This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation B. 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 understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for 2nd grade teachers receiving the new science curriculum unit "How Can We Stop Soil From Washing Away?" This is only open to teachers on Rotation 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 understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

As a result of this workshop, teachers will:

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

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

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

As a result of this workshop, teachers will:

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

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

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

As a result of this workshop, teachers will:

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

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

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

As a result of this workshop, teachers will:


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

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

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

As a result of this workshop, teachers will:

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

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

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

As a result of this workshop, teachers will:

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

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

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

School just started, so what a great time to review IEP practices!! An Educational Benefit Review Process provides a unique lens for examining how districts provide supports and services that result in educational benefit to students with disabilities. This process will assist in examining the characteristics of Individualized Education Programs (IEP) that outline an increase in student access, participation, and progress in general education. The purpose of an Educational Benefit Review Process is to determine whether the design of the IEP was reasonably calculated for the student to receive benefit from specially designed educational services over an extended period. Ultimately, this should improve the quality of IEPs and resulting service delivery to and outcomes for students with disabilities. Participants must bring with them three years worth of one student’s IEP and progress notes. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

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

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

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 as well as the Toolkit Inquiries and how they apply to their curriculum. Participants will also receive resources and support for continuing development of instructional units and lessons.

OCM Non-Components $220 per person/per day, plus materials.

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 four times during the 2017-2018 school year in various regions. Participants are encouraged to attend all four 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.

Chairing meetings and want to make sure you’re covering all that you need to? Come to this full day training that will dive into what needs to be addressed at CSE meetings. Topics include: - Required documentation for districts (Continuum of Services, District Plan) - Board of Education policies - Refreshers of each module of the 3 day chairpersons training - Hot topics - Round table discussions **Must have already attended the 3 day CSE Chairpersons Training** This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Mid-State RBERN and RSE-TASC invite you to a full day training and forum addressing graduation rates for ELLs and ELLs with disabilities.

Objectives:

1. Gain an understanding of the options and requirements for New York State diplomas and credentials

2. Uncover barriers and explore potential solutions to improving graduation rates for ELLs and ELLs with disabilities

A.M. Session

The focus of the morning session will be to discuss the options and requirements for NYS diplomas and credentials. Topics to be covered are the current diploma options available to all students, the New York State Career Development and Occupational Studies Commencement Credential, and the Multiple Pathways to Graduation available to all students.

P.M. Session

The afternoon session will be a facilitated conversation about the regional challenges, successes and areas of future needs in regards to ensuring ELLs and ELLs with disabilities meet graduation and post-secondary outcomes. Outcomes from these focused discussions will be used to develop future professional learning opportunities for the field.

This is a free event.

Lunch is on your own.

REGISTRATION begins at 8:00 a.m.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

With many of the 1:1 initiatives in the area are you finding an influx of technology into the classroom, and just don't know what to do with it all? Why not use the technology for quick checks of understanding! There are many tools today that utilize mobile, as well as Chromebook technology, to assess students quickly and effectively. Get rid of the hand graded pop quiz and replace them with a tool that will grade for you and engage the students. In this 7 week course (10 hour CTLE credit)we will examine 6 different assessment tools (NearPod, Socrative,Kahoot!,Google Forms, Formative, Quizizz) that you can quickly use for free in your classroom tomorrow. By the end of the class, I don't expect that you will use all 6 tools. However,you don't know what you don't know until you try them. Through examination of each tool, I hope that you will find a couple that you can easily incorporate into your instruction.

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. OCM Non-Components $1280 p/p plus materials.

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.

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.

As a result of this workshop, administrators and teacher leaders will:

• Build capacity using specific turnkey training materials



• Develop a culture of literacy and collaboration using a variety of protocols and procedures



• Acquire literacy/ELA information from SED



• Network with other school districts literacy leaders

This session will focus on how to access and interpret data reports from AIMSweb Plus. We will make sense of fall screening data through both student level and group level reports. Participants will have the opportunity to explore their own data and consider which reports best meet their needs (RTI meetings, parent conferences, faculty meetings, etc.). We will also touch on the basics of progress monitoring, from basic schedule setup to administration of assessments.

The K-6 Literacy Collaborative provides elementary teachers opportunities to learn together how to use literacy-based strategies to engage students in deeper learning while developing literacy skills.

Collaborative opportunities include four full-day sessions with peers and time for online reflection and sharing of ideas/resources. We will be using the books Teaching Literacy in the Visible Learning Classroom by Fisher, Frey, Hattie, and Thayre as well as Seravallo’s The Writing Strategies Book to guide learning. K-6 Literacy Collaborative will involve teachers planning for literacy instruction, implementing the plan, and reflecting on student learning with peers in a hybrid-learning environment.

As a result of this workshop, teachers will:



• design literacy-based learning experiences that foster student engagement and deeper learning



• know when to use strategies to maximize student learning



• share learning and resources with peers in face-to-face and online collaboration sessions

OCM Non-Components $220 per person/per day, plus materials.

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

This workshop will attempt to provide any opportunity for 7-12 teachers to investigate, discuss and share classroom strategies that have proved effective in deliver ring the new math standards

As a result of this workshop, teachers will: Teachers leave with strategies that will help them in the classroom as they deliver curriculum aligned to the new math standards.

OCM Non-Components $220 per person/per day, plus materials.

This workshop is for personnel who will be responsible for loading staff evaluation ratings and are new to Level 0 or would like a review. We will discuss best practices for loading staff evaluation data to Level 0 and preparing it for submission to Level 1. This will be a ‘hands on’ session. Please be prepared by bringing your files and/or having access to your source system (such as WinCap, Finance Manager, OASYS, or nVision) and having a Level 0 account.

This training is designed to answer the question, “How do I move data from my Student Management System through Level 0 and into Level 1?” This workshop will assist personnel who are new to Schooltool and will be loading data to Level 0 or will provide a refresher to those fairly new to this process. We will discuss best practices for validating and extracting data from Schooltool, loading it to Level 0, and preparing it for submission to Level 1. This will be a ‘hands on’ session. Please be prepared by having access to Schooltool and Level 0.

New this year, special education data will be loaded through Level 0. This workshop is for personnel who will be responsible for loading special education data. We will discuss best practices for extracting data from IEPDirect, loading it to Level 0, and preparing it for submission to Level 1. This will be a ‘hands on’ session. Please be prepared by bringing your files and/or having access to IEPDirect and having a Level 0 account.

This training is only open to selected individuals from Chittenango, Cazenovia, Red Creek, and Trumansburg. This training offers hands-on use of the materials and practical strategies to use with struggling students. The focus will be on Sonday System 1 instructional materials, phonemic awareness, phonics, fluency, vocabulary and comprehension instruction. A member of the Sonday System team will deliver this training.

As a result of this workshop, teachers will: Understand the Sonday System and how to leverage it to support students in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Please bring your Sonday Systems kit to training.

8:30-3:30 (lunch on your own for 1 hour)

Cost per participant is based on final number of attendees. Estimated cost for the day is $190

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

Teams of ENL Teachers and Content Area Teachers will explore building strong professional relationships, models of co-teaching, strategies for co-planning and delivering instruction in the co-taught classroom and ways to enhance instruction through co-teaching.

Participants will:

Engage in team building activities to create a strong foundation for the co-teaching relationship.

Explore and experiment with various models for co-teaching.

Delve into the process and structure of co-planning lessons with a focus on efficiency and effectiveness.

Look at strategies for assessment and reflection to strengthen the co-teaching relationship and instruction.

This series will include 3 full day sessions, online participation activities between sessions, and follow-up at the school level. Participants must come as a pair with an ENL Teacher and one or more Content Teachers they work with.

Lunch is on your own.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

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.

PBL 101 is a foundational three-day workshop inspired by the work of the Buck Institute for Education. It provides participants with the skills and knowledge needed to design a rigorous, relevant, standards-based learning experience. Facilitators will simulate the PBL experience with participants and model instructional strategies to guide inquiry, manage team collaboration, and assess learning. As a result of this workshop, teachers will learn:

*The Essential Project Design Elements of Gold Standard Project Based Learning

*How to PLAN their first project

*How to incorporate ASSESSMENT into their first project

*How to MANAGE their first project

NOTE: Please bring a laptop.

Coffee and light snacks will be provided. Lunch is an hour and on your own.

Non component cost $220 per day plus materials.

This session will focus on how to access and interpret data reports from AIMSweb Plus. We will make sense of fall screening data through both student level and group level reports. Participants will have the opportunity to explore their own data and consider which reports best meet their needs (RTI meetings, parent conferences, faculty meetings, etc.). We will also touch on the basics of progress monitoring, from basic schedule setup to administration of assessments. Participants will need to bring a district computer to this training.

This professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: 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. This training topic aligns with the following guiding principles from the NYSED. Must attend both days. 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.

The impact of a Mental Health Diagnosis can be far reaching. In this 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. -Schools provide high quality inclusive programs and activities.

Students with disabilities are general education students first and foremost. Come to this 2 day regional training to discover the essential components of collaboration between general education and special education. Must attend both days. Topics to Include: Guiding Principles Least Restrictive Environment Specially Designed Instruction and Planning for Students with Disabilities Continuum of Services: Integrated Co-Teaching, Consultant Teacher, Resource Room, and Special Class Parts of the IEP Program Modifications and Testing Accommodations Progress Monitoring Transition This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities. -Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

Formative assessment is a process that plays an important role in student learning. Participants will explore the formative assessment process--use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning—and use this new learning to transform an existing unit. Participants will have the opportunity to examine a variety of techniques that guide the formative assessment process.

Please bring a unit of study to embed formative assessment techniques and share with workshop peers in a feedback protocol.

As a result of this workshop, teachers will:
• Explore components of the formative assessment process
• Examine practical techniques that are age appropriate and align best to teaching style and content
• Generate a plan for embedding formative assessment in an existing unit
• Share unit with embedded formative assessment with workshop peers

OCM Non-Components $220 per person/per day, plus materials.

This session will focus on how to access and interpret data reports from AIMSweb Plus. We will make sense of fall screening data through both student level and group level reports. Participants will have the opportunity to explore their own data and consider which reports best meet their needs (RTI meetings, parent conferences, faculty meetings, etc.). We will also touch on the basics of progress monitoring, from basic schedule setup to administration of assessments.

Cornell University will be holding a five-day TCI train-the-trainer certification course provides organizations with the opportunity to develop an in-house training capacity in the TCI curriculum. Participants will develop knowledge, skills, and attitudes in the TCI curriculum necessary to deliver the training to staff in their organizations. Participants will have the chance to participate, practice, and receive feedback in conducting activities to gain immediate training experience. Training techniques such as role playing, leading small group discussions, using guided fantasies, conducting practice sessions, and using audiovisual aids will be demonstrated. Participants will receive all the necessary materials to conduct the TCI training program in their agency.

Julie Smith is making a return visit to OCM BOCES to do a workshop on the importance of making sure that our educators have the knowledge and skills to help all students become responsible users and critical thinkers regarding the media that they deal with on a daily basis.

This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

The 7-12 Literacy Collaborative provides the opportunity for teachers to learn how to use literacy-based strategies to engage students in deeper learning.

Collaborative opportunities include four full-day sessions with peers and time for online reflection and sharing of ideas/resources. We will be using the book Teaching Literacy in the Visible Learning Classroom by Fisher, Frey, Hattie, and Thayre to guide learning.

The 7-12 Literacy Collaborative will involve teachers planning for literacy instruction, implementing the plan, and reflecting on student learning with peers in a hybrid-learning environment.

As a result of this workshop, teachers will:

• design literacy-based learning experiences that foster student engagement and deeper learning

• know when to use strategies to maximize student learning

• share learning and resources with peers in face-to-face and online collaboration sessions

OCM Non-Components $220 per person/per day, plus materials.

The purpose of a collaborative is to share practices, resources and network to build capacity of practitioners. The PLC and RtI group will utilize tools and templates to build an effective PLC, connect the work of a PLC to RtI and collaboratively share implementation challenges and solutions. Each session will include some worktime for teams to adapt, apply and reflect.

As a result of this workshop, teachers will: 1. Examine their PLC and determine strengths and gaps 2. Develop an action plan to address next steps for an effective PLC 3. Connect the work of a PLC and RtI 4. Develop an action plan for tier 1,2 and 3 support 5. Share practices and implementation challenges to seek resources and implementation ideas from colleagues in other districts 6. Use allotted time to work with others on specific, unique next steps to reflect and refine practice.

OCM Non-Components $220 per person/per day, plus materials.

October 17, 2017, 8:30 a.m. - 11:30 a.m. @ CNYRIC The classroom is a constantly changing environment that impacts learning in unique ways. Join us as we rethink and redesign how we approach physical learning spaces. We will engage in a lively discussion about the prevailing trends, and examine what classrooms will look like in the next five to ten years.Trending topics include virtual reality/ augmented reality, robotics, the role of the internet and online learning, space redesign (physical and virtual), data analytics, and adaptive curriculum. The session will provide an opportunity to hear from innovators who are on the front lines, and collaboratively identify the types of learning that naturally occur in these spaces. We will then engage in a discussion about redesigning learning spaces in your schools. Participants will walk away with tools, resources, and a draft plan for moving forward.

2017 marks the 200th anniversary of the year construction began on New York's Erie Canal. When the Canal was completed in 1825, this "artificial river" stretched across Upstate New York from Albany to Buffalo. Towns and cities sprang up as it was built. New York City became the biggest port in the country, and people used the waterway to migrate westward. The Canal had a profound economic, social and political impact on our country, and its influence continues today. The Erie Canal Museum, collaboration with OCM BOCES, is offering three free professional development workshop for teams of teachers and librarians at its location in downtown Syracuse. The full-day workshops focus on the Canal's origins and its impact on Central New York, New York State and the U.S., past and present. Participants will: ~ Earn 6 CTLE hours. ~ Learn about the Erie Canal's history and its lasting impact on Central New York and the United States. ~ Add lessons that will strengthen instruction of history and other subjects. ~ Receive resources and ideas for unit design and inquiry writing. ~ Take a guided tour of the Museum, 1850 National Register Weighlock Building and nearby heritage areas. ~ Develop and share cross-curricular activities.

The Behavioral Support Round Table provides a forum to consult with an RSE –TASC Behavior Specialist and other area professionals on all things behavior related! Looking for help with an FBA or BIP? Do you need new ideas for evidence based Tier 2 behavioral interventions? Bring your favorite evidence-based practices and questions to a group of professionals who also work with challenging behavior in the school setting. This training topic aligns with the following guiding principle from the NYSED Blueprint for Improved Results for Students with Disabilities: *Schools provide multi-tiered systems of behavioral and academic support.

The purpose of this group is to bring together the users of Naviance to collaborate and have group discussions regarding the application. Any new and future enhancements will be discussed. This session is specifically designed form Middle School Level. Naviance User Group Meeting, Erie & Ontario Conference Room @ CNYRIC, 9 to 11am

What do you do in resource room? What are the regulations? What do you teach? You will find the answers in this workshop! This full day training is for both elementary and secondary resource room teachers! In this training we will cover: Regulations and guidelines for Resource Room Collaborating with General Education teachers Address IEP Needs with effective Lesson Design and Transition Planning Resource Room Preparation Instructional Strategies There will also be built in work time for teachers to start preparing their effective resource rooms! This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

This workshop will be designed to facilitate collaboration among 7-12 Math teachers looking at the new math standards both horizontally and vertically . Teachers will have the opportunity to interact and share materials and ideas both within grade levels and across grade levels.

As a result of this workshop, teachers will: Hopefully teachers will be able to be able to share curriculum ideas and concerns, start a network of teachers and resources, and come away with new approaches, materials, and ideas that will enhance the delivery of the New math standards.

OCM Non-Components $220 per person/per day, plus materials.

This is an opportunity for Instructional Coaches to come together to learn, reflect, share successes, collaborate and plan within a supportive community. Work will continue this year with a focus on the coaching cycle, partnership approach and high quality conversations. Resources provided include: Instructional Coaching and Better Conversation both by Jim Knight. This collaborative opportunity offers a variety of easily replicated strategies, as well as the time to practice and apply them. We hope you'll join us!

As a result of this workshop, teachers will: - Reflect on role of instructional coaching and identity personal learning goals - Explore partnership approach to coaching - Apply the coaching cycle - Develop playbook of strategies - Refine and practice listening and questioning for improved conversations

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

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

Looking for a high leverage, research-based practice to improve student learning? Evidence shows that learning improves when we look at student data and use what we’ve learned to take immediate and meaningful action in our classrooms. This workshop will explore the cycle of data-driven instruction and introduce a range of protocols for using formative assessment results to make observations and inferences about student understanding and skill. There will be supported time available for participants to engage in LASW protocols and to create action plans for re-teaching. Be sure to bring student work with you.

As a result of this workshop, teachers will:


• Identify and describe the Data Driven Instruction Cycle


• Utilize protocols for Looking at Student Work


• Use formative assessment data to identify areas of growth or need in relation to a learning target


• Create action plans for re-teaching

*Bring student work with you.

This professional development is for 6th grade teachers receiving the new science curriculum unit "Energy, Forces and Motion" This is only open to teachers in Fulton and Oswego districts. 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 understanding 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 hour lunch on your own.

The School Library System has provided access to NewsBank to all K-12 educators in the OCM BOCES region. This access includes World Access News as well as Historical Newspapers. Please join us to learn how to effectively embed these resources into your curriculum and instruction!

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Is your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2017-2018 or 2018-2019 school years? If so, then this is the training for you!! Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. Participants will leave the training with resources to use with students, as well as, to help with writing the transition sections of the quality IEP. Authentic work time will be incorporated into this full day training. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -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 professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation C at the above schools. 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 understanding 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 hour lunch on your own.

This is an opportunity for elementary teachers in PreK – grade 6 to come together to learn, reflect, share successes, collaborate and plan for mathematics instruction within a supportive community. Participants will be able to work with others in their grade band to explore new strategies, share successful practices and refine existing lessons to meet Mathematics Standards for Content and Practice.

Participants will be connected via a Schoology site for continued communication throughout the school year. There will be 4 meetings throughout the school year. Participants must register for each session individually and may attend as many sessions as desired.

As a result of this workshop, teachers will:


• Plan lessons based on Mathematics Standards


• Implement research-based methods and strategies for all learners


• Engage students in a range of fluency, problem solving and discussion protocols


• Differentiate and scaffold experiences for a range of learning needs


• Participate in processes for reflection

OCM Non-Components $220 per person/per day, plus materials.

Are you a special class teacher and not sure about the regulations and the curriculum? Come to this full day training to receive the answers to: What is special class? Why recommend special class? How to run a special class? Topics to Include: Regulations Best Practice Transition and Credit-Bearing Coursework Specially Designed Instruction Scaffolding Curriculum This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide high quality inclusive programs and activities.

Join us at the OnCenter for a full day conference with Keynote Speakers Mark Ray and Marina Budhos. Mark is a national speaker with the Future Ready Librarians movement and Marina is the author of nationally acclaimed novels such as "Ask Me No Questions" and "Watched" focusing on cultural diversity and understanding. Participants can also choose from several sessions on literacy, technology, and inquiry as well as instructional strategies when working with ENL students. A large vendor showcase will also be available throughout the day. A continental breakfast and lunch is included.

This workshop will guide middle school and high school math teachers through a learning process in which they will gain an understanding of the key differences between Project Based Learning (PBL) and Problem Based Learning (PrBL). We will analyze different ways to link curriculum and technology with a PrBL approach to create a rigorous and engaging learning environment for students. Participants will also utilize workshop time to start planning their first PrBL experience for their students. This session is for middle school and high school math educators and administrators who want to learn more about Problem Based Learning.

As a result of this workshop, teachers will:
• Explain the difference between Project Based Learning and Problem Based Learning
• Use resources to start to create a basic map for a PrBL unit
• Link their curriculum and technology as they plan their first PrBL unit

Please bring your own device Coffee and light snacks will be provided Lunch is an hour and on your own

OCM Non-Components $220 per person/per day, plus materials.

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.

Participants will learn how to utilize evidence-based practices for basic classroom management. Content will include: 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. his training topic aligns with the following guiding principles from the NYSED. Must attend both days. 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.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

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

ENL teachers working with students in grades 3-12 will explore strategies for building strong literacy foundations for ELLs. Approaches and strategies for teaching reading beyond the primary grades and improving the writing process and products will be main topics for the series.

Participants will:

Gain a deeper understanding of the literacy needs of ELLs.

Explore the guided reading process and how to adapt it for older ELLs.

Learn to adapt text and curriculum materials for struggling readers.

Examine ways to scaffold and differentiate the writing process for ELLs.

This series will include 3 full day sessions, online participation activities between sessions, and extensive follow-up at the school level. This series is for ENL Teachers working with grade 3 and above.

Lunch is on your own.

Parking is limited at the OCM BOCES Main Campus. Whenever possible, we encourage workshop and meeting participants to share rides. Please refer to this map for detailed parking and entrance information. If you know you will need access to the elevator, please call ahead so we can make arrangements for the easiest experience possible.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) 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 professional development is for Kindergarten teachers receiving the new science curriculum unit "Exploring My Weather" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Not quite sure the role of a consultant teacher? What’s the different between indirect and direct? This full day workshop will cover the regulations governing the consultant teacher model and will discuss the differences between consultant teacher direct and indirect. Key points include: - Definition - Indirect vs. Direct - Recommendation Guidelines – Time, Caseload, Etc. - Role in the Classroom - Collaboration with General Education There will be work time for special education and general education in the afternoon. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) 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.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) 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.

Chairing meetings and want to make sure you’re covering all that you need to? Come to this full day training that will dive into what needs to be addressed at CSE meetings. Topics include: - Required documentation for districts (Continuum of Services, District Plan) - Board of Education policies - Refreshers of each module of the 3 day chairpersons training - Hot topics - Round table discussions **Must have already attended the 3 day CSE Chairpersons Training** 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. Schools provide multi-tiered systems of behavioral and academic support. Schools provide high quality inclusive programs and activities.

There has been a great deal of buzz, and at times confusion, around the Career Development and Occupational Studies (CDOS) Commencement Credential since its inception in 2013. This ½ day training is designed to provide participants with the latest and greatest information regarding the CDOS Learning Standards and Commencement Credential, including: -An overview of New York State Regulation related to the CDOS Learning Standards and the CDOS Commencement Credential -The components of the CDOS Commencement Credential -An overview of the CDOS Commencement Credential as a pathway/exiting option for ALL students -Resources to help educators incorporate the CDOS Learning Standards into everyday instruction (including documentation) 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.

SDI, EDI, DI, UDL? What does this mean? This full day workshop will cover Specially Designed Instruction, Explicit Instruction, Differentiated Instruction, and Scaffolding. We will discuss NY State laws and regulations, as well as best practice for providing specially designed instruction. In the afternoon, there will discussion around how to implement specially designed instruction and its application. Participants will be given a variety of tools to help them plan and prepare for specially designed instruction for students with disabilities. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

Counselor Round Table will focus on aspects of the ASCA (American School Counselor Association) model and help prepare districts to write and implement this model throughout the school year. Time will be given at the end of the Counselor Round Table for networking. PRE-REGISTRATION IS REQUIRED.

This on-going professional development will be 4 meetings over the course of the year. These meetings will facilitate discussions around the Leveled Literacy Intervention Systems as well as provide new learning that will support the Leveled Literacy Intervention.

As a result of this workshop, teachers will:
• Be able to enhance literacy skills in order to support the Fountas & Pinnell LLI Intervention

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

In this self-paced interactive course, participants will explore the basic tenets of instruction for English Language Learners through webinars, readings, videos, and discussions.

Participants will:

1. Be introduced to ENL and ELLs/MLLs.

2. Explore the Blueprint for ELLs Success and how it influences instruction for ELLs.

3. Examine the CR-Part 154 regulations regarding education for ELLs.

4. Consider teaching and learning through an ENL lens. This course will include three online modules with activities and assignments.

Participants will receive an email prior to course with sign in information.

Participants will have a month to complete the course which is worth three CTLE hours.

This professional development is for 1st grade teachers receiving the new science curriculum unit "How Can We Send a Message Using Sound?" This is only open to teachers on Rotation C. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

Join community agencies from your county as they dispel misconceptions, provide information on their role in the transition process for students with disabilities and work to develop and strengthen future partnerships with schools. 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.

This is the first meeting of the CNYNYSASCD for the 2017-18 school year. We will be continuing our theme from last year of looking at Mental Health in our schools. Penny Williams, Youth Development Coordinator at OCM BOCES and Jeanne Elmer, Mental Health Consultant at OCM BOCES will be presenting on “An Introduction to the Community Resilience Model (CRM). CRM’s goal is to help create “trauma-informed” and “resiliency-informed” individuals and communities that share a common understanding of the impact of trauma and chronic stress on the nervous system and how resilience can be stored or increased using a skills based approach. This short introduction to this 2 day training will equip you with a basic understanding of how CRM can assist every person in living in their resilient zone. 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. Schools provide multi-tiered systems of behavioral and academic support.

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

Need to know how to write an IEP or want to make sure you are writing your IEPs the correct way? Come to this New York State Depart of Education vetted workshop! The IEP identifies a student’s unique needs and how a school will strategically address those needs. This training provides extensive information about developing an IEP consistent with State law and regulation. It encompasses details about the State’s required IEP form and accompanying guidance document, and provides a step-by-step approach to the IEP development process. We will cover Present Levels of Performance to Measurable Annual Goals and then some! There will also be a discussion on how to align the IEP to the Common Core Learning Standards. Good for new special education teachers or even as a refresher for veteran teachers! This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -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.

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

The second It’s Go Time Conference will occur on Nov. 7, at Roxboro Middle School. This conference will have a dual focus on the NYS P-12 Science Learning Standards (NYSSLS) and the professional development practice of lesson study (collaborative process for planning, analyzing, and continuously improving instructional practices). See the conference website for more info.

Early Registration Information

1. Costs for districts included in the OCM BOCES region or within the following NYS Teachers Center regions: Central New York/Oswego County; Jamesville DeWitt/Syracuse University; West Genesee/Syracuse University; Syracuse; or Cayuga-Onondaga, will be $55 per person.

2. Registration is open to anyone from a NYS district until Oct. 6, 2017 at 4pm or until capacity (325 participants) is reached. Cost is $75 per person for people coming from districts not listed above.

As a result of this workshop, teachers will:

Gain a better understanding of the NYSSLS and science instruction that supports all learners. Teachers will be exposed to and develop an understanding of the professional development practice of lesson study.

Please go to http://www.ocmboces.org/teacherpage.cfm?teacher=3111 for more information.

This user group meeting is intended for Building Secretaries, Registrars, and primary support staff for Schooltool. We will be covering topics related to the Census module in Schooltool.

This user group meeting is intended for Building Secretaries, Registrars, and primary support staff for Schooltool. We will be covering topics related to the Census module in Schooltool.

Have you been hearing the term standards-based IEPs? Are you confused what this means? This half day training will explain the meaning of standards-based IEPs and will walk participants through a process on how to align IEPs to the Common Core Learning Standards. The training will discuss the memos from that were released in June 2014. There will also be a special focus on present levels of performance and measurable annual goals. *This is just an overview of terms and what standards based IEPs means* This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. -Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. -Schools provide multi-tiered systems of behavioral and academic support. -Schools provide high quality inclusive programs and activities.

An important goal of the workshop is for participants to become comfortable with and build skills at using the standards-based planning process.


• What makes planning for teaching and learning in a standards-based environment different from planning for teaching and learning in a non-standards based environment? Why are these differences significant?


• How can we Frame the Learning so that the what, why, and how of the learning are clear to learners?


• What are the ways that we can engage our learners in active, meaningful learning?


• How can we structure learning experiences so that instruction, learning, and assessment are integrated?


• How do we ensure balance and appropriateness in the design, selection, and use of a wide range of classroom assessment tools?

The structure of the learning experience is based on Paula Rutherford’s use of oval to describe unit planning- clarity about expected learning, articulated criteria for success and active, meaningful learning experiences for students. The resource text Instruction for All will be provided.

Elements from ITIP are incorporated. Additional coaching support will be available to participants at no additional cost which will be discussed during the training. As a result of this workshop, teachers will effectively use the standards based planning process to plan, implement and assess learning, and create a standards-based lesson or unit by the end of workshop to use in their classroom.

OCM Non-Components $220 per person/per day, plus materials.

Ever feel like you're not reaching ALL your students’ needs or doing ALL that you can in your classroom? Do you have a desire to learn more in order to better provide foundational literacy pieces and how to put them in place to meet the needs of your students? If you answered yes then, join our course: "Teaching Them All to Read/Foundations of Literacy."

These sessions will empower teachers by examining the five essential components of literacy. Our learning sessions will include the what, how and why of the reading foundational skills. Emphasis will be on instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension. Additionally, spelling and oral language will be explored, demonstrated, and examined. Attention will be given to advance understandings of literacy, reflection on current practices, and how to formulate/adjust new plans of instruction when thinking about children's reading development.

Whether you use a basal or an intervention program, you will leave with a strong foundation on how students acquire critical components towards becoming proficient readers.

As a result of this workshop, teachers will:

• Build an understanding of foundational literacy skills in order to better support their students in the classroom.

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

OCM Non-Components $220 per person/per day, plus materials.

Need to know how to write an IEP or want to make sure you are writing your IEPs the correct way? Come to this New York State Depart of Education vetted workshop! The IEP identifies a student’s unique needs and how a school will strategically address those needs. This training provides extensive information about developing an IEP consistent with State law and regulation. It encompasses details about the State’s required IEP form and accompanying guidance document, and provides a step-by-step approach to the IEP development process. We will cover Present Levels of Performance to Measurable Annual Goals and then some! There will also be a discussion on how to align the IEP to the Common Core Learning Standards. Good for new special education teachers or even as a refresher for veteran teachers! This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -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.

Using the mentor text, “Engage in the Mathematical Practices: Strategies to build Numeracy and Literacy with K-5 Learners”, teachers will spend time deepening their understanding of the 8 Math Practices and strategies that support them. Teachers will engage in low and high level math tasks at their grade level and have opportunities to collaborate and create tasks that support the Math Practices. Teachers will also identify best practices in literacy that are also effective in teaching and learning mathematics.

As a result of this workshop, teachers will:

Analyze strategies that support the 8 Math Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Explore and create high-cognitive-demand math experiences for their grade level.

Identify literacy strategies that are also effective in teaching and learning mathematics.

All participants will receive a copy of the book “Engage in the Mathematical Practices: Strategies to build Numeracy and Literacy with K-5 Learners”

OCM Non-Components $220 per person/per day, plus materials.

This workshop will explore Mindsets and brain development. We will look at different mindsets and the impact on student learning as well as look at strategies to help students develop a more growth oriented mindset. We will also look at the characteristics of educators with a growth mindset. This PD is aligned to the Blueprint for Improved Results for Students with Disabilities Guiding Principles: -Teachers provide research-based instructional teaching and learning strategies and supports 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.

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

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

This professional development is for 2nd grade teachers receiving the new science curriculum unit "How Can We Stop Soil From Washing Away?" This is only open to teachers on Rotation 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 understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

This professional development is for 6th grade teachers receiving the new science curriculum unit "Energy, Forces and Motion" This is only open to teachers on Rotation A. The two days will focus on the new science standards specific to your grade level and new curriculum materials units. This professional development is mandatory for the new curriculum unit. Participants will leave with a foundational understanding 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 hour lunch on your own.

Cost:

Component - No Cost

Non-Component - $220 per day/per teacher

OCM BOCES employees - $195 per day/per teacher

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

Is your district up for the New York State Performance Plan (SPP) Indicator #13 during the 2017-2018 or 2018-2019 school years? If so, then this is the training for you!! Participants will be provided with the foundational overview, including regulation and best practice, related to SPP Indicator #13: Transition and the Quality IEP. This includes the areas of: Evaluation Results, Present Levels of Performance, Measurable Post-Secondary Goals, Transition Needs, Course of Study and Coordinated Set of Activities, to help you prepare for the state target of 100% for your SPP #13 self-review. Participants will leave the training with resources to use with students, as well as, to help with writing the transition sections of the quality IEP. Authentic work time will be incorporated into this full day training. This training topic aligns with the following guiding principles from the NYSED Blueprint for Improved Results for Students with Disabilities: -Students engage in self-advocacy and are involved in determining their own educational goals and plan. -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 SLS Communication Coordinators meetings are designed to be a bridge between the School Library System team and the school librarians in each of the districts and non-public schools that are members of the system. Each district has a designated Communication Coordinator who is required to attend the meetings but all members are welcome to attend.

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

This workshop will guide middle school and high school science teachers through a learning process in which they will explore an introduction to three dimensional learning with the NGSS and NYSSLS and gain an understanding of the key differences between Project Based Learning (PBL) and Problem Based Learning (PrBL). We will analyze different ways to link curriculum and technology with a PrBL approach to create a rigorous and engaging learning environment for students. Participants will also utilize workshop time to start planning their first PrBL experience for their students. This session is for middle school and high school science educators and administrators who want to learn more about how to use Problem Based Learning to drive three-dimensional learning.

As a result of this workshop, teachers will:

• Engage in & explore an introduction to three dimensional learning with NGSS/NYSSLS.

• Explain the key differences between PBL (Project-Based Learning) and PrBL (Problem-Based Learning).

• Analyze resources to build knowledge of PrBL and how to facilitate PrBL.

• Create a basic plan for a PrBL unit.

Please bring your own device Coffee and light snacks will be provided Lunch is an hour and on your own

OCM Non-Components $220 per person/per day, plus materials.