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

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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 **

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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.

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.

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 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.

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:

The purpose of the BT BOCES Regional Crisis Team is to provide guidance, support and/or assistance to students, staff and/or administrators within the BOCES region that may be needed after a national disaster, school violence, the death of a school community member or other serious school crises. The meetings will be focused on providing crisis intervention and response training and resources as well as share best practices with members of the team.

OUTCOMES:

- Keep current and apply best practices in the areas of crisis prevention, intervention, and response

- Developing plans for learning together (initially)

- Training and presentations on topics related to crisis prevention, intervention, and response

- Learning through tabletop exercises and/or debriefing recent school crisis situations

- Networking and sharing among members

- Share information, materials and resources with their school districts and local agencies throughout the region

You are welcome to participate in this regional offering in-person or via Zoom. Zoom access information will be provided to all registrants prior to the session start time.

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)

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:

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:

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:

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:

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:

Designed for grades 4-12 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:

- 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.

- BOCES will order and distribute materials at the training 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. 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.

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:

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.**

Please note that this session, with identical content is also being offered October 9, 2024 and March 18, 2025. lease see Frontline to register!

OVERVIEW:

This series of meetings is intended for districts who are interested in participating as part of the BT BOCES regional consortium for 2024-25. The purpose of the advisory group meetings will be to share NYSED guidelines and updates as well as to update and develop plans to implement the regional plan. The advisory group will work collaboratively to plan for the Regional Presentation Day, where the participating students will come together at BT BOCES to present their culminating projects.

No CTLE is associated with participation in the Advisory Group.

The facilitator will provide all registrants with Zoom access information via email prior to the session start time.

OVERVIEW:

Monthly Workgroup meeting for Windsor DEI Committee members.

PARTICIPANTS WILL:

- Identify gaps in Equity & Inclusion and create plans to address them.

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:

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:

This 30-hr. course will begin with an introductory phase in which the basic concepts common to all sports will be discussed to include the following: history of interscholastic athletics in NYS; the objectives, rules, regulations & policies of athletics, performance skills, technical information; organization & management practices. The special training and conditioning of the athletes in specific sports, the fitting of equipment, specific safety precautions and officiating methods will also be examined. An internship that will include practical experience as a coach in the specific sport and/or periods of observing other approved coaches will also be required.

** Attendance for all Sessions & Activities is MANDATORY ***

All registered participants will be sent an email asking which sport certification they are seeking in advance of the first class date.

This 30-hour course is divided into three parts:

1. Concepts Common to all sports - 5 classroom sessions - see itemized dates below (15 hours)

2. Sport-specific Certification (12 hours)

*Please note: ONE certification is included with the course; for additional certifications, please register for Coaching Course II - Additional Sport Certification ONLY session in Frontline

o This includes three 3-hour sessions with a resource coach from your specific sport. You will be provided with a resource coach and will meet with him or her.

o Each participant is required to participate in an internship experience. The requirements of this experience will be discussed during one of your classroom sessions. This work is expected to take 3 hours and will be completed on your own time.

3.Concluding Classroom Session (3 hours) - December 3, 2024

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

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:

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:

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:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2024-25 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

OVERVIEW:

The Physical Education Community of Practice is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and student performance. The goal of the group is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, and professional dialogue. The Physical Education Communities of Practice will focus their study during 2024-25 on preparing for implementation of the NYS Physical Education Learning Standards, including the link to Culturally Responsive Practices and Social Emotional Learning.

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:

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. 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.

Representatives from all Broome-Tioga School Districts are invited to discuss and brainstorm ideas related to Work-Based Learning.

Participants Will:

- Share WBL best practices with others from around the Broome-Tioga area

- Brainstorm ideas to overcome roadblocks facing WBL implementation

- Share WBL related business contacts through Broome and Tioga Counties

OVERVIEW

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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

The Key Comprehension Routine is a 16-hour asynchronous course developed and led by Keys to Literacy. Educators who take this practical course learn how to teach students a foundational set of research-based comprehension strategies that support listening and reading comprehension in any content area. The reading and writing strategies are taught using existing content, reading, and instructional materials. When used across multiple grade levels and subjects, students benefit from a consistent approach to comprehension instruction as they move from grade to grade, and subject to subject. The course is appropriate for any educator working with students in grades 4 and up.

OUTCOMES:

- Implement a set of instructional routines for teaching comprehension of anything that is read, said or done (text, lecture/discussion, media/video, etc.)

- Design lessons that explicitly teach students how to employ a set of independent comprehension strategy Routines.

- The following topics, strategies, and skills will be addressed in depth: Critical thinking, Main idea skills:, Text structure knowledge, Top-down topic webs, Two-column notes, Summarizing, Generating questions and, I We, You instruction

STEPS TO PARTICIPATION:

1. You MUST register for this course through Frontline Education to receive CTLE credits for participation.

2. All associated participant course materials will be shipped to your district for distribution.

3. Prior to the October 24, 2024 course start date, Keys to Literacy (platform vendor) will notify you via email to complete registration in their platform.

________________________________________________________

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:

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:

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:

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 Social Studies teachers. Educators in this group will share strategies and best practices for Social studies 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:

This workshop series is a continuation of the learning from year 1 of Accelerating Students' Literacy Growth. Participants will refine their understanding and implementation of targeted instruction to meet learner needs, with a dual focus on instructional practices to support foundational skill needs as well as language comprehension needs. We will examine and implement instructional scaffolds to assist striving readers and writers at the primary grades. Teachers will add to their instructional toolkit from year 1 of this series.

OUTCOMES:

- Revise assessment plan to ensure efficiency of data collection and precision of targeted instruction

- Continue to refine lesson planning that aligns to precise teaching points identified by data and organized to ensure transfer of critical skills

- Refine implementation of high impact instructional practices to address foundational skill needs

- Implement comprehension building instructional practices to support primary grade learners- including explicit instruction using read-alouds, shared, and partner/independent read structures for transfer of learning

- Identify effective and efficient progress monitoring for primary students Refine communication strategies to ensure instructional coherence for identified students

The coaching support included in this series will be scheduled by school, with a coach modeling or co-teaching with a lead teacher & others observing and a group debrief afterwards.

_____________________________________

PLEASE NOTE: Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

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:

If a coach wishes to gain certification in a second sport while taking the course, he or she must meet additional requirements by completing a second internship experience for the additional sport. If you choose this option, you must register for this separately in Frontline.

If a coach has already completed the Theory and Techniques of Coaching course for one sport and at a later date wishes to have certification in a second sport, he or she must attend Session 5 of our Comprehensive course.

There is an additional cost for second sport certification.

PARTICIPANTS MUST REGISTER FOR THIS COURSE BY OCTOBER 3, 2024. All registered participants will be sent an email asking which sport certification they are seeking. Please make sure to respond to the email to ensure that your sport-specific internship is setup appropriately.

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

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:

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.

OVERVIEW:

This workshop series continues the learning from year 1, but with a focus on structured literacy approaches in support of comprehension, vocabulary, & word study. As part of Year 2, participants will be enrolled in the asynchronous course, Key Comprehension Routine (KCR), and will follow a timeline/syllabus that paces the 18 hours of coursework over the span of September through March. Facilitated discussion of the learning and application and extensions to the learning will occur during four in-person days.

The KCR is a structured approach to teaching thinking routines to support students' comprehension. It is designed for intermediate grade level students through high school and is helpful for all readers as they take on more sophisticated processing of content and texts in all disciplines. Participating teachers will add to their instructional toolkit from year 1 of this series, focused on language comprehension.

OUTCOMES:

- Explain the Key Comprehension Routine and essential elements of explicit comprehension instruction

- Explain the structure of Key Comprehension Routine's lessons and the design for transfer of learning to support: Critical Thinking, main idea skills, and text structure knowledge

- Practice the instructional routines with Key Comprehension Routine's materials to support student use of:

-- Top Down Topic Webs

-- Two-Column Notes

-- Summary

-- Question Generation

- Determine an approach for assessment and progress monitoring of comprehension

- Create student materials for immediate implementation

PLEASE NOTE:

- Facilitators will provide guidance & initiate pre-activation of participant accounts for Keys to Comprehension Routine with participants finalizing activation of their accounts.

- Maximum CTLEs Awarded = 45 (In-person = 24; Asynchronous = 18)

- Districts must subscribe to SCI Base Service [551.211.001] to participate in this additional cost [551.211.021] series.

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.

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*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:

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 Physics and Chemistry.

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:

This three-part series will allow participants to identify areas of alignment between high school research expectations and college-level research. Participants will engage in collaborative conversations with college-level library staff to define college-level research expectations and identify gaps; teacher/librarian pairs will collaboratively design a research project.

OUTCOMES:

- Articulate college-level research expectations

- Identify opportunities to scaffold towards college-level expectations in the high school curriculum

- Design, implement, and reflect on a research project to address key research skills

OVERVIEW:

NYS has proposed changes to the Teacher Evaluation System, effective as early as 2024-25. The proposed changes allow for more flexibility in how districts design a NYS-STEPS (Standards-based Educator Evaluation and Professional Support) plan that will support teacher and leader growth.

Kim Marshall recently updated his book, Rethinking Teacher Supervision and Evaluation (3rd edition), to include additional details on how to shift conversations about teacher supervision and evaluation to coaching, continuous improvement, and student learning. The third edition describes an innovative approach that enlists teachers and teacher teams in improving the performance of all students. The book also includes key questions to consider at the end of each chapter.

This professional learning opportunity will provide district leaders with an opportunity to explore new ideas and approaches and connect with other leaders in the region as they explore changes to their local systems.

All participants will receive a copy of Rethinking Teacher Supervision and Evaluation (3rd Edition). For more information,CLICK HERE.

PLEASE NOTE:

- Books will be distributed via bus mail following the November 7, 2024 registration deadline.

- All registrants will be provided with the Zoom link via email prior to the session start time.

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:

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:

These meetings are designed to provide PK-12 Math educators 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

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

OVERVIEW:

In this three-day interactive workshop, participants will extend their knowledge of scaffolding complex nonfiction text for success in the intermediate ELA classroom and identify the challenges of grade-level nonfiction 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 nonfiction text complexity & its importance

- Describe critical attributes of complexity

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

- Identify how nonfiction text complexity develops over time

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

OVERVIEW:

In this user group, educators using Eureka Squared will share best practices, and work collaboratively to improve teaching skills and the academic performance of students through the use of Eureka Squared. The goal of the group is to improve the skills and knowledge of educators with Eureka Squared through collaborative study, best-practice exchange, professional dialogue, and data analysis.

OUTCOMES:

- Create and share materials, strategies, and best practices with Eureka Squared

- Identify and describe best teaching and planning techniques to support teaching with Eureka Squared

OVERVIEW:

Participants will build a foundational understanding of equity and cultural responsiveness by establishing a common vocabulary while beginning to examine their personal, professional, and institutional capacity within the areas of equity and cultural responsiveness.

Participants Will:

- Define common terms and imagery that appear in conversations about equity

- Explore the concept of cultural responsiveness through personal, professional, and institutional lenses

- Identify initial strengths, challenges, and needs regarding the capacity to implement culturally responsive practices

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

OVERVIEW:

This half-day training package is designed for district/building level administrators to gain a better understanding of the process related to discipline for students with disabilities, with a focus on DCIP as per the part 201 of the Commissioner's Regulations. This professional development supports the administrator's understanding of the regulatory requirements, as they relate to DCIP.

Participants Will:

- Have a deeper understanding regarding regulations and systems surrounding DCIP. Improving systems and practices within EOs will lead to improved outcomes for all students.

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

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:

NCI (Nonviolent Crisis Intervention) is a person-centered, trauma-informed approach that recognizes that all behavior is communication. It allows us to objectively analyze how and why a person is exhibiting distress behavior, identify the level of risk associated with the behavior, and use strategies that can be used to de-escalate a person in crisis and mitigate risk associated with distress behavior.

OUTCOMES:

- Analyze distress behavior & identify risk associated with it.

- Learn and practice strategies used to mitigate risk.

- Understand the risks of disengagement skills and restrictive holds.

OVERVIEW:

The Specially Designed Instruction for Administrators professional development training package is the fifth in a suite of trainings on the development and use of SDI for students with disabilities. This training is intended to further develop administrator's knowledge of SDI and how it should be designed and developed based on individual student need to address learning barriers. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI. This package is primarily designed to be delivered as a 2-3 hour in-person training; however, the training is structured to allow for online delivery based upon EO scheduling requirements.

Administrators will gain skills in supervising the implementation of SDI in all classrooms where students with disabilities are learning. Administrators will be able to define SDI, recognize how to differentiate SDI from general education, identify what SDI looks like in the classroom setting, and gain necessary skills for supervision of implementation of SDI.

Participants will be able to:

- Define SDI as described in Federal and New York State regulatory guidelines.

- Differentiate SDI from general education instruction.

- Identify what SDI looks like in the classroom in order to support the implementation of SDI in their building.

- Gain skills for supervision of SDI implementation.

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

OVERVIEW:

Join Marissa McNamara and Liz Wood as we dive into student use of Generative Artificial Intelligence. We will discuss AI's impact on its users, the various skills needed to use AI, and connections to the Computer Science and Digital Fluency Learning Standards. By the end of the session, participants will leave with a learning opportunity for students to apply critical thinking and learning skills to AI.

OUTCOMES:

- Describe which users are most impacted by AI and how they are affected.

- Identify the critical thinking and learning skills needed for students to engage responsibly with AI.

- Create a learning opportunity for students to apply the identified critical thinking and learning skills.

This session, with identical content is also being offered on May 19, 2025.

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

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Prerequisites: This session is geared towards teachers with some background in Artificial Intelligence. It is recommended that participants are Model Schools Community of Practice members, have previously completed Teaching, Learning and Reflecting with AI: A Teacher's Journey, or have previously completed Navigating the AI Frontier.

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 Circle of Life, 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 Circle of Life, 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:

In this session, we will continue our discussion on the practices and strategies from Peter Liljedahl's book, Building Thinking Classrooms. Participants will share their experiences with implementing these strategies in their classrooms, highlighting both successes and challenges. Additionally, we will collaborate to brainstorm new strategies aimed at enhancing student learning.

OUTCOMES:

- Discuss the 14 practices outlined in this book

- Identify best practices in the book that foster student learning

- Create an action plan for strategies that can be implemented

OVERVIEW:

Participants will have the opportunity to view new and upcoming improvements to the OPALS system, and speak directly to company representatives about improvements and issues in the OPALS and SCOOLS systems.

OUTCOMES:

- Identify new features and updates to the OPALS automation system

- Propose and recommend future updates and features

OVERVIEW:

In this session, we will continue our discussion on the practices and strategies from Peter Liljedahl's book, Building Thinking Classrooms. Participants will share their experiences with implementing these strategies in their classrooms, highlighting both successes and challenges. Additionally, we will collaborate to brainstorm new strategies aimed at enhancing student learning.

OUTCOMES:

- Discuss the 14 practices outlined in this book

- Identify best practices in the book that foster student learning

- Create an action plan for strategies that can be implemented

OVERVIEW:

For districts with NYS approved Seal of Civic Readiness plans, participants will explore a variety of academic and community options that can provide students with a pathway to earning the Seal of Civic Readiness (SCR). Through collaborative discussion, participants will share the strengths and needs of their district's SCR plan and determine elements to incorporate that will further support student completion of the SCR requirements.

OUTCOMES:

- Analyze components of the SCR Rubric

- Identify instructional designs and academic opportunities aligned with SCR requirements

- Identify community organizations that students can connect with to support their pursuit of the SCR

- Collaborate with other districts to identify effective SCR structures and strategies

OVERVIEW:

Interested in rethinking your instruction or how to assess learning differently in your classroom? Come spend a full day with the PLIC team thinking about your instructional design, assessment experiences, and rubric creation all through the lens of Performance Based Learning. Participants will leave with a plan to implement new PBLA strategies in their classroom.

OUTCOMES:

- Describe the elements of a successful PBLA design

- Explain how PBLA is different from traditional assessment

- Identify the elements of an effective PBLA rubric and create a rubric to use on an upcoming assessment.

PLEASE NOTE:

This session, with identical content, is also being offered April 2, 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. 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.

During this session, members of the Special Education Community of Practice are welcoming their General Education partners to the conversation! Together the Special Ed/Gen Ed pairs will explore and share strategies and best practices for Special Education. They will have the opportunity to work and think with others in similar grade bands and Special Education models, with a focus on approaches for inclusion.

OVERVIEW:

A Community of Practice (CoP) around The Key Comprehension Routine will be a group of educators, literacy coaches, and instructional leaders who share a common interest in improving comprehension instruction. The CoP will focus on implementing and refining the strategies outlined in The Key Comprehension Routine, a research-based approach for teaching reading comprehension in all content areas.

OUTCOMES:

- Shared Purpose: Commit to enhancing students' reading comprehension through explicit strategy instruction, such as main idea identification, text structure analysis, summarization, and question generation

- Collaboration: Share experiences, ideas, and challenges related to implementing The Key Comprehension Routine in their classrooms

- Learning and Reflection: Participate in ongoing professional development through workshops, webinars, or peer-led training sessions, fostering a space for continuous learning. Members would also reflect on how the routine impacts student engagement and comprehension across various content areas

- Resource Sharing: Create and share instructional materials, lesson plans, and assessment tools aligned with The Key Comprehension Routine

- Best Practices and Evidence-Based Strategies: Discuss the latest research on literacy and comprehension instruction and evaluate how well The Key Comprehension Routine aligns with current findings on effective teaching strategies

-Accountability and Action: Through peer observations, data collection, and reflection on student performance, members of the CoP would hold themselves accountable to improving instruction and achieving better reading outcomes for students

PLEASE NOTE:

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.

OVERVIEW:

Join us for this one-hour Zoom session focusing on how leaders can use AI platforms to better support staff communication. We will explore what options are available and how to craft more effective prompts and engage with AI.

OUTCOMES:

- Identify AI platforms that support communication

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

OVERVIEW:

** Session Attendance and Completion of all Online Assignments are MANDATORY for this 45-hour course.**

The course includes the basic philosophy and principles as integral parts of physical education and general education; State, local and national regulations and policies related to athletics; legal considerations; function and organization of leagues and athletic associations in New York State; personal standards for the responsibilities of the coach as an educational leader; public relations; general safety procedures; general principles of school budgets, records, purchasing and use of facilities.

This 45-hour course includes two parts:

- Eight (8) three-hour classroom sessions (24 hours)

- Seven (7) three-hour online sessions (21 hours)

Following the first session, all online coursework is expected to be completed before the start of the next scheduled class. See itemized course schedule below.

Cost: $425

Payment by personal check or money order should be made payable to BT BOCES and directed to BT BOCES c/o M. Fissel 435 Glenwood Rd. Binghamton, NY 13905.

OVERVIEW:

Why are sound waves invisible? How do different instruments make different sounds? Why does it sound so cool when I sing in a stairwell? During this session General Music teachers will have the opportunity to collaborate with Elementary Science teachers to learn about sound science and how to effectively teach it in the classroom (all while having tons of fun!)

OUTCOMES:

- Explain the essential elements of sound and its relationship to music.

- Describe strategies to teach sound science in music class

- Create a plan to collaborate with a general education teacher to reinforce science and music standards.

OVERVIEW:

This workshop gives the participants an overview of specially designed instruction (SDI) for students with disabilities. Through this training, attendees will: Develop a working knowledge about the core components of specially designed instruction; Learn ethical and legal reasons behind the use of SDI; Examine of the barriers for students with disabilities and how SDI addresses those barriers; Understand how SDI is used alongside other instructional strategies; Explore the process of developing appropriate SDI based on student needs and characteristics. Case studies and activities will be used throughout the workshop so that participants can apply this knowledge to their work with students with disabilities.

Participants Will:

- Develop introductory knowledge of specially designed instruction (SDI)

- Be able to define SDI & its purpose

- Understand the relationships between SDI & other instructional strategies

- Be able to describe SDI & its core elements

- Differentiate between accommodations & modifications

- Practice selecting appropriate SDI based upon student needs & characteristics

Participants will receive resources they can utilize in their classrooms and during planning for instruction.

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:

This is a follow up session to support those who attended a one day REWARDS training. Participants will reflect on their work so far and engage in learning to support their understanding of later lessons in the program.

OUTCOMES:

- Describe and 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

PLEASE NOTE:

- This session, with identical content is also offered 12:00 - 3:00 pm on January 14th

- This session is part of the RECOVS/RISE Grant and is not eligible for SCI CoSer sub/stipend processing. BT BOCES will initiate applicable claims to support sub/stipend district reimbursement.