Marybeth Casey from the NYSED Office of Curriculum and Instruction will review the most current exit credentials available in NYS and explore the variety of Pathways to achieve them. This workshop is scheduled as a double session to allow for an interactive process in which participants have time throughout the presentation to ask questions about the full-range of unique situations they encounter. If time allows, Associate Casey will also present items the Board of Regents is currently considering, and solicit feedback.

Workshop Objectives
1. Participants will learn the current exit credentials available for earning a NYS high school diploma including credit and assessment requirements for Local diploma, Regents diploma, and Regents with Advanced Designation diploma.
2. Participants will learn about the 2016 Board of Regents’ actions impacting graduation and program requirements
3. Participants will explore a variety of Pathways to earn a high school diploma including CDOS Pathway, Safety Nets for students with disabilities, Superintendent’s Determination of a local diploma, CDOS Commencement Credential, and the Appeals process

Helpful Links
• Diploma Requirements Chart
• Diploma Requirements Page
• Multiple Pathways Page
• Multiple Pathways Q&A
• Independent Study
• Credit for Online and Blended Learning
• Transfer Credit
• Appeal to Graduate with a Lower Score
• Department Approved Alternative Exams
• LOTE Guidance

Additional Information
• General Ed and Diploma Requirements Web Page
• NYSED Office of Curriculum and Instruction E-mail: emscurric@nysed.gov
• Graduation Requirements Information E-mail: emscgradereq@nysed.gov
• Curriculum and Instruction Content Area Associates
• Special Education Information E-mail: aspeced@nyused.gov

Downloadable resources listed below

Motivational interviewing (MI) is a conversation style and “way of being” that gently guides people towards a change that is important to them. MI is an approach that has common principles with Trauma Responsive Practices. When we are listening and engaging with people, we are building relationships; on the other hand, we may not be supporting change. Cheryl will begin by exploring ambivalence and the concepts of sustain talk and change talk. Grounded in the expertise of those who are working with migrant adolescents and out-of-school-youth, participants will focus on building strategies for evoking and responding to change talk in a way that supports student centered growth and change.

Workshop Objectives
1. Explore the universal nature of ambivalence
2. Explore sustain talk
3. Explore change talk
4. Begin to develop strategies for evoking sustain talk

Downloadable resources listed below
The PowerPoint for both sessions was the same, as were the handouts. The processing for each focused on in-school adolescents or out-of-school-youth.

The Blueprint for English Language Learner Success, published in 2014, has led to enormous changes in CR Part 154 and to how all educators think about ELs, particularly high school students preparing for Regents exams. The Blueprint’s Principle 3 calls for rigorous instruction with simultaneous attention to both content and language development for the immigrant students you tutor in the subject areas. In this hands-on session, Alicia Van Borssum will offer a framework for embedding English language development in typical high school content lessons. She will model the framework with a lesson, then have participants try it out with a different lesson and peer review each other’s efforts. Roll up your sleeves and come join us for this work!

Workshop Objectives
1. Participants will examine a step-by-step framework for embedding English language development in high school content lessons.
2. Participants will experience the framework through a model of language development in a Living Environment lesson.
3. Participants will apply the framework to a high school content lesson (math, science, ELA or social studies) and peer-review a partner’s application of the framework.

Downloadable resources listed below
This presentation was aimed at classroom teachers rather than the more individualized instructional role of migrant educators. The process and the resources for integrating ENL strategies is still useful.

One of the biggest challenges our system faces each year is to how best help our students prepare for the NYS Regents examinations. This session will allow attendees to gain insight into techniques and resources that are being used across NYS to help students prepare for these challenging exams. Experts in each of the four core areas (English, Mathematics, Science, and Social Studies) will be present to share high yield strategies and resources. Participants will choose one area, and are encouraged to bring laptops with them.

Workshop Objectives
1. Participants will leave with an understanding of both the course and assessment framework/flow.
2. Participants will leave with instructional tips/techniques that they can immediately infuse into their repertoire of skills.
3. Participants will leave with resources (and/or knowledge of where to access) that can be used with students to help them to be successful in their course work and on regents exams.

Downloadable resources listed below
In this workshop three presenters covered three different content areas and shared resources for Regents Prep. The social studies resources are primarily websites for students and educators. The science resources are focused on assisting a student to pass the Living Environment Regents. They are based on an analysis of 2015 and 2016 exams.

The Personal Learning Plan (PLP) and Goal Setting are critical pieces of OSY service within the new state Service Delivery Plan. This will be an interactive work session focused on the PLP and goal setting. Attendees are encouraged to bring examples from their work with students to develop goals, and be ready to share specific feedback as to what is working and what is not working in the field. Resources from the GOSOSY Consortium will be shared.

Workshop Objectives
1. Gain an understanding of the new Service Delivery Plan as it pertains to the Out of School Youth requirements.
2. Gain an understanding of the new Personal Learning Plan and how to use it for both OSY growth and MEP reporting.
3. Gain an understanding and application of a Goal Setting Process; leaving with models and an actual plan based on current caseload
4. Take part in hands-on activities and discuss and/or share real-life examples of different goals that have been set and/or achieved by OSY students.

Downloadable resources listed below

In this hands-on session, Alicia Van Borssum will offer a framework for embedding English language development in out-of-school-youth life skills lessons. She will model the framework with one of the GOSOSY lessons, then have participants try it out with a different lesson, and peer review each other’s efforts. Roll up your sleeves and come join us for this work!

Workshop Objectives
1. Participants will examine a step-by-step framework for embedding English language development in OSY life skills lessons.
2. Participants will experience the framework through a modeled simulation of language development in an OSY life skills lesson.
3. Participants will apply the framework to another OSY lesson and peer-review a partner’s application of the framework.

Downloadable resources listed below

Young people surviving in difficult and adverse environments often develop powerful coping skills. We know from research that everybody has the capacity for resiliency. However, many times these resiliencies go unrecognized, undeveloped and improperly channeled. We will explore how we can identify young people’s resiliencies; help them recognize their own; and help them utilize and build on their resiliencies to learn and grow.

Workshop Objectives
1. Describe young people’s resiliencies
2. Identify at least two strategies to support young people to recognize their own strengths and utilize them to grow

Links to External Resources
• PYD 101 Online Course
• ACT: Principles of Positive Routh Development
• ACT: Youth Development Research Base

Downloadable resources listed below

The goal of the PowerPoints and articles is to orient teachers to the topics we will address on November 30 and December 1 in Saratoga Springs. During the workshops, teachers will practice instructional techniques to address students’ needs, based on EasyCBM assessment results, in the areas of phonological awareness, letter-sound correspondence, word reading, and passage reading fluency.

1. Distribute the 2 articles: Targeting the Problem and English Language Learners and the Five Essential Components of Reading Instruction.
   1. During each audio PowerPoint presentation, I refer to sections of these two articles.
2. View the PowerPoints in this order:
   1. Phonological Awareness (26 minutes)
   2. Phonics (30 minutes)
   3. Fluency (16 minutes)

Additional readings for those who want more information
• Phonological Awareness (this is a lengthy article with many suggested strategies)
• Phonics (one-page tip sheet for letter-sound strategies)
• Fluency

Recommended websites with resources for teachers and parents
• www.readingrocks.org
• www.colorincolorado.org

Kathleen Lord will build on the three areas of early reading skills introduced in the pre-conference workshop material: alphabet and phonics, passage reading fluency, and phonological awareness. The workshop will be an interactive mix of presentation, video and application activities. Educators will leave with strategies to respond to the needs their students exhibited in the easyCBM assessments, as well as an increased understanding of how the data drawn from easyCBM can be used to inform instruction.

Workshop Objectives
1. Interpret the results of easyCBM assessments to inform instruction
2. Administer diagnostic phonics assessments to inform instruction
3. Implement instructional practices based on student assessment data in the areas of (1) phonological awareness, (2) phonics, (3) sight words, and (4) fluency
4. Determine home practice activities to support instruction

Downloadable resources listed below

This PowerPoint with notes is designed to walk a workshop participant through the process of checking one student’s math item analysis on easyCBM. The accompanying document provides step-by-step instruction for navigating the easyCBM site.

Downloadable resources listed below

Knowing what your students know, and what they need to know, is key to providing targeted interventions. Suzanne Fox developed a pre-conference power point that walked participants through the process of using the easyCBM item analysis to identify areas in the CCSSM they will need to focus on with their students. Building from these targeted areas, she will focus on the three aspects of math that will be a component of most tutoring: math models, vocabulary, and algorithms. This workshop, work session, will provide participants with strategies and resources to meet the needs of their students now.

Workshop Objectives
1. I understand the three major Common Core Math Shifts and how they shape math instruction and learning
2. I can use the reports of the easyCBM to determine areas in need of support for my students
3. I can find specific material to assist in math instruction based on the benchmark tests and results of my students

Downloadable resources listed below