Western Suffolk Boces

Wilson Reading System® Introductory 3-Day Virtual Course Presented by Aimee Gandee, Wilson Certified Trainer - 8:30-2:30pm
2026-08-18 08:30 - 2026-08-20 14:30 (America/New_York) | Virtual Conference
Wilson Reading System® Introductory Course is a 3-day instructor-led professional learning experience that provides participants with an overview of the Wilson Reading System® (WRS) and serves as the prerequisite for WRS Level I Certification Training. Designed for educators supporting students in grade two and above with persistent reading and phonological-coding deficits, this course explores -dyslexia, -structured literacy instruction, -student identification and placement, and -the principles of effective intervention. Participants will engage in learning focused on phonemic awareness, phonology, morphology, and orthography through explicit, systematic, and multisensory instructional practices. The course also introduces the standard ten-part WRS Lesson Plan, with opportunities to practice lesson planning and delivery while receiving modeling and feedback from a Wilson® Credentialed Trainer. Eligible for CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1NDtgW3uPKgLvT6rgzyf0seV3UEMD-gQd/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5396542

What is Student Behavior Really Trying to Tell Us? The Science of Behavior *IN PERSON* facilitated by Michelle Levy - 8:30-2:30pm
2026-08-19 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In this session, participants will develop an understanding of both external and internal factors as well as psychological theories that influence student as well as educator behavior. Participants will develop knowledge and self-awareness about how they have a direct impact upon student behavior and student’s readiness and accessibility to learning Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1PgYctlCue-iQGwWWwgTuAdA1oTPeP4Et/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5397227

SMALL GROUP INSTRUCTION IN A SCIENCE OF READING CLASSROOM VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2026-08-20 08:30 - 14:30 | Virtual Conference
Teachers will gather ways to implement small group instruction, which will include rereading read aloud books, using text sets to activate and build background knowledge, varying text difficulty according to the reading purpose, and forming practice groups around fluency, decoding, and pre-building background knowledge. We will learn how to use guided reading within a science of reading framework for the purpose of building a collection of “Read-All-the-Words” books, and how to use small group instruction to help students gather books for Self Selected Reading.. Key takeaways: -Teach readers to make decisions about interest and reading demands of a book with the following procedure of studying a book’s cover, reading the blurb, previewing the table of contents, sampling the text for readability, and examining the text structure (as applicable); -Implement an orthographic mapping procedure to help students read challenging texts. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1s2yH42N18lB05TPnxRe3dI6bCXoCvn6a/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404220

Understanding the Adolescent Reader: What the Science of Reading Means for Secondary Classrooms 3-hour VIRTUAL Workshop facilitated by Nicole Moriarty, Ed.D.-8:30-11:30am
2026-08-24 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop helps educators understand how reading develops in the brain and what that means for instruction across middle and high school classrooms. Grounded in the Science of Reading, participants explore the essential components of skilled reading, including decoding, language comprehension, and knowledge building, and examine how these intersect across content areas. Through practical routines and collaborative learning, educators learn how to integrate reading, writing, and discussion into daily instruction, ensuring that all teachers see themselves as teachers of literacy. Participants consistently highlight the session’s relevance and clarity, noting a shift in how they understand adolescent readers and leaving with concrete, actionable routines-such as text sets, question generation, and structured discussion-that can be implemented immediately. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/107h4VBEeDA6gEVgfqbpZFTL-gB01o2Cy/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414660

Science of Reading Full Day Kickstart: Essential Literacy Foundations for a Strong Year *IN PERSON* facilitated by Lauren Kolbeck - 8:30-2:30pm
2026-08-25 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This full day session gives primary educators the practical, research aligned tools needed to launch the school year with confidence in a Science of Reading classroom. Designed for new teachers, special educators, those transitioning into early grades, literacy coaches, and administrators, this crash course focuses on what matters most in the first weeks of school. Participants will build a clear understanding of how children learn to read, grounded in the Simple View of Reading and the essential components of effective instruction: phonemic awareness, systematic phonics, decodable text practice, vocabulary, knowledge building read alouds, and writing that supports foundational skills. Educators will learn actionable routines they can implement immediately, including: -Explicit phonics lessons with clear modeling -Daily blending, segmenting, and phoneme manipulation practice -Small group structures that target skill needs -Effective use of decodable texts aligned to taught skills -Building knowledge and language comprehension through rich read alouds, vocabulary routines, and content based discussions -Launching sound walls and oral language routines By the end of the session, participants will leave with high impact instructional routines and a clear understanding of the essential components needed to establish strong, evidence based literacy instruction from the very start of the school year. Audience: K-2 classroom teachers, ELL teachers, special educators, literacy coaches and administrators Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1yeNA9RQUXmYxzLS2-vUw7jWAU5qSJF0u/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5392355

From Vision to Practice: Embedding the Portrait of a Graduate and Habits of Mind into Everyday Instruction *IN PERSON* facilitated by Nicole Moriarty, Ed.D.-8:30-2:30pm
2026-08-26 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This highly interactive workshop helps educators move beyond the Portrait of a Graduate as a vision statement and into daily classroom practice. Participants explore how the Portrait provides coherence and purpose across a PreK-12 system, and how the Habits of Mind serve as a visible, teachable framework for developing the skills and dispositions students need for life beyond school. Through collaborative activities and reflection, educators identify ways to intentionally teach, name, and reinforce habits such as persistence, flexible thinking, and listening across content areas. Participants consistently describe this session as engaging and energizing, noting the value of time to think with colleagues and leaving with concrete, immediately applicable shifts in language, routines, and instructional practice. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1bQdaBEH4xEg0TnoMk5T0FLh5QR8EngOn/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414620

Scaffolding Science Assessments with Literacy Strategies *IN PERSON* facilitated by Lynn DiAndrea - 8:30-11:30am
2026-08-27 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop explores how science teachers can use assessment data and literacy strategies to better support student thinking and written scientific explanations. Participants will examine how literacy strategies can support students in constructing written responses, analyzing data, and communicating scientific reasoning while addressing common misconceptions identified through state assessment data. Practical classroom examples and ready-to-use strategies will be shared to help students more clearly communicate their understanding of science concepts. Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1rMuhMDPHKb-T0tIp4InR1E-xEJJCoG1k/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5411277

ASYNCHRONOUS Mental Health Literacy for K-12 Educators and School Counselors- Flexible Online Professional Learning with Live Virtual Coaching- 15 Hours
2026-09-01 08:00 - 20:00 | Virtual Conference
Educators are being asked to address growing student mental health needs, including rising anxiety, while also implementing the New York State Mental Health Education Standards in practical, manageable ways. This 15-hour professional learning experience helps educators understand those standards and translate them into practical strategies that respond to student anxiety, support emotional regulation, and strengthen connection and readiness to learn. Participants will explore the New York State Mental Health Education Standards, classroom-based approaches to mental health literacy, and practical tools that can be authentically woven into everyday school practice. Participants can move through the course on a timeline that works best for them, with one year of access from the date of purchase, making it easier for districts to offer meaningful professional learning without requiring substitute coverage. This is not a passive online PD. It is a structured learning experience that combines flexible online coursework with onboarding support and direct access to the instructor through live virtual coaching. In addition to the course content, participants have access to 10 live virtual coaching sessions offered throughout the year for questions, reflection, and implementation support. This makes the course especially valuable for educators seeking professional learning that is flexible, supported, and immediately relevant to classroom practice. Eligible for 15 hours CTLE credit. Can use 1-1/2 Consortium seats. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1UM2cDau8lQxNIfj0nOMWOziko0BOQEZ3/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5385175

Wilson Reading System (WRS) for Level I Online Certification with Web-Based Practicum - Cohort 1 Presented by Aimee Gandee, Wilson Certified Trainer - 8:30-11am
2026-09-14 08:30 - 11:00 | Virtual Conference
Wilson Reading System® Level I Certification is designed for educators seeking to strengthen their ability to support students with dyslexia and other significant word-level reading deficits through research-based, multisensory structured language (MSL) instruction. This comprehensive certification program combines an intensive online course with a supervised practicum experience focused on explicit, systematic reading and spelling instruction. Participants will deepen their understanding of: -phonological awareness, phonics, fluency, vocabulary, comprehension, spelling and diagnostic teaching while developing practical instructional strategies that can be immediately applied in the classroom. The online course is approximately 90 hours and is typically completed over the course of an academic year, while the practicum requires a minimum of 65 supervised instructional sessions completed within 12 months. Prerequisites include completion of the WRS Introductory Course within the last five years and a bachelor’s degree in education or a related field. Successful completion of both components leads to Wilson Reading System® Level I Certification and eligibility for the Wilson® Dyslexia Practitioner credential. Ineligible for CTLE credit since it leads to a certification. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1xGoFnr573LQBU8cE2NrH-6u0Fdd61XYb/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5396395

Exploring the NYSSLS Chemistry Investigations (2-day workshop) *IN PERSON* facilitated by Kathi Dinota - 8:30-2:30pm
2026-09-24 08:30 - 2026-10-13 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This two-day workshop will provide participants with an in-depth opportunity to explore the three required Chemistry Investigations developed to align with the New York State Science Learning Standards (NYSSLS). These performance tasks offer authentic, hands-on scientific and engineering experiences that allow students to demonstrate their understanding of chemistry concepts and scientific practices in a real-world context. Chemistry teachers and science administrators will deepen their understanding of the NYSSLS and the expectations for three-dimensional student learning. Participants will learn how these investigations are designed to prepare students for the type of scientific reasoning and application they will encounter on the Physical Setting: Chemistry Regents examination. Workshop highlights include: -A demonstration of how each investigation aligns with NYSSLS performance expectations and dimensions of learning -Discussion on how the investigations function as assessments of student learning -Hands-on experience with the Chemistry Investigations to model classroom implementation -Collaboration time to develop strategies for successful integration into existing curricula *Please Note: Participants must bring paper copies of each Chemistry Investigation’s documents. These will not be provided at the workshop. Participants should plan to attend both days to have the opportunity to explore all three investigations. Participants should bring a fully charged laptop, iPad, or tablet to download resources and access digital tools during the session. Eligible for 12 hours CTLE credit. Can use 2 consortium seats. If district pays, district approved must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1T-DI9-Zsokdci5fg8JiphJJl52xUqYis/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5417189

Making Groupwork the Norm: Evolved Strategies for Deeper Collaboration - Collaborative Learning in STEM Classes *IN PERSON* facilitated by Philip Dituri, Ph.D.-8:30-2:30pm
2026-09-29 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Having students to work collaboratively isn’t just something you do with your students in isolated moments – it’s a culture you cultivate over time. In this newly updated and expanded version of the popular Making Groupwork the Norm workshop, we’ll dive deeper into the classroom structures, routines, and mindsets that help collaborative learning thrive in middle and high school classrooms. Whether you’re new to collaborative learning or building on what you learned in the original workshop, this session offers fresh insights grounded in real classroom practice. You’ll leave with: -A refined set of groupwork norms that boost student independence and peer-to-peer accountability -New strategies for designing tasks that foster true collaboration – not just cooperation -Tools for formative assessment that track individual understanding within group contexts -Clear guidance on managing equity, voice, and shared responsibility -Ways to use groupwork as a lever for differentiation and deeper learning We’ll also address persistent myths about groupwork, explore common implementation challenges, and share field-tested solutions that work across content areas. Join us to transform groupwork from an occasional structure into a powerful, everyday practice – and reimagine what students can do when they learn together. BYOD-Bring your own device. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1GlEv7ZZa21ohJ_TUjbpgOzxJh2_yKykB/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5394761

Biology Investigations Refresher: Building Student Skills and Maximizing Student Agency *IN PERSON* Facilitated by Glen Cochrane - 8:30-2:30pm
2026-09-29 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Are you and your students still navigating the nuances of the required investigations? This workshop focuses on using the investigations to foster student-centered learning, emphasizing the 3D aspects and the most challenging components for classroom management and student learning. It will serve as a refresher for the three mandated NYSED Biology Investigations. During the first and even the second year of implementation, classroom management, student agency (student-centered learning), and student skills proved challenging. We will address how to shift to student-centered implementation with minimal teacher support and develop prompts that encourage students to test solutions. The investigations assess performance expectations that cannot be evaluated at proficiency on the Regents exam. Students are expected to plan and conduct an investigation, use a model to explain a phenomenon, and compare gene frequencies with and without selection factors. Deficiencies in students’ prior learning and skill mastery that underpin high school expectations have added to the challenges to student success. Student activities to develop the skills needed before conducting the investigations will be provided. ***PARTICIPANTS MUST BRING PAPER COPIES OF EACH BIOLOGY INVESTIGATION’S DOCUMENTS. THESE CANNOT BE PROVIDED. **B.Y.O.D. (Bring Your Own Device) – Participants should bring a fully charged laptop, iPad, or tablet to download resources and access websites during the workshop. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1DaPaK2eGhptvjy0qRn_05RJ0HlkxuNms/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413972

Deep-Dive into the Desmos Graphing Calculator & Geometry Tool VIRTUAL Workshop presented by Andy Malbouef - 8:30-2:30pm
2026-09-30 08:30 - 14:30 | Virtual Conference
Deep-dive into Desmos graphing calculator functionality: -Introducing the free Geometry Tool -Using and creating exploratory tasks in the classroom with the Graphing Calculator and -Geometry Tool -Best practices for Desmos use on the Regents -Best practices for Desmos use on the SAT/ACT -Best practices for Desmos use on AP exams.
Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1AH2EjWc4KJo5GGgYhYUNKPf8j9KebpP6/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5386807

Reading Comprehension in Early Childhood: Teaching with Text Sets and Themes VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2026-09-30 08:30 - 14:30 | Virtual Conference
In this workshop, we will come together to explore what the science of reading research says about reading comprehension and content knowledge in early childhood. Participants will investigate, plan and collaborate around text sets, concept maps, shared experiences, explicit and incidental vocabulary word instruction, visual inferences, concepts of print, and how to take a play-based approach to reading comprehension instruction. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1kCqFBzHaW6lvJMB2FabHj79ywCa6Soay/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404237

A Generative Approach to Teaching Vocabulary Gr K-6 *IN PERSON* facilitated by The Living Literacy Network - 8:30-2:30pm
2026-10-01 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Vocabulary is a crucial aspect of language development and plays a significant role in academic success and effective communication. Participants will explore a variety of research-based techniques for teaching words explicitly, teaching context clues, and teaching morphological analyses. The course will delve into the importance of utilizing a generative approach to vocabulary instruction to help students learn words and features and functions of language. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1jxdXRx2K0dBoeXoHQQFf9bVMyKaQDWmk/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413737

Assessment in Inclusive Classrooms *IN PERSON* facilitated by Laura Guggino-Hastings - 8:30-2:30pm
2026-10-01 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
How do we know what students truly understand…and what to do next? This workshop focuses on using assessment as a powerful driver of instruction in inclusive classrooms. Grounded in the CIA (Curriculum-Instruction-Assessment) framework, educators explore how formative and summative assessment practices inform teaching decisions and support student growth. Participants engage in hands-on learning with tools such as rubrics, checklists, exit tickets, conferencing, and anecdotal records. The focus is on collecting meaningful data and using it to adjust instruction in real time. A strong emphasis is placed on equity, and designing and adapting assessments to meet the needs of diverse learners, including students with disabilities and multilingual learners. Educators examine if, when and how to adapt or modify assessments to ensure fairness and access. Participants leave with ready-to-use tools, templates, and strategies to make assessment more intentional, equitable, and instructionally powerful. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approved must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1r2L0T7FSD4r8qpVuuwUafNXxUA_F8i-U/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5418359

Supporting Struggling Readers in Upper Elementary: Science‑of‑Reading Strategies That Build Missing Foundational Skills *IN PERSON* facilitated by Lauren Kolbeck Szulc and Deborah Linscott-Feinstein - 8:30-2:30pm
2026-10-06 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: Classroom teachers grades 3-6, reading teachers, literacy coaches, ELL teachers and administrators Upper elementary teachers are increasingly encountering students who still lack essential foundational skills-gaps in phonics, decoding, and word recognition that make grade‑level reading feel out of reach. This workshop offers practical, hands-on guidance grounded in the science of reading to help you support students who are struggling or who never fully mastered early literacy skills. What the workshop focuses on -Strengthening decoding and spelling through explicit, systematic phonics instruction that meets students where they are -Rebuilding foundational skills for readers who missed earlier instruction or need targeted intervention -Boosting vocabulary knowledge with routines that deepen word meaning, morphology, and usage -Integrating phonics, spelling, and word study so students can confidently tackle multisyllabic and unfamiliar words Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1YOKtYTFZMu6wixR7muo6iZJ1Ui54I1he/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5392467

THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS TOOLKIT BRIEF #1 Expanding The Scope of Reading To Include Multilingual Learners VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2026-10-06 08:30 - 14:30 | Virtual Conference
In this workshop, we will spend the first part of the day unpacking the full article of the brief to understand the data and research presented while absorbing the classroom examples, reviewing the conclusion and recommendations, as well as the references and resources so we can work together to reflect and apply the revised instructional practices during the second part of the day. Participants will work throughout this day long workshop to link practical classroom resources, engage in example teaching and learning activities, and focus on planning and preparation to implement this brief with the following outcomes: -Understand the bilingual brain -List the ontological differences between ELLs, MLs, and monolingual English learners, and how to address these differences in the classroom -How to build background knowledge, provide visuals, and leverage cognates -Make connections to home languages -Focus on helping students acquire vocabulary and background knowledge to make meaning when reading. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1mw5F-3f1h8FLw9FK7aISOgKzla_kCI1E/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404298

Be Impeccable with Your Word VIRTUAL 1-1/2 hour Workshop facilitated by The Zen Den's Michelle Anglisano and Kristen McDermott-4:30-6pm
2026-10-07 16:30 - 18:00 | Virtual Conference
A workshop based off the book The Four Agreements Through original meditation practices, focused on personal growth, critical reflection, and the pursuit of happiness, these practices aim to deepen the understanding of how the suffering of others can contribute to negativity in the workplace-and how greater awareness can foster a more compassionate, positive environment. Eligible for 1-1/2 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/17Co6XkdgWM3_d1RPjO4JnEydP18Z2LU7/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406506

Building NGSS-Aligned Science Units Using Paul Andersen's 10-Step Storyline Process *IN PERSON* facilitated by Richard Slesinski - 8:30-2:30pm
2026-10-08 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In this hands-on, collaborative workshop, participants will be guided through Paul Andersen’s 10-step storyline process for designing three-dimensional, NGSS-aligned units in high school physics. Each step will be introduced and modeled using a completed storyline unit on kinematics, created by the facilitator. Participants will then apply each step to begin developing their own storyline unit in a different content area in their subjects. This “learn by doing” format ensures that by the end of the session, teachers will leave with a solid framework for a standards-based, phenomena-driven unit they can continue developing and use in their own classrooms. Learning Targets: 1. Analyze a fully developed kinematics unit aligned to NGSS using the 10-step storyline design 2. Work through each of the 10 steps for a unit of their choosing, with support and peer feedback 3. Explore high-quality resources for phenomena, assessments, and learning performances 4. Build confidence in implementing three-dimensional teaching and learning. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/11rewa3RKje0_DKTknvxhNUojYOWSWzPm/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5416722

Language, Cognitive Development & Cultural Diversity *IN PERSON* facilitated by Laura Guggino-Hastings - 8:30-2:30pm
2026-10-08 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
How does language shape the way students think, learn, and experience learning? This interactive workshop explores the powerful connection between language, cognition, and learning-and how these elements influence student identity, access, and achievement. Educators examine how language develops, how meaning is constructed, and how both verbal and non-verbal communication shape understanding in the classroom. A strong emphasis is placed on cultural and linguistic diversity as an instructional strength, including multilingualism, dialects, code-switching, identity, and equity in schools. Participants analyze real classroom scenarios and explore strategies for creating more responsive, inclusive learning environments. Educators leave with practical strategies to support language development while honoring student voice, identity, and cultural background. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approved must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/10K6CO50GN7ppd3qzE8lsNuR9WDFF9sMU/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5418148

Secondary Science of Reading: Getting Teens to Read, Think, and Engage Gr 6-12 *IN PERSON* facilitated by The Living Literacy Network-8:30-2:30pm
2026-10-14 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
The Science of Reading (SOR) movement has transformed early literacy but for educators in grades 6-12, a critical question remains: Why do students still struggle to read and make sense of texts across the disciplines? Adolescent literacy demands a more dynamic architecture. While traditional SOR focuses on word recognition and language comprehension alone, the Science of Secondary Reading (SOSR) requires that students evolve from being passive receivers of information to readers who construct meaning critically. The Active View of Reading framework by Nell Duke and Kelly Cartwright accounts for the “hidden” drivers of adolescent success: motivation and engagement, executive function, and metacognition, allowing students to tackle more complex texts as advanced readers and writers. Furthermore, this framework also takes into consideration text type, task, and sociocultural context as well as the role of Disciplinary Literacy (reading and writing like experts in a field) and recognizes the importance of culturally responsive and relevant instruction. This SOSR workshop is specifically designed for middle and high school teachers, instructional coaches, and leaders across disciplines; we’ve chosen the aspects of the Active View of Reading, Disciplinary Literacy, and Critical Literacy that connect most to teen reading struggles, the development of the teenage brain, and teachers’ issues with time, topic coverage, task sophistication and the added pressure of high-stakes tests. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1JKEYv0pNnxWk7B2VhtRKRUqMzBzREmpF/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413465

Awe-NSPIRE-ing Math: 5 Strategies to Transform Your Teaching VIRTUAL Three 1-hour sessions facilitated by Jayson Kiang - 4-5pm
2026-10-14 16:00 - 2026-10-28 17:00 | Virtual Conference
Discover how to unlock the true educational potential of the TI-Nspire CX II CAS in your Algebra and Geometry classrooms. This focused session will walk you through five high-impact, easy-to-implement calculator skills designed to deepen student understanding and boost daily engagement. You will walk away with actionable, step-by-step strategies that you can immediately use to empower your students’ mathematical problem-solving. NO EXPERIENCE NECESSARY! Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1VNXlx12U7bjWxZml-Gqf5hFopoMe7qaQ/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5399358

Foundations of Executive Function: Connecting Habits of Mind, Student Behavior, and the Portrait of a Graduate *IN PERSON* facilitated by Nicole Moriarty, Ed.D.-8:30-2:30pm
2026-10-15 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This interactive workshop explores the connection between executive functioning, Habits of Mind, and the Portrait of a Graduate-highlighting the essential skills and intellectual behaviors that set students up for success both in school and beyond. Grounded in brain research, participants examine how executive function develops over time and how skills such as attention, working memory, impulse control, and cognitive flexibility directly impact learning and behavior. Educators engage in practical strategies and routines that support students in building these skills through everyday instruction, shifting from managing behavior to developing learners. Participants consistently reflect on the powerful mindset shift this session provides, noting increased understanding of student behavior and leaving with actionable strategies to support self-regulation, independence, and long-term success Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1tPDEShZkTlLkLklPBsbXpqvKrYgeUhu_/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414700

Desmos VIRTUAL User Group For NEW USERS 6-12 - 4 Sessions - 6 Hrs Total presented by Andy Malbouef - 3:00-4:30pm
2026-10-15 15:00 - 2027-03-02 16:30 | Virtual Conference
These virtual meetings will allow newer users of Desmos the opportunity to collaborate with other teachers while being supported by Andy Malbouef for questions relating to “how do I do this”. Questions surrounding Desmos use in the classroom (calculators, exploratory tasks, or activities) can be answered with a new user perspective in mind. Classroom strategies for engagement and student conceptualization can be explored. This group will meet four times during the school year: October 15, November 16, January 6, and March 2 (all from 3:00 – 4:30 PM). There is an option TO REGISTER for additional sessions in the spring if desired. Join us to increase your comfort level with Desmos. Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1SBKwLW0vkQrPx6_4zaLmjdbPS_6hTrzg/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5386330

Desmos VIRTUAL User Group For ADVANCED USERS 6-12 - 4 Sessions - 6 Hrs Total presented by Andy Malbouef - 4:45-6:15pm
2026-10-15 16:45 - 2027-03-02 18:15 | Virtual Conference
DESMOS ADVANCED USERS GRADES 6-12 4:45-6:15PM These virtual meetings will allow advanced users of Desmos the opportunity to collaborate with other teachers while being supported by Andy Malbouef for questions relating to “how do I do this”. Questions surrounding Desmos use in the classroom (calculators, exploratory tasks, or activities) can be answered with an advanced user perspective in mind. Classroom strategies for engagement and student conceptualization can be explored. For those wishing to learn about computation layer (like student feedback and auto-correcting) for Desmos Activities, this is the place to do it. This group will meet four times during the school year: October 15, November 16, January 6, and March 2 (all from 4:45 – 6:15 PM). There is an option TO REGISTER for additional sessions in the spring if desired. Join us to level up your skills with Desmos.
Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1SBKwLW0vkQrPx6_4zaLmjdbPS_6hTrzg/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5386371

Engaging Students with Desmos Activities VIRTUAL Workshop presented by Andy Malbouef - 8:30-2:30pm
2026-10-16 08:30 - 14:30 | Virtual Conference
Getting started with free Desmos activities -Teacher facilitation and strategies running activities -Editing existing activities to meet your own needs -Building custom activities from scratch -Creating: card sorts, Polypads, and marbleslides -Introducing teachers to Computation Layer (Correct checks; student feedback; formatting and colors for notes and feedback) -Advanced Computation Layer (Hidden components; connecting tables/graphs; Match my Graph concepts; motion for graphs)
Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1NmgkjdpAw5eNzGzOjtpb6GcKHwUGRR7e/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5386812

Leading for Literacy: Strengthening K-6 Instruction Through the Science of Reading HYBRID Workshop facilitated by Lauren Kolbeck Szulc and Deborah Linscott-Feinstein - 8:30-2:30pm
2026-10-16 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: School administrators and literacy coaches This workshop equips K-6 leaders and literacy coaches to champion science‑of‑reading-aligned instruction through a clear understanding of research, instructional shifts, and coherent systems that strengthen early literacy. -Revisit the research base behind the science of reading and the major instructional shifts for K-6 classrooms. -Use NYS Literacy Brief 7: Leading for Literacy to anchor leadership moves, systems thinking, and coherence across schools. -Connect strong K-6 literacy systems to the district’s Portrait of a Graduate, emphasizing foundational reading skills that support long‑term competencies. -Analyze unit plans and lessons to identify high‑leverage practices, surface gaps, and practice giving clear, supportive, evidence‑aligned feedback. -Strengthen a shared vision of effective literacy instruction across administrators and coaches, aligning observation, coaching, and professional learning. -Engage in interactive discussion, video analysis, and use of practical observation tools to recognize strong literacy instruction and guide teachers in improving reading outcomes schoolwide. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1D8LvPHaoaL8SigX1Hoq9Cmc8LuOoEcWL/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5392658

Tackling NYSSLS using Cooperative Learning *IN PERSON* facilitated by Richard Slesinski - 8:30-2:30pm
2026-10-16 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This interactive workshop helps high school science teachers design and implement NYSSLS-aligned jigsaw activities that also build collaboration and social-emotional skills. Participants will experience two jigsaw activities-one science-based and one about the jigsaw structure itself-before designing their own. Teachers will learn how to: -structure student “families” and expert groups, -use ice breakers and social skill warm-ups, -teach with phenomena and model development, -incorporate checks for understanding and time-buffers, and -guide student reflection and group evaluation. Learning Targets: -Understand the structure and purpose of a cooperative learning jigsaw -Explore how to embed 3D learning (DCIs, SEPs, CCCs) within a jigsaw -Learn how to explicitly teach and reinforce social skills -Use ice breakers and reflection activities to strengthen collaboration -Identify when and how to use time-buffers to maintain engagement -Experience sample jigsaws as learners -Begin designing their own NYSSLS-aligned jigsaw activity Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1kPCc-ur7ve7sK6C4zyrEi9SlZgJkoMHV/view?usp=sharing
Registration; https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5416724

Reflect, Refine, Redesign: A Collaborative Workshop for Earth and Space Sciences Curriculum and Assessment (2-DAY workshop) *IN PERSON* facilitated by Brian Vorwald-8:30-2:30pm
2026-10-19 08:30 - 2026-11-12 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
One or two years into implementing your NYSSLS-based ESS curriculum is the perfect time to reflect, refine, and re-energize your instruction. This engaging two-day workshop is designed for Earth and Space Sciences teachers ready to strengthen student-centered, phenomenon-based, three-dimensional learning while improving student performance and engagement. Collaborate with fellow educators in a supportive, hands-on workspace focused on curriculum, instruction, and assessment. Together, we will examine what is working well, identify opportunities for growth, and explore practical strategies to make learning more meaningful for students. This two-day workshop provides a collaborative space for teachers to strengthen curriculum, instruction, and assessment within their NYSSLS-based Earth and Space Science program. Participants will bring units, lessons, and assessments from their own curriculum and use alignment screeners to evaluate how effectively these materials promote three-dimensional learning and meet NYSSLS expectations. Together, teachers will identify instructional and assessment gaps, explore strategies to increase student engagement through relevant local anchor phenomena, and examine how mini storylines can help connect concepts to authentic student experiences. The workshop will also focus on designing assessments that better prepare students for ESS Regents question clusters while authentically measuring all three dimensions of learning. Participants will analyze sample assessments, explore ways to strengthen students’ scientific reasoning and written responses, and investigate how storyline-based assessments and novel scenarios can provide students with more consistent opportunities to apply their understanding throughout the year. Throughout the workshop, AI tools will be explored as resources for brainstorming and refining instructional materials, assessment ideas, student supports, and practice opportunities.
Flyer: https://drive.google.com/file/d/1EtTV-gpvL2SjZ9hwbUO40YSqiuNfyrwL/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5411154
