D E S P D ROFESSIONAL EVELOPMENT PROGRAM Supporting … · interventions may also be applicable...

This course focuses on the types of support needed for English language learners to be successful math learners. Participants learn how to develop students’ proficiency in English while also developing their mathematical understanding. Sessions include ideas and examples of how to support students with varying degrees of English language proficiency; helps teachers modify existing math lessons to support English language learners; and provides examples of lessons, appropriate for all students, in number sense, algebraic thinking, measurement, data analysis, geometry, and solving word problems. Outcomes:

• Develop students’ proficiency in English while also developing their mathematical understanding.

• Support students with varying degrees of English language proficiency. • Modify existing math lessons to support English language learners.

DATE: Thursday, November 14, 2019

TIME: 8:30 am – 2:30 pm COST: $250 for subscribers / $299 for non-subscribers AUDIENCE: Grades K-5 Math and ENL Educators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

DEPARTMENT OF EDUCATIONAL SUPPORT SERVICES PROFESSIONAL DEVELOPMENT PROGRAM

Supporting ELLs in Math Presented by Math Solutions

http://webreg.esboces.org/

DATES: November 18-19, 2019 AND January 7, 2020 (Must attend all three days) TIME: 8:30 am – 3:30 pm COST: $700 for subscribers / $750 for non-subscribers MATERIALS: At least one LLI system must be purchased in advance for every 2-3 participants to

share and is required. Call 1-800-225-5800 for ordering information. AUDIENCE: Grades K-2 educators including literacy teachers who provide supplemental instruction

to children reading below level, staff development personnel and literacy coaches who support teachers providing supplementary teaching to struggling readers.

LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

**Cost of the training does not include the LLI system. You will be required to bring some components of your system. Participants will need to bring from their system kit: Program Guide, Lesson Guide, Prompting Guides, When Readers Struggle. Also bring a copy of Protecting the Kakapo (Lesson 111) and The Pangolin (Lesson 112)**

Designed by authors Irene C. Fountas and Gay Su Pinnell, LLI Professional Support is delivered on-site to schools and districts by author-selected and author-trained consultants.

The groundbreaking Fountas & Pinnell Leveled Literacy Intervention is a small-group, supplementary intervention program designed for young children who struggle with reading and writing. Designed to bring children up to grade-level performance in as few as 18-24 weeks, LLI is a powerful, research-based early intervention program that can prevent literacy difficulties before they turn into long-term challenges.

Professional Support for LLI includes three days of training (two days of intensive learning plus one follow-up day) to give participants an in-depth understanding of the LLI systems:

• LLI Orange System, Levels A-C (Kindergarten), 70 Lessons with 70 original titles; • LLI Green System, Levels A-J (Grade 1), 110 Lessons with 110 original titles; • LLI Blue System, Levels C-N (Grade 2), 120 Lessons with 120 original titles.

Several components included in each LLI system will be explored, including the Fountas & Pinnell professional books When Readers Struggle: Teaching That Works, The Fountas & Pinnell Prompting Guide 1, and the Program Guide, which comprehensively outlines the implementation of the System.

Topics within the three-day Professional Support curriculum include: • Overview of the Lesson Framework; • Understanding the demands of texts; • Assessing and grouping students; • Teaching within the LLI Lessons; • Using the Prompting Guide; • Documenting progress.

In addition to learning how to implement LLI lessons, participants will deepen their understanding of many research-based techniques to help struggling readers make accelerated progress.


Leveled Literacy Intervention (LLI) Primary Systems Grades K-2

Presented by Sharon Hull, Heinemann consultant trained by Fountas & Pinnell


DATE: Monday, November 18, 2019 TIME: 8:30 am – 2:30 pm COST: $350 for subscribers / $399 for non-subscribers AUDIENCE: K-12 Educators, Social Workers* and School Psychologists LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

A “traumatized” child is often thought of a child who has experienced mental abuse, physical abuse, inhabited a war-torn area or endured a head injury. However, developmental trauma (such as chronic everyday stress or even stress experienced in-utero) has the same impact on the brain as an acute episode of trauma. It is not just the conscious memory of a traumatic event that a child must deal with. Trauma is stored in the brain as primary sensory memory — a muscle movement, a taste, a smell, a feeling or a sound. To understand how difficult it is to overcome this type of trauma, think about how difficult it would be to "unlearn" riding a bike or playing a piano.

In this insightful workshop, author Aaron Wiemeier, MS, LPC, will discuss the latest research on how trauma — including stress — can impact the developing brain and how this may translate into difficult behaviors seen in the school and at home. It is essential that professionals who work with children understand the true dynamics of brain development and how it can be impacted by traumatic experiences. Practical application and creative interventions for students whose social, emotional and/or behavior difficulties may stem from trauma will be discussed; these interventions may also be applicable with young people with Asperger's Syndrome or other forms of Autism.

In this training, the participants will: • Comprehend how brain structure and development is connected to behavior and traumatic experience. • Create new tools for professionals working with students on issues such as: Discipline, Anger, ADHD and Emotional

Regulation. • Cognize the single-most important aspect of all human functioning as it relates to children (and yourself), along with

key elements needed to cultivate a more positive outcome in this process. • Unlearn common myths about what trauma actually is and its effects on the brain and behavior. • Explore recommended tools to help professionals recognize warning signs of a traumatized child and what they can

do to create a context for healing. • Apply current insights from brain development & trauma to improve effectiveness in working with young people.


Engaging the Traumatized Child Presented by Aaron Wiemeier, MS, LPC, AccuTrain

Aaron Wiemeier, MS, LPC is a Licensed Professional Counselor and has been practicing for 15 years with at-risk children and families in the foster care and adoptive system. A specialist in the area of attachment and trauma, with a particular emphasis on the neurophysiology of trauma, he uses a practical, and often experiential community-based approach to helping and empowering families and individuals to overcome the effects of trauma. He is an adjunct professor at a local university and a regular trainer for multiple agencies and organizations in the state of Colorado. Aaron has created a workbook entitled My Feelings Workbook, which helps traumatized children understand the emotions which may be associated with a traumatic experience on the non-verbal body level. Having an interest in brain physiology and a passion for working with children and families, Aaron combines the two paradigms to help children and families overcome, integrate and move beyond traumatic experiences. He combines a pragmatic forthright approach with his unique style of connecting with others to facilitate this process. Aaron specializes in working with PTSD, anxiety, anger, children & adolescents, attachment disorder, depression and conduct/oppositional defiant disorder.

*ASWB: This organization Developmental Resources, #1053, a Division of AccuTrain Corp., is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org through the Approved Continuing Education (ACE) Program. Developmental Resources maintains responsibility for the program. ASWB Approval Period: (8/13/2016-8/13/2019). Social workers should contact their regulatory board to determine course approval for continuing education credits. Social workers participating in this course will receive up to 6 Clinical Social Work continuing education clock hours.


http://www.aswb.org/

DATE: Tuesday, November 19, 2019 TIME: 8:30 – 11:30 am COST: $60 for subscribers / $85 for non-subscribers AUDIENCE: Grades Pre K – 6 Administrators and ELA Curriculum Leaders LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

This workshop shares the most current resources provided by the New York State Department of Education to guide and support school districts and educators on implementation of the Next Generation ELA Standards. The document entitled A Guide for Aligning Local Curricula to the Next Generation English Language Arts Standards, provides:

• Tools for aligning and creating curriculum • Incorporation of best research-based practices when designing curriculum • Introduction of the NYS Curriculum Alignment Reflection Tool for Next Generation ELA

Standards Units

District leaders will leave with tools to prepare for full implementation of the Next Generation ELA Standards.


Supporting All Students: Building Capacity for ELA Curriculum Development

Presented by Dr. Patricia Barry

Dr. Patricia Barry is an educational consultant who has worked as a teacher and literacy coach in elementary and secondary settings. Her experience as an academic coach, English teacher, and reading specialist, has influenced her focus on striving to meet the needs of all students. She has worked tirelessly to serve students who are English Language Learners, students with learning differences, and students who are gifted, and recognizes this as a challenge all teachers face each year. After 32 years as a teacher and a coach, Dr. Barry is currently working as an adjunct professor at St. Joseph’s College and as a consultant for ESBOCES. She specializes in supporting teachers in a variety of areas including the implementation of the Common Core Standards, best practices, content area literacy, ENL/ESL Co-Teaching, and Culturally Responsive Teaching. Dr. Barry, who received her doctorate from Hofstra University, has presented her work at national and local conferences including NCTE, Literacy for All, and NYS TESOL. In addition to her work on a range of instructional strategies, Dr. Barry focuses on supporting schools in ways to create a school culture that fosters achievement.


PBL 101 is PBLWorks’ foundational three‐day (consecutive) onsite workshop based on our model of Gold Standard PBL (totaling 21 hours). It provides participants with the knowledge and skills needed to design, assess, and manage a rigorous, standards‐based project. The workshop models the project process. Facilitated by one of PBLWorks’ expert National Faculty, the workshop is a balanced blend of direct instruction, video analysis, hands‐on work, resource sharing, and peer collaboration and feedback. Participants are actively engaged in project design, with the expectation that every teacher or teaching team will generate a project plan that receives formative feedback from both participants and PBLWorks National Faculty.

Day One – Designing Projects • Understand the distinction between “doing projects” and Project Based Learning • Become familiar with online project design, assessment and management resources • Learn to use peer‐driven feedback protocols

Day Two – Assessing Projects • Create a standards‐based project design, including key success skills, a driving question, and • major student products • Incorporate best practices in formative and summative assessment into project designs • Learn to use peer‐driven feedback protocols

Day Three – Managing Projects • Incorporate best practices in managing projects into project plans • Learn to use peer‐driven feedback protocols

As result of this workshop, participants will: As a team or individual teacher, produce a draft project design that is ready to be implemented in their classroom.

DATES: November 20, 21, & 22, 2019 (Must attend all days) TIME: 8:30 am – 2:30 pm COST: $775 for subscribers* / $825 for non-subscribers *

*For those districts who subscribe to the ESBOCES Comprehensive Curriculum Development Service – One FREE Seat. Additional registrations are discounted at a rate of $775. **For those districts who do not subscribe to the ESBOCES Comprehensive Curriculum Development Service – or non-subscribing ESBOCES districts the fee is $825 per participant for the three-day workshop.

AUDIENCE: District Administrators; K-12 Educators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org


Project Based Learning 101 Presented by PBLWorks (formerly Buck Institute for Education)

As a mission‐driven nonprofit organization, PBLWorks (formerly the Buck Institute for Education) creates, gathers, and shares high‐quality PBL instructional practices and products and provides highly effective services to teachers, schools, and districts. For teachers, PBLWorks offers professional development on how to design, assess, and manage projects that engage and motivate students. For schools, PBLWorks helps bring coherence to PBL practices across grade levels and subject areas, and supports the creation of school‐wide processes and structures to support PBL. For districts, PBLWorks offers unrivaled service and expertise in creating and sustaining district‐wide PBL initiatives.


DATES: November 20-21, 2019 AND January 8, 2020 (Must attend all three days) TIME: 8:30 am – 3:30 pm COST: $700 for subscribers / $750 for non-subscribers MATERIALS: At least one LLI system must be purchased in advance for every 2-3 participants to

share and is required. Call 1-800-225-5800 for ordering information. AUDIENCE: Grades 3-5 educators including literacy teachers who provide supplemental instruction

to children reading below level, staff development personnel and literacy coaches who support teachers providing supplementary teaching to struggling readers.

LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

**Cost of the training does not include the LLI system. You will be required to bring some components of your system. Participants will need to bring from their system kit: Program Guide, Lesson Guide, Prompting Guides, When Readers Struggle. Also bring a copy of Protecting the Kakapo (Lesson 111) and The Pangolin (Lesson 112)**

The Leveled Literacy Intervention (LLI) Red, Gold, and Purple systems are designed for students in grades 3, 4 and 5 who are reading below grade level. These systems may also be used to help students at higher grade levels who are reading below level W. Designed to bring students up to grade-level performance in as little as 18-24 weeks, LLI Intermediate Systems deliver powerful, research-based intervention geared specifically for intermediate students who are lagging behind their peers in literacy learning. The intervention is designed to take place in addition to classroom literacy instruction.

In this seminar, participants will receive three-days of intensive training (two days of start-up training and one follow-up day) on the LLI Red, Gold, and Purple systems and will learn specific strategies to address the needs of struggling older readers. In addition to an overview of the components and implementation of LLI Red, Gold, and Purple systems, professional development for these systems delves in to the advanced routines needed for intermediate students. These routines include a focus on comprehension, vocabulary development, and fluency as well as phonics and word study principles, book discussion formats, writing about reading routines, novel study units, test taking study, and silent reading.

This three-day training includes: • An introduction to the LLI Red, Gold, and Purple systems with special attention on what the research

has shown to be effective instruction for older, struggling readers. • Clear rationales for the instructional procedures in the LLI Red, Gold, and Purple systems–

comprehension, vocabulary development, fluency, phonics/word study, and writing about reading–and how they all contribute to the reader's development of an effective processing system.

• Opportunities to observe, discuss, and practice using the lesson frameworks, instructional procedures, and resources in the LLI Red, Gold, and Purple systems.

• A focus on supporting students to develop strategic actions for processing text using a gradient of high quality fiction and nonfiction texts, written explicitly for the LLI Red, Gold, and Purple systems.

• Specific instruction on the assessment and record keeping in the LLI Red, Gold, and Purple systems that is crucial to inform teaching decisions and maximize effectiveness.

• An introduction to the Online Resources website for accessing materials and the LLI Data Management Website for recording, collecting, and analyzing data on student progress .


Leveled Literacy Intervention (LLI) Intermediate Systems Grades 3-5

Presented by Sharon Hull, Heinemann consultant trained by Fountas & Pinnell


DATE: Wednesday, November 20, 2019 TIME: 8:30 am – 2:30 pm COST: $175 for subscribers / $250 for non-subscribers AUDIENCE: K-12 Administrators, Special Education and General Education Teachers LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

This workshop provides the practical strategies and tools needed to help students with disabilities experience better outcomes while being educated alongside their typical peers. Additionally, historical and functional perspectives about inclusion will be discussed and explored through hands-on, multimodal activities. Participants will:

• Learn key strategies that support a wide range of academic, behavior and social needs within inclusion settings

• Observe and participate in modeling of strategies and tools • Explore ways to implement new strategies and tools


Inclusion: How to Make It Happen Presented by Diane Ripple

Diane Ripple has been a professional developer on Long Island and the surrounding areas since 1996. In 1999 she started her own company, Consulting That Makes A Difference, Inc. CMDI is a company that provides professional development in such areas as inclusive education, co-teaching, differentiated instruction, paraprofessional training and community building in over 40 school districts each year. With more than 30 years of experience and expertise, Diane has had the opportunity to work with students with a wide range of abilities. In her capacity as a professional developer, Diane collaborates with teachers, administrators and families to improve the education and lives of students with diverse needs. Participants leave Diane’s workshops inspired and equipped with a wealth of new ideas they can use immediately.


June 2020 will be the first administration of the new U.S. History and Government Regents Examination. NYSED has announced that the required major essay will focus on Constitutional/Civic Issues.

This workshop will guide teachers in identifying these constitutional /civic issues in the new 11th grade Framework and examine strategies for addressing these issues within the context of specific developments in United States History.

Issues to be considered (in historical context)* include: principles of government contained in the Constitution of 1787; powers of Congress; roles of the President; Supreme Court as interpreter of the Constitution; individual rights; extension of civil rights; development of political parties and other aspects of the unwritten constitutional tradition.

*The specifications in the 11th grade Framework will inform the selection of historical examples. However, the examination of the content would be useful for teachers of grades 7 and 8 as well.

Please bring recommendations of print and electronic resources in U.S. History that you have found helpful to share with the other participants

DATE: Friday, November 22, 2019 TIME: 8:30 am – 2:30 pm COST: $125 for subscribers / $175 for non-subscribers AUDIENCE: Grade 11 Social Studies and Special Education Educators; Social Studies

Supervisors/Directors LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org


Teaching Constitutional/Civic Issues in the New United States History And Government II Course

Presented by Alice Grant

Alice D. Grant was Social Studies Department Chair (6-12) at Pelham Memorial High School in Pelham, New York. A consultant to the College Board in AP United States and European History and Pre AP Social Studies instruction, Alice has taught graduate level courses for AP history teachers and methods courses for pre-service teachers and has presented numerous workshops on pre AP, AP, and Regents teaching strategies throughout the region. Honored by both the Westchester and New York State Councils for Social Studies with the Distinguished Social Studies Educator Award, Alice is also a charter member of the New York State Academy of Teaching and Learning. Alice’s experience as an Advanced Placement History teacher as well as her participation over the last three years in the national consultant training for the new Advanced Placement United States and European History courses—courses which have influenced the writing of the NYSED Social Studies Framework—prepare her to assist departments in aligning their inquiry based instruction.


DATE: Friday, November 22, 2019 TIME: 8:30 am – 2:30 pm COST: $199 for subscribers / $249 for non-subscribers AUDIENCE: School Administrators; Educators; Support Staff LOCATION: James Hines Administration Center, 201 Sunrise Hwy, Patchogue REGISTER: http://webreg.esboces.org

Teachers are most able to provide academic interventions in their classroom when they follow a consistent process and can easily access a toolkit of effective strategies and resources. This workshop trains teachers in this step-by-step approach to assembling and carrying out their own Classroom Support Plans: (1) identify the most important student problem(s); (2) select appropriate academic-intervention strategies; (3) consider general-education accommodations that might boost performance; (4) use motivational techniques as needed to energize the reluctant learner; and (5) document and collect data on the intervention plan. Participants are encouraged to bring digital devices to try out resources shared at this session. All resources introduced at this training will be accessible online after the workshop.


The Teacher as ‘First Responder’: Creating Academic-Intervention Plans to Motivate Learners in Grades 3-12

Presented by Jim Wright

Jim Wright, M.S., is a highly-acclaimed national presenter, trainer and author on topics that cover the essentials and beyond of RTI/MTSS. Jim Wright has presented to teachers, school administrators, and parents in the Central New York area, throughout the New York State, and in other parts of the nation on effective academic and behavioral interventions, strategies for teaching “defiant” students, curriculum-based measurement, and school-wide violence prevention planning.


DATE: Tuesday, December 3, 2019 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: Grades Pre K – 6 Administrators, ELA Curriculum Leaders and Teachers LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Common Formative Assessment is a powerful tool for student success. This workshop shares the work of Larry Ainsworth on creating Common Formative Assessments aligned to the Next Generation ELA Standards. The session includes:

• Quality Assessment Design for Common Formative Assessments • 10 Design Steps (including) Unwrapping priority standards and identifying learning

progressions • Development of selected response, short constructed response, and extended response

questions aligned to the standards • Creating a "success criteria" for all students

The tools shared may be used in districts to align assessments to the Next Generation ELA Standards and promote student achievement.


Common Formative Assessments and the Next Generation ELA Standards

Presented by Dr. Patricia Barry

Dr. Patricia Barry is an educational consultant who has worked as a teacher and literacy coach in elementary and secondary settings. Her experience as an academic coach, English teacher, and reading specialist, has influenced her focus on striving to meet the needs of all students. She has worked tirelessly to serve students who are English Language Learners, students with learning differences, and students who are gifted, and recognizes this as a challenge all teachers face each year. After 32 years as a teacher and a coach, Dr. Barry is currently working as an adjunct professor at St. Joseph’s College and as a consultant for ESBOCES. She specializes in supporting teachers in a variety of areas including the implementation of the Common Core Standards, best practices, content area literacy, ENL/ESL Co-Teaching, and Culturally Responsive Teaching. Dr. Barry, who received her doctorate from Hofstra University, has presented her work at national and local conferences including NCTE, Literacy for All, and NYS TESOL. In addition to her work on a range of instructional strategies, Dr. Barry focuses on supporting schools in ways to create a school culture that fosters achievement.


This workshop will help teachers make the instructional shifts identified in the new Social Studies Framework and reflected in the tasks on the new Regents assessments in grade 11. Illustrative materials from the new 11th grade Framework will be used to demonstrate how to apply the Social Studies Practices to required content understandings.

Participants will: • Examine the six Social Studies Practices in relation to specific conceptual

understandings and content specifications highlighted in the new U.S. History and Government Framework.

• Consider strategies for guiding students to apply historical thinking skills in the close reading of primary sources.

• Apply strategies for teaching students to formulate and support historical arguments • Suggest print and electronic resources. (Please bring recommendations) • Collaborate to develop a grade level activity that applies a social studies practice to a

conceptual understanding. (Please bring materials)

NOTE: This workshop will be particularly helpful for those teachers who have not been part of the conversation on instructional shifts in preparation for implementing the new Global course.

DATE: Thursday, December 5, 2019 TIME: 8:30 am – 2:30 pm COST: $125 for subscribers / $175 for non-subscribers AUDIENCE: Grade 11 Social Studies and Special Education Educators; Social Studies

Supervisors/Directors LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org


Teaching Social Studies Practices and Content in the New United States History and Government II Course

Presented by Alice Grant

Alice D. Grant was Social Studies Department Chair (6-12) at Pelham Memorial High School in Pelham, New York. A consultant to the College Board in AP United States and European History and Pre AP Social Studies instruction, Alice has taught graduate level courses for AP history teachers and methods courses for pre-service teachers and has presented numerous workshops on pre AP, AP, and Regents teaching strategies throughout the region. Honored by both the Westchester and New York State Councils for Social Studies with the Distinguished Social Studies Educator Award, Alice is also a charter member of the New York State Academy of Teaching and Learning. Alice’s experience as an Advanced Placement History teacher as well as her participation over the last three years in the national consultant training for the new Advanced Placement United States and European History courses—courses which have influenced the writing of the NYSED Social Studies Framework—prepare her to assist departments in aligning their inquiry based instruction.


DATE: Friday, December 6, 2019 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: Grades K-12 Educators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). CRP acknowledges that different heritages and languages affect students' attitudes and approaches toward learning. It also uses an array of strategies to reach students of different ethnicities and learning styles while validating the importance of different cultures whenever possible in the classroom. Practicing CRP in your classroom requires a willingness to learn about other cultures, to question your assumptions, and to experiment with new ways of reaching students.


Culturally Responsive Pedagogy (CRP) in Today's Classrooms Presented by Yvonne Sinisgalli

Yvonne Sinisgalli is the Bilingual Education Outreach Coordinator at the Long Island Parent Center at LIU, a facilitator of support to professionals & parents with concerns of educating children with disabilities, a collaborator with school districts, and a provider for outreach to high need communities. She is an adjunct professor in the Education Department at LIU. She is Co-Chair of the New York State Commissioner’s Advisory Panel for Special Education, Advisory Board Member on the TAC for Disproportionality and formerly an educator for the NYC Board of Education. Ms. Sinisgalli continues to present bilingual workshops in Long Island on various educational topics. Her rich background and endless resources in education, psychology, and Spanish, combined with her role of mother to a child with a disability, help to foster solid connections with culturally diverse regions across Long Island.


https://link.zixcentral.com/u/af71a378/YDfPP1BB6RGRNJnsBW1nPA?u=https%3A%2F%2Fwww.brown.edu%2Facademics%2Feducation-alliance%2Fteaching-diverse-learners%2Fstrategies-0%2Fculturally-responsive-teaching-0%23ladson-billings

DATE: Friday, December 6, 2019 TIME: 8:30 am – 2:30 pm COST: $250 for subscribers / $299 for non-subscribers AUDIENCE: Grades 6-12 Math Teachers and Chairs/Directors LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

This workshop takes an initial dive into exploring productive struggle. It is designed to begin the exploration of an understanding of productive struggle through the lens of mathematics. It supports the learning of teachers, coaches, school-based, and district-based administrators. Though connected, each topic addresses specific questions regarding the story of productive struggle in a mathematics classroom. The following questions will be addressed throughout the workshop:

• What is productive struggle? • Why is productive struggle important to students’ mathematics learning? • How do we support productive struggle for each and every student?

Key Ideas: • Institute content is based on the publication: Taking Action: Implementing

Effective Mathematics Teaching Practices. • There will be connections to Principles to Actions and the Effective Teaching

Practices


Supporting Students’ Productive Struggle through the Lens of Mathematics in Grades 6-12

Presented by Dr. George Roy

George Roy is an Associate Professor of Mathematics Education at the University of South Carolina. He received his undergraduate degree in Mathematics from Rollins College and attained his Master of Education in Mathematics Education from the nationally recognized Lockheed Martin/University of Central Florida Academy for Mathematics and Science at University of Central Florida (UCF). George went on to receive his Ph.D. in Education with an emphasis in Mathematics Education from UCF. During his doctoral program, his primary area of research focused on preservice teachers' development of mathematical content knowledge. Prior to his position at USC, he taught middle school mathematics for eight years at Orange County Florida Public Schools. During his public school tenure, he achieved a National Board of Professional Teaching Standards certification in Early Adolescence Mathematics. Currently, Roy teaches mathematics methods courses as part of Middle Level Education program in the Department of Instruction and Teacher Education. His current research efforts include examining uses of dynamic technology in middle school mathematics classrooms.


DATE: Monday, December 9, 2019 TIME: 8:30 am – 2:30 pm COST: $275 for subscribers / $299 for non-subscribers AUDIENCE: Grades K-12 Educators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Participants will learn the Choose Love formula that led to the creation of the Choose Love Enrichment Program, a Social and Emotional Learning program taught in all 50 states and over 55 countries. Through Scarlett’s powerful message backed by scientific research, participants will go on Scarlett’s journey with her as she discusses how the Choose Love formula transformed her life and now transformed school cultures. The choice of love over fear is the foundation for every decision we make on a daily basis. The program includes the best of what is statistically effective in non-academic learning including character education, growth mindset, positive psychology, mindfulness, social and emotional learning, emotional intelligence and more. Developed by educators, for educators, this unique program offers powerful lessons in choice, being present, conflict resolution and more. Understanding that much of what our issues stem from lack of love, the program enables children to choose love for themselves and others through a formula: Courage + Gratitude + Forgiveness + Compassion in Action = Choosing Love.


CHOOSE LOVE Presented by Scarlett Lewis

Scarlett Lewis founded the Jesse Lewis Choose Love Movement after her son was murdered during the Sandy Hook tragedy in December 2012. Shortly after his death, Scarlett decided to be part of the solution to the issues that we're seeing in our society—and that also caused the tragedy. She created the Movement and became an advocate for social and emotional learning (SEL) that teaches children how to manage their emotions, feel connected, and have healthy relationships. Scarlett works to promote the Choose Love Enrichment Program, a no cost, next generation SEL program that empowers educators and their students to choose love for themselves and others. This program teaches children how to handle adversity, have courageous conversations, and to respond with love. The Choose Love Enrichment Program has been downloaded more than 30,000 times in all 50 states and in nearly 80 countries. This program includes the best of what is statistically effective and being taught in classrooms today that can reduce and prevent mental illness, substance abuse, bullying and more. Since the tragedy, Scarlett has spoken all across the US and internationally to diverse audiences urging everyone to become part of the solution to the issues we’re experiencing today. Scarlett has spoken in national, statewide and community based events including hundreds of talks in schools and to educators and administrators.


DATE: Tuesday, December 10, 2019 TIME: 8:30 am – 2:30 pm COST: $175 for subscribers / $250 for non-subscribers AUDIENCE: K-12 Administrators, Special Education and General Education Teachers LOCATION: James Hines Administration Center, 201 Sunrise Hwy, Patchogue REGISTER: http://webreg.esboces.org

This interactive, hands-on workshop that will give you tools you need to help students understand and change their behaviors tied to time management, planning and organization. You will come away with tools, strategies and practical knowledge to help students strengthen executive function skills and become more productive. Participants will:

• Learn key executive functions • Explore strategies that support students with specific executive function

difficulties • Observe and participate in modeling of strategies • Plan ways to implement new strategies


The Hidden Curriculum: Teaching Executive Function Skills

Presented by Diane Ripple

Diane Ripple has been a professional developer on Long Island and the surrounding areas since 1996. In 1999 she started her own company, Consulting That Makes A Difference, Inc. CMDI is a company that provides professional development in such areas as inclusive education, co-teaching, differentiated instruction, paraprofessional training and community building in over 40 school districts each year. With more than 30 years of experience and expertise, Diane has had the opportunity to work with students with a wide range of abilities. In her capacity as a professional developer, Diane collaborates with teachers, administrators and families to improve the education and lives of students with diverse needs. Participants leave Diane’s workshops inspired and equipped with a wealth of new ideas they can use immediately.


DATE: Wednesday, December 11, 2019 TIME: 8:30 am – 2:30 pm COST: $125 for subscribers / $175 for non-subscribers AUDIENCE: Grades 4-12 ELA Teachers LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Knowledge about Latin and Greek roots helps us figure out unfamiliar words, deepen our understanding of words, and find relationships among words that we didn’t even know were related. But how can we teach word roots without just giving out lists and worksheets? We know that way doesn’t lead to durable learning.

In this full day workshop, you will learn engaging, memorable ways to build deep word knowledge through the principles of pattern recognition, etymology, visuals, and meaningful repetition. We can help students hone their linguistic intuition so they can feel more confident around academic vocabulary. This workshop is especially useful for ELLs whose native language is based on Latin (Spanish, French, Portuguese, Italian, Romanian).

DEPARTMENT OF EDUCATION AND INFORMATION SUPPORT SERVICES PROFESSIONAL DEVELOPMENT PROGRAM

Latin and Greek Word Roots: The Keys to the Castle of Academic Vocabulary

Presented by Amy Benjamin

Amy Benjamin taught middle school and high school English for more than thirty years in Westchester, New York. She is the author of numerous books including Focus on Text: Strategies for the Common Core Reading Standards, Grammar Instruction That (Really) Works, Big Skills for the Common Core, But I'm Not a Reading Teacher, Writing in the Content Areas, Vocabulary at the Core. Amy has worked extensively in Long Island (and throughout the world) helping teachers infuse literacy and language instruction in grades 3-12. She is currently writing a book about how to deliver grammar and vocabulary instruction within the context of the Readers/Writers workshop model; and she is the lead consultant in grammar instruction, based on the Common Core Standards, for the KIPP charter schools.


DATE: Thursday, December 12, 2019 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: School Counseling/Mental Health Professionals and Administrators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Given the tragic increase in young lives lost to suicide and many chronically tortured and pained with the thoughts of suicide, it is essential that basic competency and standard is established for all tasked with the assessment of youth at risk of suicide. This training is intended for behavioral health, medical and school professionals interested in learning about competency areas and the basic skills involved in conducting such an assessment. The training will provide:

I. Background and rationale II. An overall MODEL

III. General principles of working with youth IV. General Principle of working with families with youth at risk V. General principles of working with schools

VI. How to screen VII. How to establish a collaborative approach

VIII. When to engage the youth in the discussion IX. Clinical formulation and level of care X. Safety planning

XI. Monitoring and management


Comprehensive Youth Suicide Risk Assessment Presented by Max Banilivy, Ph.D.

Mansour (Max) Banilivy, Ph.D., is a clinical psychologist and is the director of Family Wellness Center for the past 32 years, providing comprehensive multidisciplinary behavioral and emotional health services, training and consultation nationally to school districts , private and nonprofit community as well as government including military agencies . His education at the highest level includes postdoctoral training in eating disorders and family therapy at the Harvard Medical School’s Children’s Hospital and Judge Baker Guidance Center. He is the director of clinical training, education and internship programs at WellLife Network in New York City and Long Island. Dr. Banilivy has been recognized for his work in the field of suicide prevention by the Livingworks Organization as the trainer of the year in 2009 and by the New York State Suicide Prevention Center (SPC) in 2011 for Excellence in Suicide Prevention.


DATE: Friday, December 13, 2019 TIME: 8:30 am – 2:30 pm COST: $175 for subscribers / $225 for non-subscribers AUDIENCE: Grades 3-8 Educators across Content Areas LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

The purpose of this session is to inspire participants to create a brain-compatible classroom with techniques that are custom-tailored for students. The workshop integrates cutting-edge neuroscience with practical, user-friendly classroom strategies. Neuroscience indicates that the more modalities which learners use to encode information, the easier that information is to learn and recall. The skills go beyond visual, auditory, and kinesthetic and explore powerful learning pathways in the brain. Participants will discover the difference between thinking and learning and what is required for the retention of learning to occur. Participants will learn how the brain learns and leave with credible practices based on current neuroscience. The workshop includes experiential activities that demonstrate why lessons need engagement. The workshop will:

1. Dispel myths about brain-based learning; 2. Provide strategies for understanding the learning processes; 3. Share strategies that can be used with all grades and content areas; and 4. Explore the most important factors in learning.


Brain Compatible Classroom Strategies Presented by Esther Fusco

**B.Y.O.D. (Bring Your Own Device) - Each of the Eastern Suffolk BOCES workshop locations have Wi-Fi access. Feel free to bring a fully charged iPad, tablet or laptop to access websites that the presenter may be referring to throughout the workshop.**

Esther Fusco is currently a Professor in the Department of Curriculum and Instruction at Hofstra University. She teaches a variety of courses related to literacy, mentoring and curriculum development. She is the author of numerous articles including Steps to Organizing Learning and Quality Full-Day Kindergarten: Making the Most Of It. Her most recent book, published by Teachers College Press is Effective Questioning Strategies in the Classroom. Dr. Fusco was an administrator for sixteen years before joining the Hofstra faculty. She was named New York State Elementary School Principal of the Year by the State Association of Administrators of New York and National Principal of the Year by National Association of Elementary School Administrators and the U.S. Department of Education. In addition to these honors, Dr. Fusco was selected as the Hofstra University Teacher of the Year Award.


Workshop Focus: Probability and Statistics Ratios and Proportions The Coordinate System

Algebra

This workshop promotes standards-based instruction to support all learners in the mathematics classroom. Participants will learn and practice abstract and concrete modeling techniques to develop elementary math concepts through deep understanding.

DATE: Friday, December 13, 2019 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: Grades 3-6 Math Educators LOCATION: DeFeo Administration Building, 215 Old Riverhead Rd, Westhampton Beach REGISTER: http://webreg.esboces.org


Incorporating Next Generation Mathematics Learning Standards with Structure and Practice to Promote Deep

Understanding in the Elementary Classroom Presented by Mike Joseph

Michael Joseph has nearly 20 years K-8 math experience with a specialty in grades K-5. He has been a 4th grade classroom teacher, a 6th grade math teacher and an AIS Math Specialist. Michael has also provided professional development and workshops both in and out-of-district. As a former member of the New York State Education Department’s Network Team, Michael assisted in implementing the reforms associated with the Race To The Top initiative and the Common Core. Michael helps districts align their math instruction to the new standards, and provides teachers with strategies and methods to make classroom instruction more powerful and effective, resulting in better student achievement.


Interested in learning how Part 3 of the GHG II (the Enduring Issues Essay) will be scored? This is the session for you to attend. Participants will be trained and given practice in scoring the Part 3 question for the upcoming GHG II exams. Participants are urged to bring along a personal electronic device – tablet or laptop are preferable.

DATE: Friday, December 13, 2019 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: Social Studies Teachers Grades 6-10; Social Studies Chairs LOCATION: James Hines Administration Center, 201 Sunrise Hwy, Patchogue REGISTER: http://webreg.esboces.org


Prepping for the Future: GHG II Scoring the Enduring Issues Essay in Grades 6-10

Presented by Virginia Harnischfeger

Virginia Harnischfeger has served as a Social Studies educator for over 30 years, first as a High School Social Studies teacher and later as a Social Studies Administrator, with experience in Queens, Nassau and Suffolk Counties. Ms. Harnischfeger represents Long Island districts at meetings called by the Statewide Professional Development Network for updates regarding Social Studies education. Ms. Harnischfeger continues her work as facilitator of the Social Studies Coordinators’ Network meetings, which meet three times a year at WSBOCES, and has recently signed on with Putnam North Westchester BOCES to serve as a trainer for their Integrated Social Studies/ELA Curriculum. Although retired from Malverne UFSD, Ms. Harnischfeger continues in the field, serving as an adjunct professor at CW Post and offering professional development for Social Studies K-12.



DATE: Monday, December 16, 2019 TIME: 8:30 am – 2:30 pm COST: $125 for subscribers / $175 for non-subscribers AUDIENCE: Educators Grades K-6 (All Content Areas) LOCATION: James Hines Administration Center, 201 Sunrise Hwy, Patchogue REGISTER: http://webreg.esboces.org

Have you ever wondered about an English learner in your class that may not be catching on as fast as you would expect or may be struggling with specific concepts or ideas? Have you asked yourself, Is this really a language struggle or a disability? Over time, you notice they are falling behind some of the other learners or are not following a similar trajectory of your past ELs. You begin to consider there may be a something else going on and need help. There are many factors to consider as you determine your next steps. In this workshop, we will identify and discuss:

• the strategies you can implement to best identify a student’s need, • the key elements to help you identify difference versus disability, • how to navigate the process and make sound decisions to support students, and • how to avoid misidentification.


Difference or Disability: What you need to know to determine the difference for ELs in Elementary Settings

Presented by Dr. Carrie McDermott

Dr. Carrie McDermott in an Assistant Professor and Coordinator of Graduate TESOL Programs in the Division of Education at Molloy College. Her areas of expertise include teaching English to students of other languages for grades K-12 and adults; elementary, middle, and secondary education; PBL; Science; Technology; Entrepreneurship; Response to Intervention; Curriculum Writing; New Teacher Mentoring; Mindfulness; Learning Styles; and College and Career Readiness. Dr. McDermott has published textbook chapters in Teaching Science to English Language Learners: Preparing Pre-Service and In-Service Teachers and Teaching History and Social Studies to English Language Learners, written articles in the Journal of Leadership and Instruction and IDIOM, as well as presented at various conferences including AERA, TESOL International, NYS TESOL, LIESOL, and The Teachers’ Institute.


DATE: Tuesday, December 17, 2019 TIME: 8:30 am – 2:30 pm COST: $175 for subscribers / $225 for non-subscribers AUDIENCE: Grades K-8 ELA Teachers; ELA Chairpersons; Reading Specialists LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

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Using the Fountas and Pinnell Benchmark Assessment Systems to determine student's independent and instructional reading levels, teachers are able to observe student reading behaviors one-on-one, engage in comprehension conversations that go beyond retelling, and make informed decisions that connect assessment to instruction. In this workshop participants will learn how to administer the Fountas and Pinnell Benchmark Assessment. If available, please bring your 3rd Edition Benchmark Kit and the book entitled Assessment Guide (found inside your 3rd Edition Kit).

This workshop can be taken independently but it is highly recommended to be taken with Part 2, Using the Fountas and Pinnell Benchmark System to Inform Instruction: Grades K-8,

scheduled for Wednesday, December 18, 2019.


PART 1: Administering the Fountas and Pinnell Benchmark Assessment System: Grades K-8

Presented by Kristina Seeley

Kristina Seeley has taught at various grade levels both in NYC and in the Three Village Central School District. Additionally, she worked as a Literacy Coordinator under Fountas and Pinnell’s Literacy Collaborative model for five years. During this time, she and her fourth grade students were videotaped through Heinemann Publishers and their clips have appeared on the Fountas and Pinnell website (www.fountasandpinnellleveledbooks.com). Some of her students’ work is also highlighted in their book entitled, Teaching for Comprehension and Fluency, Grades K-8. She has worked to provide effective professional development within many public school districts across Long Island including: Shelter Island, Cold Spring Harbor, Port Jefferson, Central Islip, and North Babylon, West Babylon, and Babylon. In addition she has worked extensively with many independent and international schools including The Dalton School in NYC, Lyford Cay International School in Nassau, Bahamas Eton in Shanghai, China and Graded in San Paulo, Brazil. She works closely with administrators and teachers to lift the quality of student work in reading, writing, and word study through rigorous workshop teaching.


http://www.fountasandpinnellleveledbooks.com/

DATE: Wednesday, December 18, 2019 TIME: 8:30 am – 2:30 pm COST: $175 for subscribers / $225 for non-subscribers AUDIENCE: Grades K-8 ELA Teachers; ELA Chairpersons; Reading Specialists LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

In this workshop, participants will learn how to take the information they have observed from the Fountas and Pinnell Benchmark Assessment to inform instruction. Oftentimes, teachers administer the assessment, get a reading level and move on. In this workshop, emphasis will be on how to look beyond level to determine and organize the specific reading behaviors related to accuracy, fluency, comprehension and writing about reading. Once these strengths and opportunities for growth have been determined and organized, teachers can confidently link their findings to instruction and that is when powerful change in reading can occur. If available, please bring The Continuum of Literacy Learning (from inside your 3rd Edition Benchmark Kit) and 2-3 of your students most recent benchmarks.

This workshop can be taken independently but it is highly recommended to be taken with Part 1, Administering the Fountas and Pinnell Benchmark Assessment System: Grades K-8,

scheduled for Tuesday, December 17, 2019.

DEPARTMENT OF EDUCATION AND INFORMATION SUPPORT SERVICES PROFESSIONAL DEVELOPMENT PROGRAM

**B.Y.O.D. (Bring Your Own Device) - Each of the Eastern Suffolk BOCES workshop locations have Wi-Fi access. Feel free to bring a fully

PART 2: Using the Fountas and Pinnell Benchmark Assessment System to Inform Instruction: Grades K-8

Presented by Kristina Seeley

Kristina Seeley has taught at various grade levels both in NYC and in the Three Village Central School District. Additionally, she worked as a Literacy Coordinator under Fountas and Pinnell’s Literacy Collaborative model for five years. During this time, she and her fourth grade students were videotaped through Heinemann Publishers and their clips have appeared on the Fountas and Pinnell website (www.fountasandpinnellleveledbooks.com). Some of her students’ work is also highlighted in their book entitled, Teaching for Comprehension and Fluency, Grades K-8. She has worked to provide effective professional development within many public school districts across Long Island including: Shelter Island, Cold Spring Harbor, Port Jefferson, Central Islip, and North Babylon, West Babylon, and Babylon. In addition she has worked extensively with many independent and international schools including The Dalton School in NYC, Lyford Cay International School in Nassau, Bahamas Eton in Shanghai, China and Graded in San Paulo, Brazil. She works closely with administrators and teachers to lift the quality of student work in reading, writing, and word study through rigorous workshop teaching.


http://www.fountasandpinnellleveledbooks.com/

DATE: Thursday, December 19, 2019 TIME: 8:30 am – 2:30 pm COST: $275 for subscribers / $325 for non-subscribers AUDIENCE: Middle and High School Principals, Assistant Principals LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

The creation of an effective school schedule is a key component of every school principal’s work. While many different personnel should be involved in the process, to delegate this responsibility is to abdicate the role of instructional leader. Based upon 40+ years of experience working in schools across the country Dr. Michael D. Rettig, will focus on middle and high school scheduling possibilities. He will share many different models of scheduling, discuss the pros, cons, costs, and research related to these models, and outline an adoption and implementation process. Schedules to be discussed include the following:

• Six, seven, eight, nine, and ten-period scheduling plans, • Rotating and drop schedules, and Alternating day block schedules, • The 4X4 semester plan and the 3X5 trimester plan, • The flexible modular schedule • Hybrid models which combine features of several basic schedules, • The “unit” or “Community” lunch period , • Plans for credit recovery and rescue, which may assist overage and under-credited students and

several uniquely middle school schedules: • The “4-Block” schedule, a middle school version of the high school 4X4 schedule that provides double

periods for both language arts and mathematics, • A schedule that provides time and a half in language arts and mathematics instruction in comparison

to other subjects, • A schedule that provides equal and but longer periods (@60 min.) for language arts, mathematics,

science and social studies in comparison to other subjects (@ 40 min.), • Plans appropriate for two, three, four, five, and six teacher teams, and • Options for delivering exploratory and elective classes.

Special emphasis will be given to designing schedules that included structured time for intervention and enrichment (I/E), which often is necessary for optimal implementation of Response to Intervention. Scheduling and organizational issues related to the I/E period will be addressed in detail. Handouts, sample schedules, and a digital scheduling template (in Excel) will be provided. Video examples of effective scheduling practices also will be shared.


Trends and Issues in Secondary School Scheduling: Basic Middle School and High School Scheduling Structures Revisited and Innovations Explored

Presented by Michael D. Rettig

Michael D. Rettig is the founder of School Scheduling Associates, LLC. He spent 15 years as a professor in the College of Education at James Madison University (JMU), Harrisonburg, VA. He retired from JMU as Professor Emeritus in June 2006 to work full-time with schools. In addition to his work in higher education, he taught public school in Syracuse, NY and served as a school principal in Virginia for 6 years. Over the past 29 years, Dr. Rettig has served as a consultant on school scheduling issues in 43 states with over 1000 schools nationally and internationally in Bermuda, Canada, Dubai, Germany, India, Japan, The Netherlands, Thailand, Saudi Arabia, Singapore, Spain, and the United Kingdom. He also has conducted hundreds of workshops and has authored or co-authored (with R.L. Canady) numerous articles and books on school scheduling and related topics including Block Scheduling: A Catalyst for Change in High Schools (1995), Scheduling Strategies of Middle Schools (2000), and Elementary School Scheduling: Enhancing Instruction for Student Achievement (2008).


DATES: January 13, February 5 AND March 2, 2020 (must attend all sessions) TIME: 8:30 am – 2:30 pm COST: $199 for subscribers / $249 for non-subscribers

*For those districts who subscribe to the ESBOCES Comprehensive Curriculum Development Service – FREE for a maximum of 1 educator. Additional registrations are discounted at a rate of $199. **For those districts who do not subscribe to the ESBOCES Comprehensive Curriculum Development Service – $249 per participant for this workshop.

AUDIENCE: District Teams of ELA Administrators and Educators, Grades 5-12 LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Over the last ten years, curriculum has been redefined to include standards-based units of study. During this three-day institute, ELA teachers will begin the process of writing a grade level standards-based curriculum. In the spirit of writing units with the end in mind (Understanding by Design), on the first day, teachers will write a standards-based assessment for a 2-4 week ELA literature based unit. By the end of the second day, teachers will have developed lessons for that unit that include formative assessments to inform instruction. By the end of the third day, teachers will have minimally, an outline of a complete standards-based unit, and ideally a complete unit with a mid-unit assessment, formative assessments, protocols that promote collaboration and writing. These three days will use the new Guide for Aligning Local Curricula to the Next Generation ELA Learning Standards recently published by the State. It is recommended that districts send a team or teams of grade level teachers who can collaborate on the unit that will become part of the grade level curriculum. There will be an expectation, that on day 1, participants will bring a full-length text that they would like to include in the curriculum. The text should be challenging and have multiple interpretations. In addition, they will receive instruction prior to the first meeting on how to select a few possible short companion texts for the unit. This promises to be a fulfilling and exciting method for writing curriculum and for improving student engagement and learning during the school year.


ELA Curriculum Writing Institute Presented by Victor Jaccarino

Recognized throughout New York State as an expert in standards based curriculum and teaching, Victor Jaccarino has presented numerous workshops on literacy, and best practices in both the ELA and Content Area classrooms, conducting workshops throughout the state and country. Over the last six years, he has been working in many school districts with teachers and administrators promoting pedagogy that supports critical thinking, collaboration, and literacy in all subject areas. In addition, he has worked with school districts to develop curriculum that is standards based. Victor, a retired Chair of English from the Herricks Public School System, Program Director for Graduate Studies in English Education at Hofstra University, a Past President of both the Long Island Language Arts Council and the New York State English Council, has sat on the Board of the Conference on English Leadership, and chaired the NCTE convention in New York City. He has worked closely with and been a team leader for the NYSED, writing and reviewing State Learning Standards. In addition, he has worked on a number of Regents initiatives on standards based instruction and assessment projects. Victor represents Eastern Suffolk BOCES on the Statewide ELA curriculum development team.



Participants will leave this four-day training with the knowledge, skills, and resources to facilitate and lead the implementation of a culture of care based on restorative justice principles and practices. Participants will be able to teach others about what they have learned so that a professional learning community will be created focused on implementing restorative justice principles and practices in classrooms in an effort to create a culture of care in schools. Participants will successfully complete 16 modules constituting the training:

1. Relationships – Importance of relationships in Restorative Justice and Culture of Care. 2. Basic principles – Doing school “with” students attitude - teachers positioning and theorizing; involving all staff 3. Collegial relationships – Restorative tools are used to build and maintain a healthy community. 4. Teacher-student relationships – Restorative tools are used to build and a healthy classroom community. 5. Restorative conversations – Simple, nonadversarial, problem-solving conversations. 6. Community circles – A tool to help teachers/ students build connectedness and cooperation. 7. Restorative circles – A tool to help teachers/students respond to wrongdoing and conflict as a group. 8. Brief restorative conversations for administrators, deans, and counselors – Brief restorative interventions: Referral-

based problem solving tools for administrators, deans, and counselors. 9. Classroom conference circles – Structured problem solving circles for large group. 10. Pre-conference – Prepare students, staff, and parents so everyone knows the story of what happened before the

conference, and they know the conference format. 11. Conference – Formal conferences to address specific incidents of serious harm; facilitated by trained people. 12. Agreement – Specific plans to put right the harm that’s been done, including personalized ways for students to learn

new skills/attitudes to avoid future trouble; allows for easy monitoring and follow up. 13. Stages of Implementation – (1) Needs Assessment ( 2) Capacity Building (3) Sustainability. 14. Blending Together Current Practices with Restorative Justice – A plan for how to blend together multi-tiered

approaches like RtI, PBIS, and MTSS with Restorative Justice. 15. Culturally sustainable restorative practices – Building and maintaining relationships and exercising holistic care to

create a Culture of Care. 16. Action plan – Using the process of Appreciative Inquiry, what steps could we take to move from where we are to

where we could ideally be in creating a Culture of Care based on Restorative practices.

DATES: January 8-9 AND January 15-16*, 2020 (Must attend all FOUR sessions) TIME: 8:30 am – 3:30 pm COST: $899 per person for subscribers / $999 per person for non-subscribers AUDIENCE: District Teams of 5 are preferred, consisting of: Principals; Assistant Principals; School

Counselors; School Psychologists; Social Workers; Teacher Leaders LOCATION(S): James Hines Administration Center, 201 Sunrise Hwy, Patchogue

*Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Creating a Culture of Care in Schools: Restorative Justice Principles and Practices

Presented by Dr. Tom Cavanagh, Ph. D.

Dr. Tom Cavanagh is Adjunct Professor at Colorado State University in the departments of Education and Ethnic Studies. He has had several extended Fulbright projects in New Zealand. His research and professional development activities focus on the areas of restorative justice and restorative practices in schools, exploring how we can create peaceful and caring relationships, and exploring what young people want to learn about peace. He also is engaged with how schools can use restorative practices to respond to student wrongdoing and conflict in conjunction with a culturally appropriate pedagogy of relations in classrooms. He has worked on developing and putting into practice a theory of a culture of care based on the principles of restorative justice.


DATES: January 9, February 11, March 10, April 14, and May 12, 2020 TIME: 8:30 – 10:30 am for ALL Principals and Assistant Principals

Additional hour: 10:30 – 11:30 am for NEW Principals and Assistant Principals ONLY LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville COST: $195 per person**

**No charge for those districts who subscribe to the Leadership Development and Placement Service** AUDIENCE: New and Veteran Building Principals and Assistant Principals REGISTER: http://webreg.esboces.org

The Collegial Circles provide an interactive dialogue among principals and assistant principals on issues pertinent to the position, as well as effective leadership practices: instructional leadership; developing and sharing a vision of academic excellence; building a positive school culture that promotes student achievement; effective communication skills; and evaluating staff.

For NEW Principals and Assistant Principals: New building administrators face unique challenges. You are invited to stay for an additional hour (10:30-11:30) for a more focused session. The focus of this session will be how to learn about the existing culture and make effective changes that will promote capacity building.

Also included is the recertification for teacher observations and evaluations under the APPR regulations.

DEPARTMENT OF EDUCATIONAL SUPPORT SERVICES LEADERSHIP DEVELOPMENT AND PLACEMENT SERVICE

Principals and Assistant Principals Collegial Circles

Presented by Dr. Deborah De Luca

Dr. Deborah De Luca spent most of her educational career in the William Floyd School District where she taught Kindergarten, First Grade, and Fourth Grade. She later became an Assistant Principal and Principal of William Floyd Elementary School. Deb then moved to the Bellmore Public Schools and served as the Assistant Superintendent. She recently retired from the Rocky Point School District where she worked as the Assistant Superintendent for Curriculum, Instruction, Special Education, and Athletics. For the last 10 years, Deb has taught educational leadership for the College of St. Rose. Deb’s educational passions and expertise lies in the areas of character education, social/emotional literacy, and in using “systems thinking” to create and nurture learning communities so that the school community can achieve their desired future and vision.


DATE: Friday, January 10, 2020 TIME: 8:30 am – 2:30 pm COST: $199 for subscribers / $249 for non-subscribers AUDIENCE: School Administrators; Educators; Support Staff LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Problem classroom behaviors correlate with poor academic performance—and can also interfere with the learning of other students. This workshop is built on the principles of applied behavior analysis. Designed for teachers of grades 3-12, it presents a toolkit of effective strategies to manage the ‘big three’ behavioral challenges: anxious, inattentive, and non-compliant students. Additionally, the workshop provides a checklist of proactive techniques instructors can use to manage groups and whole classrooms—thus potentially reducing the number of individual students who display problem behaviors. Participants are encouraged to bring digital devices to try out resources shared at this session. All resources introduced at this training will be accessible online after the workshop.


Managing the Anxious/Inattentive/Non-Compliant Student in Grades 3-12: A Toolkit

Presented by Jim Wright

Jim Wright, M.S., is a highly-acclaimed national presenter, trainer and author on topics that cover the essentials and beyond of RTI/MTSS. Jim Wright has presented to teachers, school administrators, and parents in the Central New York area, throughout the New York State, and in other parts of the nation on effective academic and behavioral interventions, strategies for teaching “defiant” students, curriculum-based measurement, and school-wide violence prevention planning.


DATE: Tuesday, January 14, 2020 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: School Teams consisting of Administrators, Social Workers,

Psychologists, Guidance Counselors and School Nurses LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Few issues that administrators face evoke as much concern as youth suicide. As this issue has gained prominence, so have the many programs being offered. Schools looking for guidance are often inundated with guide books, training programs and presenters. Sorting out how a school should be investing its limited resources can be a daunting task.

We provide a model that looks at 4 basic categories of preparedness: 1. Staff preparedness – training and protocols for faculty and ancillary staff to recognize warning signs

and know what they are expected to do about it. 2. Resilient students – developmentally appropriate education programming to support protection and

resilience. 3. Plan for assisting a student at risk – tools, guidance and training for administrators and pupil services

staff to help a student at risk by providing some preliminary risk assessment, and making effective referrals to the appropriate level of care.

4. A planned response following a suicide of a school community member.

This workshop is designed to help school personnel: Assess existing suicide prevention and response readiness Receive guidance in current best practice in school based suicide prevention Develop a customized implemental plan Access free and low cost resources


Creating Suicide Safety in Schools Presented by Max Banilivy, Ph.D.

Mansour (Max) Banilivy, Ph.D., is a clinical psychologist and is the director of Family Wellness Center for the past 32 years, providing comprehensive multidisciplinary behavioral and emotional health services, training and consultation nationally to school districts , private and nonprofit community as well as government including military agencies . His education at the highest level includes postdoctoral training in eating disorders and family therapy at the Harvard Medical School’s Children’s Hospital and Judge Baker Guidance Center. He is the director of clinical training, education and internship programs at WellLife Network in New York City and Long Island. Dr. Banilivy has been recognized for his work in the field of suicide prevention by the Livingworks Organization as the trainer of the year in 2009 and by the New York State Suicide Prevention Center (SPC) in 2011 for Excellence in Suicide Prevention.


This session is designed for teachers who are interested in creating banks of document pairs for school exams of the future, following the GHG II Part 2 model. Teachers will also be able to match the document pairs to the question format for Part 2 of the GHG II. Participants are urged to bring along a personal electronic device – tablet or laptop are preferable.

DATE: Tuesday, January 14, 2020 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: Social Studies Teachers Grades 6-10; Social Studies Chairs LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org


Prepping for the Future: GHG II Gathering Documents for Part 2 in Grades 6-10

Presented by Virginia Harnischfeger

Virginia Harnischfeger has served as a Social Studies educator for over 30 years, first as a High School Social Studies teacher and later as a Social Studies Administrator, with experience in Queens, Nassau and Suffolk Counties. Ms. Harnischfeger represents Long Island districts at meetings called by the Statewide Professional Development Network for updates regarding Social Studies education. Ms. Harnischfeger continues her work as facilitator of the Social Studies Coordinators’ Network meetings, which meet three times a year at WSBOCES, and has recently signed on with Putnam North Westchester BOCES to serve as a trainer for their Integrated Social Studies/ELA Curriculum. Although retired from Malverne UFSD, Ms. Harnischfeger continues in the field, serving as an adjunct professor at CW Post and offering professional development for Social Studies K-12.



TIME: 4:00 – 6:00 pm COST: $195 per person** **No Charge for those districts who subscribe to the Leadership Development and Placement Service** AUDIENCE: Aspiring Administrators LOCATION: Instructional Support Center @ Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

The research indicates the crucial role of quality leadership in building school and district excellence. This program is designed to prepare promising leaders to assume key leadership roles.

1/15/20 Session 1: How to Prepare for and Get the Leadership Position You Want • Approaches and Strategies for Getting Your Administrative Job: Deb will lead a general workshop on the best

way to present yourself in the hiring process. Topics covered will be the cover letter, resume and the all-important approach to interviews. Networking as an important part of the process will also be addressed.

• Participants will learn the Educational Leadership Standards.

2/12/20 Session 2: Shared Vision of Learning and School Culture and Instructional Program • Focus will be on how an education leader promotes the success of every student by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

• This session will also explore how an educational leader advocates for, nurtures, and sustains a school culture and instructional program conducive to student learning and staff professional growth.

3/18/20 Session 3: Safe, Efficient, Effective Learning Environment and Community • Focus will be on how an educational leader obtains, allocates, aligns and efficiently utilizes human, fiscal and

technological resources. • We will also explore the concept of distributed leadership and the building of professional capital. • The importance of promoting the welfare and safety of the students and staff will be detailed. Time

management as a resource for growth will be examined.

4/22/20 Session 4: Integrity, Fairness & Ethics and Political, Social, Economic, Legal & Cultural Context • This session will focus on topics of accountability, the moral, ethical and legal consequences of decision-making.

Adherence to and creation of effective policies will be examined. Other topics explored will be the leader's role in promoting social justice and the individual needs of students. Also discussed will be the leader's role in promoting the best ideals of the profession and advocating changes in policies and regulations that affect children, families and care givers.

5/13/20 Session 5: Interview Strategies and Resume Review • Registrants will be invited to participate in resume review and understanding interviewing strategies.

DEPARTMENT OF EDUCATIONAL SUPPORT SERVICES LEADERSHIP DEVELOPMENT AND PLACEMENT SERVICE

Aspiring Administrators Collegial Circles

Presented by Dr. Deborah De Luca

Dr. Deborah De Luca spent most of her educational career in the William Floyd School District where she taught Kindergarten, First Grade, and Fourth Grade. She later became an Assistant Principal and Principal of William Floyd Elementary School. Deb then moved to the Bellmore Public Schools and served as the Assistant Superintendent. She recently retired from the Rocky Point School District where she worked as the Assistant Superintendent for Curriculum, Instruction, Special Education, and Athletics. For the last 15 years, Deb has taught educational leadership for the College of St. Rose. Deb’s educational passions and expertise lies in the areas of character education, social/emotional literacy, and in using “systems thinking” to create and nurture learning communities so that the school community can achieve their desired future and vision.


DATE: Wednesday, January 15, 2020 TIME: 8:30 am – 2:30 pm COST: $95 for subscribers / $150 for non-subscribers AUDIENCE: K-12 Educators, All Content Areas LOCATION: Instructional Support Center at Sequoya, 750 Waverly Ave, Holtsville REGISTER: http://webreg.esboces.org

Dr. John Hattie is leading the way with 15 years of research about what works best for learning in schools. With his synthesis of more than 800 meta-studies covering more than 80 million students, he is answering the question of what is essential for quality classroom work. This workshop will focus on how to apply his research into your classroom or school, translating Dr. Hattie’s research into practical implementation. Find out what works best for Surface Learning, Deep Learning and Transfer Learning; then create your own content specific lessons for each level. This session will build upon what was started with CCSS and revise to meet the NYS Next Generation Learning Standards.


Visible Learning: How to Apply the Research of Dr. John Hattie in Your Classroom

Presented by Matt Baruch

Matt Baruch has been a classroom teacher for over 14 years and has taught everything from remedial and collaborative classes to honors, from pre-algebra to pre-calculus, from suburban to city schools. The last six years Matt has served as Math/Science Department Chairman and K-12 District Supervisor of Math. Matt earned his undergraduate degree in Math Education with a minor in Psychology from Arizona State University and has two Master's degrees; Business Management and Educational Leadership. Recently, Matt has developed, and continues to work on, differentiating mathematics instruction for teachers in order to help bridge the gap between classroom instruction and student learning styles. Matt is a BOCES instructor, NCTM presenter and an EmPower educational consultant. Matt Baruch’s motto is from Ignacio Estrada; “If a child can’t learn the way we teach, maybe we should teach the way they learn.”


D E S P D ROFESSIONAL EVELOPMENT PROGRAM Supporting … · interventions may also be applicable...

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