Language, Cognitive Development & Cultural Diversity *IN PERSON* facilitated by Laura Guggino-Hastings - 8:30-2:30pm
2026-10-08 08:30 - 14:30 (America/New_York) | 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

Preparing for NYS Portrait of a Graduate Financial Literacy Component: Wealth, Risk, and Investing VIRTUAL Workshop facilitated by Philip Dituri, Ph.D.-8:30-2:30pm
2026-10-20 08:30 - 14:30 | Virtual Conference
Get ready to meet New York State’s new Portrait of a Graduate expectations for Personal Finance Education. When taught well, personal finance is relevant to students’ lives and research shows that students find it interesting, recognize its importance, and are naturally motivated to engage with it. This workshop will help you harness that motivation while building your own confidence and capacity to teach these essential topics. Rather than skimming all five state-identified areas, we’ll take a deep dive into two of the most foundational components of the new standards: -Saving and Investing: Examining how setting money aside and understanding long-term planning support financial well-being. -Risk Management: Understanding that risk is a part of life and exploring strategies to manage it, including the role of insurance. Together, we’ll unpack the core concepts, essential understandings, and best instructional practices for each area. You’ll experience student-ready activities that illuminate the financial theory and mathematics underlying these ideas, and you’ll leave with materials and strategies you can implement immediately in your classroom or community setting. This workshop is designed for all educators-math teachers, non-math teachers, and anyone looking to strengthen financial literacy instruction. You’ll walk away with ready-to-use activities, a clear understanding of related standards, and the tools to empower your students in their academic, personal, and future financial lives. No prior financial background required-just curiosity, commitment, and a desire to help students thrive. Come join us and discover what meaningful, engaging financial education can look like in your school! Must have reliable and stable internet connection. 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/18QRrmGymKGO0zKX2gSEAkj_uW8oN6jMV/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5394597

Function Based Thinking *IN PERSON* facilitated by Michelle Levy - 8:30-2:30pm
2026-10-20 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Function-based thinking (FBT) is a proactive, systematic approach for teachers to understand why a student misbehaves-typically to get or avoid something-and to select interventions that match that function, rather than just reacting to the behavior’s appearance. It empowers educators to address minor, persistent behaviors before they require complex, intensive assessments such as FBA/BIP, focusing on changing the environment to teach better social-emotional skills. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors. They will be able to 1) Operationally define challenging behaviors 2) Understand the behavior pathway and use it to determine the function of behaviors 3) Understand and engage with the FBT process to prevent, redirect, reduce and/or extinguish challenging behaviors. 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/1Hq8rSoomsa6HGxAjQoi0oDvhjLOQXhwh/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5397632

Building Thinking Classrooms in Mathematics (Gr 6-12) *IN PERSON* facilitated by Dr. Stacey Mooney - 8:30-2:30pm
2026-10-20 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This interactive workshop will provide an overview of the text with a special focus on the first eleven chapters. Building Thinking Classrooms is designed to help students go beyond rote memorization and repetitive calculations and transition into critical thinking, creating an ideal setting for deep mathematics learning to occur. Participants will learn how to create optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before. There will be many easy-to-implement classroom practices and resources to immediately heighten thinking, engagement, and learning in every math classroom. Ideal for beginners and educators who are looking to refine their BTC practices. **Please bring your own device** Eligible for 6 hours CTLE credit. If district pays, district approved must be confirmed prior to start of session. Can use 1 consortium seat.
Flyer: https://drive.google.com/file/d/1RNavyGtrqEwL_3XZUG8b0Nd_fTqxTLfJ/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5417063

Elevating Middle-Grade Writers: Conquering the NYS ELA Writing Demands for Grades 5-8 *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm
2026-10-21 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: administrators, literacy coaches, reading teachers, grades 5-8 ENL, general and special education teachers whose students are reading approximately on these levels. As students transition into the middle grades, the writing demands of the NYS ELA exam require a tremendous amount of executive function, organization, and reading stamina. Join us for an intensive seminar designed to help Grades 5-8 educators navigate the complex expectations of both the 2-credit short responses and the rigorous 4-credit extended-response essays. This workshop will provide a deep dive into the 4-credit constructed-response rubric, highlighting the distinct essay expectations for grades 6-8, which include the need for stylistically sophisticated language, varied transitions, and precise control of academic conventions. -Close reading of test passages will be modeled, and a variety of bookmarks for helping students scaffold texts in a style that is brain-friendly to them will be shared. -The short-response format will be highlighted using the Writing Revolution paragraph structure and the ‘Prove It’ argumentative structure to reinforce short-response mastery. Even at advanced grades, students must efficiently provide a clear inference and two pieces of text-based evidence without losing focus or rambling -We will focus heavily on writing from sources, specifically how to teach students to analyze and synthesize information to answer prompts across two paired texts. Appropriate transitions to set up quotes, introduce texts, begin paragraphs and provide additional evidence will be investigated. -You will learn how to coach students to critically read complex prompts, mark key details, and mentally rehearse their plans before they even begin drafting their essays.
Flyer: https://drive.google.com/file/d/1FIrVVVYP8Ii0AohxhJrWBIJyZcicTrGp/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393754

SELF-SELECTED READING IN A SCIENCE OF READING CLASSROOM VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2026-10-21 08:30 - 14:30 | Virtual Conference
Students need real reasons to read, and reading more improves reading. We will learn more about “Read-All-the-Words” texts versus “Read-in-Other-Ways” texts and how to divide Self-Selected Reading time to provide opportunities for students to read in these different ways. Participants will learn how to use small group instruction during Self-Selected Reading time to teach readers how to use partner reading and audio books to read challenging texts (“Read-in-Other Ways” texts). Participants will also create collections of content-specific texts for their classroom libraries that extend social studies and science topics. Key takeaways: -How to reorganize the classroom library to display text sets; -Create an anchor chart for Self-Selected Reading that includes Reread Read Aloud; -Reread Small Group Book; -Reread Decodable Readers; -Read with a Partner; -Read from the Classroom Library; -Develop personalized text sets with students based on favorite authors, topics, etc. to support reading challenging text. 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/1AtvehEcx-rlK7J-n-Yk2zMjzpHcXRg2U/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404318

The Seal of Civic Readiness: From Vision to Implementation *IN PERSON* facilitated by Nicole Moriarty, Ed.D - 8:30-11:30am
2026-10-22 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This interactive workshop supports educators and leaders in designing and implementing meaningful systems for the Seal of Civic Readiness. Participants explore how to move beyond compliance and checklists to create authentic civic learning experiences that build student responsibility, agency, and real-world application. Through collaborative discussion and real district examples, participants clarify roles, timelines, assessment practices, and structures for tracking student progress over time. Participants consistently report high engagement and value the opportunity to collaborate with colleagues, learn from real examples, and leave with clear, actionable next steps for implementation. 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/1fFgYLNp6gWIXX-Ez57xW0TdHv-LOR5_k/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414398

Stepping Back So Students Can Step Up: Designing Student-Centered Discovery-Driven STEM Lessons *IN PERSON* facilitated by Philip Dituri, Ph.D.-8:30-2:30pm
2026-10-22 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
What if your students were doing more of the thinking than you are? In this hands-on workshop, we’ll explore how to redesign your STEM classroom so that students are active participants in their own learning, not passive recipients of yours. Discovery-based, student-centered instruction is about doing the work before students walk through the door so the magic can happen once they do. The payoff: when students have the structures and agency to drive their own learning, you’re not adding to your workload – you’re reducing it. Less reteaching. More engagement. Less carrying the cognitive load for the entire room. We’ll dig into how your warm-up and exit ticket can become engines for student discovery, why letting students wrestle with content before mastering it is a feature rather than a flaw, and how thin slicing and scaffolding let you guide students forward without giving the learning away. In this workshop, you will: -Explore classroom structures that support discovery-based learning -Learn how to use warm-ups and exit tickets to promote student inquiry -Develop your approach to scaffolding and thin slicing -Walk away with an enhanced or reimagined lesson of your own Come prepared: Bring a lesson or topic you want to make more student-centered. You’ll leave with something better than you arrived with. 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/10LhgDi8uLAdgLz5id3dao86-aUka43Jj/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5394786

The Importance of Knowledge Building Gr K-8 *IN PERSON* facilitated by The Living Literacy Network - 8:30-2:30pm
2026-10-22 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Knowledge building is essential for strong reading comprehension; it provides the foundation students need to understand, analyze, and engage with texts deeply. When readers bring background knowledge to texts, they can make connections, infer meaning, and grasp complex ideas more easily. In this workshop, teachers will learn how taking a knowledge-rich approach to reading helps students develop vocabulary, recognize themes, and think critically about what they read. Teachers will learn how to build rich and complex, multi-media text sets that support conceptual knowledge and transfer that they can integrate into existing curriculum and units as well as build bridges between content area instruction and literacy 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/182bd6LbWWum2H9IRsM-c3zwIiJIHUULG/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413745

Writing with Linguistically Diverse Learners VIRTUAL Three-hour session facilitated by Dana Brown - 8:30-11:30am
2026-10-26 08:30 - 11:30 | Virtual Conference
-Understand the key similarities and differences between a child’s home language and English (e.g. phonology, grammar, vocabulary) and leverage the use of cognates to bridge language gaps and enhance language acquisition -Encourage home language discussions with same language peers to support building context knowledge -Allow students to write in their home language when appropriate and provide authentic writing (e.g. writing about personal experiences) and publishing opportunities 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/1uelsCmiKCvpBeX0imTQJSOODdvpRpAbS/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404340

Mastering the NYS ELA Writing Demands: Strategies for Grades 3-5 *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm
2026-10-28 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: administrators, literacy coaches, reading teachers, grades 3-5 ENL, general and special education teachers whose students are reading approximately on these levels. Equip your 3rd, 4th, and 5th-grade students with the tools they need to confidently tackle the writing portions of the NYS ELA assessment! This dynamic seminar is specifically tailored to the foundational writing tasks young learners face, focusing on how to successfully navigate both 2-credit short responses and the 4-credit extended responses introduced in grades 4 and 5. The Writing Revolution paragraph scaffolding will be utilized, and several models for compare and contrast essays will be presented. -Participants will explore highly effective, brain-friendly strategies to simplify test writing. We will unpack exactly what the 2-credit constructed-response rubric demands: a valid inference-like making a claim from their head-supported by two concrete details directly from the text. You will learn how to teach students the “get in, and get out!” method: writing short and sweet complete sentences without wasting time restating the question, using transitions, or over-explaining evidence. -We will also share proven formulas for tackling tricky “how” and “why” questions, training students to purposefully use words like “by” and “because” to frame their thoughts, and sort details and inferences within a game format. -Furthermore, for upper elementary teachers, we will delve into the expectations of 4-credit extended-response questions, showing you how to guide students in communicating a clear, coherent analysis of the texts. Graphic organizers for the compare and contrast essay will be explored. -Simultaneously, third grade teachers will work on continued grade-appropriate practice activities with short response questions in a small group. Third grade teachers will also work on synthesizing how to elaborate on kernel sentences into short response format.
Flyer: https://drive.google.com/file/d/1ZuxF8K5Vnb0OqgNxiZIRLcP3C3kOtr36/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393617

Responding to Challenging Student Behaviors: A Learning Community Four 1-1/2 hour VIRTUAL sessions facilitated by Michelle Levy - 9-10:30am
2026-10-29 09:00 - 2027-03-04 10:30 | Virtual Conference
Audience: teachers, administrators, support staff and clinicians Through collaborative discussion, this four-session series explores underlying factors of student behavior, applies function-based thinking to develop effective interventions, and examines instructional strategies that support diverse learners. Each session builds on the last, allowing for reflection, adjustment based on district needs, and practical application in classrooms. Session 1: Thursday, October 29, 2026 Understanding Factors influencing Challenging Student Behavior. Discussion will focus on developing awareness of environmental external factors as well as internal child factors that serve as triggers for challenging behavior Session 2: Tuesday, December 1, 2026 Function Based Thinking: Discussion will focus on the use of a systematic approach known as the Behavior Chain to analyze the triggers and the purposes behind the use of challenging behavior and subsequently develop responses and interventions. This approach will empower classroom staff to begin the process of developing interventions on their own in a timely manner while helping clinicians develop effective and compliant FBA/BIP documents Session 3: Wednesday, January 27, 2027 Adapting Instruction to Address Behavior: Discussion will focus on the relationship between instructional practices as a trigger for problematic student behavior. Instructional strategies will be shared to make learning more accessible for struggling students. Session 4: Thursday, March 4, 2027 Reflection: Discussion will focus on knowledge gained during previous sessions and classroom implementation successes and challenges. 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/1Yyu-VhGL3qcOHmfGzxsv0ejt4Ll6caF_/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5398080

The Not So Simple View of Writing (Berninger & Winn, 2006) and Instructional Implications VIRTUAL 3 hour Workshop facilitated by Amy Siracusano - 8:30-11:30am
2026-11-02 08:30 - 11:30 | Virtual Conference
This workshop will focus on the theoretical model: The Not So Simple View of Writing (Berninger & Winn, 2006) and how it can guide our instruction in the writing classroom. During the workshop, we will lean into transcription skills such as handwriting and briefly discuss sentence level instruction. Audience: All Elementary classroom teachers, all content areas and subgroups 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/1DIVVIDdqyVOBdzIISgLa5eWaptjzAjUH/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5417476

Demystifying Dyslexia: An Essential Guide for Educators 3-Hour VIRTUAL Workshop Facilitated by Consulting that Makes a Difference - 8;30-11:30am
2026-11-05 08:30 - 11:30 | Virtual Conference
Dyslexia is one of the most common learning differences in today’s classrooms, yet it is also one of the most widely misunderstood. This interactive, practical workshop will provide educators with a deep understanding of what dyslexia is and is not. We will share common myths around dyslexia and provide information to debunk these misconceptions. Participants will gain a greater understanding of how dyslexia affects the brain and learn common characteristics associated with dyslexia. We will also share strategies for supporting students with dyslexia in the classroom. This comprehensive, evidence-based workshop is designed to build knowledge, confidence, and instructional capacity for any educator working with students who struggle with reading and language processing. Whether you are a general education teacher, a special educator, a reading specialist, or a school leader, this session will give you the foundational understanding and practical tools you need to better support students with dyslexia in your classroom. 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/1jGwIiIhd1mGL-Mtok0X4nUCK19o8zxvi/view?usp=sharing
Registration; https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409255

Disciplinary Literacy: Empowering Students to Read, Write, and Think Like Experts Gr 6-12 *IN PERSON* facilitated by The Living Literacy Network - 8:30-2:30pm
2026-11-05 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Every discipline has its own “secret language.” A mathematician reads a proof differently than a historian reads a primary source or a scientist analyzes a lab report. To truly master a subject, students must move beyond general “reading strategies” and learn to navigate the unique literacy demands of each field. In this workshop, middle and high school teachers, instructional coaches, and leaders will learn how to shift towards apprenticing students into their discipline. You will discover how to move past generic comprehension tools and instead provide students with the specialized lenses needed to investigate, communicate, and solve problems like professionals in your specific content area. 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/1H0CZbFt82XS9URYdKb9Xdrt3yQe4cCHp/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413520

Autism Spectrum Disorder (ASD) Half Day VIRTUAL Workshop facilitated by Laura Guggino-Hastings - 8:30-11:30am
2026-11-06 08:30 - 11:30 | Virtual Conference
How can we better understand and support students with autism in today’s classrooms? This focused virtual workshop provides a practical overview of Autism Spectrum Disorder as a neurodevelopmental difference that impacts communication, behavior, sensory processing, and learning. Educators explore the wide variability of ASD and how individual strengths and needs shape student experiences. The workshop emphasizes a shift toward a neurodiversity-informed, support-based approach-where behavior is viewed as communication. Participants explore sensory needs, communication differences, and strategies for understanding behavior as a function. Educators gain classroom-ready tools including visual supports, structured routines, and sensory strategies, and will also explore AAC supports and proactive behavior approaches. The goal is to create learning environments that are predictable, accessible, and responsive. Participants leave with practical strategies to better support regulation, communication, and engagement. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1whO_4pbk8dEVrLHOSOePOcEqbrw4AxDR/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5418412

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
2026-11-06 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/1xRI-QJDEiaODAbPse6jLl6qi-VYqxzxo/view?usp=sharing
Registration; https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414585

Neurodivergent Learners: What Educators Need to Know to Help Them Thrive VIRTUAL 3-hour Workshop facilitated by Joan Fretz - 8:30-11:30am
2026-11-09 08:30 - 11:30 | Virtual Conference
Neurodiversity is a word used to explain the unique ways people’s brains work. Being neurodivergent means having a brain that works differently from the average or “neurotypical” person. This may be differences in social preferences, ways of learning, ways of communicating and/or ways of perceiving the environment. Because of this, a neurodivergent person has different struggles and unique strengths.” (Cleveland Clinic, June 6, 2022.) Neurodivergent school age children are often diagnosed with ADHA, autism, dyslexia and other conditions. They might talk about a narrow range of topics, have difficulty expressing their feelings or understanding how others feel, seem uninterested in starting a conversation, and have difficulty noticing social cues. They often possess unique strengths, exceptional memory, creative problem-solving, and in-depth expertise in their specialized interests. They frequently demonstrate innovative thinking, pattern recognition, high energy, and a strong sense of justice or honesty. When educators learn more about Neurodiversity, they can help all of their students develop their strengths and live happy and healthy lives. 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/1j7D_nuXgh2PMNIm_KrNUSgiX5xOce9PH/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406190

New Physics Unit: Lenses and Mirrors - Illuminating NYSSLS Through Optics *IN PERSON* facilitated by Richard Slesinski - 8:30-2:30pm
2026-11-09 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This interactive workshop is designed specifically for high school physics teachers seeking to deepen their understanding of geometric optics-lenses, mirrors, and ray diagrams-while aligning instruction with the New York State Science Learning Standards (NYSSLS). Participants will explore phenomena such as image formation in mirrors and corrective lenses, engage in hands-on modeling activities, and learn how to use ray diagrams to support student sensemaking. The workshop will emphasize the integration of disciplinary core ideas, science and engineering practices, and crosscutting concepts into a coherent instructional sequence. Teachers will leave with ready-to-use tools, phenomena-driven lesson ideas, and a draft plan for a NYSSLS-aligned mirrors and lenses unit. Learning Targets: 1. Build participant understanding of key concepts in geometric optics, including reflection, refraction, and image formation by lenses and mirrors. 2. Strengthen workshop participants’ ability to use and teach ray diagramming as a modeling tool. 3. Align geometric optics instruction with relevant NYSSLS performance expectations. 4. Support teachers in designing phenomenon-based lesson sequences that integrate the three dimensions of NYSSLS. 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/1_KlS0sLvw3FSWtiUOYjLgh8nDneXF-wi/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5416726

h Goals, Data and Progress Monitoring: Practical Strategies and Tools that Work 3-Hour *IN PERSON* Workshop Facilitated by Consulting that Makes a Difference-8:30-2:30pm
2026-11-13 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop focuses on demystifying and streamlining the interconnected processes of IEP goal writing, data collection, and progress monitoring. Creating meaningful IEP goals, collecting relevant data, and effectively monitoring student progress are among the most critical-and often most overwhelming-responsibilities of special education professionals. These tasks are foundational to providing individualized, legally sound, and instructionally effective services for students with disabilities. This supportive workshop helps educators transform what can feel like burdensome paperwork into purposeful practice that drives student success. Whether you’re a new special educator, a general education teacher involved in the IEP process, or a seasoned professional seeking greater clarity and efficiency, this session will equip you with tools, strategies, and confidence to tackle your responsibilities with greater ease and effectiveness. 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/1NeKM6L5LTSKitDRy88laPTqFVwWS06t7/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409254

Cracking the Code: Unpacking the Chemistry NYSSLS *IN PERSON* facilitated by Kathi Dinota - 8:30-2:30pm
2026-11-13 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop is designed to support chemistry teachers in understanding and applying the New York State Science Learning Standards (NYSSLS) to develop coherent, engaging, and standards-aligned chemistry curricula. The primary goals of the workshop are to: -Help chemistry teachers unpack the NYSSLS, focusing on their structure and intent -Equip teachers with tools to identify key disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs) -Closely examine the Chemistry NYSSLS (What’s In and What’s Out?) -Foster collaboration and resource sharing By the end of the workshop, participants will be able to: -Deconstruct NYSSLS performance expectations for chemistry -Determine which topics and practices are relevant for inclusion in a modern chemistry curriculum -Confidently use NYSSLS as a framework for instructional decision-making Participants will receive access to a shared online folder with collaborative resources. Participants should bring a charged laptop and a willingness to constructively collaborate. 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/1rFaXg39Cnibk2ON6_DwsKgjtrQsHem0p/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5417260
