OVERVIEW:

Learn relationship-building, brain-based de-escalation skills along with trauma-informed intervention strategies for reaching out to young people and turning problem situations into learning opportunities.

OUTCOMES:

- LSCI will provide participants with the skills to create positive relationships with students with chronic patterns of self-defeating behaviors, and facilitate student insight into their behavior patterns and develop new skills to react to problem situations and stress in more productive ways.

- Upon completing the 5 day training, you will receive a certificate from the LSCI Institute. Attending all 5 days of the series is required. No exceptions will be made.

This is a two-year commitment and includes eight in-person learning days spread across two years. It also has a digital learning component with online content and assessments for teachers, which involves additional hours per year.

YEAR 1

- Explain why reading is difficult for some students, and what the brain does when it reads

- Identify the major types of reading difficulties and implications for assessment

- Describe the phonology connection and its role in reading, with assessment and instructional recommendations

- Explain major principles of English orthography and strategic approaches to teaching accurate reading

- Explain approaches to more advanced word study

YEAR 1 MAXIMUM CTLE = 87 hrs (In-person: 24 hrs; Asych = 63)

YEAR 2

- Describe effective approaches to teaching vocabulary

- Explain roots of comprehension difficulties and critical components for targeted instruction

- Explain the role of comprehension strategies and how to structure lessons to address active processing of text

- Describe critical aspects of writing instruction and how to address these in an explicit way

YEAR 2 MAXIMUM CTLE = 81 hrs (In-person: 24 hrs; Asych = 57)

NOTE: Districts billed in full in 2022-23 ARFS.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light It Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation What's in the Bag, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of What's in the Bag, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

This session, with identical content is also being offered on January 18, 2024.

OVERVIEW:

The BT BOCES Battery Academy Bootcamp is a series of professional learning opportunities designed to support teachers in preparing, implementing, & reflecting on Battery Academy course instruction.

Teachers will be asked to complete the asynchronous Battery Academy courses prior to associated in-person summer sessions. During the in-person sessions, members of the BOCES professional learning team and representatives from BU and Battery Academy will facilitate an analysis of battery course content and the development of supplementary activities/effective instructional practices. Participants will finalize planning and connect in a virtual community between January and May. Courses will be taught in Spring 2025; a final session to reflect on course implementation will take place in May 2025.

OUTCOMES:

- Complete Battery Academy coursework from the student perspective; reflect on needed student supports and hand-on opportunities.

- Collaboratively develop course materials and effective instructional practices designed to supplement and extend virtual Battery Academy course content, including hands-on labs

- Engage in a community of regional battery elective teachers for ongoing support

______________

Maximum CTLE = 56 hrs will be awarded based on participation in the following:

- Six In-Person and Four Virtual* Sessions (max 27): Jul 10, Jul 25, Aug 15, Oct 10, Nov 14, 2024; Jan 13*, Feb 19*, Mar 18*, Apr 15*, May 13, 2025

- Asynchronous Activities/Assignments (Max CTLE) - #1: 6.01.24 - 7.09.24 (18); #2: 7.11 - 7.24.24 (4); #3: 7.26 - 8.14.24 (8)

IMPORTANT - ** Additional In-person: October 10, 2024 - ISC-G **

______________

This is a grant-funded activity not eligible for SCI sub/stipend claim processing. Applicable reimbursement for participation will be processed through BT BOCES Instructional Programs. Inquiries to Matt Sheehan at msheehan@btboces.org

OVERVIEW:

Are you leading MTSS-I implementation in your school or district? Join us to enhance your knowledge, skills, and capacity to ensure the successful implementation and sustainability of your MTSS-I framework. In this supportive learning community, participants will gain a deeper understanding of evidence-based practices, data-driven decision-making processes, and strategies for addressing the diverse needs of all students within a multi-tiered system of support. There will be multiple opportunities to collaborate, share evidence-based practices, and problem-solve together.

We will use the book Integrated Multi-Tiered Systems of Support Blending RTI and PBIS by Kent McIntosh and Steve Goodman as a reference for our sessions. Participants will receive a complimentary copy of this book.

OUTCOMES:

1. Describe evidence-based strategies to support students through MTSS-I

2. Identify data collection and analysis procedures to utilize within your system to inform decision-making at all tiers of support.

3. Analyze strengths and needs in your MTSS-I framework and describe strategies for increasing positive outcomes.

4. Choose strategies to utilize in your school/district and reflect on their effectiveness.

OVERVIEW:

Are you ready for an epic adventure in education? Look no further! This pilot was designed for middle school teams of teachers and building administrators looking to do things a little differently. The goal is to embrace the task of implementing Performance-Based Learning Assessments (PBLA) while receiving comprehensive support from the BT BOCES PLIC staff. Throughout the 2024-2025 school year, these teams will develop, implement, and reflect on PBLA experiences for their students. The program includes individual coaching, team coaching, and collaborative opportunities with other regional schools participating in the pilot, all aimed at enhancing insights into the PBLA implementation process.

OUTCOMES:

- Define the essential components of a successful Performance-Based Learning and Assessment (PBLA) classroom

- Create and implement authentic learning experiences for your students

- Reflect on the impact PBLA had on student learning and your professional practice

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hr Zoom repeated throughout the day.

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

OVERVIEW:

Designed for grades 7-12 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- September 20th - Participants will be invited to attend ONE 1-hr Zoom repeated throughout the day.

- Districts participating in RECOVS RISE grant, grade 7, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

A NEW opportunity for educators who have completed Smart Start Part 1. Partnering with Cyber.org, participants will gain hands-on training in the current "cyber landscape”, to include AI tools and activities, as well as enhance their knowledge of NYS Computer & Digital Fluency Standards.

Join colleagues for this experience that includes:

● 2-Day Institute - FREE sample activities and lesson plans developed by Cyber.org to use with students

● Asynchronous - Pilot high-quality lesson plans and materials and develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 5-6; 9 am - 3 pm at Port Dickinson Elementary, 770 Chenango St, Binghamton.

[Max. CTLE = 10]

- Asynch: Aug 7 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model or a professional project to enhance CS/DF learning in your classroom or school [submit by Dec 18]

● Reflect in writing on your work [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

OVERVIEW:

What do I want students to learn? How will I teach so all students learn? How will I know if students have learned? How will I respond if they have or have not learned? Teachers make decisions each day when they plan for and facilitate teaching and learning. This hybrid professional learning opportunity will focus on the instructional decisions teachers make and how research-based strategies can be applied so that all students are successful. Explicit links will be made to district approved APPR documents and considerations for all learning environments will be addressed. Participation includes one on-site coaching visit that will be arranged by participants and the instructors.

OUTCOMES:

- Define the principles of learning and their critical attributes

- Describe the impact that each principle has on student learning

- Design lessons that incorporate the principles of learning

The Organization of Instructional Representatives (OIR) is an advisory group for Broome-Tioga BOCES School Curriculum Improvement and other services. All participating districts identify 1-2 district administrator representatives to serve in an advisory capacity and attend the monthly meetings.

CHAIRS: Joe Guccia, Johnson City; Barb Tasber, Windsor

PLEASE NOTE:

- OIR's 2024-25 Retreat will be held on August 5, 2024 from 8:00 am - 3:30 pm at SUNY-Broome located at 907 Front Street, Binghamton.

- No April 2025 Meeting

- All BT BOCES ISC will also have a Zoom option available for those not able to attend in-person. Access information will be provided when the agenda is sent out.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 7-9; 9 am - 3 pm at Port Dickinson Elementary, 770 Chenango St, Binghamton. [Max. CTLE = 15]

- Asynch: Aug 10 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

OVERVIEW:

This professional development training is designed to follow the CSE/CPSE process from referral through re-evaluation as defined in NYSED Law and Regulations. The training will include the following modules: Regulatory Foundations, Referral, Evaluation, Eligibility, Recommendation/IEP Development, IEP Implementation, Annual Review, Reevaluation, Effective Meetings and the CPSE Process.

OUTCOMES:

- Examine specific responsibilities as a Chairperson of the Committee.

- Develop practices that encourage parental and student involvement.

- Identify strategies for the Committee to make high quality decisions that will result in an individualized education program (IEP) that meets State requirements and will result in educational benefit to the student.

This is a synchronous adaption to the vetted 4-day professional development workshop by NYS State Education Department in order to provide CPSE and CSE chairpersons with a best practices approach to the CPSE/CSE process, their role as a chairperson and is recommended by NYSED, especially for those in their position two years or less.

The instructor will provide all registrants with access information prior to the session start time.

Smart Start is primed for anyone who wants to elevate technology learning into the classroom! Do you want to... Bring more hands-on technology to your classroom in a fun and engaging way? Learn proven activities to teach students about responsible online citizenship, cyber security, and coding? Become a tech influencer in your district?

Join colleagues for this hybrid coding, computational thinking, and cybersecurity awareness experience that includes:

● 3-Day Institute - FREE hands-on activities developed by Cyber.org to use with students

● Asynchronous - Try out cool new devices & activities in your classroom and develop instructional module

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 12-14; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R A [Max. CTLE = 15]

- Asynch: Aug 15 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model [submit by Dec 18]

● Reflect in writing on the original Instructional Model you piloted in your classroom [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 24 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

A NEW opportunity for educators who have completed Smart Start Part 1. Partnering with Cyber.org, participants will gain hands-on training in the current "cyber landscape”, to include AI tools and activities, as well as enhance their knowledge of NYS Computer & Digital Fluency Standards.

Join colleagues for this experience that includes:

● 2-Day Institute - FREE sample activities and lesson plans developed by Cyber.org to use with students

● Asynchronous - Pilot high-quality lesson plans and materials and develop a unique instructional module or project

● Virtual 1-hr forum to share your wares with colleagues

2024 SCHEDULE:

-In Person: August 15-16; 9 am - 3 pm at BT BOCES Instructional Support Center, C/R A [Max. CTLE = 10]

- Asynch: Aug 17 - Dec 18, 2024 - Frontline registrants will receive access info [Max. CTLE = 8]

● Reflect in writing on the CYBER lesson/activity you piloted in your classroom [submit by Nov 8]

● Write an original 30-40-minute Integrated Instructional Model or a professional project to enhance CS/DF learning in your classroom or school [submit by Dec 18]

● Reflect in writing on your work [submit by Dec 18]

- One-hour Zoom Session [Join ONE - invitation will be forthcoming: Nov 5: 3 - 4 pm; Nov 6: 3:30 - 4:30 pm; Nov 7: 4 - 5 pm [Max CTLE = 1]

PLEASE NOTE:

- Participants are eligible for up to 19 CTLE credit hrs as defined above, as well as a $1k stipend upon successful completion of the tasks outlined above and as determined by the Program Manager, Dr. David Hamilton. (more info? - dhamilton@btboces.org).

- This is a grant-funded opportunity which provides stipend reimbursement to districts for teacher participation. Documentation to support reimbursement processing will be provided to participants' home districts by Melody Fissel following the conclusion of the course.

OVERVIEW:

This service provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the literacy needs of primary grade students. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

- Explain 3-5 foundational skill learning progressions of simpler to more complex skills and apply this knowledge to assessment and instructional design

- Describe ways to effectively and efficiently assess 3-5 students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

- Explain instructional approaches to ensure mastery of critical skills for end-of-kindergarten expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

OVERVIEW:

This service provides participating teachers with intensive professional development in knowledge and use of literacy learning progressions, specific assessment tools, and a range of instructional strategies to design instruction targeted to address the literacy needs of primary grade students. Participants will learn how to select and modify interventions & strategies based on analysis of student data to flexibly respond to students' needs, with the goal of accelerating student learning. Each participating school will have onsite coaching visits as part of the service.

The focus of this strand is literacy foundational skills; however, we will also address oral language and vocabulary supportive of students' early comprehension skills.

These sessions connect with the Science of Reading briefs' high-impact instructional practices: Phonological Awareness, Phonics, Spelling, and Word Study Skill-Building; Text-Based Discussions and Writing Opportunities.

OUTCOMES:

- Explain how the brain reads, what makes reading difficult for some students, and how to identify early areas of literacy concern

- Explain K-2 foundational skill learning progressions of simpler to more complex skills and apply this knowledge to assessment and instructional design

- Describe ways to effectively and efficiently assess K-2 students to determine precise teaching points based on strengths and areas of need

- Apply high yield instructional strategies to address identified needs

- Create lesson plans that align to precise teaching points identified by data and are organized to ensure transfer of critical skills

- Explain instructional approaches to ensure mastery of critical skills for end-of-grade level expectations

*ADDITIONAL COST:

Accelerating Students Literacy Growth, Year 1 [Service No. 551-211-020]. Districts exceeding their 2024-28 FRS purchases will be billed via an ARFS.

OVERVIEW:

This series provides newer teachers (in their 2nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills.

- Explain classroom management strategies which promote a welcoming and affirming environment.

- Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback.

- Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24): August 20, January 15, May 14

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 15 - 25; Week of March 17 - 28

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

OVERVIEW:

Teachers make an infinite number of decisions each day. In fact, the act of teaching is the result of the decisions a teacher makes after the complex cognitive processing of available information from learners. Superior teachers are intentional about the teaching acts they choose and reflect upon the impact of their choices, all of which are cognitive processes. If teaching is decision-making, then the coaching of teaching is a process of coaching teachers' decision-making processes - thus, Cognitive Coaching℠.

Cognitive Coaching Foundation Seminar® is an eight-day training for administrators, coaches, and teacher leaders who would like to support those they work with in being more resourceful and self-directed. Cognitive Coaching℠ also serves as a nucleus for professional communities that honor autonomy, encourage interdependence, and strive for high achievement.

In this eight-day seminar, participants learn how to:

- Develop trust and rapport

- Develop an identity as a mediator of thinking

- Utilize conversation structures for planning, reflecting and problem resolving

- Develop autonomy and sense of community

- Develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence

- Apply four support functions: coaching, evaluating, consulting, collaborating

- Utilize the coaching tools of pausing, paraphrasing, and posing questions

- Distinguish among the five forms of feedback

- Use data to mediate thinking

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Cognitive Coaching [Service No. 551-211-032]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

This series provides newer teachers (in their 3nd year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, student engagement, classroom management, feedback, questioning and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe strategies for effective instruction which engages students in order to develop their content knowledge and development of skills. - Explain classroom management strategies which promote a welcoming and affirming environment. - Identify characteristics of successful feedback and describe strategies for delivering teacher to student feedback and student to student feedback. - Describe effective classroom questioning practices and identify specific strategies to build students' questioning skills.

Please Note Maximum CTLE of 29 hours will be awarded based on participation in the following:

- Three 6-hour Regional Sessions (max 24): August 21, January 17, May 22

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 25

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

OVERVIEW:

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d as amended by the Laws of 2019. The focus for these sessions is knowledge of the NYS Teaching Standards, Evidence Based Observation techniques and use of the state approved professional practice rubrics. This professional learning opportunity is a combination of synchronous (in person) and asynchronous learning. Session completion will require approximately twelve hours of work (including synchronous meetings and asynchronous assignments). Lead evaluator certification will be reported to districts upon completion

OUTCOMES:

- Explain the structure and philosophy of the professional practice rubrics

- Identify the teaching standards and explain how they align with the teacher observation rubrics

- Define and identify critical attributes of essential elements of instruction: teach to an objective, student engagement, checking for understanding, effective questioning, and learning environment.

- Describe evidence-based observation and explain why it is important

- Use criteria for quality evidence collection to collect evidence and justify its alignment to district-selected professional practice rubrics

- Describe effective practices for supporting growth of teachers through the observation process (coaching and feedback)

- Identify key considerations for evaluating teachers of English Language Learners and Students with Disabilities

Please Note:

- Maximum CTLE Hours = 12 (9 Hours In-Person; 3 Hours Asynchronous)

OVERVIEW:

This series provides new teachers (in their 1st year of teaching) with intensive professional development in evidence-based strategies around effective instructional design, classroom environment, student engagement, classroom management, explicit teaching and many other pieces that make up "highly effective” teaching. Participants will receive and utilize feedback from a coach on strategies that meet students' needs in their classrooms. Throughout our time we will have both full group and district-specific learning experiences in order to better meet participants' needs.

OUTCOMES:

- Describe key attributes of a welcoming classroom environment.

- Describe unique aspects of your new school culture and strategies for integrating into the school community.

- Identify evidence-based classroom management strategies and create a plan to apply them.

- Define explicit teaching and student engagement.

- Create lesson plans that include explicit teaching and incorporate various engagement strategies

Please Note Maximum CTLE of 35 hours will be awarded based on participation in the following:

- Four 6-hour Regional Sessions (max 24): August 27, August 28, January 14, May 13

- Two 3-hour In-District 1/2 Day Sessions (max 6): Week of October 16 - 20; Week of March 18 - 25

- Five 1-hour Coaching Sessions (max 5): September 13 - 29; November 1 - 21; February 1 - 29; April 10 - 26; May 29 - June 13

Per person subscription to the New Teachers Institute, Service # 551.211.045, is required. Applicable billing will be initiated by BT BOCES if not included as part of your district's 2024-25 FRS.

This monthly meeting for elementary school principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division CoChairs: - Jessica Bowerman, Susquehanna Valley; Mary Kay Ryan, Union-Endicott

* No meeting scheduled in April*

Zoom access information will be communicated via the listserv.

OVERVIEW:

In November 2023, the Blue Ribbon Commission on Graduation Measures presented their recommendations for future diploma requirements to the Board of Regents. Since then, the Department created a vision to implement these recommendations. Meeting attendees will have the opportunity to break into smaller groups to discuss and provide feedback to the Department on their proposed vision for implementing the recommendations of the Blue Ribbon Commission on Graduation Measures. Please attend and share your input!

Please note that NO CTLE CREDIT will be awarded for participation in this event.

Overview:

This is a make-up session for those who weren't able to attend the August 2024 Acceleration sessions. This session is offered in-person only.

Outcomes:

- Explain what the research tells us about how the brain reads and why some students experience difficulty in learning to read.

- Explain profiles of struggling readers and the implications this has for assessment and instruction.

- Explain the essential components of literacy instruction for students in grades K-5.

- Explain the phonological awareness learning progression, including the distinction between phonemic and phonological awareness.

- Explain the relationship between the phonological awareness learning progression and phonics continuum.

- Describe efficient and effective literacy assessment, especially for students who persistently struggle with reading.

- Create an assessment plan and toolkit for the first few weeks of 2024-25.

IMPORTANT: Participants must also be registered for the comprehensive offering - registration links provided below.

- Accelerating Students Literacy Growth, Gr K-2: CLICK HERE TO REGISTER

- Accelerating Students Literacy Growth, Gr 3-5, Yr 1: CLICK HERE TO REGISTER

*Additional Cost: Accelerating Student Literacy, Service #551-211-020* (cost recognized with registration in the comprehensive offering). BT BOCES will initiate an applicable ARFS.

OVERVIEW:

This two-day series will introduce participants to the UFLI Foundations program for supporting elementary readers. We will overview the program, and get acquainted with the manual and the instructional routines and procedures. We'll also discuss both baseline and progress monitoring assessment. We'll conclude our work with facilitated work time in which participants will be able to access the digital materials and create some hard copy student materials for ready implementation.

OUTCOMES:

- Explain the why behind the UFLI program's approach to teaching foundational skills

- Explain the structure of the UFLI lessons and the design for transfer of learning

- Practice instructional routines with UFLI materials

- Determine the assessment plan for starting the program with students and for progress monitoring

- Identify digital materials for use with students

- Create student materials for immediate implementation in September

Please note that participants should bring the UFLI manual, provided by their districts, with them. Other necessary materials will be provided at the workshop. If there are any concerns or questions about this, please contact the instructor at vpriscott@btboces.org

This monthly meeting for HS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals' Center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

DIVISION CHAIRS: Kevin Richman (Binghamton); Steven DiStefano (U-E)

Zoom access information will be communicated via the High School Principals listserv.

OVERVIEW:

This course is designed to give teachers the opportunity to create a common scope and sequence that they will use during the school year. Teachers will also create assessments from released state test items that they will give to drive future instruction. Please note the expectation will be for participating teachers to follow the agreed upon scope and sequence in order to administer and analyze common assessments.

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

In these sessions, regional curriculum directors and instructional technology leaders meet to discuss issues that are pertinent to curriculum, assessment, instruction, and instructional technology. Included in the meetings are updates and talking points related to NYS and national standards, regional professional learning needs and planned offerings, requirements from the NYS Education Department, as well as new programs and resources available to support the work of schools.

DIVISION CHAIRS: Tom Curry (Chenango Valley); Valerie Murtha (Newark Valley)

ATTEND IN-PERSON or VIA ZOOM. Zoom access information will be communicated via the Curriculum/IT Directors listserv.

OVERVIEW:

Always wondered about Performance Based Learning Assessments (PBLA)? Is Performance Based Learning becoming more relevant again in education? Join us for a full-day deep dive of learning about PBLA for the first time or refamiliarizing yourself with the thinking and planning that goes into designing high quality learning experiences for your students.

OUTCOMES:

- Identify the attributes and characteristics of an effective performance based learning assessment.

- Explain how PBLA can allow for a more authentic learning experience and enhance student engagement.

- Create a PBLA experience

PLEASE NOTE:

This session, with identical content, is also being offered January 30, 2025.

Overview:

This session is designed to support K-12 Science Teachers in developing lessons, sequences of lessons, units, and assessments aligned to the NYS P-12 Science Learning Standards (aka NYSSLS). The facilitators will act as instructional coaches to ensure the application of performance expectations (PEs), the three dimensions of the standards (SEPs, DCIs, and CCCs), and the student voice at the forefront of the design work.

Participants should already be familiar with NYSSLS and be on the road to NYSSLS alignment in their lessons. This is an active workshop for participants to plan and design instructional products they will use in their classrooms-there will be minimal delivery of content by the facilitators. This will be an independent study for individual teachers or district teams to plan instruction and develop lesson content. Participants should come prepared to work on target performance expectations of their choice and also be prepared to share out about their work.

Outcomes:

- Create 3-dimensional, NYSSLS aligned lessons and assessments

- Develop an action plan for continuation of 3-dimensional work

OVERVIEW:

A Community of Practice is a dynamic gathering of educators committed to ongoing growth and collaboration. Participants will share expertise and engage in collaborative efforts to enhance their skills and capacities in Adaptive Schools and Cognitive Coaching methodologies. The ultimate aim is to foster the development of collaborative groups, employing the effective strategies and structures derived from Adaptive Schools and Cognitive Coaching principles.

OUTCOMES:

- Describe how to approach challenges around supporting collaborative groups with a growth mindset, fostering resilience and adaptability.

- Explain how to facilitate meaningful conversations, build consensus, and inspire others to action.

- Practice active listening, empathy, and trust-building, leading to stronger relationships with colleagues, supervisors, and stakeholders.

OVERVIEW:

These sessions will be to inform regional teacher leaders of current best practices in technology integration and supporting the new computer science and digital fluency standards to take back to their districts. These sessions will also provide a time where teacher leaders will discuss and show what technology-based best practices are occurring in their districts.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Develop CSDF Lessons and resource curation

- Identify best practices in CSDF implementation

- Examine current research

Please BYOD to the sessions.

OVERVIEW:

Did you know that the Broome-Tioga BOCES School Library System purchases databases for you and your students? Join us as we introduce our new lineup of databases for the 24-25 school year including News-O-Matic, ClickView, and Factcite. In addition, we will revisit some of our old favorites including Sora eBooks and audiobooks, SWANK Motion Pictures, and TeachingBooks.

OUTCOMES:

-Participants will explore the newly introduced library databases to understanding their features, content, and search capabilities

- Participants will curate a list of ways to integrate specific database into their teaching and curriculum

- Participants will discuss strategies for promoting the use of these databases among their students and colleagues

NOTE: This session is open to districts that subscribe to Media Library Services [504.310.100]

OVERVIEW:

Designed for PreK-12th grade educators who would like more information on positive behavior support- classroom management strategies including: 1) arranging the physical environment, 2) defining, teaching, and acknowledging expectations and rules, 3) defining and teaching classroom procedures and routines, 4) active supervision, 5) behavior specific praise, 6) response strategies for inappropriate behavior, 7) class-wide group contingencies, and 8) multiple opportunities to respond.

Participants Will:

- Understand the importance of building relationships with students to improve classroom management practices

- Learn foundational behavioral theory and practices to support effective classroom management

- Explain evidence-based classroom management practices and identify when to use them

- Develop a classroom management action plan that applies the practices presented in this training

The instructor will provide all registrants with access information prior to the session start time.

OVERVIEW:

These sessions will be for technology teacher leader teams appointed by their district to work as a team to have concentrated time to work toward planning district initiatives.

OUTCOMES:

- Identify current best technology practices that are occurring regionally, State-wide, and nationally

- Identify PL needs for the district and how to build targeted sessions

Please BYOD to the sessions.

OVERVIEW:

Did you know that the Broome-Tioga BOCES School Library System purchases databases for you and your students? Join us as we introduce our new lineup of databases for the 24-25 school year including News-O-Matic, and ClickView. In addition, we will revisit some of our old favorites including Sora eBooks and audiobooks, SWANK Motion Pictures, and TeachingBooks.

OUTCOMES:

- Participants will explore the newly introduced library databases to understanding their features, content, and search capabilities

- Participants will curate a list of ways to integrate specific database into their teaching and curriculum

- Participants will discuss strategies for promoting the use of these databases among their students and colleagues

NOTE: This session is open to districts that subscribe to Media Library Services [504.310.100]

OVERVIEW:

Is your building abuzz with talk of the Science of Reading? Are you interested in being at the forefront of this discussion in your school? Are you trying to build an effective and efficient literacy system? Then this supportive community of practice is for you!

With so much positive momentum happening around the Science of Reading, building leaders need a supportive community with which to learn and grow their instructional leadership capacity. This series will help school principals understand the fundamentals necessary to better address building-level literacy growth goals while inspiring their teams to ensure grade-level literacy achievement for all. Leaders will receive a compendium of readings and other resources to discuss and share.

OUTCOMES:

- Summarize the key aspects of the science of reading and how they should inform curriculum and instruction

- Interpret and use data from literacy assessments to guide building-level decisions

- Share best practices for leading collaborative team meetings

- Identify and share best practices for supporting effective literacy systems

- Identify implications of this work for building-level literacy plans

CoChairs:

- Marissa Paulo, mpaulo@svsabers.org

- Sara Bomysoad, sbomysoa@uek12.org

NEED TO BE ADDED OR REMOVED FROM THE LISTSERV?

Additions and removals from the group's listserv should be directed to Andrea Sollitto at asollitto@btboces.org. Please be sure to include, when applicable, who you replaced at the district.

OVERVIEW:

A Community of Practice is a group of professionals that meets regularly, shares expertise, and works collaboratively to meet the needs of all students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This group meets quarterly to share, discuss, learn and plan together to support the implementation of Life Space Crisis Intervention in our classrooms, programs, and buildings. Together we will explore various LSCI topics based on our reflective refresher data to help stretch and grow our practice/skill and the culture of LSCI in our learning environments.

OVERVIEW:

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices.

Participants Will Be Able To:

- Utilize the unique contributions of co-teaching partners to ensure high quality education and appropriate accommodations for diverse learners

- Identify key components of an effective co-teaching partnership

- Describe the three Co's of co-teaching that contribute to an effective partnership

- Utilize reflection tools to continually strengthen a co-teaching partnership

This is part of a three-part series, but it is not necessary to attend all three parts. Part 1 offered on August 12th. The date of part 3 is TBD.

OVERVIEW:

This course is designed to give teachers the opportunity to create a common scope and sequence that they will use during the school year. Teachers will also create assessments from released state test items that they will give to drive future instruction. Please note the expectation will be for participating teachers to follow the agreed upon scope and sequence in order to administer and analyze common assessments.

OUTCOMES:

- Design a common math curriculum

- Create shared assessments

- Analyze data patterns to ensure student progress

- Develop instructional plans based on common assessments

OVERVIEW:

New mentors will engage in a collaborative professional conversation that identifies how they can make their learning focused relationship with their mentee the most productive that it can be.

OUTCOMES:

- Describe attributes of effective coaches/mentors

- Describe phases of the teaching year and mentor responses to each phase

- Identify characteristics of adult learners and consider their impact on our mentoring relationship

- Describe three roles of mentors on the continuum of learning- focused interaction

- Identify ways to develop a focus for your mentoring relationship

- Identify specific learning-focused coaching tools and use as a lens for current practice

- Use "toolbox” of coaching tools to help each other practice in a safe space

OVERVIEW:

In this Community of Practice, we will explore how an integrated Multi-Tiered System of Support (MTSS-I) can strengthen efforts to meet the growing social, emotional, behavioral, and mental health needs of students, particularly focusing on LGBTQIA+ youth and families. The CoP will showcase NYSED's Framework for Safe, Supportive, and Affirming School Environments for Transgender and Gender Expansive Students.

MTSS-I serves as a guide for achieving integration and equity in schools. Discussions will cover relevant state laws and guidance, key vocabulary, strategies for integrating mental health support, engaging families and youth, and collaborating with community partners to support students. Experts and community partners will provide insights, address questions, and offer guidance on topics commonly encountered in schools. Facilitators and participants will work together to cultivate a supportive community tailored to the needs of regional staff and students.

OUTCOMES:

1. Describe how key components and principles of MTSS-I support LGBTQIA+ youth and families.

2. Explain strategies and best practices to support all students and families.

3. Identify community partners and resources.

4. Choose strategies to utilize in your school/district.

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

Educators in this group will share strategies and best practices for ENL education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This Community is for Special Education teachers K-12. Educators in this group will share strategies and best practices for Special education and continue to build capacity around the High Leverage Practices (HLP). They will have the opportunity to work and think with others in similar grade bands. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

This monthly meeting for MS principals is designed as an opportunity to learn together and network with colleagues from across the Broome-Tioga BOCES region. Principals center meetings are open to principals and assistant principals from school districts that participate in the BT BOCES School Curriculum Improvement service.

Division Chair: Eric Attleson (CV)

Zoom access information will be communicated via the listserv.

OVERVIEW:

In this workshop we will focus on the three key components of an effective co-teaching partnership which are co-respect, co-responsibility and co-planning. Building and maintaining a strong partnership is essential for optimizing the benefits of co-teaching for student learning. The blended expertise of the team provides teachers with a unique opportunity to reach many more students academically, emotionally and behaviorally. It is critical to understand the importance of both building a strong partnership as well as maintaining the strong partnership through ongoing reflective practices.

Participants Will Be Able To:

- Utilize the unique contributions of co-teaching partners to ensure high quality education and appropriate accommodations for diverse learners

- Identify key components of an effective co-teaching partnership

- Describe the three Co's of co-teaching that contribute to an effective partnership

- Utilize reflection tools to continually strengthen a co-teaching partnership

This is part of a three-part series, but it is not necessary to attend all three parts. Part 1 offered on August 12th. The date of part 3 is TBD.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

This three day series is focused on guiding teachers through our artificial intelligence professional learning progression:

1. Teachers can explain what AI is and how it works.

2. Utilize the capabilities of AI to help with professional tasks.

3. Designing learning opportunities to educate students about AI through the lens of the CSDF standards. What is it? How does it work? Being aware of cybersecurity

4. Design learning opportunities that develop critical thinking and learning skills needed for students to engage responsibly with AI.

Teachers will walk away from this series with an awareness of current trends in AI and its connections to the NYS Computer Science and Digital Fluency Standards. In addition to creating a lesson that they can use with their students connecting the topic of AI to the CSDF standards.

OUTCOMES:

- Identify the opportunities where AI can assist in professional needs as an educator.

- Identify the skills needed to be successful when using AI.

- Create a lesson teaching students about AI linked to CSDF Standards.

- Create a lesson introducing AI to students.

NOTE: This session, with identical content is also being offered in the Spring, with a start date of February 11, 2025.

Please BYOD to the sessions.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "Unraveling the Mystery of Lactose Intolerance”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unraveling the Mystery of Lactose Intolerance, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "Balancing Act”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unraveling the Balancing Act, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Leading continuous improvements in a district or school requires building up the conditions and supports that create a culture for teams to engage effectively in the complex and challenging work of teaching and learning.

The Adaptive Schools Foundation Seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning.

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.

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.

OUTCOMES:

- 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

Onsite coaching visits are included as part of the service.

___________________________________________________________________

*ADDITIONAL COST:

Adaptive Schools [Service No. 551-211-033]. Districts exceeding their 2024-25 FRS purchases will be billed via an ARFS. Cross-contracting or invoicing will apply to applicable participants.

OVERVIEW:

Would you like to be better able to respond to today's learners? Do you want to maximize your students' growth through a welcoming & productive classroom community? Are you thinking about building academic and social-emotional skills simultaneously? Join us to learn how to make every part of your day flourish with intentionality and positivity. Topics will include welcoming and closure practices, classroom meetings, engagement structures, supporting students with challenging behaviors, and teaching social-emotional skills through content. Throughout the course, you will have opportunities to plan how these strategies will be implemented in your classroom and reflect on their effectiveness.

OUTCOMES:

- Describe attributes of a welcoming, supportive classroom culture

- Identify engagement strategies that increase both academic and social emotional skills

- Explain effective strategies to promote positive behaviors and respond to challenging behaviors

- Choose strategies to utilize in your classroom and reflect on their effectiveness

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

This is the first session in the Media Library's Mini Session Series. Throughout the series, participants will engage in intensive sessions that introduce Media Library resources and provide opportunities to design lessons that effectively embed these resources into instruction.

In this session we will be working with various coding and robotic resources including: Glowforge and Cricut.

PARTICIPANTS WILL:

- Identify how to use SLS-provided fabrication tools

- Practice creating a mini-project

- Connect fabrication to content-area practices

- Create a hands-on fabrication mini-lesson

PLEASE NOTE:

- To fully participate in session, please bring a device.

- Participation in this session is mandated for any teacher that would like to borrow the Glowforge from the Media Library.

- This session is open to districts that subscribe to Media Library Services [504.310.100]

___________________________________________

Participation in the entire 4-session series is NOT required; please be sure to register for each of the sessions that interest you.

OVERVIEW:

These meetings are designed to provide PK-12 Science educators and lead teachers with regional and statewide updates, as well as a forum for posing questions and sharing resources and materials.

OUTCOMES:

- Develop an instructional plan around regional and statewide initiatives

- Identify opportunities for professional growth

PLEASE NOTE: The Zoom link will be emailed to registrants prior to the session start time.

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light it Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Light it Up, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

This training supports districts in training NEW Lead Evaluators, Impartial / Independent Evaluators, and Peer Observers in accordance with Education Law 3012-d as amended by the Laws of 2019. The focus for these sessions is knowledge of the NYS Teaching Standards, Evidence Based Observation techniques and use of the state approved professional practice rubrics. This professional learning opportunity is a combination of synchronous (in person) and asynchronous learning. Session completion will require approximately twelve hours of work (including synchronous meetings and asynchronous assignments). Lead evaluator certification will be reported to districts upon completion

OUTCOMES:

- Explain the structure and philosophy of the professional practice rubrics

- Identify the teaching standards and explain how they align with the teacher observation rubrics

- Define and identify critical attributes of essential elements of instruction: teach to an objective, student engagement, checking for understanding, effective questioning, and learning environment.

- Describe evidence-based observation and explain why it is important

- Use criteria for quality evidence collection to collect evidence and justify its alignment to district-selected professional practice rubrics

- Describe effective practices for supporting growth of teachers through the observation process (coaching and feedback)

- Identify key considerations for evaluating teachers of English Language Learners and Students with Disabilities

Please Note:

- Maximum CTLE Hours = 12 (9 Hours In-Person; 3 Hours Asynchronous)

Overview:

In this session, participants will dive into one of the four required NYS Investigations for Science in 5th grade. In addition to working through the investigation Light It Up, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Cloud in a Bottle, one of the four Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Take questioning to the next level in your classroom! This workshop will develop your skill in asking better questions and your intentional decision-making that strengthens opportunities for students to become better questioners. Our work will also be inherently connecting quality questioning practices to the planning and conduct of classroom discussion. Leave with techniques and protocols to immediately add to your classroom practice.

OUTCOMES:

- Describe effective classroom questioning practices

- Identify specific strategies to build student questioning skills

- Use techniques and protocols to improve classroom discussion and to facilitate student to student interaction

- Develop an individual classroom action plan with respect to building your questioning skills and that of your students

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

Effective questioning is a cornerstone of impactful teaching, driving student engagement, critical thinking, and deeper learning. During this professional learning session, administrators will explore strategies to elevate teacher questioning techniques, ensuring alignment with established evaluation rubrics. Administrators will leave with tools to support and guide teachers in refining their questioning skills to meet rubric standards.

OUTCOMES:

- Describe the critical attributes of effective questioning in the classroom

-Explain strategies for supporting teachers in developing their questioning skills aligned with the teaching rubrics and standards.

OVERVIEW:

Diversity, Equity, and Inclusion (DEI) and Social-Emotional Learning (SEL) practices are currently in the forefront of the education field as we think about meeting the various needs that our students have. Join us to make connections between DEI and SEL, gain insight into their impact on students, and learn strategies to use in your classroom. Create learning environments that are relevant and engaging for all students, particularly those from diverse cultural backgrounds and begin to develop the skills to understand, communicate with, and effectively interact with students across cultures. Foster a welcoming and affirming school environment where ALL students feel valued and respected, build positive student-teacher relationships, and promote equity by recognizing and addressing the diverse needs of students. Ensure that all students, regardless of their background, have access to an inclusive and supportive educational experience through the implementation of the CRSE (Culturally Responsive-Sustaining Education) framework.

OUTCOMES:

- Define the key elements that contribute to welcoming and affirming educational environments.

-Identify specific strategies for creating and maintaining inclusive and supportive spaces for all students.

-Analyze the impact of a welcoming and affirming environment on student engagement and learning outcomes.

- Discuss ways to foster a sense of belonging and respect among diverse student populations.

________________________________

PLEASE NOTE:

- This session, with identical content is also being offered on March 25, 2025.

OVERVIEW:

Are you interested in learning how to provide professional learning sessions to your colleagues or enhancing your current facilitation skills? This series is designed to support teacher leaders, administrators, and coaches who are designing and delivering professional learning opportunities. Participants will be introduced to the characteristics of quality professional learning, adult learning theory, and research-based practices that support the design and delivery of professional learning. Participants will create and deliver a professional learning opportunity to their peers.

OUTCOMES:

- Describe characteristics of quality professional learning

- Define key research about adult learning theory

- Apply principles of adult learning to the design of professional learning

- Define decisions (skills/strategies) necessary to support quality learning for teachers/leaders and justify based on research

- Design and deliver professional learning for a specific audience

- Reflect on individual strengths and create individual goals for professional growth

OVERVIEW:

State-mandated quarterly meeting of representatives from each of the component school districts.

OUTCOMES:

- Participate in collegial, collaborative discussions regarding standards and curriculum

-Identify regional School Library System priorities and school library professional learning needs

- Advise on the activities of the School Library System and evaluate School Library System-provided resources and programs

- Discuss updates to and trends in the field of school librarianship, including state and national updates

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

These sessions are a time for the regional world language teachers to learn, discuss, and share the current best practices in world language teaching and their current implementations of new classroom technologies and pedagogies.

OUTCOMES:

- Identify best practices in world language instruction

- Identify technology resources that can be used in the classroom

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

The School Librarian Community of Practice meets regularly to share expertise and collaborate on improving teaching and learning in elementary and secondary library instruction. In 24-25, this group will focus on Media Literacy and alignment between the Information Fluency Continuum, the new CS/DF standards, and content-area practices. Librarians will leave with strategies to develop strong school library lessons and programs, explore and share resources, and engage in collaborative conversations with their regional peers.

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to grades 6-8.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of this brand new group is to improve the science skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. We will focus on the science practices and skills specific to grades 3-5 and their specific content needs.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

OVERVIEW:

In this three-day interactive workshop, participants will extend their knowledge of scaffolding complex text for success in the intermediate ELA classroom and identify the challenges of grade-level text in alignment with the expectation of the NYS Next Generation ELA Learning Standards. The focus will be on identifying the critical skills to teach, how to integrate these skills and tasks into lessons and units year-round, and strategies to support students' reading.

OUTCOMES:

- Define text complexity & its importance

- Describe critical attributes of complexity

- Apply criteria for text complexity to sample texts to determine, specifically, what makes them challenging

- Identify how text complexity develops over time

- Describe how you would use information from this workshop to support your students in your classroom

OVERVIEW:

Join us for this one-hour Zoom session focusing on how leaders can use AI platforms to better support family communication. This will include using AI for communicating in multiple languages and reducing the amount of time in crafting communications that will go out to community members.

OUTCOMES:

- Identify AI platforms that support communication.

Zoom access information will be provided to registrants prior to the session start time.

Overview:

In this session, participants will dive into one of the 3 required NYS Investigations for Earth and Space Science. In addition to working through the investigation "Unearthing Mars”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of Unearthing Mars, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Designed for grades 4-6 reading/special education teachers, this series supports educators in implementing the REWARDS Intervention Program. REWARDS is a short-term, research-validated, specialized reading program designed for students in intermediate grade levels.

Teachers will learn how to support their students in gaining competency in decoding, fluency, and vocabulary through the application of explicit instruction and the gradual release of responsibility leading to independent strategy use. Included in this training is a teacher's edition manual, student workbooks, and access to online resources.

Students who would benefit from this intervention meet the following criteria:

-have word reading and fluency difficulties

-read above the third-grade level with a minimum of 60 words per minute

-have a regular time built into their schedules for the purpose of targeted reading intervention clustered with students of similar needs

*If students read below the 3.0 reading level or read fewer than 60 words per minute, they should not be placed in REWARDS.*

OUTCOMES:

- Apply flexible strategies for teaching students how to decode grade-level multisyllabic words.

- Apply strategies to increase students' silent reading rate (fluency)

- Apply strategies to increase students' knowledge of general academic and domain-specific vocabulary.

NOTE:

- Districts participating in RECOVS RISE grant, grades 4-6, will not be charged for participation.

- RECOVS/RISE grant participants are not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend reimbursement.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Earth and Space Science. In addition to working through the investigation "The Ripple Effect”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of The Ripple Effect, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Disciplinary literacy instruction - teaching students to become proficient readers of various disciplines - has recently surfaced as a vital focus for secondary educators. With its potential to support students' overall literacy achievement and deepen their content knowledge, disciplinary literacy has gained momentum as a priority in secondary curricula.

This interactive one-day session will utilize the differences between content and disciplinary literacy, distinguishing the unique and important characteristics specific disciplines offer learners. By the end of the session, participants will uncover high-impact strategies and tools for implementing this explicit form of instruction in ways that supplement, rather than add to, already established lessons and units of study.

OUTCOMES:

- Differentiate content-area literacy and disciplinary literacy

- Identify high-impact areas for teaching disciplinary literacy

- Design a strategy lesson that supports disciplinary literacy

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

Hosted by the School Library Systems Association, this session will be attended by school librarians from around the state, with individual BOCES acting as site hosts. Join keynote speaker Donalyn Miller as she presents on the Science of Reading as it aligns with NYSED's literacy briefs and the role of the school librarians as leaders.

In addition, we will hear from ‘Voices in the Field' on topics such as:

- Science of Reading as it relates to the ESIFC

- Alignment to the Existing Library Resources

- Brief 3: Making Meaning

- Tier 1 Aspect of Reading Practice

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue.

Health Educators in this Community of Practice will continue the work around creating a skills based Health Curriculum as well as making connections to NYS Mental Health Standards, Culturally Responsive-Sustaining Education Framework and Computer Science/ Digital Fluency Standards.

OUTCOMES:

- Describe skills-based health education and explain how this instructional approach is a match for students' needs.

- Draft a new (or refine a) curricular unit for implementation during the year and describe how the unit supports the development of health skills.

- Identify instructional strategies that promote engagement and success for all learners in health education.

OVERVIEW:

Join us for a full-day workshop where we'll explore your instructional practices and delve into integrating learning frameworks into your lesson design grounded in human-centric learning. Human-centric learning is a design process that begins with empathy for the people we are designing for. It places the learner at the heart of the educational process, emphasizing their holistic development. We will examine the Social Emotional Learning Benchmarks, Culturally Responsive-Sustaining Education Framework, Triple E Framework, and Universal Design for Learning with the goal of making connections to teachers' current practice and create opportunities to better integrate these frameworks into their lesson design.

OUTCOMES:

- Describe the key principles of various learning frameworks that support human-centric education.

- Identify connections between frameworks and current practice.

- Create a lesson plan that integrates the principles of the various frameworks.

This session, with identical content is also being offered on February 4, 2025.

**PLEASE BRING YOUR OWN DEVICE TO THIS SESSION.**

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills to benefit learners. UPK is the foundation of a child's positive educational career. Join UPK teachers from around the region to discuss evidence-based practices and strategies. This group will meet twice to learn together, share resources, problem solve, and support each other in providing high quality preschool programs.

OUTCOMES:

- Identify evidence-based strategies for early learning

- Describe attributes of structured, safe, and engaging preschool classrooms

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the Next Generation Mathematics Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data.

- Create and share materials, strategies, and best practices to share with the group

- Identify and describe techniques for differentiating instruction for below and above grade-level students.

- Design a plan for each session

Overview:

Are you looking for new ways for your students to generate their personal music ideas? Do you need upgraded strategies for helping students to develop or refine their musical creations? The NYS Fine Arts Creating Standards are focused on growing a students ability to plan, generate, and refine their own musical ideas. Join this session in order to take a deep dive into the NYS Creating Standards for Music Education. Participants will leave this session having a clear understanding of what is expected in the standards, strategies to use with their students, and a plan they can implement right away.

Outcomes:

- Explain the progression of the Music Creating standards K-12.

- Describe instructional strategies which help students take on these standards.

- Create a plan which can be used in your classroom right away

Overview:

Are you looking for new ways for your students to generate their personal artistic ideas? Do you need upgraded strategies for helping students to develop or refine their own creations? The NYS Fine Arts Creating Standards are focused on growing a students ability to plan, generate, and refine their own artistic ideas. Join this session in order to take a deep dive into the NYS Creating Standards for Visual and Media Art Education. Participants will leave this session having a clear understanding of what is expected in the standards, strategies to use with their students, and a plan they can implement right away.

Outcomes:

- Explain the progression of the Visual and Media Art Creating standards K-12.

- Describe instructional strategies which help students take on these standards.

- Create a plan which can be used in your classroom right away

OVERVIEW:

Have you unpacked your bias lately? As human beings we all have biases. However, if we are unaware of the biases we hold or they go unchecked, our decisions, behaviors and interactions with others may have unintended consequences. This workshop is designed to create a safe space for participants to increase awareness of their biases, understand the impact on day to day life, and learn strategies to disrupt the cycle.

PARTICIPANTS WILL:

1. Define the concept of unconscious bias

2. Recognize how bias can influence behavior and decision making to inform your practice

3. Learn strategies to disrupt the cycle and make informed decisions.

Please note that this session, with identical content is also being held on March 12, 2025.

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to Life Sciences: Biology.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis.

This Community is for FACS teachers. Educators in this group will share strategies and best practices for FACS education and continue to build a regional community. Participants will collaborate to design the plan for each session in order to best meet their collective needs.

Overview:

A Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students through the New York State Science Learning Standards. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis and focus on the science practices and skills specific to Earth and Space Science.

Outcomes:

- Identify trends, patterns, and gaps of learning through the use of the NYS assessment data

- Create and share materials, strategies, and best practices with a collaborative group of professionals

- Identify and describe techniques for differentiating instruction for below and above grade-level students

- Collaborative planning of session structure and content

OVERVIEW:

Join us for this full-day session of thinking about how teachers can successfully provide opportunities for students to be more collaborative through Performance Based Learning Assessments. We will explore various structures that can be implemented through single collaborative learning opportunities, co-use learning, and multi student projects that will allow for increased student collaboration. Participants will leave with a PBLA plan which can be used in their classroom right away.

OUTCOMES:

-Identify essential elements of student engagement and successful student collaboration.

- Explain strategies to incorporate student collaboration which augment the PBLA experience.

- Describe ways to assess students while working collaboratively on a performance assessment.

- Create a plan for a performance based learning assessment which incorporates student collaboration.

PLEASE NOTE:

This session, with identical content, is also being offered March 10, 2025.

OVERVIEW:

LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. Recommended for teachers, counselors, or administrators who want to commit the time needed to help students recognize patterns of self-defeating behavior, gain understanding of relationships among behaviors, feelings and reactions, improve problem-solving skills for coping with stress & emotions, and emerge with improved self- esteem.

WE WILL:

- Identify & define the 3 Main Structures of LSCI.

- Analyze the Conflict Cycle and gain insight into how our reactions impact student behavior.

- Practice & apply reclaiming interventions for working with students who exhibit self defeating patterns of behavior.

- Develop a plan for implementing and supporting your practice.

________________________________________________

PLEASE NOTE::

- Participants must complete all 5-days of the training to receive certification from LSCI Institute.

- The cost associated with this training is required to cover course materials and LSCI certification. BT BOCES will initiate an ARFS to participating districts following completion of the course.

OVERVIEW:

In this workshop participants will learn how to set up, use and pack up the Portable Planetarium. Participants will have the opportunity to try out the many different features of the Planetarium and collaborate with other participants on potential uses in the classroom. This training is required in order to sign out and use the Portable Planetarium. Schools must also subscribe to the Regional Science service.

Participants will also be trained on how to use our 25 ft. National Geographic Giant Map of the Solar System. Using this map your students can interact with the planets, sun as well as their orbital paths. Participants will be shown where they can access additional educational resources to utilize with the map.

OUTCOMES:

- Be able to set up, use and take down the Portable Planetarium.

- Be able to set up, use and pack away the Giant Solar System Map.

- Identify potential/planned uses with students.

PLEASE NOTE:

- This session, with identical content is also being offered April 1, 2025

- Districts must subscribe to the Regional Center for Science Base Service [410.840.200].

- Participants must bring a device that can connect to the internet.

- This training is required in order to sign out and use the Portable Planetarium.

OVERVIEW:

Build positive relationships by using positive language techniques and trauma responsive practices to reduce conflict in the classroom, encourage a sense of safety, and create conditions that will foster belonging and inclusion for all.

PARTICIPANTS WILL:

1. Examine how stress and trauma affect the developing brain 2. Map out the conflict cycle and practice strategies to disrupt it 3. Identify the impact of positive language and trauma response practices 4. Recognize the role positive relationships have in creating inclusive environments

Please note that this session, with identical content is also being held on February 4, 2025.

OVERVIEW:

These one-hour Zoom sessions will be focused on helping coaches build their clubs and teams, identify means of communication for individual clubs, the roles students can play in the club, and the role the coach plays in the club. This will also serve as a time for community building among coaches to meet each other and discuss their ideas and questions.

OUTCOMES:

- Identify and address issues with platforms

- Identify communication structures

- Identify the roles team members play in the club

PLEASE NOTE:

- This activity is restricted to districts that subscribe to BT BOCES eSports Service [552.368.250] ONLY.

- Registrants will be provided with Zoom access information prior to the session start time.

OVERVIEW:

Diversity, Equity, and Inclusion (DEI) and Social-Emotional Learning (SEL) practices are currently in the forefront of the education field as we think about meeting the various needs that our students have. Join us to make connections between DEI and SEL, gain insight into their impact on students, and learn strategies to use in your classroom.

OUTCOMES:

- Identify Social Emotional skills that are necessary for academic success

- Explain ways to support students' identities as part of your welcoming and affirming environment

- Describe connections between NYSED's Social Emotional Learning Benchmarks and Culturally Responsive Sustaining Education Framework

- Choose practices to utilize in your classroom to enhance student success

________________________________

PLEASE NOTE:

- This session, with identical content is also being offered on February 26, 2025.

Overview:

In this session, participants will dive into one of the three required NYS Investigations for Life Sciences: Biology. In addition to working through the investigation "For the Birds”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of For the Birds, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

Overview:

In this session, participants will dive into one of the three required NYS Investigations forEarth and Space Science. In addition to working through the investigation "The Sky is the Limit”, participants will discuss the content surrounding this investigation as well as receive an update on the status of the written assessment.

Outcomes:

- Examine the objectives and goals of The Sky is the Limit, one of the three Required Investigations

- Explain what we know about the new assessments

- Identify the different supports and scaffolds that might be necessary for students to be successful with the new Science assessment

** Due to the security of these resources, participants will not be provided with copies of any Investigations paper materials. Participants will need to contact their building leader to obtain Investigation materials for use during this training.**

OVERVIEW:

Participants in this session will take a deep dive into all the tools available in BrainPop - Make-A-Map, Challenges, Games, Coding, Reading and Primary Sources, Make-A-Movie, and Quiz Mixer.

OUTCOMES:

- Create an educator BrainPop account and classes to have your students join.

- Identify at least 1 topic area to focus on for lesson development.

- Develop assignments and assessments for use in the classroom.

PLEASE NOTE:

- This session, with identical content is also being offered on March 11, 2025.

- This session is open to districts that subscribe to Media Library [504.310.100]