Standardized Test Prep Done Right: Leveraging Problem Solving & Conceptual Understanding VIRTUAL Workshop facilitated by Philip Dituri, Ph.D.-8:30-2:30pm
2026-12-17 08:30 - 14:30 (America/New_York) | Virtual Conference
How well do your students know the test? How do you prepare them when you’re 10 months out? What is the best thing to do 1 month out? Learn about how to teach students to ace standardized tests! We will discuss -getting to know your test, -multiple-choice problem-solving strategies, -how to prepare your students in the final days, and, most importantly, -how to apply deep mathematical understanding of more basic math concepts to display mastery over more complicated ones. Train your students to use the math they’ve mastered in new ways the test designers didn’t anticipate and make them better problem solvers. 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/1kNXNnSuX63WxaV3eMJlmUNy_vv53tfk1/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5394441

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
2026-12-18 08:30 - 2027-01-13 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 a
uthentic 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/1mdK15Zg4Q6GBpnTic2TExB1Pv5nAJAgC/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5411197

The Seal of Civic Readiness: From Vision to Implementation *IN PERSON* facilitated by Nicole Moriarty, Ed.D - 8:30-11:30am
2027-01-05 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/1xllL5r_l0j1PMWUhaAOC7L7JBjyi4BPd/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414481

Bridging Science & Research through Comprehensive Literacy Instruction Gr K-6 *IN PERSON* facilitated by The Living Literacy Network-8:30-2:30pm
2027-01-06 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In this session, teachers and administrators will learn how to build bridges between balanced literacy and structured literacy to include research-supported practices and science of reading research to enhance all areas of their literacy instruction. Teachers and administrators will understand the contributions and value of both frameworks in order to make instructional decisions to help meet the needs of all students. As teachers deepen their understanding of research and science-based practices, they will equip themselves with the knowledge and know-how to revise their teaching and curriculum in ways that honors the craft that they’ve honed and incorporate the latest considerations for best practices in building reading competencies. 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/1AIl98Xu6soreIouT34kdjQBUCYqygLIj/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413620

Unraveling Dyscalculia: Understanding and Supporting Students 3-Hour VIRTUAL Workshop Facilitated by Consulting that Makes a Difference-8:30-11:30am
2027-01-14 08:30 - 11:30 | Virtual Conference
Dyscalculia is a neurodevelopmental condition that affects a student’s ability to understand numbers, learn math facts, perform calculations, and apply mathematical reasoning. While it is less commonly discussed than dyslexia or ADHD, dyscalculia affects a significant portion of the student population, and its impact can be profound when left unrecognized or unsupported. This workshop begins by defining dyscalculia and distinguishing it from general math difficulties. Participants will explore how dyscalculia presents across age groups, understand the cognitive processes involved in math learning, and identify the core deficits that characterize this learning difference. Through a blend of real-life examples, hands-on activities, and strategy demonstrations, educators will gain the tools and confidence needed to support students with dyscalculia in inclusive and specialized settings. 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/1T4IgPdCEHcurtS5Vu9SpX1yODNF5V9T9/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409258

Blueprints for Tomorrow: Cultivating Global Community Architects Across the K-12 Continuum *IN PERSON* facilitated by Dr. Melissa Jacobs-8:30-2:30pm
2027-01-14 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
The landscape of modern education requires a visionary approach that transforms students from passive learners into active, empathetic global citizens. The Global Community Architects initiative is designed to bridge the gap between local K-12 classrooms and the broader world, serving as a direct vehicle to realize the core competencies outlined in the New York State Portrait of a Graduate. By integrating cross-cultural academic exchange, collaborative inquiry-based thinking, and the productive navigation of artificial intelligence, this initiative creates a seamless educational thread from elementary curiosity to high school civic action. Grounded in the principles of interdisciplinary project-based learning and driven by evidence-based peer mentorship among both students and educators, this framework ensures that every learner develops the cultural competence, critical thinking, and effective communication skills necessary to thrive in an interconnected global society. Alignment with the NYS Portrait of a Graduate -Critical Thinkers & Problem Solvers: Engaging students in authentic, inquiry-based research experiences and the ethical, productive use of AI to analyze and solve complex global issues. -Effective Communicators: Building open lines of creative communication through strategic partnerships with international schools, university programs, and local community members. -Culturally Competent Citizens: Fostering academic experiences without borders to develop deep empathy, global awareness, and a strong sense of local and global civic responsibility. -Empowered Educators & Lifelong Learners: Utilizing local teacher centers and doctoral-level peer mentorship models to facilitate innovative training, ensuring educators continuously develop the adaptable skill sets required to guide student-led global initiatives. Eligible for 6 hours CTLE credit.
Flyer: https://drive.google.com/file/d/1cHUUDUzg6Mb2fqYuIVIfDoReu6j4wr7K/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5410991

Specially Designed Instruction: Putting the "Special” Back in Special Education 3-Hour *IN PERSON* Workshop Facilitated by Consulting that Makes a Difference-8:30-11:30am
2027-01-20 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This engaging workshop explores the meaning of specially designed instruction and teaches participants how to provide the unique types of instructional services needed by students with disabilities. We will share effective strategies for implementing accommodations and altering, modifying, and/or adapting instructional methods materials, techniques, and learning environments for supporting students with diverse learning abilities and needs. Participants will learn a three-tiered approach for making modifications that help students accomplish IEP goals and objectives while supporting the achievement of the general curriculum standards. 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/1dp703UwSB5ctJBq4GMZ4YKuFPcNP_JGe/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409250

Fluency That Builds Comprehension (K-5) *IN PERSON* facilitated by Mike Ochs - 8:30-2:30pm
2027-01-20 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Fluency is often overlooked or treated as secondary, yet it plays a central role in comprehension. This workshop focuses on daily, repeatable structures-modeling, repeated reading, and guided practice-that help students read with accuracy, rate, and expression while strengthening understanding. 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/1z8PmIVWPip_-iMqwnJYnNHvXgEWrWpYO/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5407906

Read Like a Detective: Science‑of‑Reading Moves for Deep Comprehension *IN PERSON* facilitated by Lauren Kolbeck Szulc and Deborah Linscott-Feinstein - 8:30-2:30pm
2027-01-21 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: Classroom teachers grades 2-8, reading teachers, literacy coaches, ELL teachers and administrators This high‑energy workshop immerses grade 2-8 literacy and content‑area educators in Science‑of‑Reading‑aligned practices that make close reading a powerful engine for comprehension. Through an interactive model lesson, participants will see how detective‑style reading, purposeful annotation, strategic rereads, and attention to sentence structure help students make sense of complex texts. The session highlights how understanding syntax-how sentences are built-supports meaning-making, knowledge building, and vocabulary growth. Educators leave with practical routines that make close reading engaging, doable, and instructionally rich across subjects. Using one complex text as the anchor, the session models how to guide students through evidence gathering, sentence‑level analysis, and increasingly sophisticated interpretation. -Active, detective‑style reading with a pen to slow down, notice details, and externalize thinking -Rereading with new lenses (gist, structure, craft, meaning) to deepen understanding -Sentence‑level comprehension to unpack syntax, clarify meaning, and support complex‑text access -Science‑of‑Reading‑aligned use of complex texts to build knowledge, vocabulary, and language comprehension 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/1k8_i_pGVVYdF3Le6tga3KddOy0dP1JCy/view?usp=sharing
Registration; https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5392992

Demystifying the NYS ELA: Brain-Friendly Multiple-Choice Strategies for Grades 3-8 *IN PERSON* facilitated Deborah Linscott-Feinstein - 8:30-2:30pm
2027-01-26 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: administrators, literacy coaches, reading teachers, grades 3-8 ENL, general and special education Teachers Are your students struggling with the complex multiple-choice questions on the NYS ELA exams? Success on these assessments require a tremendous amount of executive function, organization, and close reading. Join our comprehensive seminar designed to equip Grades 3-8 educators with brain-friendly, strategic test-prep practices that treat the state test as an authentic “transfer genre” that moves beyond rote practice. We will dive deep into the composition of NYS test questions and explore how to organize your instruction to build student stamina and confidence without causing frustration. You will leave with hands-on tools to demystify tricky question stems and empower your students to navigate reading passages effectively. Actionable Takeaways: -Practice Close Reading in the Main Genres: After demonstrations, participants discuss close-reads on newly released passages at their own grade levels. -Multiple-Choice Protocols: Teach students to read the question, underline key words, “say it back” in their own words, answer it from their head first, and read all choices before picking the best one. Tap into genres already taught to map expected parts of passages. -Navigate Tricky Answer Choices: Help students spot the deceptive half-true/half-false answers prevalent on the NYS ELA. Learn strategies to determine which students benefit most from fully marking up their texts, and which benefit more from just accumulating text by asking simple metacognitive questions. 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/1EwL6OkvlXLl14SFV0s_QZC9Bz4FOlQnY/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393496

THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS TOOLKIT BRIEF #3 Literacy Development of Emergent Multilingual Learners in the Early Childhood Classroom VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2027-01-28 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 research and theory in second language acquisition and biliteracy -Identify pre-literacy practices that are developmentally appropriate -Gather materials that reflect home languages and cultures of students, such as bilingual and native language books -Utilize the EML (Emergent Multilingual Learner) Protocol 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/1iHE0Nt7o_pNlovbJlzl8c0R3udSq_SYz/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404443

Small Group Instruction for Students on the Dyslexia Spectrum *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm
2027-02-02 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: Grades K-6 general education teachers; reading teachers; special educators; ELA coaches; ELA, ENL and Special Education directors; building and district administrators. Join us for a day to build your knowledge and confidence when teaching dyslexic children. According to the International Dyslexia Association, perhaps as many as 20-25% of students have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, weak comprehension, or mixing up similar words. Let’s focus on small group instruction for mild, moderate and severe dyslexics. Targets include: -understanding the brain of the dyslexic -sequential, systematic, explicit phonemic and phonics instruction -comprehension strategies that succeed -writing strategies to accommodate dyslexics -morphology as part of learning to read and spell -the use of articulatory memory and gestures for sounds and vocabulary -specific strategies for overlearning across texts within knowledge-building units This day will yield abundant practical small-group strategies for immediate implementation in your class, school or district. 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/1dfosX07slI9qPJ5qkm7LZ8CUl4vQHByV/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393824

Reflect, Refine, Redesign: A Collaborative 2-Day Workshop for NYSSLS Biology *IN PERSON* Presented by Glen Cochrane - 8:30-2:30pm
2027-02-02 08:30 - 2027-02-08 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Are you one or two years into implementing your three-dimensional, NYSSLS-based Biology curriculum? Now is an ideal time to assess its effectiveness and alignment with student-centered, phenomenon-based, three-dimensional learning and to identify areas for improvement. Let’s work together to enhance our teaching strategies to better support student success. This two-day workshop offers a collaborative workspace focused on curriculum, instruction, and assessment. On day one, review your NYSSLS-based Biology curriculum and lessons. Bring samples of a unit and lessons for quick evaluation using screeners to ensure the activities meet NYSSLS standards. Also, share your ideas for areas to improve. This workspace will help you use AI to outline mini storylines centered on local, relevant anchor phenomena and to begin developing your lessons. Day two will focus on your assessment system and strategies to help students develop skills needed to improve their responses to Biology Regents clusters. Bring samples of your assessments for evaluation with a screener. More storyline-based assessments featuring novel scenarios are needed to evaluate all three dimensions of your curriculum and to provide students with consistent opportunities to engage with them throughout the school year. Explore how AI can be a valuable tool in this process. AI tools are not exam generators, as each cluster requires refinement and relevant resources. The goal is to meet students where they are and support their growth throughout the year.
This is a two-day collaborative workshop with participants expected to attend both days. BYOD (Bring Your Own Device)
Eligible for 12 hours CTLE. Can use 2 consortium seats.
Flyer: https://drive.google.com/file/d/1eyMxabtuu5YCc4MFAr7sm06-9Z0QSf-C/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413861

The Power of Influence: How to Lead When Authority Isn't Enough *IN PERSON* facilitated by Robert Feirsen, Ed.D. and Seth Weitzman, Ed.D. - 8:30-11:30am
2027-02-09 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
A wise board of education president once said, “Administrators have few sticks and even fewer carrots to move people from one level to another.” School and district leaders experience deep frustration because they operate in environments where traditional management strategies like directives and strong sanctions have limited power to effect change. Yet the research is clear: effective school leadership does not depend on power relationships but rather on the skillful use of influence to build school and district capacity and engage stakeholders in school improvement. Influence, not compliance, is the primary driver of sustainable changes in teaching, learning, and organizational culture. This workshop will enable school and district leaders to develop influence-based leadership strategies that result in deeper staff commitment and lasting change. Through research-informed frameworks and realistic case studies drawn from school and district contexts, participants will examine how leadership can facilitate improvement when formal authority is constrained and creating and sustaining positive relationships, credibility, and trust matter most. Participants will analyze common leadership dilemmas including resistance to instructional change, uneven implementation across schools, limited accountability leverage, and labor constraints and then design responses using influence strategies grounded in social psychology and educational leadership research. They will leave with actionable strategies they can apply in their own settings to build more responsive and resilient schools. 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/1FqZEMn1_0qVk0z2D9rXP8w9F308z36Jz/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5415577

NYSSLS Physics Cluster Questions - Practice, Analyze, and Write *IN PERSON* facilitated by Richard Slesinski - 8:30-2:30pm
2027-02-09 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
As the NYSSLS-aligned Regents Physics exam approaches, high school physics teachers need targeted support to navigate the exam’s most distinctive feature: cluster questions. These multi-part, phenomenon-based items are central to assessing students’ ability to apply science and engineering practices, crosscutting concepts, and core disciplinary ideas in context. This full-day workshop provides a deep dive into understanding, analyzing, and designing cluster questions. Participants will actively engage with released sample questions, practice scoring student responses, and collaboratively develop their own cluster questions for classroom and assessment use. By the end of this workshop, participants will: -Understand the structure and purpose of cluster questions on the NYSSLS Regents Physics exam. -Examine the alignment between cluster questions and the three dimensions of the NYSSLS. -Practice answering released cluster questions to better anticipate student thinking. -Design original cluster questions based on NYSSLS Performance Expectations and classroom phenomena. -Leave with access to banks of ready-to-use cluster questions. 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/1P9BjIk5nmCv-8GOO-ND43y_HkqiG_Cki/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5416740

Debate and Discussion That Drive Comprehension (3-8) *IN PERSON* facilitated by Mike Ochs - 8:30-2:30pm
2027-02-10 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Structured talk can deepen understanding when it is clear, purposeful, and grounded in text. This workshop focuses on building debate and discussion routines that support reading comprehension. Teachers learn how to guide students in using evidence, responding to ideas, and clarifying thinking through structured exchanges that lead to stronger understanding and more precise responses in speaking and writing. 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/1f5un-1zdPRbgpJPt_jHZ4Wpqa-0l0x1i/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5407911

Awe-NSPIRE-ing Math: 5 Strategies to Transform Your Teaching VIRTUAL Three 1-hour sessions facilitated by Jayson Kiang - 4-5pm
2027-02-24 16:00 - 2027-03-10 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=5399360

THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS TOOLKIT BRIEF #5 The Science of Reading in Multilingual K-12 Classrooms VIRTUAL 2-Day Workshop facilitated by Dana Brown - 8:30-2:30pm
2027-03-02 08:30 - 2027-03-03 14:30 | Virtual Conference
In this 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 Eligible for 12 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/13iVWPlk22CbZvpwXWPZVaQHq30bjsGl6/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404470

Promoting Teacher Retention Through the Power of Psychological Ownership *IN PERSON* facilitated by Robert Feirsen, Ed.D, and Seth Weitzman, Ed.D.-8:30-11:30am
2027-03-03 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In this interactive workshop, participants will develop an understanding of how to harness the transformative power of psychological ownership to retain the best teachers, build individual and collective expertise, and strengthen relationships. Psychological ownership explains why one teacher exudes enthusiasm, while a colleague fills out applications for another job. Originating from the field of social psychology, psychological ownership offers strategies that instill a superior degree of job satisfaction and commitment, anchoring staff to their schools. Teachers experiencing psychological ownership of their workplace report superior feelings of agency, belonging, expertise, and accountability. Psychological ownership -increases the likelihood of retaining the very best teachers, -increases the impact of new teacher induction, -adds value to professional development, and -builds school capacity by enabling staff to sustain high levels of performance. Ultimately, motivated and engaged staff are best equipped to meet the academic and social-emotional needs of the students they serve. Participants in the workshop will examine school environments that constrain the development of psychological ownership. Attendees with then develop strategies that encourage employees to grow a deep commitment to their work and to the school community at large, as well as empower them to meet the challenges of schooling in today’s demanding climate. 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/1GrLg0lbLJ9lD5cToh-JWN5gEF_r84Aa5/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5415794

The Reluctant Learner Toolbox: Techniques for Turning Resistance into Progress *IN PERSON* Facilitated by Consulting that Makes a Difference - 8:30-2:30pm
2027-03-10 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In every classroom, there are students who seem uninterested, unmotivated, or disengaged. They may be quiet and withdrawn or defiant and disruptive. They often resist participation, avoid challenges, or give up before they even begin. These reluctant learners are not failing because they lack intelligence or ability; they’re struggling because something-academic fear, past experiences, unmet needs, or emotional barriers-is standing in the way of their engagement. This powerful, strategy-rich workshop is designed for educators seeking practical, research-informed approaches to reconnect with these hard-to-reach students. Whether you teach elementary or secondary students, general or special education, this session will equip you with applicable tools and strategies to transform resistance into resilience and passive learning into active participation. 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/1tGP1-VNL5DZJSd_hovHh6IjbIznA9Jte/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409261

Writing with Students with Disabilities VIRTUAL Three-hour session facilitated by Dana Brown - 8:30-11:30am
2027-03-11 08:30 - 11:30 | Virtual Conference
Provide explicit instruction, consistent demonstrations and descriptions, and intentionally scaffold the steps or processes needed to understand writing concepts -Reduce scaffolds as the student models skills independently and fluently -Design, provide, and assess the effectiveness of specially-designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum -Facilitate capacity building and effective implementation of evidence-based learning practices that meet the needs of students with disabilities -Ensure students with disabilities are being given the accommodations and supports needed to ensure success in writing, including assistive technology 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/1UBZQEr1rwY6fIdZB2OQUJlGYne2AGOdj/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404496

NYSED Biology Investigations Refresher: Building Student Skills and Maximizing Student Agency *IN PERSON* Facilitated by Glen Cochrane - 8:30-2:30pm
2027-03-11 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/1w8I7Q1hjsBr3kU8HijAsSSoqFLvPTozd/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5414140

Conflict Agility: Turning School Tensions into Collaboration and Capacity *IN PERSON* facilitated by Robert Feirsen, Ed.D. and Seth Weitzman, Ed.D. - 8:30-11:30am
2027-03-15 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Conflict in polarized school communities is a continuing challenge for today’s school leaders. Administrators routinely encounter intense, emotional conversations involving parents, educators, students, and community members-often around high stakes issues such as curriculum, student services, equity, and school climate. When perspectives are deeply dissonant, conflict can constrain problem solving, erode trust, and constrain efforts to meet student needs. Too often, leaders respond by avoiding contentious issues or relying on authority based approaches that escalate tension rather than resolve it. This interactive workshop will help school leaders develop the skills and mindset needed to lead through conflict rather than around it. Drawing on research from peace studies, education, organizational psychology, and design thinking, participants will explore the roots of conflict in schools and examine why polarization intensifies under pressure. The session will emphasize how conflict-when skillfully engaged-can become a catalyst for collaboration, trust building, and increased organizational capacity. Participants will engage in realistic case studies addressing common leadership flashpoints. They will apply a structured framework for navigating complex, emotionally charged disagreements while keeping student needs at the center of decision making. Participants will leave with practical strategies they can immediately apply in their schools, as well as tools to turnkey professional learning for their leadership teams-helping create cultures where constructive dialogue replaces avoidance and conflict becomes a driver of school improvement rather than division. 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/1DRB7h8t0c8aKoo07uGyf5mkrncC4TCbW/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5415835

Building Skilled Writers: Research‑Aligned Strategies for K-6 Teachers *IN PERSON* facilitated by Lauren Kolbeck Szulc and Deborah Linscott-Feinstein - 8:30-2:30pm
2027-03-16 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: Classroom teachers grades 1-6, reading teachers, literacy coaches, ELL teachers and administrators Unlock the research‑backed principles of effective writing instruction in this focused workshop designed for K-6 educators. Grounded in the latest literacy science-and informed by key practices drawn from The Writing Revolution and The Writing Rope-this session equips you with powerful, practical strategies for planning and teaching writing units that truly engage young writers. You’ll explore the essential components of high‑quality writing instruction, examining how foundational skills such as transcription, handwriting, and spelling support higher‑level abilities like sentence construction, paragraph development, and genre structures. Throughout the day, you’ll engage in hands‑on activities and guided practice that demonstrate how systematic, explicit instruction strengthens both linguistic and cognitive skills. You’ll learn how intentional scaffolds and carefully sequenced tasks can reduce cognitive load, enabling students to focus on the right skills at the right time and experience greater success. The workshop also highlights how to embed recursive opportunities into your yearlong writing plan so students revisit and deepen key skills over time. By the end of the session, you’ll walk away with actionable tools you can immediately apply to support confident, capable writers 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/1ha8bbArQRDG5LVmj-o5WelNnJgG1n5J1/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393028

Neurodivergent Learners: What Educators Need to Know to Help Them Thrive VIRTUAL 3-hour Workshop facilitated by Joan Fretz - 8:30-11:30am
2027-04-07 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/1WbJNe8uOMVgDKKr6jpX9hzY19wYUB31h/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406239

Taking the Challenge out of Conversations: How to Communicate so You'll Both Feel Heard VIRTUAL 3-hour Workshop facilitated by Joan Fretz - 8:30-11:30am
2027-04-13 08:30 - 11:30 | Virtual Conference
Challenging times call for school adults to communicate issues and needs without judgment or blame. This workshop introduces a simple 4-step process for improving our ability to: 1) say what we are observing without evaluation, 2) listen for and acknowledge the feelings and needs of others, 3) state our needs, and 4) make requests instead of demands. Developed by Marshall Rosenberg (Non-Violent Communication) and further developed by Oren J. Sofer (A Mindful Approach to Non-Violent Communication) this process serves as an effective way for school adults to communicate without judgment and have their own needs met as well. Creating schools where people want to teach and learn begins with how we communicate. 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/1Iy6tFdlq3vIX_yHix-gkqHNyUYmVmhT3/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406328

Writing with Linguistically Diverse Learners VIRTUAL Three-hour session facilitated by Dana Brown - 8:30-11:30am
2027-04-15 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/1bdf_q0xwSGgverP_4RnmAt0EUgXvH5m2/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404519
