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Catalog: Genesee Valley BOCES (Web Registration)

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1. Regional Genesee Valley BOCES CSE Chairperson Meetings

Program: Special Education

Audience: Genesee Valley BOCES Special Educaiton Administators

Dates: 9/15/2022 to 6/15/2023

In Person
Regional Genesee Valley BOCES CSE Chairperson Meetings are intended for Special Education Administrators in the Genesee Valley Region.
  • Enrolled: 23/30
  • Wait: 0/0

2. Reforming School Discipline in New York State

Program: School Improvement

Audience: Pre-K-12 School Administrators, Deans of Students, PPS/Special Education Administrators

Dates: 3/23/2023 to 4/27/2023

In Person
Lunch Provided
Join the Genesee Valley BOCES School Improvement Team and the Mid-West Regional Partnership Center's Behavior Specialists for a hybrid opportunity to unpack, explore and discuss the recommendations from the New York State Education Department (NYSED) on reducing disparities in and reforming school discipline in New York State. This opportunity will allow administrators to examine statewide data, understand the impacts of exclusionary discipline and consider recommendations for reform at the local level. Participants can expect the engage in pre-reading, independent reflection, and synchronous Zoom regional discussion.

Registration closes on March 10, 2023

Course materials, a reading calendar, and reflection questions will be sent to participants on March 10, 2023.

CTLE credit will be based on synchronous Zoom attendance.
  • Enrolled: 35/36
  • Wait: 0/0

3. TCIS: Therapeutic Crisis Intervention for Schools (Levels I & II)

Program: Special Education

Audience: Grades K-12 Paraprofessionals, General and Special Education Teachers, School Counselors, School Administrators, and School Psychologist

Dates: 5/8/2023 to 5/19/2023

Wait List
The Therapeutic Crisis Intervention for Schools (TCIS) training program for child and youth care staff presents a framework for implementing a crisis and management system that reduces the need to rely on high-risk interventions. The TCI framework complements the Response to Intervention (RTI) approach and also includes aspects of trauma-informed care. Staff who are trained in the TCI program are provided a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to proactively diminish crisis and also support students and staff to react to a crisis. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression. Program objectives include learning to proactively prevent and/or de-escalate a potential crisis situation with a child or young person, manage a crisis situation in a therapeutic manner, and if necessary, intervene physically in a manner that reduces the risk of harm to children and staff and process the crisis event with children and young people to help improve their coping strategies. Upon completion, this training will certify the attendee in Levels I & II certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 5/8, 5/10, and 5/18. Lunch will be provided on 5/19.
  • Enrolled: 17/15
  • Wait: 2/5

4. MICRO-CREDENTIAL Authentic Learning-Introduction

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Open Year Long
Self Paced
MicroCredential

Authentic Learning is a practical approach to engaging students, recognizing that the entire world is a hands-on learning environment. This is based on the text, Authentic Learning Experiences by Dayna Laur.
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2023
  • Enrolled: 8/50
  • Wait: 0/0

5. MICRO-CREDENTIAL The Together Teacher-Time Management

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Ongoing July 1, 2022 to May 30, 2023
Self Paced

Become more organized and manage time better to live a more stress-free life with the Together Teacher System. The book Summary is the main resource for this work.
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2023
  • Enrolled: 8/50
  • Wait: 0/0

6. MICRO-CREDENTIALS Google Slides

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Ongoing July 1, 2022 to May 30, 2023
Self Paced

Google Jamboard is a digital whiteboard that lets you create interactive learning experiences..
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2023
  • Enrolled: 5/50
  • Wait: 0/0

7. MICRO-CREDENTIALS Habits of Mind for 21st Century Learners: An Overview

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Ongoing July 1, 2022 to May 30, 2023
Self Paced

Builds awareness of how Habits of Mind correlate with the 4 C's of 21st Century Skills & supports students in all aspects of their life.
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2023
  • Enrolled: 5/50
  • Wait: 0/0

8. MICRO-CREDENTIALS Helping Students Work Cooperatively Together: A 21st Century Skill

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Ongoing July 1, 2022 to May 30, 2023
Self Paced

Gain insight into characteristics of successful collaborators ready for the real world.
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2023
  • Enrolled: 4/50
  • Wait: 0/0

9. MICRO-CREDENTIALS Implicit Bias-Overview

Program: Teacher Center Catalog

Audience: Teachers

Dates: 5/30/2023

Ongoing June 30, 2021 to May 30, 2022
Self Paced

Implicit bias is a result of mental associations that are formed by direct/indirect messaging received and impact our decisions & behaviors.
1. Enroll in the course on Frontline
2. Click this link
3. Register for an account or sign in if already registered
4. Start learning!
5. Course must be finished by June 30, 2022
  • Enrolled: 1/50
  • Wait: 0/0

10. Certifying Student Learning with Formative Assessment (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
This session provides participants the opportunity to understand the critical role that formative assessment has on student learning outcomes and how to effectively utilize formative assessments in the classroom setting. Research has indicated that "Formative evaluation ranks fourth among all positive influences on student learning, producing an overall effect size of 0.90-equivalent to more than two years of student gains within a single academic school year” (Ainsworth, 2015). Topics to be included in this session include using different types of formative assessments, using data to inform instruction, and how to progress monitor evidence of student learning.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 1/1
  • Wait: 0/0

11. Digging Deeper into Phonological Awareness (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
This asynchronous session will provide an opportunity to dig deeper into the understanding of phonological awareness. While many children enter school with well-developed phonological awareness skills, research has shown the critical need for explicit instruction to ensure all children have this foundation for reading. Specifically, participants will learn why phonemic awareness is a necessary prerequisite for learning to read, as well as explore best practices and instructional tools for teaching phonological and phonemic awareness skills.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 1/1
  • Wait: 0/0

12. Ensuring Mathematical Success For All (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support the remediation mathematical skills)

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
New standards provide guidance and direction, and help focus and clarify common outcomes, but standards do not teach; teachers teach. Moreover, they do not describe or prescribe the essential conditions required to ensure mathematical success for all students. Effective teaching is the non-negotiable core that ensures that all students learn mathematics at high levels. This session describes NCTM's 8 Effective Teaching Practices that need to be consistent components of every mathematics lesson.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 1/1
  • Wait: 0/0

13. Figuring Out Fluency in Mathematics (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support the remediation mathematical skills)

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
When we talk about being "fluent in mathematics,” what does that actually mean? What does it actually look like? When moving towards fluency, students need opportunities to rehearse or practice strategies and procedures to solidify their knowledge beyond just the basic facts. This session gives practical advice to building and sustaining fluency for our students.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 3/3
  • Wait: 0/0

14. Principles for Effective Teaching: Making Good Choices With Choice Boards (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
This session will take an in-depth look at choice boards, a method recently repopularized to create student interest. These creations, however, often have inherent problems. For example, when given an assignment choice, students will consistently pick the option that yields the best outlook, or highest grade, for the least amount of work. Therefore, participants can expect to build the necessary background knowledge to make classroom materials that will stop focusing only on what kids are doing, and start focusing more on what they are thinking about. After all, we only remember what we think about.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 1/1
  • Wait: 0/0

15. Retrieval Practice: Remembering So We Never Forget (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
The purpose of this asynchronous session is to provide instructional staff with research-based methods that, when employed, increase the likelihood of long-term learning. To do that, this learning opportunity will define, share research, and investigate strategies ready for classroom use all on the topic of retrieval practice. This topic is emblematic of the promise of current times and the convergence of three major research strands: psychology, education, and neuroscience. In fact, Agarwal and Bain (2019) describe retrieval practice as "more potent than other techniques commonly used by teachers and students, such as lecturing, re-reading, or taking notes” (p. 28); so join here to learn more about what it is… and how to do it.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 1/1
  • Wait: 0/0

16. The Not So Simple View of Reading: Language Comprehension(SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 6/1/2023

Asynchronous
Summer Program Staff Only
Closed
This professional learning opportunity will explore the language comprehension portion of The Simple View of Reading (Gough & Tunmer, 1986). From this course, participants will learn that when readers are able to derive meaning from spoken language, coupled with a mastery of decoding skills, they will then be able to comprehend what they read. This session will explore verbal reasoning, literacy knowledge, language structures, background knowledge, and vocabulary.

All session materials will be sent to participants on June 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 1/1
  • Wait: 0/0

17. TCIS: Therapeutic Crisis Intervention for Schools (Level I) - FOR GV BOCES STAFF ONLY

Program: Special Education

Audience: Genesee Valley BOCES Staff Only

Dates: 6/20/2023 to 6/22/2023

The Therapeutic Crisis Intervention for Schools (TCIS) training program for child and youth care staff presents a framework for implementing a crisis and management system that reduces the need to rely on high-risk interventions. The TCI framework complements the Response to Intervention (RTI) approach and also includes aspects of trauma-informed care. Staff who are trained in the TCI program are provided a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to proactively diminish crisis and also support students and staff to react to a crisis. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression. Program objectives include learning to proactively prevent and/or de-escalate a potential crisis situation with a child or young person, managing a crisis situation in a therapeutic manner, and processing the crisis event with children and young people to help improve their coping strategies. Upon completion, this training will certify the attendee in Level I certification.

Attendance is required for all three days to receive certification.
  • Enrolled: 9/50
  • Wait: 0/5

18. What Happened to You? A Book Study about Trauma and the Brain

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/26/2023

Many of us have heard of ACEs (Adverse Childhood Experiences), and how they can significantly impact the achievement and behavior of our students. Oprah Winfrey and Dr. Bruce Perry captivatingly interweave anecdotes with science to discuss and describe the origins and effects of trauma in their book, What Happened to You? In this course, you will read the book over a period of four weeks, and participate in asynchronous weekly online discussions with your classmates using Schoology. You will begin to understand how and why trauma affects brain development, and how this can influence behavior, academic engagement, and social relationships. At the end of the course, on July 27 from 4-5:30pm, we will meet for a 1.5 hour Zoom to discuss our final thoughts about the book, and how its implications will affect our teaching going forward. Participation in the weekly discussions and the Zoom is necessary for CTLE credit.
  • Enrolled: 22/25
  • Wait: 0/10

19. An Instructional Delivery Framework: Gradual Release of Responsibility (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
During this short asynchronous session, participants will be introduced to an instructional framework that shifts the cognitive load from the teacher to the students. The goal of the Gradual Release of Responsibility Framework is to provide appropriate instruction, moving students towards independence. Participants will explore guided practices, collaborative learning, and independent application.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 4/100
  • Wait: 0/0

20. APPR Re-Certification for Lead Evaluators of Teachers (July 2023 Cohort)

Program: School Improvement

Audience: Lead Evaluators of Teachers, Principals, and Superintendents

Dates: 7/1/2023

Asynchronous
The State Education Department requires all evaluators of teachers and principals to be certified through an appropriate training process. Lead evaluators are those who conduct summative annual professional performance reviews (APPR) of teachers. Each district must certify that these lead evaluators have been trained in the minimum requirements as outlined in the APPR regulations. The components of this APPR re-certification training are based on the four-day Lead Evaluator Certificate Training. This asynchronous session is meant to serve as an opportunity for lead evaluators to annually revisit the major components of that training and renew certification, which will allow continued evaluation of teachers. This session is meant to be viewed in collaboration with an administrative team within your building or district, but it may be viewed by independent administrators as well.

Participants will receive information to access the asynchronous materials prior to the session date. Participants must complete the webcast by the last date of the cohort month.
  • Enrolled: 4/100
  • Wait: 0/0

21. Certifying Student Learning with Formative Assessment (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This session provides participants the opportunity to understand the critical role that formative assessment has on student learning outcomes and how to effectively utilize formative assessments in the classroom setting. Research has indicated that "Formative evaluation ranks fourth among all positive influences on student learning, producing an overall effect size of 0.90-equivalent to more than two years of student gains within a single academic school year” (Ainsworth, 2015). Topics to be included in this session include using different types of formative assessments, using data to inform instruction, and how to progress monitor evidence of student learning.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 7/100
  • Wait: 0/0

22. Developing Curriculum Part 1: Prioritizing The Standards

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/1/2023

Asynchronous
The first step in creating a guaranteed and viable curriculum out of curricular chaos is prioritizing standards. Over the past two decades, educational reform has manifested in the standards movement. These reform efforts have had a tremendous impact on education in New York, as massive lists of standards have been reconsidered, reimagined, and revised--usually paring down the "list" of essential learning by grade level. However, despite these efforts from the state level, the depth and breadth of the standards are still too great to teach, assess, re-teach, and re-assess equally, at any given grade level. To mitigate these issues, local educational agencies can engage in a process of prioritizing the content standards. This professional learning will provide district leaders, building leaders, teacher leaders, and teachers with the necessary baseline for the why, the what, and the how of prioritizing standards.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 7/100
  • Wait: 0/0

23. Developing Curriculum Part 2: Operationalizing Prioritized Standards

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/1/2023

Asynchronous
Okay...so standards have been prioritized, now what? The answer is-- operationalize the standards. Ainsworth (2015) states, "As educators analyze and deconstruct the standards, they really get to know exactly what they need to teach and what students need to learn. The standards become less daunting." Through the process of operationalizing the standards, teams of teachers intimately get to know the demands inherent in content standards and dissect them in a systematic manner as a means for effectively translating the standards for their students. This professional learning will provide district leaders, building leaders, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing standards. Although the process outlined in this professional learning leverages ELA content examples, the process itself is translatable to all disciplines.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 5/100
  • Wait: 0/0

24. Developing Curriculum Part 3: Deriving Learning Intentions from Prioritized Standards

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/1/2023

Asynchronous
So, you've prioritized the standards, as well as operationalized them in a manner to come to shared agreements, regarding what the standards mean within educator teams. Both of these acts were part of grappling with the intended curriculum. Now it is time to start the movement toward the enacted curriculum by focusing on deriving learning intentions from the operationalized standards. Learning intentions let students know "exactly where they are headed in the learning journey" (Ainsworth, 2015, p. 90). This professional learning will provide district leaders, building leaders, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing and operationalizing standards. Although the process outlined in this professional learning leverages ELA content examples, the process itself is translatable to all disciplines.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 5/100
  • Wait: 0/0

25. Developing Curriculum Part 4: Creating Success Criteria Aligned to Learning Intentions

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/1/2023

Asynchronous
As we continue down the path from intended to learned curriculum, it is important to note where we have already been. We have addressed what students should know and be able to do by prioritizing and operationalizing the standards. Additionally, we have begun to set the foundation for the enacted curriculum by translating the jargon of the standards into clarified learning intentions for the students-- these "provide guidance to the teacher about what to teach, help learners be aware of what they should learn...and form the basis for assessing what the students have learnt” (Hattie, 2009, p. 162-163). To further flesh out the enacted curriculum, we are going to create success criteria, aligned to the clearly developed learning intentions, that will clearly articulate "what we [instructors] are looking for...what is the criteria for judging whether the learning intention has been achieved.” (Hattie, 2009 as cited in Ainsworth, 2015, p. 63).

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 5/100
  • Wait: 0/0

26. Developing Curriculum Part 5: Designing Tasks to Reflect Success Criteria and Ensure Learning

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/1/2023

Asynchronous
The final step in this process on the path from intended to learned curriculum, is designing tasks to reflect success criteria and ensure learning. This professional learning opportunity considers the importance of high-quality tasks as assessment opportunities. As such, alignment will be contextualized as attending to validity, which is a major indicator of assessment quality. This professional learning will provide district leaders, building leaders, teacher leaders, and teachers with the necessary process and models to continue the curricular work started with prioritizing standards, operationalizing standards, deriving learning intentions, and creating success criteria derived from standards. Although the process outlined in this professional learning leverages ELA content examples, the process itself is translatable to all disciplines.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 4/100
  • Wait: 0/0

27. Digging Deeper into Phonological Awareness (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This asynchronous session will provide an opportunity to dig deeper into the understanding of phonological awareness. While many children enter school with well-developed phonological awareness skills, research has shown the critical need for explicit instruction to ensure all children have this foundation for reading. Specifically, participants will learn why phonemic awareness is a necessary prerequisite for learning to read, as well as explore best practices and instructional tools for teaching phonological and phonemic awareness skills.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 0/100
  • Wait: 0/0

28. Ensuring Mathematical Success For All (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support the remediation mathematical skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
New standards provide guidance and direction, and help focus and clarify common outcomes, but standards do not teach; teachers teach. Moreover, they do not describe or prescribe the essential conditions required to ensure mathematical success for all students. Effective teaching is the non-negotiable core that ensures that all students learn mathematics at high levels. This session describes NCTM's 8 Effective Teaching Practices that need to be consistent components of every mathematics lesson.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 2/100
  • Wait: 0/0

29. Figuring Out Fluency in Mathematics (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support the remediation mathematical skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
When we talk about being "fluent in mathematics,” what does that actually mean? What does it actually look like? When moving towards fluency, students need opportunities to rehearse or practice strategies and procedures to solidify their knowledge beyond just the basic facts. This session gives practical advice to building and sustaining fluency for our students.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 2/100
  • Wait: 0/0

30. Improving Phonics Instruction (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
The important role of phonics, in building the necessary foundational skills for reading, has been well-documented by research over the past few decades. This asynchronous session will allow participants to discover how to create explicit, systematic, and effective phonics instruction in their classroom. Participants will learn about the pitfalls and obstacles in phonics instruction and ways to avoid them, identify the seven key ingredients for student success and how to improve instruction (Blevins, 2017), and identify look-fors in key phonics instructional routines to enhance your practice.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 1/100
  • Wait: 0/0

31. Principles for Effective Teaching: Making Good Choices With Choice Boards (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This session will take an in-depth look at choice boards, a method recently repopularized to create student interest. These creations, however, often have inherent problems. For example, when given an assignment choice, students will consistently pick the option that yields the best outlook, or highest grade, for the least amount of work. Therefore, participants can expect to build the necessary background knowledge to make classroom materials that will stop focusing only on what kids are doing, and start focusing more on what they are thinking about. After all, we only remember what we think about.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 3/100
  • Wait: 0/0

32. Retrieval Practice: Remembering So We Never Forget (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
The purpose of this asynchronous session is to provide instructional staff with research-based methods that, when employed, increase the likelihood of long-term learning. To do that, this learning opportunity will define, share research, and investigate strategies ready for classroom use all on the topic of retrieval practice. This topic is emblematic of the promise of current times and the convergence of three major research strands: psychology, education, and neuroscience. In fact, Agarwal and Bain (2019) describe retrieval practice as "more potent than other techniques commonly used by teachers and students, such as lecturing, re-reading, or taking notes” (p. 28); so join here to learn more about what it is… and how to do it.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session.
  • Enrolled: 2/100
  • Wait: 0/0

33. Running Teacher Sprints (GV BOCES Districts Only)

Program: School Improvement

Audience: PreK-12 Teacher Leaders, Instructional Coaches, and Administrators

Dates: 7/1/2023

Asynchronous
Teaching Sprints is a simple and effective approach to collaborative professional learning. Whether you are an instructional coach working with teams, a school leader rethinking professional learning across a school, or a system leader looking to enhance practice at scale, this course will provide you with a clear framework and practical next steps. This asynchronous session includes 29 videos & 14 downloads.

Through this online course, you will:

Unpack the challenge of shifting ingrained instructional habits

Examine the importance of enhancing teaching expertise

Be guided through each phase of the Teaching Sprints approach

Explore how robust and relevant research evidence can be used to inform practice improvement efforts

Learn how to facilitate the process and harness the tools for disciplined dialogue and review

Make a plan for how to successfully implement Teaching Sprints within your unique educational context

**Please only register one staff member per district, as there is limited space.

**Registration closes on June 30, 2023, and course materials will be sent to participants shortly after that. Materials will be available to registered participants until June 30, 2024.
  • Enrolled: 11/20
  • Wait: 0/0

34. The Not So Simple View of Reading: Introduction to the Science of Reading (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This professional learning opportunity will introduce the concept of the Science of Reading. The intent of this session is to learn about key scientifically-based reading research foundations needed to understand how reading develops. Topics include understanding reading research, cognitive psychology's contributions to understanding the reading process, the essential components of reading instruction and various foundational conceptual models like The Simple View of Reading (Gough & Tunmer, 1986). This professional learning opportunity will help you more effectively prepare students with the skills they need to become successful readers.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 2/100
  • Wait: 0/0

35. The Not So Simple View of Reading: Language Comprehension (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This professional learning opportunity will explore the language comprehension portion of The Simple View of Reading (Gough & Tunmer, 1986). From this course, participants will learn that when readers are able to derive meaning from spoken language, coupled with a mastery of decoding skills, they will then be able to comprehend what they read. This session will explore verbal reasoning, literacy knowledge, language structures, background knowledge, and vocabulary.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 0/100
  • Wait: 0/0

36. The Not So Simple View of Reading: Reading Comprehension (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This professional learning opportunity will explore the reading comprehension portion of The Simple View of Reading (Gough & Tunmer, 1986). Reading comprehension is the act of understanding and interpreting information within a text. It results from efficient decoding and the ability to understand language. This workshop will allow participants to explore the traits of a skilled comprehender, the role of fluency, the importance of background knowledge, and the role of memory.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 0/100
  • Wait: 0/0

37. The Not So Simple View of Reading: Word Recognition (SUMMER PROGRAM STAFF ONLY)

Program: School Improvement

Audience: Summer Program Teachers (particularly those that support remediation of early literacy skills)

Dates: 7/1/2023

Asynchronous
Summer Program Staff Only
This professional learning opportunity will explore the decoding or word recognition portion of The Simple View of Reading (Gough & Tunmer, 1986). Throughout this professional learning opportunity, participants will have the opportunity to explore the underlying elements of word recognition or the ability to read words accurately and automatically. Many elements of this complex, multifaceted process will be explored such as concepts of print, phonological awareness, phonics, and sight word recognition.

All session materials will be sent to participants on July 1, 2023 via email. Participants will have until July 31, 2023 to complete the asynchronous session. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 0/100
  • Wait: 0/0

38. A Book Look into Zaretta Hammond's Culturally Responsive Teaching and the Brain

Program: Teacher Center Catalog

Audience: Any Educator

Dates: 7/1/2023

Take a Book Look into Zaretta Hammond's Culturally Responsive Teaching and the Brain. A Book Look is a less structured Book Study. It is an opportunity to read a book and share "blog-like” discussion posts addressing general reflections guided by suggested prompt questions. Read at your own pace, no weekly timeline, read what others have to share in their reflections. Comment only if you wish. There are 9 chapters and 151 pages in the paperback edition. You will have access to the digital copy in our TC GALE library where you can listen to the chapters, download to a Kindle or IBook app or just read online. The discussion/reflection posts will be in Schoology. The registrants as of July 1st will be sent the login information and book access(unless you already have it). The 10 CTLE credits will be awarded for 9 Chapter Discussion/ Reflections Posts and one Final Summary Discussion/Reflection Post. The Schoology Discussion/Reflections will be closed on September 30th for 10 CTLE credits to be awarded.
  • Enrolled: 3/20
  • Wait: 0/10

39. Poor Students, Rich Teaching Book Look

Program: Teacher Center Catalog

Audience: Teachers, Teacher Assistants

Dates: 7/1/2023

Take a Book Look into Eric Jensen's Poor Students, Rich Teaching. A Book Look is less structured than a Book Study. It is an opportunity to read a book and share "blog-like” discussion posts addressing general reflections guided by suggested prompt questions. Read at your own pace, no weekly timeline, read what others have to share in their reflections. Comment only if you wish. Discover practical and data-driven strategies to ensure readiness for all students, regardless of socioeconomic status. This thorough resource details the necessary but difficult work that teachers must do to establish the foundational changes essential for overcoming adversity and positively impacting students from low-income families. Organized tools and resources are provided to help teachers effectively implement these essential changes and create a positive classroom environment. This book is full of ideas that can be easily implemented in any classroom, this book will help you: *Understand the urgency of poverty in the United States and how poverty affects education, student engagement, and academic achievement. *Learn how creating a positive school culture and a growth mindset for students can be beneficial in overcoming adversity. *Gain four powerful mindsets in the classroom setting to bring change: the relational mindset, achievement mindset, rich classroom climate mindset, and the engagement mindset. *Build effective teacher-student relationships, and help students see achievement as a reachable target. *Create a welcoming classroom climate where all students love to learn and are engaged for success. Books will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY.
  • Enrolled: 5/20
  • Wait: 0/100

40. Common Ground - Second Language Acquisitions Theory Goes to the Classroom

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/1/2023

Have you heard the buzz around Common Ground by Henshaw and Hawkins? Join this practical book study to engage with other language teachers as we prepare to implement the new state standards for world languages in the Fall of 2023. Together we will learn about the principles of second language acquisition (SLA) theory and study practical examples for implementation in our classrooms. Together we find our common ground and work together to bring the new standards to life in our classrooms.
  • Enrolled: 4/25
  • Wait: 0/10

41. Seeing White Podcast Discussion Group

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administration

Dates: 7/2/2023

Participants will have the opportunity to learn about the history of systemic racism in the U.S. They will be able to identify ways that this is still impacting U.S. society and culture, including education. This course will provide a safe space for participants to process difficult events and relevant concepts that are discussed in the podcast episodes.
  • Enrolled: 9/25
  • Wait: 0/10

42. This Book is Anti-Racist

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/2/2023

Educators will learn about many relevant terms concerning anti-racism, bias, allyship, solidarity intersectionality, diversity, equity and inclusion and more. The course also provides opportunities for educators to evaluate their own perspectives, reflect on their own personal history and develop self-awareness. These activities can serve as possible lessons/activities that could be used to help students evaluate their own identities, grow in empathy and understand the perspectives of others.
  • Enrolled: 4/25
  • Wait: 0/10

43. Book Show and Tell 4

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/3/2023

Our goal will be to "Build our Stack” of book resources that we can use for Reading, Writing, and beyond. We can bring, share, and discuss our favorite books for all the subject areas and grade levels. It is hard to keep up with the newest resources, but together we can enjoy and learn together. You'll come out of this with a list of resources that you can use throughout your school year.
  • Enrolled: 5/25
  • Wait: 0/10

44. Mentoring Matters Online Book Study

Program: Teacher Center Catalog

Audience: Mentor Teachers, Mentor Coordinators

Dates: 7/3/2023

Want to expand your skills as a mentor? Mentoring is a complex process of working with teachers new to a district. This course will take an indepth look at the best practices of how to work with teachers and begin a learning-focused relationship. Learn from experts Laura Lipton & Bruce Wellman by reading the 3rd edition of their book, Mentoring Matters: A Practical Guide to Learning-Focused Relationships. During the course participants will be responding to online questions, interacting online with others participants, and practicing learning-focused conversations. This 6 Section Course is 12 CTLE Credits Asynchronous Books will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY.
  • Enrolled: 5/15
  • Wait: 0/5

45. Mindfulness and Yoga in Schools: A Guide for Teachers and Practitioners

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/3/2023

"Mindfulness and Yoga in Schools: A Guide for Teachers and Practitioners” By Catherine P. Cook-Cottone. Dr. Cook-Cottone a certified school psychologist, licensed psychologist and yoga researcher as well as a certified yoga teacher that provides research, examples of classroom implementation, and the efficacy of these practices to increase student engagement and reduce stress. This book will show you how mindfulness and yoga connect and can help your students to be mindfully aware, manage frustration, engage with persistent effort and attention, and be kind and caring to each other. This book study should spark interest and discussion in how these two practices can be brought into the classroom, but further professional training will be needed in order to fully implement yoga in the classroom.
  • Enrolled: 12/25
  • Wait: 0/10

46. The Importance of Self Care and Balance in Teaching

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/3/2023

The purpose of this class is to learn tools to assist in personal Self Care and finding a Balance in Teaching. In this class you will analyze your current self care and learn tools to practice better self care and create new habits to avoid burnout. We will be looking at chapter summaries from three different books: "Educator Bandwidth, How to Reclaim Your Energy, Passion, and Time" by J. Kise and A. Holm, "From Burnt Out to Fired Up, Reigniting Your Passion for Teaching" by M. Michael, and "The Well- balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out" by M. Anderson. Participants will finish this course with strategies for self care in order to combat burnout.
  • Enrolled: 13/25
  • Wait: 0/10

47. Anti Racist Pedagogy

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/5/2023

What does it mean to be an anti-racist? How can understanding critical theory and anti-racist pedagogy help all of my students? How can I "de-center" whiteness as the standard in my lessons or curricula and ensure the inclusion of linguistically, racially, and culturally diverse perspectives are included and presented in an empowered manner? If these questions ignite your interest, join this community discussion to help transform our educational spaces, one classroom at a time, for anti-racism.
  • Enrolled: 1/25
  • Wait: 0/10

48. Building Classroom Community Through Short Activities

Program: Teacher Center Catalog

Audience: Teachers, Counselors, Assistants

Dates: 7/6/2023

Every day teachers work to build a stronger classroom community. What if you could continue the work of building your classroom community all year long through activities that take 5-10 minutes? This workshop is designed to give you 25 different low or no prep activities you can perform in your classroom in 10 minutes or less. Over the course of the workshop, each participant will perform each activity with the group so you can confidently leave knowing how to facilitate them in your own classroom. Note cards will be present to record activities as a make-and-take experience. The next time you have some spare time in the classroom you can pull out your note cards as a refresher and capitalize your classroom community.
  • Enrolled: 9/25
  • Wait: 0/10

49. Preparing for Leadership Institute 2023: Social Emotional Learning Article Frenzie (GV BOCES Districts Only)

Program: School Improvement

Audience: GV BOCES Administrators Only

Dates: 7/6/2023 to 7/27/2023

Hybrid
Join the School Improvement Team for a hybrid opportunity to unpack, explore and discuss readings that have been recommended by the Genesee Valley BOCES Leadership Institute 2023 keynote speaker, Dr. Stephanie Jones. This opportunity will allow administrators to begin to contextualize Social Emotional Learning (SEL) research and best practices for implementation and build prior knowledge before seeing the keynote address. Participants can expect to engage in pre-reading, independent reflection, and synchronous Zoom regional discussion.

Registration closes on June 23, 2023.

Course materials, a reading calendar, and reflection questions will be sent to participants on June 26, 2023.

CTLE credit will be based on synchronous Zoom attendance.
  • Enrolled: 29/100
  • Wait: 0/0

50. An Introduction to High Leverage Teaching Practices (HLTPs)

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 7/10/2023

Asynchronous
Good for Novice Teachers
Are you looking for teaching practices that have stood the test of time, and are not simply a fad? This asynchronous, online course will take a deep dive to showcase Rosenshine's Principles of Instruction and Tom Sherrington's associated book, by introducing ten (10) research-based "high-leverage teaching practices (HLTPs)" as well as implementation research and connected strategies. This information is intended to empower educators about their professional practice, by offering significant knowledge about high-impact, research-based instructional moves.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from July 10 to August 18, 2023 to complete all requirements to earn session credit. CTLE credit will be determined by calculating the mean of both course completion and time on task.
  • Enrolled: 4/100
  • Wait: 0/0

51. Online Book Study: The Art & Science of Teaching Primary Reading

Program: School Improvement

Audience: PreK-5 Teachers, Reading Specialists, Instructional Coaches, and Administrators

Dates: 7/10/2023

Book Study
Book Included
Join School Improvement for a six-week book study to explore and discuss the text: The Art & Science of Teaching Primary Reading, by Christopher Such. Participants will explore the technical and practical aspects of how children learn to read and learn how significant research can be interpreted in different teaching contexts to maximize reading outcomes. This book study will include intervaled reading and discussion sections to address key topics including: phonics, fluency, comprehension, vocabulary, and strategies that encourage independent reading.

Participants can expect to participate in a virtual book study by reading, writing, and posting on the Schoology platform. A syllabus and a copy of the book will be provided to participants prior to the book study launch date. Assignments and discussions will be posted throughout the week. In order to receive credit, participants must complete all requirements. CTLE hours will be awarded based upon online participation and completion of course tasks.

Course Launch Date: Monday, July 10, 2023

Course Close Date: Sunday, August 18, 2023

Format: Online Book Study

Location: Schoology

  • Enrolled: 2/30
  • Wait: 0/0

52. BATAVIA TEACHERS ONLY ESSENTIAL CLASSROOM MANAGEMENT!!!!!

Program: Teacher Center Catalog

Audience: Any Teacher

Dates: 7/10/2023

Join us in exploring the essentials of classroom management, using the book by Dr, Tracey Garrett and additional resources. Dr. Garrett will host a question and answer synchronous session on August 22nd at 10 AM. The course will run from Monday July 10th to Friday, August 25th. We will journey through the essentials to create your personal classroom management plan. The course will explore the physical design of the classroom, routines and procedures, relationships, managing instruction and addressing discipline issues. The culminating project will be to develop your own classroom management plan. This 12 hour CTLE course is designed as a blended learning experience using Schoology and Zoom. You will be expected to post comments to discussion prompts and to build a learning community by replying to other participants' comments. Books for participants other than Batavia will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY. Batavia teachers can pick them up from the curriculum office or as directed by Dr. Molly Corey.
  • Enrolled: 0/38
  • Wait: 0/2

53. Balance With Blended Learning

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/10/2023

Have you ever wished you clone yourself? Blended learning can *almost* make that happen. The book Balance With Blended Learning, by Catlin R. Tucker, offers educators the opportunity to reimagine teaching and learning. It allows teachers to partner with their students to assess, track, and reflect on learning. This partnership gives teachers more time and energy to innovate and personalize learning, while providing students with the opportunity to be active agents driving their own growth. It sounds too good to be true, but it can work. In this course, you will read the book over a period of three weeks, and participate in asynchronous weekly online discussions with your classmates. At the end of the course, on August 2 from 4-5:30pm, we will meet for a 1.5 hour Zoom to discuss our final thoughts about the book, and how its implications will affect our teaching going forward. Participation in the weekly discussions and the Zoom is necessary for CTLE credit. The ebook is available to read in the Gale library.
  • Enrolled: 1/25
  • Wait: 0/10

54. Essentials of Classroom Management

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/10/2023

Join us in exploring the essentials of classroom management, using the book by Dr, Tracey Garrett and additional resources. Dr. Garrett will host a question and answer synchronous session on August 22nd at 10 AM. The course will run from Monday July 10th to Friday, August 25th. We will journey through the essentials to create your personal classroom management plan. The course will explore the physical design of the classroom, routines and procedures, relationships, managing instruction and addressing discipline issues. The culminating project will be to develop your own classroom management plan. This 12 hour CTLE course is designed as a blended learning experience using Schoology and Zoom. You will be expected to post comments to discussion prompts and to build a learning community by replying to other participants' comments. Books for participants other than Batavia will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY. Batavia teachers can pick them up from the curriculum office or as directed by Dr. Molly Corey.
  • Enrolled: 8/17
  • Wait: 0/100

55. Motivating, Engaging and Managing Hard to Reach Student in the Covid Era

Program: Teacher Center Catalog

Dates: 7/10/2023

This is a webinar/video course offered by Brian Mendler with Schoology discussions ( 5 CTLE hours). Access to the course is from enrollment to July 10th - October 13th. Here is the description of the course as described by Brian Mendler himself. I have received a lot of questions lately about how to engage students online and in person. I created this course so educators can have tools necessary to succeed with difficult and hard to reach students. The ones that "push our buttons" and/or "slip through the cracks". Whether working in a hybrid model, 100% distance learning or in person, this course will help you build relationships with reluctant learners and successfully motivate your hardest to reach students! The video series is 3.5 hours and there is 1.5 hours of discussion in Schoology to share your thinking and experiences and learn from others in your cohort.
  • Enrolled: 3/50
  • Wait: 0/100

56. The Agile Learner Book Study

Program: Teacher Center Catalog

Dates: 7/10/2023

Learn to build student capacity by helping students develop a growth mindset and learn to behave more intelligently. Join us for the The Agile Learner asynchronous online Book Study. This 10 hour course, spread over 6 weeks . The course is composed of 3 parts, each spread over 2 weeks (to accommodate busy summer schedules). This course will run Monday, July 10, 2023 through Thursday, August 21st, 2023. The Agile Learner by James Anderson synthesizes three important theories of learning: Dweck's work on Mindsets, Ericsson's work on practice, and the work of Costa and Kallick on the 16 dispositions in Habits of Mind. According to Anderson, "None of the three elements on their own is enough. It is not until we combine Mindset with Habits of Mind and Virtuous Practice that we develop the Agile Learner.” This book study will help educators understand how we develop students' capacity to become increasingly effective learners in a world that is constantly disrupted. An Agile Learner is someone who recognizes that they live in an unpredictable, changeable and disruptive world. The Agile Learner understands that because of this, they can't and don't currently have the capacity to solve every problem they are likely to encounter. Their education has neither equipped them with all the answers, nor the full set of skills they need in order to thrive in the 21st century. The Agile Learner understands that they are capable of changing themselves. They understand that they can develop their Habits of Mind and learn to behave more intelligently. This allows them to engage more effectively in Virtuous Practice and, in doing so, successfully address increasingly difficult problems. Video LinkYoutube video of James explaining The Agile Learner https://youtu.be/SdqHBCO-3L0 This book study is open to all educators. Books will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY.
  • Enrolled: 3/25
  • Wait: 0/100

57. Culturally Responsive Teaching and the Brain by Zaretta Hammond BOOK LOOK

Program: Teacher Center Catalog

Audience: ALL EDUCATORS

Dates: 7/10/2023

Take a Book Look into Zaretta Hammond's Culturally Responsive Teaching and the Brain. A Book Look is a less structured Book Study. It is an opportunity to read a book and share "blog-like” discussion posts addressing general reflections guided by suggested prompt questions. Read at your own pace, no weekly timeline, read what others have to share in their reflections. Comment only if you wish. There are 9 chapters and 151 pages in the paperback edition. You will have access to the digital copy in our TC GALE library where you can listen to the chapters, download to a Kindle or IBook app or just read online. The discussion/reflection posts will be in Schoology. The registrants as of July 1st will be sent the login information and book access(unless you already have it). The 10 CTLE credits will be awarded for 9 Chapter Discussion/ Reflections Posts and one Final Summary Discussion/Reflection Post. The Schoology Discussion/Reflections will be closed on September 30th for 10 CTLE credits to be awarded.
  • Enrolled: 0/25
  • Wait: 0/5

58. Social Worker Summer Work Day 1

Program: Trauma, Illness and Grief (TIG)

Audience: School Social Workers

Dates: 7/11/2023

Join together with other regional social workers to tackle some of our big-picture goals like creating a response to truancy, mental health issues, and defining the role of the social worker in our schools.
  • Enrolled: 5/45
  • Wait: 0/0

59. Best Practices in Designing and Using an Assessment Data Analysis Protocol

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/11/2023 to 7/12/2023

As educators adapt to changes in instructional delivery and look for innovative programs to enrich student learning, assessments can guide them toward focused teaching. A data analysis protocol provides a process for a teacher or teacher team to maximize instructional resources, within and/or across classrooms, as well as finding a starting point for enrichment. Lets work together to analyze your assessment strategies and then consider a plan for designing and implementing a data analysis protocol that can work for you this coming school year.
  • Enrolled: 0/25
  • Wait: 0/10

60. Teaching That Changes Lives Online Book Study

Program: Teacher Center Catalog

Audience: Any Educator

Dates: 7/12/2023

Dr. Adams masterfully connects mindsets with self-regulation and use of a choice map to help one develop self-directedness and ownership of one's own behavior. The book Teaching That Changes Lives is a transformational and practical guide that will enable teachers to make an authentic difference with their students and avoid succumbing to the myriad pressures and challenges of their jobs. Using the storytelling format that proved so successful in her previous book, Adams tells how Emma, a sixth-grade teacher on the verge of quitting her job, learns to cultivate what Adams calls the "Learner Mindset”- having the discipline, curiosity, and courage to consistently ask growth-oriented, open-minded questions of oneself and others-and to avoid the close-minded and critical "Judger Mindset.” Emma transforms her classroom, her relationships with her colleagues, and, most importantly, her students' eagerness for learning and achievement Teaching is more than imparting facts and skills-it's preparing students for the test of life. Featuring an innovative, easy-to-follow workbook and access to a Learner Mindset online mini-course, this inspiring book will ensure that teachers and students alike become creative, resilient problem solvers, bridge builders, and lifelong learners Books will be distributed by your Policy Board member if you sign up by May 30th or you will be responsible for purchasing your own book or books will need to be picked up in Perry NY.
  • Enrolled: 1/25
  • Wait: 0/100

61. How to Teach Executive Function In Any Classroom (Grade 4-12)

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/12/2023

Want your students to focus attention, remember instructions, plan, organize, set goals, and be able to juggle multiple tasks? Executive Functioning Skills are the mental processes that enable students to do so. They lay the foundation for learning! When students have daily practice employing them they are more likely to succeed academically and in the workplace. This course will focus on a suite of Executive Functions that research has shown have a positive impact on students and their academic success. Those skills are Working Memory, Planning & Time Management, Organization, Goal Setting, Accountability, and Self-Regulation. Each participant will have access to the asynchronous course How to Teach Executive Function in Any Classroom with Mitch Weathers and will be asked to reflect in Schoology and create a Classroom Action Plan to synthesize your learnings. Mitch Weathers (course instructor) will meet with participants twice during the course to check in and offer additional support to participants. Meeting will be on July 27, 2023 and August 24, 2023 from 1:00-2:00pm. 5 CTLE hours Meet Your Instructor: Mitch Weathers is an award winning teacher, speaker, adjunct professor, and creator of Organized Binder. He believes deeply that students are successful when learning in predictable environments. His program equips educators with an instructional protocol to establish a daily routine that gives students practice with and daily modeling of executive functioning skills.
  • Enrolled: 8/25
  • Wait: 0/10

62. SLS Learn & Work Day

Program: School Library System

Audience: School Librarians in the GV BOCES region

Dates: 7/13/2023

Join us for some refreshers on library tools and then dive into some related work while we are here to answer questions and help you work through any issues. We will cover customizing your Library.FYI page, some catalog clean up tips for Follett Destiny, how to use advanced Sora tools, etc. This session will be participant-driven so bring your questions and let us know what you want to focus on. Time will be provided to work with these tools to build subject guides, clean up your records, or work on other tasks with support. Lunch will be provided.
  • Enrolled: 4/30
  • Wait: 0/0

63. Sold a Story: Reflective Podcast Journey for Educators

Program: Teacher Center Catalog

Audience: English Teachers

Dates: 7/17/2023

This course will support educators through a reflective, collaborative journey using the podcast "Sold a Story” by Emily Handford to guide the path. Participants will be encouraged to examine current practices and reflect on ways to improve instructional practices based on the information in the course.
  • Enrolled: 10/25
  • Wait: 0/10

64. Tackling the Motivation Crisis

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/17/2023

Wait List
Teachers use traditional incentive systems with the best of intentions. We're trying to support students' positive behavior. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work-at least at first. But in the long term, they do not foster intrinsic motivation or a love or learning. In fact, they often have the opposite effect. In this book study, we'll explore… The damage done by extrinsic motivation systems and why they are so hard for us to give up. Six intrinsic motivators-autonomy, belonging, competence, purpose, fun, and curiosity-that foster self-motivation and deep engagement. How to teach the self-management and self- motivation skills that can make a difference for kids. How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away-no matter what grade level or subject area you teach.
  • Enrolled: 25/25
  • Wait: 0/10

65. Teacher Leader Training

Program: School Improvement

Audience: Grade Level and/or Department Teacher Leaders

Dates: 7/18/2023 to 7/20/2023

In Person
Lunch Provided
Becoming a teacher leader is an exciting time! This two-day session will assist teacher leaders with onboarding or refining their leadership skills within departments or grade levels. Attention will be given to building a culture of efficacy to ensure these impact teams can focus on continuous improvement. They also learn how to support and encourage their colleagues by establishing a positive/safe culture, using data to drive decision-making, goal setting, meeting facilitation, consensus building, and conflict resolution.
  • Enrolled: 3/30
  • Wait: 0/0

66. Social Worker Summer Work Day 2

Program: Trauma, Illness and Grief (TIG)

Audience: School Social Workers

Dates: 7/18/2023

Join together with other regional social workers to tackle some of our big-picture goals like creating a response to truancy, mental health issues, and defining the role of the social worker in our schools.
  • Enrolled: 6/45
  • Wait: 0/0

67. Really Great Reading: Decoding and The Struggling Reader

Program: School Improvement

Audience: Grades 1-6 Classroom Teachers, 1-6 Special Education Teachers, Reading Specialists, Interventionalist, AND Middle/High School Interventionists

Dates: 7/19/2023

In Person
Featured Speaker
New
Join us for a fast-paced, hands-on, activity-based professional development workshop! Participants will learn immediate strategies to help struggling readers practice what good readers do naturally: pay attention to every word, read with a high rate of accuracy, and use strategies for attacking unfamiliar and multi-syllable words. This workshop will provide tools that can help schools build strong literacy foundations in primary grades and help remediate decoding issues in elementary, middle, and high school students, while featuring diagnostic assessments, a data-based grouping system, and state-of-the-art foundational literacy skills instruction based on the resources from Really Great Reading®.

Educators will leave the workshop with:

An understanding of why students struggle with decoding and the impact this has on comprehension

Tools and background knowledge needed to effectively diagnose decoding issues in students of all ages

Resources needed to group students for instruction that will yield the greatest improvements

Functional teaching strategies to provide effective, age/grade-appropriate decoding instruction in grades 1-12

Lunch is on your own.
  • Enrolled: 10/40
  • Wait: 0/0

68. Finding the Sweet Spot: Engage Students to Learn and Create With Technology

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/19/2023

Does the idea of using and learning new technology make your head spin and your hands sweat? Are you using technology but want to take it to the next level? Are your students learning and creating with technology or mostly consuming information provided by you? This workshop is designed to help you understand how to engage your students and take ownership of learning with technology. Encourage your students to take ownership of their learning! We will use use the SAMR Model and PICRAT Matrix to look at how we as teachers are using technology with our students. Are you using it to Substitute, Augment, Modify, or Redefine (SAMR) how your students learn. Are your students Passive, Interactive, or Creative with technology and are you using technology to Replace, Amplify, or Transform (PICRAT) lessons in the classroom. You will have time to plan with your curriculum!
  • Enrolled: 0/25
  • Wait: 0/10

69. Teenage Shakespeare

Program: Teacher Center Catalog

Audience: English Teachers

Dates: 7/24/2023

What was life like for Shakespeare when he was a teenager? What did he and his friends do all day? What was school like? Did they work? What did they wear, play with, listen to, read, talk about? This course will look at the lives of adolescents during Shakespeare's lifetime and help you discover ways these experiences influenced his development as a writer. You will leave with ideas and materials you can use to introduce Shakespeare in your classroom in a way that will make him seem more accessible to high school students.
  • Enrolled: 0/25
  • Wait: 0/10

70. An Introduction to SLIFE (Students with limited or interrupted informal education)

Program: Teacher Center Catalog

Audience: ELL Teachers

Dates: 7/25/2023

Define SLIFE (Students with limited or interrupted formal education), which are a subgroup of English language learners; their strengths and challenges teachers may face. Apply SLIFE knowledge to creating instructional plans then discuss student scenarios and how best to support those students.
  • Enrolled: 3/25
  • Wait: 0/10

71. Co-Teaching for ELLs

Program: Teacher Center Catalog

Audience: ELL Teachers

Dates: 7/25/2023

Learn about the different types of co-teaching models and explore different co-planning materials and methods. Discuss when to use different models of co-teaching depending on the content and grade level being taught.
  • Enrolled: 0/25
  • Wait: 0/10

72. TCIS: Therapeutic Crisis Intervention for Schools (Levels I & II)

Program: Special Education

Audience: York CSD & Pavilion CSD Staff Only

Dates: 7/25/2023 to 7/26/2023

The Therapeutic Crisis Intervention for Schools (TCIS) training program for child and youth care staff presents a framework for implementing a crisis and management system that reduces the need to rely on high-risk interventions. The TCI framework complements the Response to Intervention (RTI) approach and also includes aspects of trauma-informed care. Staff who are trained in the TCI program are provided a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to proactively diminish crisis and also support students and staff to react to a crisis. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression. Program objectives include learning to proactively prevent and/or de-escalate a potential crisis situation with a child or young person, manage a crisis situation in a therapeutic manner, and if necessary, intervene physically in a manner that reduces the risk of harm to children and staff and process the crisis event with children and young people to help improve their coping strategies. Upon completion, this training will certify the attendee in Levels I & II certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 8/28, 8/29, and 8/30. Lunch will be provided on 8/31.
  • Enrolled: 0/15
  • Wait: 0/0

73. AIS/MTSS-I Manual Audit/Development

Program: School Improvement

Audience: Administrators

Dates: 7/25/2023

In Person
Lunch Provided
This session is intended to provide school leaders with an opportunity to review the NYSED guidance regarding intervention services, and what is required in order to be compliant at the local level. This opportunity will also afford school leaders time to consider quality practices, as well as compliance. There will be time built into this professional learning to audit existing local/district plans or begin to develop a district-wide vision for intervention services.
  • Enrolled: 2/30
  • Wait: 0/0

74. Considering your ELLs with Culturally Responsive Teaching

Program: Teacher Center Catalog

Audience: ELL Teachers

Dates: 7/27/2023

Explore culturally responsive instructional strategies and create instructional plans using knowledge of both English language learners and Culturally Responsive Teaching methods.
  • Enrolled: 3/25
  • Wait: 0/10

75. Different Brains, Different Learners: How to Reach the Hard to Reach

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/31/2023

It's easy to identify when a student is struggling. It's not nearly as easy to identify WHY, or which supports and interventions might be the most effective. The book Different Brains, Different Learners: How to Reach the Hard to Reach, by Eric Jensen, describes some of the most common impairments students may face, and how educators can respond most effectively. It is important to note that teachers are not diagnosticians, and should not attempt to diagnose students. Rather, this book describes symptoms and behaviors that may indicate which intervention path may be the most effective, reducing the time and frustration it may take to achieve a positive outcome. In this course, you will read the book over a period of three weeks, and participate in asynchronous weekly online discussions with your classmates. At the end of the course, on August 23 from 4-5:30pm, we will meet for a 1.5 hour Zoom to discuss our final thoughts about the book, and how its implications will affect our teaching going forward. If you are signed up for the What Happened to You? Book Study, this workshop can be a practical follow-up.*
  • Enrolled: 11/25
  • Wait: 0/10

76. Teaching Snippets: Gearing Up For A New Year

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administration

Dates: 7/31/2023

Teaching Snippets are short podcast-like episodes on a variety of relevant and practical teaching topics to help renew, refresh, and get you ready for a new school year. This course is geared towards teachers in their first 1-3 years of teaching, but can also be a great refresher for veteran teachers. Topics include organizing your classroom, keeping track of important information, balancing work and life, and being more fulfilled as a teacher. The course will consist of 4 weekly recordings for you to listen to, and time to respond/reflect on how you can incorporate the strategies learned into your classroom and teaching career.
  • Enrolled: 5/25
  • Wait: 0/10

77. APPR Re-Certification for Lead Evaluators of Teachers (August 2023 Cohort)

Program: School Improvement

Audience: Lead Evaluators of Teachers, Principals, and Superintendents

Dates: 8/1/2023

Asynchronous
The State Education Department requires all evaluators of teachers and principals to be certified through an appropriate training process. Lead evaluators are those who conduct summative annual professional performance reviews (APPR) of teachers. Each district must certify that these lead evaluators have been trained in the minimum requirements as outlined in the APPR regulations. The components of this APPR re-certification training are based on the four-day Lead Evaluator Certificate Training. This asynchronous session is meant to serve as an opportunity for lead evaluators to annually revisit the major components of that training and renew certification, which will allow continued evaluation of teachers. This session is meant to be viewed in collaboration with an administrative team within your building or district, but it may be viewed by independent administrators as well.

Participants will receive information to access the asynchronous materials prior to the session date. Participants must complete the webcast by the last date of the cohort month.
  • Enrolled: 0/100
  • Wait: 0/0

78. Tier-1 Classroom Management

Program: School Improvement

Audience: Grades PreK-12 General/Special Education Teachers, Interventionists, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 8/1/2023

Asynchronous
Good For Novice Teachers
This professional learning session focuses on identifying critical elements of classroom management, of which teachers have the ability to implement. These elements, such as developing and communicating expectations, routines, positive supervision, and accountability, foster an effective and equitable learning environment when implemented well. This session will also focus on how teachers can use the best Tier-1 instruction possible to build compliance to engagement.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from August 1 to August 31, 2023 to complete all requirements to earn session credit.
  • Enrolled: 2/100
  • Wait: 0/0

79. You Want Me To Be Nice?: A School Educators' Lifeline for Social Emotional Learning in the PK-K/ Environment

Program: Teacher Center Catalog

Audience: Teachers

Dates: 8/1/2023

Social-emotional learning (SEL) is a concept that is sweeping across school districts across the United States. The purpose of this training is to provide early childhood educators (PreK and Kindergarten teachers) with strategies that will help foster a more emotionally supportive classroom environment. Research suggests that students in classrooms that are rich in emotionally connected adult-student interactions are more likely to achieve developmentally appropriate milestones, outcomes and have higher quality peer to peer interactions. Emotionally supportive classrooms have been found to have positive associations with growth in children's expressive and receptive language scores as well as decreases in teacher-reported behavior problems. The specific topics we will be discussing during our training are: creating more positively charged emotionally connections with our youngest and most vulnerable students and how teachers can become more aware of their responsivity to students' academic and emotional needs.
  • Enrolled: 0/25
  • Wait: 0/10

80. Genesee Valley BOCES 2023 Leadership Institute

Program: School Improvement

Audience: Genesee Valley BOCES K-12 Building and District Leaders

Dates: 8/2/2023 to 8/3/2023

2 day event
AGENDA: A more detailed agenda is forthcoming

Day 1:
Keynote Speaker: Dr. Stephanie Jones
Professional Learning Sessions

Day 2:
Conversation Stations/District Work Time/Team Building

**This event is for GV BOCES component districts only

**Participation in the 2023 Leadership Institute serves as annual APPR re-certification for leaders.
  • Enrolled: 156/300
  • Wait: 0/0

81. USHMM Guidelines for teaching the Holocaust and other tough topics

Program: Teacher Center Catalog

Audience: Holocaust Teachers

Dates: 8/7/2023

This professional development features the United States Holocaust Memorial Museum (USHMM) Guidelines for teaching the Holocaust. This session will be run by USHMM Teacher Fellows Tara DeVay (High School Social Studies) and Megan Wright(High school ELA) giving you turn key lessons on teaching the Holocaust that you can implement in your own classroom. Materials include a teaching framework, rationale for teaching the Holocaust development and turn key lessons that align with the USHMM. Participants will work together in the large group for the morning session, and then the afternoon breakout sessions, led by the presenters, will be based on the teachers' related content area.
  • Enrolled: 2/25
  • Wait: 0/10

82. Creating Professional-Learning Plans

Program: School Improvement

Audience: Administrators

Dates: 8/8/2023

In Person
Lunch Provided
This session has dual purposes: understanding the regulations regarding district, professional-learning plans and applying aspects of quality to professional-learning plans as a means for attaining important achievement goals. To put it more succinctly, this session will focus on moving from compliance to continuous improvement. A myriad of resources- including guidance documents from NYSED and tool-oriented materials, from Learning Forward and Dr. Victoria Bernhardt, will be shared, reviewed, and used as participants work through the creation of draft plans with colleagues.
  • Enrolled: 3/30
  • Wait: 0/0

83. If there is a "Word" Problem, Yo I'd solve it!

Program: Teacher Center Catalog

Audience: Teachers

Dates: 8/9/2023

Do you skip the word problems in your math lesson because you run out of time? When you give your students a word problem are they just looking for key words and using the most recent operation you have been practicing? Join us for "If you have a WORD problem, Yo I'll solve it!" to learn ways to make dissecting word problems consistent, visual, and fun! You will leave with practical examples of how to draw tape diagrams that grow with your students for your specific grade level! We will also be discussing what we can do to support ALL learners in math word problems with a Universal Design for Learning around this topic! Designed for Grades 1-6
  • Enrolled: 3/25
  • Wait: 0/10

84. Part 2 You Want Me To Be Nice?: A School Educators' Lifeline for Social Emotional Learning in the PK-K/ Environment

Program: Teacher Center Catalog

Audience: Teachers

Dates: 8/10/2023

Social-emotional learning (SEL) is a concept that is sweeping across school districts across the United States. What comes to mind when you hear someone say that educators need to be more socially and emotionally cognizant in their classrooms? The purpose of this training is to provide early childhood educators (PreK and Kindergarten teachers) with strategies that will help foster a more emotionally supportive classroom environment. Research suggests that students in classrooms that are rich in emotionally connected adult-student interactions are more likely to outperform their peers academically and have higher quality peer to peer interactions. Emotionally supportive classrooms have been found to have positive associations with growth in children's expressive and receptive language scores as well as decreases in teacher-reported behavior problems. The specific topics we will be discussing during our training are: creating more positively charged emotionally connections with our youngest and most vulnerable students, how teachers can become more aware of their responsivity to students' academic and emotional needs, and how teachers can place a greater emphasis on students' interests, motivations, and points of view that encourage student responsibility and increased autonomy.
  • Enrolled: 2/25
  • Wait: 0/10

85. A Call to Action: Diversity, Equity, Inclusion (DEI)

Program: School Improvement

Audience: Grades PreK-12 Teachers, Instructional Coaches, and Teacher Leaders and Administrators

Dates: 8/15/2023

In Person
Lunch Provided
The New York State Board of Regents released a policy statement, framework, and call to action for all schools in New York State to develop policies that advance Diversity, Equity, and Inclusion (DEI) as a priority in schools. In this full-day session, participants can expect to construct foundational understandings regarding equity and its essential role in education. Time will be spent developing common language around DEI vocabulary, reviewing the Board's policy statement, unpacking the framework's main principles, and brainstorming how districts can use this knowledge to increase equity in their education systems.
  • Enrolled: 0/30
  • Wait: 0/0

86. Data Dashboard Cohort (GV BOCES Districts Only)

Program: School Improvement

Audience: DSS Data Dashboard District Leaders

Dates: 8/16/2023 to 2/7/2024

In Person
The Driving Student Success (DSS) Dashboard Cohort is designed for leaders from our partner districts using EduTech's Dashboard Service and will consist of four modules, beginning on August 16th. It is ideally timed with the restart of accountability, as one underlying theme with accountability is that there is always room for improvement. Each session will provide professional learning and scenarios to help participants to understand how to dig into dashboard data and leverage it to inform decision making and uncover areas for improvement. There will also be an opportunity to collaborate with nearby/partner districts. The first session will be held in person. At that time, the group will decide if the cohort wishes to combine participants from GV & W-FL BOCES and meet virtually or in person.
  • Enrolled: 0/30
  • Wait: 0/0

87. Diversity, Equity, Inclusion: A Customized Approach for District's Next Steps

Program: School Improvement

Audience: Grades PreK-12 Teachers, Instructional Coaches, and Teacher Leaders and Administrators

Dates: 8/17/2023

In Person
Lunch Provided
A growing body of research finds that all students benefit when their schools implement strong Diversity, Equity and Inclusion (DEI) policies and practices-including: academic, cognitive, civic, social-emotional, and economic benefits. It is recognized that much of this work is already happening in districts all across the region, however; this session will afford district leaders an opportunity to explore opportunities to scale up their efforts or look for additional entry points at the systemic level, building level or classroom level.
  • Enrolled: 0/30
  • Wait: 0/0

88. Understanding & Cultivating Teacher Well-Being

Program: Teacher Center Catalog

Audience: Any Educator

Dates: 8/18/2023

Understanding & Cultivating Teacher Well-Being through Positive Psychology PeaceFull Kids studies happiness for a living & we are passionate about sharing our knowledge with others. Research in the field of positive psychology shows there are many ways to increase well-being. This course, we cover basic concepts of positive psychology including leveraging characterstrengths to cultivate well-being and exploring the PERMA model of well-being developed by Martin Seligman. Through independent reflections and group activities, participants will experience the efficacy of positive psychology concepts including strengths spotting, savoring, and flow. Participants will learn ways to build optimism and fortify resilience. A new language around flourishing, and a fresh perspective on well-being, will be introduced by working with these ideas during course activities. Participants will leave with tools to utilize personally and to help others. The remaining 6 modules will be virtually in the fall. Dates and times TBD. Modules 1 & 2 are 3 CTLE hours. It is not required that you take Modules 3-8 and each of the next 6 modules will have separate registrations so you can sign up for any or all of the remaining 6 sessions ONLY IF YOU HAVE ATTENDED THE FIRST 2 Modules EITHER IN PERSON ON AUGUST 18TH. Course Modules: 1. Focus on Self-Awareness, Mindfulness & Personal Character Strengths 2. Build on Our Strengths & Strength Spotting in Others 3. Positive Emotions: Leverage Seligman's Scientific PERMA Model of Well-Being 4. Engagement & Flow: Leverage Seligman's Scientific PERMA Model of Well-Being 5. Relationships: Leverage Seligman's Scientific PERMA Model of Well-Being 6. Meaning: Leverage Seligman's Scientific PERMA Model of Well-Being 7. Achievement: Leverage Seligman's Scientific PERMA Model of Well-Being8. Deepen your Understanding of Resilience & Optimism
  • Enrolled: 0/25
  • Wait: 0/10

89. Preparing for Phase III of NYS P-12 Science Learning Standards

Program: School Improvement

Audience: Elementary & Intermediate-Level Science Teachers, Administrators

Dates: 8/22/2023

Synchronous
This synchronous session will provide an overview of changes to expect in science education as New York State prepares to begin Phase III of its transition to the New York State P-12 Science Learning Standards (NYSP12SLS) in September 2023. Topics to be discussed include the following: purpose of the NYSP12SLS, an overview of 3D instruction, changes to the Elementary-level and Intermediate-level Science Tests occurring in Spring 2024, required Investigations at the elementary and intermediate levels, and resources to support districts in their transition to the NYSP12SLS. The synchronous webinar link and supporting materials will be sent to registered participants prior to the session date.
  • Enrolled: 3/30
  • Wait: 0/0

90. Inclusive Models: Consultant Teaching & Integrated Co-Teaching

Program: Special Education

Audience: Grades K-12 General/Special Education Teaching Teams, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 8/23/2023

In Person
Lunch Provided
Book Included
Working as a second teacher in a general education classroom can be tricky. Knowing where one teacher's role ends and begins can be ambiguous. This session will clarify for participants the difference between a consultant teacher versus an integrated co-teacher, and how they intended to work with the general education staff. This full day workshop will cover the regulations governing the continuum of services, caseload, role in the classroom, and collaboration with general education teachers. Participants will explore various teaching models to be used in the consultant teacher and integrated co-teaching setting, as well as tools to plan and support inclusion through Specially Designed Instruction. This is a great opportunity for general and special education teaching pairs to collaborate, and it is recommended that they attend together.

Registration will include a copy of the book The Co-Teaching Book of Lists to support the learning.
  • Enrolled: 4/30
  • Wait: 0/0

91. The Creative Spark

Program: School Library System

Audience: School Librarians from the Five Systems region

Dates: 8/23/2023

The School Library Systems of the Five Systems present: The Creative Library; a PD event from FableVision Learning. Communication, collaboration, critical thinking, and yes, creativity, are essential skills in education and beyond. During this daylong session with FableVision Learning, school librarians will dive into these valuable skills to reinvigorate their practice. The day will feature hands-on activities and conversations intentionally designed to empower and inspire teacher-librarians to nurture the future generation. This experience is based on Peter H. Reynolds's Creatrilogy of books, The Dot, Ish, and Sky Color. These stories kick off an exploration of research-backed principles of creativity that build creative mindsets and transform the classroom experience. Participants will leave with strategies and tools that help establish a creative climate in which students can learn deeply, create bravely, and flourish. The day will be interspersed with activities using FableVision Learning's tools, Animation-ish and FabMaker Studio, to strengthen the understanding of creativity. Lunch will be provided.
  • Enrolled: 6/70
  • Wait: 0/0

92. Creating a Warm & Welcoming Classroom Learning Environment

Program: School Improvement

Audience: Grades PreK-12 Teachers, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 8/24/2023

In Person
Lunch Provided
This in-person session will provide methods to assist students as they move from dependent learners to independent learners. Teachers will explore effective teaching techniques that allow students to process new information, create a community of learners, and empower the classroom teachers to be more responsive to students' needs. Ensuring the learning environment is purposefully planned with instructional intention allows teachers to be warm demanders. This content represents the universal elements of sound pedagogy which can be applied to learning in any setting or content area classroom.
  • Enrolled: 2/30
  • Wait: 0/0

93. TCIS: Therapeutic Crisis Intervention for Schools (Levels I & II)

Program: Special Education

Audience: Grades K-12 Paraprofessionals, General and Special Education Teachers, School Counselors, School Administrators, and School Psychologist

Dates: 8/28/2023 to 8/31/2023

The Therapeutic Crisis Intervention for Schools (TCIS) training program for child and youth care staff presents a framework for implementing a crisis and management system that reduces the need to rely on high-risk interventions. The TCI framework complements the Response to Intervention (RTI) approach and also includes aspects of trauma-informed care. Staff who are trained in the TCI program are provided a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to proactively diminish crisis and also support students and staff to react to a crisis. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression. Program objectives include learning to proactively prevent and/or de-escalate a potential crisis situation with a child or young person, manage a crisis situation in a therapeutic manner, and if necessary, intervene physically in a manner that reduces the risk of harm to children and staff and process the crisis event with children and young people to help improve their coping strategies. Upon completion, this training will certify the attendee in Levels I & II certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 8/28, 8/29, and 8/30. Lunch will be provided on 8/31.
  • Enrolled: 9/15
  • Wait: 0/5

94. Long-Range Planning for Local Initiatives

Program: School Improvement

Audience: Administrators

Dates: 8/30/2023

In Person
Lunch Provided
"What do we want? Change. When do we want it? Now!” This chanting exchange is frequently heard when an issue reaches a tipping point. In the school context, administrators are left to respond to just such demands. However, too often, school leaders understand that something needs to change, but they are not sure how to ensure the likelihood of success. This professional learning will focus on long-range planning, with short cycles of implementation, to bring about success of local initiatives. The structure of this professional learning opportunity will balance content with time to immediately work on creating draft plans for current and/or upcoming local initiatives.
  • Enrolled: 3/30
  • Wait: 0/0

95. APPR Re-Certification for Lead Evaluators of Teachers (September 2023 Cohort)

Program: School Improvement

Audience: Lead Evaluators of Teachers, Principals, and Superintendents

Dates: 9/1/2023

Asynchronous
The State Education Department requires all evaluators of teachers and principals to be certified through an appropriate training process. Lead evaluators are those who conduct summative annual professional performance reviews (APPR) of teachers. Each district must certify that these lead evaluators have been trained in the minimum requirements as outlined in the APPR regulations. The components of this APPR re-certification training are based on the four-day Lead Evaluator Certificate Training. This asynchronous session is meant to serve as an opportunity for lead evaluators to annually revisit the major components of that training and renew certification, which will allow continued evaluation of teachers. This session is meant to be viewed in collaboration with an administrative team within your building or district, but it may be viewed by independent administrators as well.

Participants will receive information to access the asynchronous materials prior to the session date. Participants must complete the webcast by the last date of the cohort month.
  • Enrolled: 0/100
  • Wait: 0/0

96. Designing Instruction to Support ALL Learners

Program: School Improvement

Audience: Grades PreK-12 Teachers, Instructional Coaches, Teacher Leaders, and Administrators

Dates: 9/1/2023

Asynchronous
During this asynchronous session, participants will be introduced to an instructional framework that shifts the cognitive load from the teacher to the students. The goal of this framework is to provide appropriate instruction, moving students towards independence. Participants will learn the components of direct (focused) instruction, guided instruction, collaborative learning, and independent learning based on the Gradual Release of Responsibility Framework (Gallagher, 1983 as cited by Fisher & Frey, 2013). Session content will support teachers with giving students clear student expectations, bring balance to teacher talk vs. student talk, and incorporate scaffolded learning.

The asynchronous content will be sent to registered participants prior to the day of the session. Participants will have from September 1 to September 30, 2023 to complete all requirements to earn session credit.
  • Enrolled: 1/100
  • Wait: 0/0

97. School Social Work Peer Group 2023-2024

Program: Trauma, Illness and Grief (TIG)

Audience: School Social Workers

Dates: 9/12/2023 to 6/11/2024

Meet with other school social workers in the region for professional development, case reviews, peer support/mentorship and networking. Drop in format, come to as many sessions as you can.
  • Enrolled: 8/50
  • Wait: 0/0

98. TIG Primary Contact Meetings

Program: Trauma, Illness and Grief (TIG)

Audience: TIG Primary Contact from each district

Dates: 9/19/2023 to 4/25/2024

The "TIG Primary Contact" a person from your district that may be the point of contact in a critical incident. These meetings are designed to bring ongoing support and training, and learn from other districts. Meetings will include table top exercises, debriefing critical incidents and providing guidance on supporting your TIG team.
  • Enrolled: 2/50
  • Wait: 0/0

99. GSA Kick Off - 2023!

Program: Trauma, Illness and Grief (TIG)

Dates: 9/19/2023

Informative and sportive gathering for staff leaders of GSAs or other LGBTQ+ clubs in our region. Network and collaborate with other GSA leaders, while also getting useful information about running a fun and successful group in your school. Presenters from GLOW Out! & GLYS WNY
  • Enrolled: 3/60
  • Wait: 0/0

100. Program or Be Programmed: A Computational Thinking Approach to AI via Book Study

Program: Model Schools

Audience: K-12 Teachers and Administrators

Dates: 9/20/2023 to 5/1/2024

AI is taking the world by storm. How do we teach students about this quickly evolving technology? The best approach is to help them (and us) understand how the technology works and how it is being used to impact our lives. To explore this topic over the three sessions, we will turn to Douglas Rushkoff's Program or Be Programmed as a lead text. Using a computational thinking approach, you will learn about several activities you could use with students to show them how AI influences the world around them and how they can use machine learning to their advantage. We will discuss limitations, ethical considerations, and how bias presents itself in machine learning. Learn how to get students thinking about the ways AI will change the world. Cost of book is included.
  • Enrolled: 1/30
  • Wait: 0/0

101. Video Announcements (Green Screen) with ATM Mini Switcher

Program: Model Schools

Audience: Grades K-12 teachers and administrators

Dates: 9/21/2023

Looking to start a video announcements program in your school? One of the best ways to get started is using an ATEM Mini Pro switcher. At this PD, you will go hands-on with the ATEM Mini Pro, as well as receive a switcher to take back to your school to put into immediate use. This powerful device lets you switch between four inputs including multiple cameras and computers. It has built-in support for green screens, picture-in-picture, and overlay graphics. It also includes a professional level audio mixer and equalizer. You will learn how to use all of these features to get started with a video announcements program. Registration cost includes Blackmagic Design ATEM Mini Pro switcher (retail value $295)
  • Enrolled: 0/30
  • Wait: 0/0