THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS VIRTUAL 2-DAY TOOLKIT BRIEF #5: THE SCIENCE OF READING IN MULTILINGUAL K-12 CLASSROOMS - 8:30-2:30pm
2026-05-13 08:30 - 2026-05-14 14:30 (America/New_York) | Virtual Conference
In this 2-day workshop, we will spend the first 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 day. Participants will work throughout this two 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:
Identify the Big Six (phonological awareness, phonics, vocabulary, fluency, comprehension, oral language)
Understand different pedagogical approaches such as learning to read versus reading to learn
Learn how to create a comprehensive literacy instructional program that goes beyond the Big Six to encompass linguistic and cultural assets for multilingual learners (I.e. english language development, metalinguistic awareness, cross-linguistic connections, oracy and social justice and culturally relevant pedagogy)
Use screener data appropriately
Gather instructional strategies for the Big Six that incorporate ELL and ML considerations
FOR FULL DESCRIPTION, PLEASE VIEW FLYER:
https://drive.google.com/file/d/1lsSa7LDYY2oP7rkJiU8Kakaq5Ec3gkX0/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5285021

I Got This: Developing Supports and Interventions for Problematic Classroom Behavior **IN PERSON** presented by Michelle Levy - 8:30-2:30pm
2026-05-14 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Promoting healthy and safe learning environments where students can receive the instruction and other supports they need to learn and achieve at high levels is one of the primary responsibilities of each school. Research has suggested that teachers and other school personnel often have received inadequate training in the understanding and management of problematic student behavior. This circumstance has often made both teachers and clinicians alike feel helpless in the development of successful responses to these behaviors. It is therefore important for educators to take advantage of the use of researched based behavioral science approaches. Figuring out the reasons behind a behavior is critical for the development of an appropriate response or intervention. By understanding that behavior is a form of student communication that is purposeful, interactive, predictable, and learned through the visual representation of a behavior chain or pathway, teachers and clinicians can become better equipped with the skills necessary to manage behavior effectively and efficiently. In this session, participants will learn how to independently develop behavior interventions through a process that determines why a student engages in behaviors that impede learning and that are related to the classroom environment. Thinking about the circumstances and factors surrounding a behavior in a systematic manner will help teachers set up and manage their classrooms in a proactive and positive way. Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
For full description please view Flyer: https://drive.google.com/file/d/18n6xkOEp-m7NtO7oI3gHtBAJdSk1tAmY/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5133540

Data Analysis and Data-Driven Instruction for Secondary Classroom Teachers *IN PERSON* presented by Jacqueline Darvin - 8:30-2:30pm
2026-05-14 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop will provide an introduction on how teachers can use student assessment data to continuously improve their instruction. Participants will learn how to use both formative and summative data more effectively and how to create graphic representations of data (charts & graphs) to share with other teachers, school leaders, and parents. This workshop will provide teachers with tools on how to understand and analyze student data, how to share their data analyses with other stakeholders, and how to make instructional improvements based on data analysis. Please bring a laptop to access student data and other online resources needed during this 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/1zVMDUaZkepztZMFF8NgzX3ZRslMxNao8/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5152046

Reading Comprehension Strategies for Secondary Content Area Teachers *IN PERSON* presented by Jacqueline Darvin - 8:30-2:30pm
2026-05-19 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This workshop will focus specifically on reading comprehension strategies in middle and high school classrooms. All assessments in NY State are now assessments of reading comprehension, while the vast majority of general education students are reading at least one year below grade level. Secondary teachers will be shown strategies that they can use to monitor and increase their students’ reading comprehension and will practice applying them to their own content. Participants are asked to please bring a laptop and some current lesson plans/curriculum to the session.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/1sB3a7o3AUMp9PYcKu8z3Twh4oHaKGZzB/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5152118

THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS VIRTUAL TOOLKIT BRIEF #6: WHAT EVERY INSTRUCTIONAL LEADER NEEDS TO KNOW: RECOMMENDATIONS FOR ADVANCING MULTILITERACY - 11:30-2:30pm
2026-06-02 11:30 - 14:30 | Virtual Conference
In this workshop, we will spend the first half of the session unpacking the full article of the brief to understand the data and research presented while absorbing the school 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 half of the session.
Participants will work throughout this half day long workshop to link practical curricular resources, engage in example teaching and learning activities, and focus on planning and preparation to implement this brief with the following outcomes:
Learn how to implement the NYSED Culturally Responsive-Sustaining Education framework with a focus on a welcoming and affirming environment
Incorporate ongoing reflective practices to examine how ELLs are able to communicate and learn with specific teaching methods/materials
Support a context for additive language and concepts Practice use and create opportunities for inclusive language growth
FOR FULL DESCRIPTION, PLEASE VIEW FLYER:
https://drive.google.com/file/d/1kYG87SHyrcF55acbFLXyRR91lVJpPrbG/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5285103

BELONGING & BEYOND: THE ONE QUESTION THAT IGNITES CULTURALLY RESPONSIVE CLASSROOMS *IN PERSON* presented by Kari Horn Lehman - 8:30-2:30pm
2026-06-10 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
What if the key to strong behavior, engagement, and equitable learning is simpler, and more human, than we think? In this energizing full-day session, educators experience firsthand how belonging unlocks motivation and positive behavior, and then learn how to extend those same practices into culturally responsive instruction that elevates every learner. The morning builds a foundation of belonging through hands-on activities and practical routines grounded in academic mindset research. The afternoon turns warmth into actionable CRSE practice: identity-affirming routines, inclusive participation structures, and instructional moves that connect directly to NYS Portrait of a Graduate competencies, including communication, cultural competence, and learner independence. Educators leave with The Belonging-to-Equity Playbook, a practical toolkit that supports immediate implementation and long-term culture building. What Educators Gain: -Evidence-informed routines that strengthen behavior and engagement through connection -CRSE-aligned strategies that make representation and access practical and sustainable -Tools that directly reinforce Portrait of a Graduate (PoG) competencies -Inclusive participation structures that support all learners -A ready-to-use Belonging-to-Equity Playbook for classroom, team, or building-wide implementation Target Audience: K-12 classroom teachers, specialists, building leaders, and related service professionals seeking highly practical strategies that connect belonging, behavior, engagement, and culturally responsive practice. Eligible for 6 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/1acSPSCNvvR0t80JVNttqLj3Ocjqdp5OT/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5300408
