Catalog: Genesee Valley BOCES (Web Registration)

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1. Scaffolds for Writing: Providing Assistance for Those Who Need It at the Appropriate Time

Program: School Improvement

Audience: K-12 Teachers, Teacher Leaders, and Instructional Coaches

Dates: 3/1/2022

Asynchronous
Closed
Kellogg and Whiteford (2009) argue that "The advancement of writing skills from beginner to advanced levels depends on the availability of adequate working memory resources and the capacity to allocate them appropriately to planning, sentence generation, and reviewing” (p. 256). The authors point out two critical concepts here: writing skills are on a continuum (beginner to advanced) and writing is complex (adeptly juggling working and long-term memory to attend to the writing process). This professional learning session focuses on writing scaffolds, taught within direct, explicit instruction, as strategies employed to advance writers along the continuum, from novice to expert, resulting in writing skills being captured in the three phases of learning: encoding, storage, and retrieval (Agarwal & Bain, 2019).

The asynchronous content will be sent to registered participants on the day of the session. Participants will have from March 1st to March 30th to complete all requirements to earn session credit.

2. TCI: Therapeutic Crisis Intervention Training Levels I & II

Program: Special Education

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

Dates: 3/14/2022 to 3/23/2022

The Therapeutic Crisis Intervention (TCI) 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 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 attendee in Levels I & II Certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 3/14, 3/15, and 3/22. Lunch will be provided on 3/23.

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, and School Psychologist

Dates: 5/9/2022 to 5/19/2022

Closed
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 attendee in Levels I & II Certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 5/9, 5/10, and 5/17. Lunch will be provided on 5/19.

4. Mentors Connecting 4

Program: Teacher Center Catalog

Audience: Mentors

Dates: 5/10/2022

Let's connect with other mentors facing the same positive and stretching interactions with mentees. During this session you will get to interact with regional mentors, review the 4 Stances for Learning-Focused Interactions and dialogue about some scenarios mentors have encountered, and talk about celebrating the end of the school year with our mentees. If you have any interactions you'd like to share for discussion, please email a brief summary (minus real names) to pmullikin@avoncsd.org. All information shared will be considered confidential. It's a great time to ask each other questions and grow community amongst mentors in the region. Please join us for a 1 1/2 hour Zoom Session. This session is open to all mentors. The Zoom Link will be sent to those registered by May 6, 2022. Each Mentors Connecting session is independent of the others so you are invited to attend this session even if you haven't attended any other session. At this session we will determine the agenda for the next meeting and possible dates for Mentors Connecting Sessions for the 2022-2023 school year.

5. Instructional Coaching Cohort (session 3 of 3)

Program: School Improvement

Audience: Instructional Coaches and Administrators

Dates: 5/11/2022

In Person
Lunch Provided
Instructional coaching has proven to be an effective strategy for personal teacher growth, increased student achievement, and individualized professional development. In this cohort, an emphasis on relationship building will be utilized to join other coaches in our region with a focus on continuing to work to improve our practice, share effective coaching strategies, and collegial dialogue regarding the implementation of the cohort model. Participants can expect to collaborate and problem-solve, as well as explore the characteristics of the most effective coaches. Coaches will discuss high-impact teaching strategies and learn how to share these strategies with colleagues. The cohort will continue to create and develop a playbook or handbook that works best for coaches and their district.

6. 7-12 Science Cohort (session 3 of 3)

Program: School Improvement

Audience: Grades 7-12 Science Teachers

Dates: 5/18/2022

In Person
Lunch Provided
Starting Soon
The 7-12 Science Cohort will afford Science teachers the opportunity to connect with other 7-12 Science teachers. The cohort model is structured to provide NYSED/regional updates and collaborative opportunities. The goal of the 7-12 Science Cohort is to learn best practices and why they work, as well as what these practices look like in a classroom. Participants will collaborate with colleagues to implement the best practices and reflect on implementation. The cohort structure also allows teachers to share the implementation and reflections with the larger group.

7. Speech & Language Pathologist Network

Program: Teacher Center Catalog

Audience: Speech-Language Pathologists

Dates: 5/19/2022

NewStarting Soon
Meeting Agenda Articulation and phonological issues valid for S/L Impaired classification? Using Rubrics for communication goals? Orthopedic Impairments and how do you assess for articulation? End of the school year reflections… Next year's plans, venue, number of meetings, additional ideas for improvement

8. Digging Deeper Into Unit 8 (Batavia ONLY)

Program: School Improvement

Dates: 5/19/2022

Starting Soon
This in-person session will afford participants the opportunity to reflect on the learning of LETRS Unit 8. Activities to expand your practical knowledge about the unit will be provided during this one-hour session, as well as an opportunity to discuss and collaborate with colleagues.

9. Preparing to Score the Social Studies Framework Regents Exams

Program: School Improvement

Audience: Middle/High School Social Studies Teachers

Dates: 5/20/2022

In Person
Lunch Provided
Starting Soon
Get ready to recalibrate! Participants in this full-day session will explore the necessary documentation to successfully score both the New York State Global History & Geography and United States History & Government Regents exams. These Regents exams are aligned to the New York State Social Studies Framework. The morning session will consist of reviewing the scoring materials for the Global Regents with the afternoon session exploring US History materials.

10. SUMMER PROGRAM: Ensuring Mathematical Success For All (Session 1)

Program: School Improvement

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

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2021 to complete the asynchronous session.

11. SUMMER PROGRAM: The Not So Simple View of Reading: Introduction to the Science of Reading (Session 1)

Program: School Improvement

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

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

12. SUMMER PROGRAM: The Not So Simple View of Reading: Language Comprehension (Session 1)

Program: School Improvement

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

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

13. SUMMER PROGRAM: The Not So Simple View of Reading: Reading Comprehension (Session 1)

Program: School Improvement

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

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

14. SUMMER PROGRAM: The Not So Simple View of Reading: Word Recognition (Session 1)

Program: School Improvement

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

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

15. Mentor Coordinators and Responsible Administrators' Network Meeting

Program: Teacher Center Catalog

Audience: Mentors Coordinators

Dates: 6/1/2022

New
AGENDA: 1. Collegial Conversations: * TCTRC & GRTC Updates from Pat & Juanita 2. Supporting the Improvement of Practice: Possible Topics a. New Teacher Orientation/Induction - especially for new staff that are non-classroom teachers (psychologists, counselors, social workers, special education teachers and contracted staff) b. Mentor Program Reflection / Evaluation 3. Action Planning time and networking with your colleagues 4. Roundtable/District updates 5. Next Steps: Setting dates and possible agenda topics for next year Agendas are set by you and based on your needs or questions. Please contact Beth with any questions or suggestions for topics

16. SUMMER PROGRAM: Student Engagement Tasks (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

Asynchronous
Summer Program Staff Only
This asynchronous session will provide an overview of essential background knowledge and theoretic design elements to create and then position student engagement tasks into the instructional cycle with impact. Participants will receive a variety of highlighted Total Participation Techniques (TPTs) and Learning Challenge strategies that can be implemented to motivate student participation and engagement. These tasks will challenge learners and end the tradition of them being "listening objects" (Himmele & Himmele, 2017). This content represents the universal elements of sound pedagogy, which can be applied to learning in any setting.

All session materials will be sent to participants on June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

17. SUMMER PROGRAM: An Instructional Delivery Framework: Gradual Release of Responsibility (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

18. SUMMER PROGRAM: High Leverage Teaching Practices: Introduction (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

Asynchronous
Summer Program Staff Only
This introductory, asynchronous session will empower educators to reflect on their professional practice, through the lens of ten (10) research-based "high-leverage teaching practices (HLTP)" and their associated strategies. Session attendees will leave knowing these practices and will also identify and confirm the most impactful components of their instruction, as well as potential areas for growth.

All session materials will be sent to participants on June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

19. SUMMER PROGRAM: Principels for Effective Teaching: Making Good Choices With Choice Boards (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

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 June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

20. SUMMER PROGRAM: Retrieval Practice: Remembering So We Never Forget (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

Asynchronous
Summer Program Staff Only
The purpose of this asynchronous session is to arm 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. Infact, 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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

21. SUMMER PROGRAM: Teaching Fractions Through Deep Conceptual Understanding (Session 1)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 6/1/2022

Asynchronous
Summer Program Staff Only
If you teach fractions in any capacity, this is the right session for you. Participants will begin with making greater sense of fractions and work to further conceptualize the procedures of comparison, equivalence, and the four operations. Participants will gain more tools for their fraction teaching toolbox, including many practical games and activities that can immediately be implemented in the classroom to build students' fluency with fractions.

All session materials will be sent to participants on June 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

22. Genesee Valley BOCES Regional Curriculum Council Meeting (session 4 of 4)

Program: Curriculum Council

Audience: Instructional Administrators

Dates: 6/3/2022

In Person
Lunch Provided
The Genesee Valley BOCES Administrative Curriculum Council meets often throughout the school year in efforts to collaborate with other Instructional Leaders in the region, hear updates from various departments, and continue professional learning together.

23. Reading Network

Program: Teacher Center Catalog

Audience: Reading Teachers

Dates: 6/7/2022

New
Join us for our final network meeting! All lovers of literacy are welcome! We will be wrapping up the year discussing The Writing Revolution, vocabulary, morphology, Science of Reading, The Logic of English, teaching shifts that are taking place, and word recognition. Many of these topics will continue into next school year's meetings as well. Please join us for an evening of learning and sharing! We hope to see you there!

24. Powerful Teaching with Patrice Bain

Program: School Improvement

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

Dates: 6/8/2022

In Person
Featured Speaker
Have you had students struggle to remember what was taught the previous year, semester, or even the last month? Have you had students internalize failure, thinking they won't succeed because they're "not smart"? There are reasons, researched reasons why this happens. Patrice Bain, a veteran teacher and co-author of Powerful Teaching: Unleash the Science of Learning, knows the rigor required for the classroom. Having worked with cognitive scientists for over fifteen years, Bain developed teaching strategies based on robust research that improves learning. Best of all, these strategies don't add to teachers' already filled plates but will streamline what they are already doing. In this engaging and interactive workshop, Patrice Bain will unlock the research and provide evidence-based strategies that will transform your teaching so that all students will be successful learners.

In this workshop, educators will:

Learn the research behind: Retrieval, Spacing, Interleaving, and Feedback-driven Metacognition

Understand how cognitive load, working memory, and desirable difficulties play a role in learning

Discern learning "myths" vs. "truths"

Grasp how simple changes to what they are already doing will increase student learning

Leave the workshop with a repertoire of tools and strategies that can be used the following day

Subscriber pricing applies to JMT BOCES regional teachers and administrators: Monroe 1 BOCES, Monroe 2 BOCES, Wayne-Finger Lakes BOCES, and Genesee Valley BOCES.

25. Mentoring Matters (Laura Lipton and Bruce Wellman)

Program: Teacher Center Catalog

Audience: Mentors

Dates: 6/27/2022

New
June 27-August 21 Asynchronous Book Study An invaluable reference for mentors of beginning teachers, this guide offers structures, strategies, and tools for developing expertise in teaching and launching a career of continuous learning. The updated and revised Third Edition adds new tools for time-efficient, effective learning-focused conversations, including templates for problem-solving conversations that balance support with learning. You'll find tons of tips for maximizing time and attention and extensive resources for understanding and supporting each phase of a new teacher's first years.

26. Adaptive Schools Days 1 & 2

Program: Teacher Center Catalog

Audience: Teachers, administrators, team and instructional leaders

Dates: 6/27/2022 to 6/28/2022

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation, describing specific ways to weave the collaborative fabric of a faculty, develop group member skills, and acquire the principles and understandings to engage in a continuous cycle of team and individual improvement. Adaptive Schools is the "how” of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning. In the four-day Adaptive Schools Foundation Seminar, participants will develop: *An increased capacity to initiate, develop and sustain high functioning groups *New lenses for diagnosing the stages and phases of group development *An expanded repertoire of practical facilitation tools *Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each *Skills to move groups beyond consensus to common focus *Ways to value and use dissension, argument and conflict *Strategies for keeping group members on track, on topic, energized and resourceful

27. APPR Re-Certification for Lead Evaluators of Teachers (Spring Cohort)

Program: School Improvement

Audience: Superintendents, Principals and Lead Evaluators of Teachers

Dates: 6/30/2022

Webcast
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 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 video 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 webcast is meant to be viewed in collaboration with an administrative team within your building or district but may be viewed by independent administrators as well.

This webcast can be taken at your convenience upon your registration date through June 30, 2022. Shortly after registration, participants will receive an e-mail will information to access the webcast. Course completion/CTLE/certificates will be awarded shortly after the June 3oth date.

28. MICRO-CREDENTIAL Authentic Learning-Introduction

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

ONGOING July 1, 2021 to June 20, 2022
Self Paced

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, 2022

29. MICRO-CREDENTIAL The Together Teacher-Time Management

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing July 1, 2021 to June 30, 2022
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, 2022

30. MICRO-CREDENTIALS Deck Toys-Getting Started

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing July 1, 2021 to June 30, 2022
Self Paced

Create interactive and student-centered lessons and escape rooms, called Decks, using this awesome learning platform. Learn how to create engaging learning paths and learning adventures with this introduction.
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

31. MICRO-CREDENTIALS Google Slides

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing June 30, 2021 to July 1, 2022
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, 2022

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

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing June 30, 2021 to July 1, 2022
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, 2022

33. MICRO-CREDENTIALS Implicit Bias-Overview

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing June 30, 2021 to July 1, 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

34. MICRO-CREDENTIALS Resilient Educator- Know Yourself

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing July 1, 2021 to June 30, 2022
Self Paced

Reflection is part of Danielson's Framework. This learning will help you reflect both personally and professionally to build resiliency.
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

35. MICRO-CREDENTIALS Supporting English Language Learners

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing July 1, 2021 to June 30, 2022
Self Paced

Learn the basics for working with English Language learners including how they become ELLs and how to best support them.
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

36. MICRO-CREDENTIALS Voracious Vocabulary Introduction

Program: Teacher Center Catalog

Audience: Teachers

Dates: 6/30/2022

Ongoing July 1, 2021 to June 30, 2022
Self Paced

Teaching vocabulary is the ability to identify & explicitly teach Tier II words while building students' academic language & literacy skills
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

37. The Vanishing Half (Britt Bennett)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 6/30/2022 to 7/28/2022

New
June 30-July 30 Blended Book Study "A story of absolute, universal timelessness …For any era, it's an accomplished, affecting novel. For this moment, it's piercing, subtly wending its way toward questions about who we are and who we want to be….” - Entertainment Weekly From The New York Times-bestselling author of The Mothers, a stunning new novel about twin sisters, inseparable as children, who ultimately choose to live in two very different worlds, one black and one white. The Vignes twin sisters will always be identical. But after growing up together in a small, southern black community and running away at age sixteen, it's not just the shape of their daily lives that is different as adults, it's everything: their families, their communities, their racial identities. Many years later, one sister lives with her black daughter in the same southern town she once tried to escape. The other secretly passes for white, and her white husband knows nothing of her past. Still, even separated by so many miles and just as many lies, the fates of the twins remain intertwined. What will happen to the next generation, when their own daughters' storylines intersect? Weaving together multiple strands and generations of this family, from the Deep South to California, from the 1950s to the 1990s, Brit Bennett produces a story that is at once a riveting, emotional family story and a brilliant exploration of the American history of passing. Looking well beyond issues of race, The Vanishing Half considers the lasting influence of the past as it shapes a person's decisions, desires, and expectations, and explores some of the multiple reasons and realms in which people sometimes feel pulled to live as something other than their origins. As with her New York Times-bestselling debut The Mothers, Brit Bennett offers an engrossing page-turner about family and relationships that is immersive and provocative, compassionate and wise.

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

Program: School Improvement

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

Dates: 7/1/2022

Asynchrounous
New
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.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

39. An Overview of High Leverage Teaching Practices (HLTPs)

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
Good for Novice Teachers
New
This asynchronous session is designed to be a "surface-level” overview of the "high-leverage teaching practices (HLTPs).” Participants will leave knowing the ten (10) research-based HLTPs and a sampling of associated strategies. This content affords all educators the opportunity to reflect on their professional practice and identify and confirm areas of impact and improvement.

The asynchronous content will be sent to registered participants on the day of the session. Participants will have from July 1st to July 31st to complete the session.

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

Program: School Improvement

Audience: Superintendents, Principals and Lead Evaluators of Teachers

Dates: 7/1/2022

Webcast
New
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 on July 1, 2022. Participants must complete the webcast by July 31, 2022. CTLE credit will be awarded at the end of the designated close date.

41. Curriculum Alignment Part 1: Prioritizing The Standards

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
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.

Participants will receive the asynchronous session materials prior to July 1, 2022 and will have until August 31, 2022, to complete the session.

42. Developing Curriculum Part 2: Operationalizing Prioritized Standards

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
Okay...so standards have been prioritized, now what? The answer is-- operationalize the standards. Ainsworth (2015) argues, "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.

Participants will receive the asynchronous session materials prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

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

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
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.

Participants will receive the asynchronous session materials prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

44. Developing Curriculum Part 4: Designing Tasks to Reflect Success Criteria and Ensure Learning

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
The final step in this professional learning series, focusing 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.

Participants will receive the asynchronous session materials prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

45. Student Engagement Tasks

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
Good for Novice Teachers
New
This asynchronous session will provide an overview of essential background knowledge and theoretic design elements to create and position student engagement tasks into the instructional cycle with impact. Participants will receive a variety of highlighted Total Participation Techniques (Himmele & Himmele, 2017) and Learning Challenge (Nottingham, 2017) strategies that can be implemented to motivate student participation and engagement. These tasks will challenge learners and end the tradition of students being "listening objects" (Himmele & Himmele, 2017). This content represents the universal elements of sound pedagogy, which can be applied to learning in any setting or content area classroom.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

46. SUMMER PROGRAM: Ensuring Mathematical Success For All (Session 2)

Program: School Improvement

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

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2021 to complete the asynchronous session.

47. SUMMER PROGRAM: The Not So Simple View of Reading: Introduction to the Science of Reading (Session 2)

Program: School Improvement

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

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

48. SUMMER PROGRAM: The Not So Simple View of Reading: Language Comprehension (Session 2)

Program: School Improvement

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

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

49. SUMMER PROGRAM: The Not So Simple View of Reading: Reading Comprehension (Session 2)

Program: School Improvement

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

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

50. SUMMER PROGRAM: The Not So Simple View of Reading: Word Recognition (Session 2)

Program: School Improvement

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

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

51. The Not So Simple View of Reading: Introduction to the Science of Reading (Part One)

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
This professional learning opportunity is the first in a four-part series designed around best practices for teaching reading. This self-paced course will introduce the concept of the science of reading. The intent of this course is to learn about key, scientifically-based, reading research foundations critical for understanding 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).

Note: This self-paced course can be taken individually or as part of the four part series sequence.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

52. The Not So Simple View of Reading: Language Comprehension (Part Three)

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
This professional learning opportunity is the third session in a four-part series around best practices for teaching reading. This self-paced course will explore the language comprehension portion of The Simple View of Reading (Gough & Tunmer, 1986), which is a foundational conceptual model every teacher should know how to apply in their classroom. From this course, participants will learn that when readers are able to derive meaning from spoken language, coupled with mastery of decoding skills, they will be able to comprehend what they read. This session will explore verbal reasoning, literacy knowledge, language structures, background knowledge, and vocabulary.

Note: This self-paced course can be taken individually or as part of the four part series sequence.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

53. The Not So Simple View of Reading: Reading Comprehension (Part Four)

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
This professional learning opportunity is the fourth and final session in a four-part series designed around best practices for teaching reading. This self-paced course will explore the reading comprehension portion of The Simple View of Reading (Gough & Tunmer, 1986), which is a foundational conceptual model every teacher should know how to apply in their classroom. Reading comprehension is the act of understanding and interpreting information within a text. This comprehension results from efficient decoding and the ability to understand language. This self-paced course 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.

Note: This self-paced course can be taken individually or as part of the four part series sequence..

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

54. The Not So Simple View of Reading: Word Recognition (Part Two)

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
This professional learning opportunity is the second session in a four-part series designed around best practices for teaching reading. This self-paced course will explore the decoding, or word recognition portion, of The Simple View of Reading (Gough & Tunmer, 1986), which is a foundational conceptual model every teacher should know how to apply in their classroom. Throughout this self-paced course, participants will have the opportunity to explore the underlying elements of word recognition (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.

Note: This asynchronous course can be taken individually or as part of the four part series sequence.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

55. The Science of Reading Series: Digging Deeper into Phonological Awareness

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
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. 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.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

56. The Science of Reading Series: Implementing a Sound Wall

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
There is no doubt that the implementation of a sound wall supports the science of reading regarding how the brain learns to read and the importance of speech sounds. Direct instruction about sounds, or phonemes, can happen easily in Tier 1 instructional time, especially through the use of a sound wall. This asynchronous session will discuss the basics of setting up and implementing a sound wall, as well as how to integrate sound walls into daily lessons to support and increase phonological awareness.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

57. The Science of Reading Series: Improving Phonics Instruction

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
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 based on these ingredients (Blevins, 2017), and identify look-fors in key phonics instructional routines to enhance your practice.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

58. The Science of Reading Series: Orthographic Mapping

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
Orthographic mapping is the mental process proficient readers use to permanently store words for immediate, effortless retrieval. Ehri (2014) and Kilpatrick (2015) argue that proficient readers recognize most words by sight, rarely needing to employ phonics skills. This asynchronous session will explore the three components of orthographic mapping, the relationship between orthographic mapping and phonic decoding, and ways to teach reading in light of the process.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

59. The Science of Reading Series: Structured Literacy- Connecting Research and Practice

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
Good for Novice Teachers
New
Structured Literacy is an approach to reading instruction that applies the science of reading to classroom practice. Participants will learn the principles of Structured Literacy, including ways to be explicit, systematic, cumulative, diagnostic, and responsive (i.e. the how). This asynchronous session will focus on the components identified as necessary for reading proficiency (i.e. the what), the research evidence (i.e. the why), and the application of Structured Literacy (i.e. the how). By implementing the components, principles, and instructional practices, administrators and educators are assured that all students will receive the multifaceted literacy instruction they need for reading and academic success.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

60. The Science of Reading Series: Teaching with Decodable Texts

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
This asynchronous session will examine the critical role decodable text plays in early phonics instruction. Research tells us that when students are still in the decoding stages of reading, they benefit from applying newly acquired phonics skills to controlled, decodable texts. This allows students to develop a sense of comfort in, and control over, their reading growth; as a result, decodable texts should be a key learning tool in early phonics instruction (Blevins, 2017). Participants will examine the current research around decodable texts and what separates strong from weak texts. This asynchronous session will also discuss ways to extend the use of decodable texts to build phonics fluency, comprehension, and vocabulary.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

61. The Science of Reading Series: The Reading Brain

Program: School Improvement

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

Dates: 7/1/2022

Asynchronous
New
Human brains are inherently wired to learn to speak, but learning to read requires fundamental changes in brain organization. Participants will explore how researchers and scientists study reading, learn where reading occurs in the brain, and examine how the brain changes when we learn to read. This asynchronous session will also explore what brain imaging reveals about struggling readers and how educators can rewire the brain through instruction. The asynchronous course information will be sent to registered participants the day of the session.

Participants will receive the asynchronous content prior to July 1, 2022, and will have until August 31, 2022 to complete the session.

62. MICRO-CREDENTIALS Google Slides

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/1/2022

Ongoing July 1, 2022 to June 30, 2023
Self Paced
New

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

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

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/1/2022

Ongoing July 1, 2022 to June 30, 2023
Self Paced
New

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

64. MICRO-CREDENTIALS Resilient Educator- Know Yourself

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/1/2022

Ongoing July 1, 2022 to June 30, 2023
Self Paced
New

Reflection is part of Danielson's Framework. This learning will help you reflect both personally and professionally to build resiliency.
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

65. MICRO-CREDENTIALS Voracious Vocabulary Introduction

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/1/2022

Ongoing July 1, 2022 to June 30, 2023
Self Paced
New

Teaching vocabulary is the ability to identify & explicitly teach Tier II words while building students' academic language & literacy skills
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

66. SUMMER PROGRAM: Student Engagement Tasks (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

Asynchronous
Summer Program Staff Only
This asynchronous session will provide an overview of essential background knowledge and theoretic design elements to create and then position student engagement tasks into the instructional cycle with impact. Participants will receive a variety of highlighted Total Participation Techniques (TPTs) and Learning Challenge strategies that can be implemented to motivate student participation and engagement. These tasks will challenge learners and end the tradition of them being "listening objects" (Himmele & Himmele, 2017). This content represents the universal elements of sound pedagogy, which can be applied to learning in any setting.

All session materials will be sent to participants on July 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

67. SUMMER PROGRAM: An Instructional Delivery Framework: Gradual Release of Responsibility (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

68. SUMMER PROGRAM: High Leverage Teaching Practices: Introduction (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

Asynchronous
Summer Program Staff Only
This introductory, asynchronous session will empower educators to reflect on their professional practice, through the lens of ten (10) research-based "high-leverage teaching practices (HLTP)" and their associated strategies. Session attendees will leave knowing these practices and will also identify and confirm the most impactful components of their instruction, as well as potential areas for growth.

All session materials will be sent to participants on July 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

69. SUMMER PROGRAM: Principles for Effective Teaching: Making Good Choices With Choice Boards (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

70. SUMMER PROGRAM: Retrieval Practice: Remembering So We Never Forget (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

Asynchronous
Summer Program Staff Only
The purpose of this asynchronous session is to arm 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. Infact, 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, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

71. SUMMER PROGRAM: Teaching Fractions Through Deep Conceptual Understanding (Session 2)

Program: School Improvement

Audience: Summer Program Teachers

Dates: 7/1/2022

Asynchronous
Summer Program Staff Only
If you teach fractions in any capacity, this is the right session for you. Participants will begin with making greater sense of fractions and work to further conceptualize the procedures of comparison, equivalence, and the four operations. Participants will gain more tools for their fraction teaching toolbox, including many practical games and activities that can immediately be implemented in the classroom to build students' fluency with fractions.

All session materials will be sent to participants on July 1, 2022 via email. Participants will have until July 31, 2022 to complete the asynchronous session.

72. Book Show and Tell

Program: Teacher Center Catalog

Audience: Teachers

Dates: 7/4/2022

New
July 4-8 Asynchronous I will share from my favorite collection of books that I use as Read alouds and how I connect them to what my students are learning. These books can be used for shared reading, Mentor Texts or in small groups in schools with or without programs. Participants should be ready to share at least 8-10 of their favorite books also.

73. Book Study: Culturally Responsive Teaching & The Brain

Program: School Improvement

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

Dates: 7/5/2022

Book Study
Book Included
Join School Improvement for an eight-week book study to explore and discuss the text, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, by Zaretta Hammond. Participants will explore how cultural responsiveness informs teacher practice, so that educators can make better teaching choices in the area of eliciting, engaging, motivating, supporting, and expanding the intellectual capacity of ALL students.

The book study requires participants to read the provided text and discuss it through an online platform (i.e. Schoology) each week. The Culturally Responsive Teaching text and a book study overview will be mailed to each participant's school district prior to the start of the book study.

Throughout the book study, participants will be required to read the assigned chapters and respond to discussion questions posted on Schoology.

Course registration close date - June 10, 2022
Course start date - July 5th, 2022
Course end date - August 28th, 2022

74. Effective Classroom Management- The Essentials Dr. Tracey Garrett

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/7/2022

New
Jul7 7-August 24 Asynchronous Book Study 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 Wednesday, August 17th at 10AM. 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. You will be expected to post comments to discussion prompts and to build a learning community by replying to other participants' comments.

75. Talking in Circles

Program: Teacher Center Catalog

Audience: All Teachers, Assistants, Counselors, Administrators

Dates: 7/7/2022

New
Restorative circles are an effective way of implementing restorative justice, through starting a conversation wider than just the victim and the offender. Proven to be an effective way of healing and building relationships, tackling bullying within schools and providing a sense of community, this book gives everything needed for a school to start implementing restorative circles. Accompanied by illustrations, interviews and case studies to show how to start using restorative circles, this practical guide is the perfect introduction for schools looking to improve their methods of conflict resolution.

76. Brain Targeted Teaching (Mariale Hardiman)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/11/2022

New
August 15-November 14 Asynchronous Book Study A powerful guide for applying brain research for more effective instruction The Brain-Targeted Teaching Model for 21st-Century Schools serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply educational and cognitive neuroscience principles into classroom settings through a pedagogical framework. The model's six components are: (1) Establish the emotional connection to learning (2) Develop the physical learning environment (3) Design the learning experience (4) Teach for the mastery of content, skills, and concepts (5) Teach for the extension and application of knowledge (6) Evaluate learning

77. Fostering Resilient Learners (Kristin Souers and Pete Hall)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/11/2022

New
August 15-November 14 Asynchronous Book Look In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. Build strong relationships and create a safe space to enable students to learn at high levels. Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.

78. Getting Things Done the art of stress-free productivity( David Allen)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/11/2022

New
July 11-August 7 Asynchronous Book Study David Allen's premise is simple: our productivity is directly proportional to our ability to relax. Only when our minds are clear and our thoughts are organized can we achieve effective results and unleash our creative potential. Getting Things Done will teach you to apply the ‘do-it, delegate-it, defer-it, drop-it' rule to get your inbox empty, reassess goals and stay focused in challenging situations, plan and unstick projects, overcome feelings of anxiety and being overwhelmed, and feel fine about what you're not doing. Engage in discussions on each chapter's topic to acquire the skills necessary to organize your ideas, lesson plans, and future plans. Learn to help your students plan and unstick projects. Explore Allen's premise that our ‘ head is for having ideas - not for holding them.' Use proven techniques to overcome feelings of anxiety and being overwhelmed by work-related goals. Increase awareness of precisely how to stay focused in the ever-changing world we live in today.

79. Poor Students Rich Teaching (Eric Jensen)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/11/2022

New
August 15-November 14 Asynchronous Book Look Growing up with his share of adverse childhood experiences, Eric Jensen knows firsthand the relationship between student poverty and education and the importance of rich teaching for economically disadvantaged students. Discover practical and data-driven strategies to ensure college and career 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. Access the complete resources by pairing this resource with its companion, Poor Students, Richer Teaching. 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.

80. SLS Learn & Work Day

Program: School Library System

Audience: School librarians in the GV BOCES region

Dates: 7/11/2022

New
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.

81. TEENAGE SHAKESPEARE

Program: Teacher Center Catalog

Audience: High School ELA Teachers

Dates: 7/11/2022

New
What was William Shakespeare like as a teenager? What was life like for teenagers in Shakespeare's time? This workshop will provide information and resources that will help make Shakespeare more approachable for high school students by providing details of the social and cultural context of adolescents in early modern England and by using Shakespeare's biography to show how the events of his teenage years influenced his playwriting.

82. Fads In Education

Program: School Improvement

Audience: Administrators

Dates: 7/14/2022

In Person
Lunch Provided
New
In the Forward to Daisy Christodoulou's Seven Myths About Education (2014), Dylan Wiliam argues that "there is now a substantial amount of knowledge about what happens when learning takes place, and what kinds of school experiences are likely to help students make the greatest progress, and yet very little of this research evidence makes its way into classrooms” (p. xi). The question is…why is this the case? This leadership session will work to answer this question by surfacing the most prevalent and persistent fads and myths in education, according to leading researchers (i.e. Christodoulou, 2014; Himmele & Himmele, 2021; Kirschner & Hendrick, 2020; Kirschner & van Merriënbower, 2013), and focus on replacing these widely believed myths (Kirschner & van Merriënbower, 2013) with evidence-supported practices that have a greater likelihood of resulting in significant learning.
Lunch will be provided.

Lunch will be provided at 11:30 and the session will begin shortly after lunch.

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

Program: School Improvement

Audience: PK-3 Teachers, Reading Specialists, Instructional Coaches, and Administrators

Dates: 7/18/2022

Book Study
Book Included
Wait List
Join School Improvement for a six-week book study to explore and discuss the book, 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 bite-size chapters to address key topics including phonics, fluency, comprehension, teaching children with reading difficulties, and strategies that encourage independent reading.

The book study requires participants to read the provided text and discuss through an online platform (Schoology) each week. A book study overview will be emailed to participants prior to the start of the book study. CTLE hours will be awarded based on online participation and completion of course tasks.

Course registration close date - June 10, 2022
Course start date - July 18th, 2022
Course end date - August 28th, 2022

84. What Happened to You (by Oprah Winfrey & Dr. Bruce Perry)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 7/18/2022

New
July 11-August 7 Asynchronous Book Study Have you ever wondered "Why did I do that?" or "Why can't I just control my behavior?" Or we may judge our students and think, "What's wrong with them?" When questioning our emotions, it's easy to place the blame on ourselves; holding ourselves and our students to an impossible standard. It's time we started asking different questions. Through deeply personal conversations, Oprah Winfrey and renowned brain and trauma expert Dr. Bruce Perry offer a groundbreaking and profound shift from asking "What's wrong with you?” to "What happened to you?” Our earliest experiences shape our lives far down the road, and What Happened to You provides powerful scientific and emotional insights into the behavioral patterns so many of us struggle to understand. Engage in discussions on each chapter's theme to acquire the skills necessary to gain an understanding of trauma in your classroom. Learn to help your students self-regulate through insights into the brain parts: cortex, limbic, diencephalon, and brainstem. Explore precisely how trauma can affect students biologically, and the divide between physiology and psychology can be difficult to separate. Emphasize the importance of community and professional support communities in helping teachers process trauma in their students and in their work in the classroom.

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

Program: Special Education

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

Dates: 7/18/2022 to 7/21/2022

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 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 attendee in Levels I & II Certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 7/18, 7/19, and 7/20. Lunch will be provided on 7/21.

86. MTSS: Creating Systems for Tier 1

Program: School Improvement

Audience: Administrators

Dates: 7/20/2022

In Person
New
Creating effective systems is essential to developing a quality Tier 1 framework. Tier 1 systems, data, and practices impact everyone across all settings and are the basis for ensuring equity. Multi-Tiered Systems of Support (MTSS) establish the foundation for delivering regular, proactive support and preventing academic and behavior skill deficits. This session will provide an overview of MTSS and provide administrators with tools they can use to assess their current systems for both academics and behavior.

87. Adaptive Schools Days 3 & 4

Program: Teacher Center Catalog

Audience: Teachers, administrators, team and instructional leaders

Dates: 7/26/2022 to 7/27/2022

This training not only explores what makes teams effective, but how to develop skills as facilitators and informed group members in informal and formal settings, in small and large groups. It takes participants beyond the idea of professional learning communities to the actual implementation, describing specific ways to weave the collaborative fabric of a faculty, develop group member skills, and acquire the principles and understandings to engage in a continuous cycle of team and individual improvement. Adaptive Schools is the "how” of professional learning communities: how to behave in groups, how to lead them, and how to facilitate them for improved leading, teaching, and learning. In the four-day Adaptive Schools Foundation Seminar, participants will develop: *An increased capacity to initiate, develop and sustain high functioning groups *New lenses for diagnosing the stages and phases of group development *An expanded repertoire of practical facilitation tools *Understandings of when and how to engage groups in dialogue and discussion, the limitations, forms and values of each *Skills to move groups beyond consensus to common focus *Ways to value and use dissension, argument and conflict *Strategies for keeping group members on track, on topic, energized and resourceful

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

Program: School Improvement

Audience: Superintendents, Principals and Lead Evaluators of Teachers

Dates: 8/1/2022

Webcast
New
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 on August 1, 2022. Participants must complete the webcast by August 31, 2022. CTLE credit will be awarded at the end of the designated close date.

89. Tier 1 Classroom Management

Program: School Improvement

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

Dates: 8/1/2022

Asynchronous
New
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 applied effectively. This session will also focus on how teachers can use the best Tier 1 instruction possible, as the foremost strategy to build compliance to engagement.

Participants will receive the asynchronous content prior to August 1, 2022, and will have until August 31, 2022 to complete the session.

90. Teaching Snippets: Gearing Up for a New Year

Program: Teacher Center Catalog

Audience: New Teachers and Teacher Review

Dates: 8/1/2022

New
August 1-26 Asynchronous 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 is also great for veteran teachers. Topics include organizing your classroom, keeping track of important information, and balancing work and life. 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 directly into your classroom and teaching career.

91. Teaching That Changes Lives 12 Mindset Tools For Igniting the Love of Learning (Marilee Adams, PhD)

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 8/1/2022

New
August 15-November 14 Asynchronous Book Study 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.

92. The Nurtured Heart Approach Book study: Transforming the Intense Child

Program: Teacher Center Catalog

Audience: Teachers, Assistants, Administrators, Counselors

Dates: 8/1/2022

New
August 1-August 12 Asynchronous Book Study This book by best-selling author and child psychotherapist Howard Glasser is about a time-tested, highly effective approach for successful parenting. This approach, also highly effective for educators and therapists, has an evidence base that is building fast. It is being successfully employed in thousands of homes, classrooms, therapy and coaching practices, and a growing number of schools and treatment programs across the U.S. and overseas. In learning the Nurtured Heart Approach, you will discover that the intensity that has gone awry in the difficult child is an energy source that can be tapped and directed. With a method that works at the level of energy, this intensity can blossom into greatness. The more intense a child is to begin with, the more powerful this force of greatness can be when parents have the right tools. A child who isn't challenging also possesses vast stores of greatness that can be activate

93. Genesee Valley BOCES 2022 Leadership Institute

Program: School Improvement

Audience: K-12 Building and District Leaders

Dates: 8/3/2022 to 8/4/2022

2 day event
AGENDA: A more detailed agenda is forthcoming

Day 1:
Keynote Speaker: Dr. Mike Smoker
Professional Learning Sessions

Day 2:
Conversation Stations and/or District Work Time

**This event is for GV BOCES component districts only
**For overnight accommodations, please email Bonnie Moore at bmoore@holidayvalley.com

**Participation in the 2022 Leadership Institute serves as annual APPR re-certification for leaders.

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

Program: Special Education

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

Dates: 8/9/2022

Includes A Book
In Person
New
Not quite sure of your role in an inclusive model? What's the difference between a consultant teacher and an integrated co-teacher? This full day workshop will cover the regulations governing the continuum of services looking at time, 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 model, 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.

Paid registration will include a copy of the book "The Co-Teaching Book of Lists” to support the work.

95. Assessing Reading Skills

Program: School Improvement

Audience: PreK-12 Teachers, Reading Specialists, Instructional Coaches, and Administrators

Dates: 8/10/2022

In Person
Lunch Provided
Good for Novice Teachers
New
Assessment plays a critical role in educational decision-making, especially in reading. This in-person session will discuss the purposes of reading assessments and the various reading components to assess. This focus will help educators pinpoint the reasons why a student struggles in order to address the specific components that are compromising the student's reading development. Participants will also learn how to select and use screening tests, progress monitoring tests, and diagnostic surveys. Additionally, attendees will learn how to interpret reading assessment data in order to make instructional decisions.

96. Collection Development Workshop

Program: School Library System

Audience: School librarians

Dates: 8/10/2022 to 8/11/2022

This 2 day workshop will allow you to create and/or refine your school or district collection development plan. We will cover mission statements, program analysis, collection evaluation, 5 year budget planning, selection of new materials, weeding, and request for reconsideration procedures. The first meeting will take place at Monroe 1 BOCES Technology Services Building at 15 Linden Park in Rochester, NY. The second meeting will take place at GVBOCES LeRoy Service Center, located at 80 Munson Street in LeRoy, NY. There will be an option to earn additional CTLE credit for ongoing work through an online platform.

97. Long Range Planning/Strategic Planning

Program: School Improvement

Audience: Administrators

Dates: 8/11/2022

In Person
Lunch Provided
New
"If you fail to plan, you are planning to fail” is a maxim that is frequently attributed to both Benjamin Franklin and Winston Churchill. Regardless of the true father of the quotation, its sentiment is resoundingly clear- improvement is predicated on a clearly articulated and ubiquitously shared path. This professional learning opportunity will focus on high-utility strategic planning as a means for ensuring improvement. Specifically, there will be a focus on Dr. Victoria Bernhardt's five essentials for continuous improvement- where are we now, how did we get to where we are now, where do we want to be, how are we going to get to where we want to be, and is what we are doing making a difference? (2017)

Lunch will be provided following the session end time at 11:30.

98. Action Research for Continuous Improvement

Program: School Improvement

Audience: Administrators

Dates: 8/11/2022

In Person
Lunch Provided
New
There is considerable agreement regarding the key features of professional development that will lead to change both in practice and student outcomes (Darling-Hammond et. al., 2017; Guskey, 2021; Labone & Long, 2016). Among these features is a process in which practitioners engage together on a "particular cycle of activities, including problem diagnosis, action intervention,” (Avison et. al., 1999, p. 94) and reflection- also known as action research. This professional learning opportunity for leaders will focus on leveraging action research as a means for articulating the what, when, where, why, and how for sustained improvement of educators. Specific emphasis will focus on the Plan-Do-Study-Act cycle, as well as Teaching Sprints (Breakspear & Jones, 2021) to provide practical structures and models for effective action research in schools.

Lunch will begin at 11:30 and the session will begin shortly after lunch.

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

Program: Special Education

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

Dates: 8/15/2022 to 8/18/2022

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 attendee in Levels I & II Certification.

Attendance is required for all four days to receive certification.

Lunch will be on your own on 8/15, 8/16, and 8/17. Lunch will be provided on 8/18.

100. Curriculum Development: Designing an ELA Standard Movement to Create Assessment Tasks

Program: School Improvement

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

Dates: 8/16/2022

In Person
Lunch Provided
New
This curriculum development session will review the quintessential steps of Larry Ainsworth's Rigorous Curriculum Design 2.0 process. Within this review, educators will learn how to prioritize standards and then, from a selected priority, build essential unit plan components including: learning intentions, success criteria, and tasks to measure student learning. Participants should bring any necessary curriculum documents needed to build or revise a unit of interest. Throughout the session, a variety of ELA models will be offered throughout varied grade levels from elementary, to middle and high school.

101. NYSSLS & Instructional Shifts for Implementation

Program: School Improvement

Audience: Middle School/High School Teachers and Administrators

Dates: 8/16/2022

In Person
New
BOCES 4 Science will engage Middle/High School Science Teachers and Administrators in collegial conversations around the New York State Science Learning Standards (NYSSLS). This professional learning session is designed to increase understanding of the NYSSLS - including, but not limited to, NYS Implementation/Assessment Timeline, 3-Dimensional Learning, and other Shifts in Instruction. In addition to learning about NYSSLS, teachers will explore how to incorporate these changes into existing instruction and consider next steps for implementation.