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Algebra: Engaging Students in Math Modules-Prep for Regents . . . . . . . . . . . .46 High School Geometry: Engaging Students in Math Modules-Prep for Regents . .47 Algebra 2: Engaging Students in Math Modules-Prep for Regents . . . . . . . . . .47 HS Math Teachers: How Your Professional Identity Will Help You Navigate CCLS for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Science • Connecting Common Core Literacy to Reading and Writing in Science Class . .49 • MarkerSpace: Zone for Critical and Creative Thinking . . . . . . . . . . . . . . . . .50 • What’s New in Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 • Preparing for the NYSED Elementary Science Performance Test . . . . . . . . . . . .51 • Preparing for the NYSED Intermediate Level Science Performance Tes . . . . . . . .51 Social Studies • Getting Comfortable with the CCLS for Literacy in History/Social Studies . . . . .52 • The C3 Framework: A Powerful Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 • Navigating the Newness of the NYS Social Studies Curriculum Framework . . . .53 • Implementing the New Social Studies Framework . . . . . . . . . . . . . . . . . . . . .53 • Students as Historians: Using Primary Sources in the Classroom . . . . . . . . . . . .54 • Teaching for Inquiry: The Link to ELA Common Core and Social Studies Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Assessments and Scoring • NYS ELA Assessment Scoring Leader Training for Grades 3-8 . . . . . . . . . . . . .55 • NYS Math Assessment Scoring Leader Training for Grades 3-8 . . . . . . . . . . . .55 Section 2: School Library System • Library Coaches Program: Building Capacity for the CCLS Through the Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 • Enhancing Instruction with Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . .56 • MakerSpace: Zone for Critical and Creative Thinking . . . . . . . . . . . . . . . . . .56 • Students as Historians: Using Primary Sources in the Classroom . . . . . . . . . . . .57 • 24/7 “SEARCH” For Success Database Management Service . . . . . . . . . . . .57 • Implementing the New Social Studies Framework . . . . . . . . . . . . . . . . . . . . .58 • Teaching for Inquiry: The Link to ELA Common Core and Social Studies Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 • Fair Use Guidelines and Copyright Laws: the Impact on Teaching, Learning, Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 • SWBOCES School Library System Digital Library Service . . . . . . . . . . . . . . . . .9 Section 3: Great Teachers and Leaders • Great Teachers and Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 • Great Teachers and Leaders: Ongoing Training for Lead Evaluators . . . . . . . . .61 • Focus on Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 • Working with the Danielson Rubric: Introductory Course for Lead Evaluators . . .62 • Teacher and Principal Improvement Plans (TIPS) (PIPS): What Administrators Need to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 • Great Teachers and Leaders- Initial Training for Evaluators of Teachers . . . . . . .62 • Considerations for Observers of Teachers Working with Students with Disabilities and ELLs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 • Developing a Progressive Discipline Plan/Policy . . . . . . . . . . . . . . . . . . . . . .63 • Great Teachers and Leaders: Ongoing Training for Principal Evaluators . . . . . . .64 • Improving Practice Through Feedback Using the Danielson Rubric . . . . . . . . . .64 • MPPR: A Workshop for Principals and Central Office Administrators . . . . . . . . .65 • Mandatory Subjects of Bargaining: What Management Can And Cannon Impose Without Negotiations . . . . . . . . . . . . . . . . . . . . . . . . .65 • Tenure and Seniority/Dual Tenure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 • The MPPR Process: Annotating Evidence and Determining Levels of Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Section 4: Data Inquiry • Data Driven Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Section 5: Continuous Improvement of Schools • Positive Behavioral Interventions and Supports: An Administrator’s Overview . . .68 • New Dignity Act Coordinator Training . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 • Thinking Maps: Linking Teaching, Leading and Learning: An Administrator Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 • Heroin and Other Opioid Addiction: Modernization of Health Education Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 • Nonviolent Crisis Intervention Two-Day Certification Training . . . . . . . . . . . . . .70 • Co-Teaching: Two Heads Are Better Than One to Implement the CCLS . . . . . . .70 • Thinking Maps: Advance Comprehension Strategies for Constructing Meaning .71 • The Well-Managed Classroom: Audit & Fix Behavior Management in Any Instructional Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 • Thinking Maps Training of Trainers: Making the Common Core Easier . . . . . . .72 • School-Wide PBIS Team Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 • Best Practices and Lessons Learned: Dignity Act Coordinator Update . . . . . . . .73 • How to Find and Fix Classroom Academic Problems: Classroom First Responder Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 • Nonviolent Crisis Intervention Key Points Refresher Recertification . . . . . . . . . . .74 • Advanced PBIS: How to Strengthen Your School-Wide Discipline Plans . . . . . . .74 • Active Learning: Promoting Achievement and Fostering Positive Classroom Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 • Behavior Plans that Work for Defiant, Inattentive, Anxious Students: First Responder Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 • The Impact of Bullying on Social-Emotional Development: Part II . . . . . . . . . . .75 • Nonviolent Crisis Intervention: Support for Students with Autism Spectrum Disorders Recertification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..76 • Thinking Maps: Path to Proficiency for English Language Learners . . . . . . . . . .76 • Reducing the Need and Use of Out of School Suspension: Effective Polices and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 • Use Classroom Data to Set Goals and Monitor Student Progress: Classroom First Responder Series.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 • Best Practices and Keeping Yourself in Compliance with the DASA Legislation . .78 • Universal Design for Learning Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 • Don’t Hit Send: Helping Adolescents Understand the Impact of Social Media . .79 • Increasing Academic Proficiency for English Learners: The SIOP Model Grades K-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 • The Common Core and RTI: Quality Audit for School Leaders . . . . . . . . . . . . .80 • Nonviolent Crisis Intervention Applied Physical Recertification . . . . . . . . . . . . .80 Section 6: State Regulations, Health, Safety & Violence Prevention • 8 Hour Annual In-service Training Course for Security Guards . . . . . . . . . . . .81 • New York State Education Department Mandate: Training in Autism Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 • Child Abuse: Identification & Reporting Procedures: Fulfilling the State Mandate for Child Abuse Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 • The Mandated 6 Hour DASA Certification Class . . . . . . . . . . . . . . . . . . . . .82 • Violence Prevention Certification: Project SAVE . . . . . . . . . . . . . . . . . . . . . . .83 • Violent and Disruptive Incident Reporting: (VADIR)-Refresher . . . . . . . . . . . . . . .83 • Leadership Skills for Head Custodians and Maintenance Supervisors . . . . . . . .84 • Technology Tips for the Highly Effective Non-Instructional Leader . . . . . . . . . . .84 • Holding Staff Accountable for Performance . . . . . . . . . . . . . . . . . . . . . . . . .85 Section 7: Year Long Learning • ELA Snippets Buffet: Bite-Sized Morsels of Learning . . . . . . . . . . . . . . . . . . . .86 • Section One Physical Education and Health Education Professional Development Consortium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Presenter Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Directions for Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Directions for Driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
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