Suggested Reading: Onward Chapter 8)

- Feb: Be a Learner (Optional Suggested Reading: Onward Chapter 9)

- March: Play and Create (Optional Suggested Reading: Onward Chapter 10)

- April: Ride the Waves of Change (Optional Suggested Reading: Onward Chapter 11)

- May: Celebrate and Appreciate (Optional Suggested Reading: Onward Chapter 12)

You will be added to a Google Classroom and will have access to previous work and activities once you register.

Does remote learning leave you with legal questions? Does thinking about copyright get you down? On January 13th, the Greater CNY SLS Collaborative Events will host an interactive presentation with attorney Stephanie "Cole" Adams, to discuss the legal ins and outs of remote learning. Zoom information will be sent to those who register for the event. To make sure we're addressing your questions, please submit them in advance by January 5th, 2021. We'll send them to Cole and she'll be ready to work with us as we discuss the law, the real world, and legal solutions. A Google Form to submit your questions will be sent via email. A word about our presenter: Stephanie Adams provides legal services to libraries, museums, and educators throughout New York state through the "Ask the Lawyer" Service. Her law office also handles employment, business, and construction law. A Central NY native (New Hartford High School, '91) and former page at the New Hartford Public Library, her law office is in Buffalo. She is looking forward to hearing your questions and discussing how the law can be an asset, not a burden, as educators adapt to the pressures of remote learning.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together. WE WILL TRACK ATTENDANCE AT EACH MEETING SO PLEASE SIGN UP EVEN IF YOU CANNOT ATTEND ALL DATES. ATTENDANCE WILL BE SUBMITTED AFTER THE LAST MEETING DATE.

This group is designed to allow assistant principals from local schools to discuss various situations and share best practices. Each session will allow participants to discuss the unique opportunities and challenges that come with being an assistant principal. The group will have decide the agenda and topics for each session.

Please register for each session separately. The group will meet on: 10/27/2020, 1/19/2021, and 4/27/2021.

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.

Join Anytime! Based on Elena Aguilar's book and workbook, "Onward: Cultivating Emotional Resilience in Educators", this a monthly yearlong (10 Sessions), 1 hour Zoom sessions will explore aspects of the book and follow the suggested monthly focus of the Habits and Dispositions of Emotionally Resilient Educators. Having either or both books could be helpful, but not necessary. You are welcome to join any or all sessions (But you will need to register for the remaining 4 individually.

Why join? "Schools are stressful places. Regardless of whether you teach in an established, well resources private or suburban school or in an underfunded school in an underserved community, teaching is emotional work and is inherently stressful...And our purpose is to ensure that we are working in, teaching in, and leading organizations where every single child thrives-academically, socially and emotionally." (Aguilar, 2018) If educators have not taken the time to build their own emotional resilience, then they are not emotionally available for "every single child". These meetings will focus on our personal habits and dispositions of resilience.

- Feb: Be a Learner (Optional Suggested Reading: Onward Chapter 9)

- March: Play and Create (Optional Suggested Reading: Onward Chapter 10)

- April: Ride the Waves of Change (Optional Suggested Reading: Onward Chapter 11)

- May: Celebrate and Appreciate (Optional Suggested Reading: Onward Chapter 12) You will be added to a Google Classroom and will have access to previous work and activities once you register.

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.

The link to attend the webinar will be emailed on the morning of the training only to participants that have both pre-registered and obtained district approval through Frontline Education, formerly My Learning Plan (MLP).

PRE-REGISTRATION IS REQUIRED.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together.

**This Book Study begins on January 4,2021**
**Participants will need to purchase the book themselves**

Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning.

Participants will receive up to 18 CTLE hours for completion of the 9 week course. Participants will need to purchase the book themselves. 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.
*Reflect by completing a graphic organizer each week.

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

The book study will begin on 1/4/21 and conclude on 3/3/21. The majority of classwork will be completed asynchronously. This book study continues over February break (2/15/21 - 2/19/21).

Based on Elena Aguilar's book and workbook, "Onward: Cultivating Emotional Resilience in Educators", this a monthly yearlong (10 Sessions), 1 hour Zoom sessions will explore aspects of the book and follow the suggested monthly focus of the Habits and Dispositions of Emotionally Resilient Educators. Having either or both books could be helpful, but not necessary. You are welcome to join any or all sessions (But you will need to register for the remaining 3 individually.

Why join? "Schools are stressful places. Regardless of whether you teach in an established, well resources private or suburban school or in an underfunded school in an underserved community, teaching is emotional work and is inherently stressful...And our purpose is to ensure that we are working in, teaching in, and leading organizations where every single child thrives-academically, socially and emotionally." (Aguilar, 2018) If educators have not taken the time to build their own emotional resilience, then they are not emotionally available for "every single child". These meetings will focus on our personal habits and dispositions of resilience.

- March: Play and Create (Optional Suggested Reading: Onward Chapter 10)

- April: Ride the Waves of Change (Optional Suggested Reading: Onward Chapter 11)

- May: Celebrate and Appreciate (Optional Suggested Reading: Onward Chapter 12)

You will be added to a Google Classroom and will have access to previous work and activities once you register.

This group is designed to allow assistant principals from local schools to discuss various situations and share best practices. Each session will allow participants to discuss the unique opportunities and challenges that come with being an assistant principal. The group will have decide the agenda and topics for each session.

Please register for each session separately. The group will meet on: 12/10/2020, 1/19/2021, 3/9/2021, 4/27/2021 and 6/8/2021.

How can we ensure health for all from mosquito-borne diseases?

Join us for a day of professional development around the implementation and adaptation of the freely available community research guide, Mosquito! Developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project, these Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students.

Mosquito! is a module broken up into seven parts. Each part contains a series of tasks to complete. Each task contains additional resources to support that task. The structure of the guide hopefully allows you to customize your learning experience by selecting which parts, tasks, and resources you would like to utilize and in what order you would like to complete them.

Lunch is 1 hour on your own.

Please bring a device to access the teacher guide and resources.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together.

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.

Based on Elena Aguilar's book and workbook, "Onward: Cultivating Emotional Resilience in Educators", this a monthly yearlong (10 Sessions), 1 hour Zoom sessions will explore aspects of the book and follow the suggested monthly focus of the Habits and Dispositions of Emotionally Resilient Educators. Having either or both books could be helpful, but not necessary. You are welcome to join any or all sessions (But you will need to register for the remaining 2 individually.

Why join? "Schools are stressful places. Regardless of whether you teach in an established, well resources private or suburban school or in an underfunded school in an underserved community, teaching is emotional work and is inherently stressful...And our purpose is to ensure that we are working in, teaching in, and leading organizations where every single child thrives-academically, socially and emotionally." (Aguilar, 2018) If educators have not taken the time to build their own emotional resilience, then they are not emotionally available for "every single child". These meetings will focus on our personal habits and dispositions of resilience.

- April: Ride the Waves of Change (Optional Suggested Reading: Onward Chapter 11)

- May: Celebrate and Appreciate (Optional Suggested Reading: Onward Chapter 12)

You will be added to a Google Classroom and will have access to previous work and activities once you register.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together.

This group is designed to allow assistant principals from local schools to discuss various situations and share best practices. Each session will allow participants to discuss the unique opportunities and challenges that come with being an assistant principal. The group will have decide the agenda and topics for each session.

Please register for each session separately. The group will meet on: 10/27/2020, 1/19/2021, and 4/27/2021.

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

Final Session! All are welcome to celebrate!

Based on Elena Aguilar's book and workbook, "Onward: Cultivating Emotional Resilience in Educators", this was a monthly yearlong Zoom Meeting (10 Sessions), where we explored aspects of the book and follow the suggested monthly focus of the Habits and Dispositions of Emotionally Resilient Educators. Having either or both books could be helpful, but not necessary. You are welcome to join any or all sessions (But you will need to register for all 10 individually. This is the final session of this series, but you are welcome to join even if you did not join the previous sessions.

Why join? "Schools are stressful places. Regardless of whether you teach in an established, well resources private or suburban school or in an underfunded school in an underserved community, teaching is emotional work and is inherently stressful...And our purpose is to ensure that we are working in, teaching in, and leading organizations where every single child thrives-academically, socially and emotionally." (Aguilar, 2018) If educators have not taken the time to build their own emotional resilience, then they are not emotionally available for "every single child". These meetings will focus on our personal habits and dispositions of resilience. (There will be more meetings in September to catch up with the foundational activities done in the summer months.)

- May: Celebrate and Appreciate (Optional Suggested Reading: Onward Chapter 12)

You will be added to a Google Classroom and will have access to previous work and activities once you register.

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.

The link to attend the webinar will be emailed on the morning of the training only to participants that have both pre-registered and obtained district approval through Frontline Education, formerly My Learning Plan (MLP).

PRE-REGISTRATION IS REQUIRED.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together.

This group is designed to allow assistant principals from local schools to discuss various situations and share best practices. Each session will allow participants to discuss the unique opportunities and challenges that come with being an assistant principal. The group will have decide the agenda and topics for each session.

Please register for each session separately. The group will meet on: 12/10/2020, 1/19/2021, 3/9/2021, 4/27/2021 and 6/8/2021.

This collaborative is for those working in the capacity of literacy/instructional coach, those having been through LETRS Facilitator training or those who have had other coaching training. Our goals are to build our collective knowledge via this network, to help our districts build a foundational understanding of the science of reading, examine the coach's role in leading literacy instruction, consider steps you can take to improve reading achievement, and provide professional development that will support your mission. We hope that participants will not only be actively engaged but will also lead the work within sessions. The topics and interests selected by the group so far are: developing creative professional learning around SOR, navigating tough conversations and handling resistance to change, modeling great practices, taking steps as a district to improve literacy (by completing a needs assessment, forming a literacy teams, etc.) supporting teachers who have been LETRS trained (and those that haven't) and anything else the group wants to learn about, share about or work through together.