Western Suffolk Boces

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 (America/New_York) | 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

Mirror the Mission: Modeling the Mindset You Expect VIRTUAL 3-hour Workshop facilitated by Dr. Chelsee Hudson Jacobs - 8:30-11:30am
2026-10-27 08:30 - 11:30 | Virtual Conference
This interactive session supports educators in aligning their actions, behaviors, and instructional practices with the expectations they have for students. Using the New York State Portrait of a Graduate framework, participants will reflect, analyze, and design a personal “teacher portrait” to strengthen their impact. Participants will: -Build community with fellow educators -Analyze the components of the New York State Portrait of a Graduate -Identify how teachers can model desired student behaviors and mindsets -Create a personal Teacher Portrait highlighting strengths and growth 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/1w8_JbNAdfmx0a2gePy0juyL3UMJXx1Bs/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5425613

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

Specially Designed Instruction *IN PERSON* facilitated by Michelle Levy - 8:30-11:30am
2026-11-16 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Specially Designed Instruction (SDI) is the core of special education, defined under IDEA as adapting content, methodology, or delivery to address a student’s unique, disability-related needs. It ensures access to the general curriculum and progress toward IEP goals, focusing on specialized, evidence-based strategies tailored to individual learning requirements. Participants will be able to 1) develop introductory knowledge of specially designed instruction (SDI); 2) Identify ethical & legal reasons for the use of SDI; 3) Be able to define SDI & its purpose 4) Understand the relationships between SDI & other instructional strategies 5) Be able to describe SDI & its core elements 6) Differentiate between accommodations & modifications 7) Practice selecting appropriate SDI based upon student needs & characteristics 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/1cY5V9VkRFyqa7AMlv7YYPdxOxNVQ8EAs/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5397588

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
2026-11-16 08:30 - 14:30 | 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/1gg1hC9pG06JNTkoIcEUExb_Y7tEw20bM/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5415541

The CIA Connection: Curriculum, Instruction & Assessment *IN PERSON* facilitated by Laura Guggino-Hastings - 8:30-2:30pm
2026-11-16 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
What happens when curriculum, instruction, and assessment truly work together? This full-day workshop explores how aligning what we teach, how we teach, and how we assess learning creates clearer, more effective instruction and stronger student outcomes. Participants move beyond lesson planning in isolation and instead design cohesive, standards-aligned learning experiences. Educators engage in hands-on work unpacking standards, designing learning objectives, and selecting high-impact instructional strategies such as mini-lessons, guided practice, and “I Do, We Do, You Do.” Attention is also given to engagement strategies, differentiation, and scaffolding for diverse learners. A strong focus is placed on assessment as a tool for learning, including formative strategies like exit tickets, conferencing, rubrics, and observational data. Participants can apply the CIA framework by revising or creating a lesson or unit they can immediately use. Educators leave with practical tools, templates, and a clear framework for strengthening instructional coherence and student learning. 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/1aiG_kqO528eBN7QO-LfGWl7Q9DwlO5ue/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5418303

Writing with Students with Disabilities VIRTUAL Three-hour session facilitated by Dana Brown - 8:30-11:30am
2026-11-17 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/1z55YqHCrcMWY-S8JmiDYSvIrlt959oPM/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404356

The Art of Co-Teaching (Level 1) Building the Blueprint Together with Purpose and Clarity 3-Hour *IN PERSON* Workshop Facilitated by Consulting that Makes a Difference-8:30-11:30am
2026-11-17 08:30 - 11:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
This engaging, interactive, and practical workshop is designed specifically for educators who are new to co-teaching or are preparing to begin their journey as co-teaching partners. Whether you are a general education teacher, a special education teacher, or a support specialist entering a co-taught classroom for the first time, this workshop provides the essential foundation to ensure a strong, collaborative, and effective partnership. Co-teaching has become a widely used instructional model in schools that strive to provide inclusive learning environments where all students, including those with diverse learning needs, can thrive. However, effective co-teaching requires far more than placing two educators in the same room. It demands thoughtful planning, consistent communication, and a clear understanding of roles, responsibilities, and instructional strategies. This Level 1 training is designed to equip co-teachers with the tools, techniques, and shared language they need to establish a successful working relationship from the start. 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/1jB7SHNR2DJ3u8kFc2wx5eaPzxH9VUQ0n/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409061

Small Groups, Big Growth: Science‑Aligned Instruction for K-2 Readers *IN PERSON* facilitated by Lauren Kolbeck Szulc and Deborah Linscott-Feinstein - 8:30-2:30pm
2026-11-17 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Audience: K-2 Classroom teachers, reading teachers, literacy coaches, ELL teachers and administrators Early readers deserve instruction that is clear, intentional, and rooted in what we know works. This high‑impact session brings the Science of Reading to life for K-2 classrooms, spotlighting the small‑group practices that build strong, confident beginning readers. You’ll explore explicit, assessment‑driven routines that strengthen phonemic awareness, phonics knowledge, and early application in connected text-right where young learners need it most. We’ll dig into practical ways to integrate decodable texts with your phonemic awareness and phonics programs so instruction feels seamless, supportive, and aligned with research. You’ll also receive a set of gradual‑release small‑group lesson plans designed specifically for early readers. You’ll walk away with: -Research‑aligned small‑group structures tailored to K-2 -Routines that build foundational skills with clarity and purpose -Strategies for using decodables to reinforce transfer into reading -Ready‑to‑use tools that make small‑group time powerful and productive You’ll leave energized, equipped, and ready to elevate your K-2 small‑group instruction with the Science of Reading at the center. 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/1WtmT0-8yKrFl9X7kpQ_h_iUi6uGUbWFv/view?usp=sharing
Registration; https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5392794

Vocabulary in the Content Areas (6-12) *IN PERSON* facilitated by Mike Ochs - 8:30-2:30pm
2026-11-17 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
Content-area learning depends on vocabulary and knowledge. This workshop focuses on practical routines for teaching academic and domain-specific vocabulary in science, social studies, and beyond. Teachers learn how to select, teach, and revisit words so they support comprehension and writing across subjects. 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/1RQAaG2RTL7mfBoG_jAjcbrS_iSRty8tR/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5407907

Reflect, Refine, Redesign: A Collaborative 2-Day Workshop for NYSSLS Biology *IN PERSON* Presented by Glen Cochrane - 8:30-2:30pm
2026-11-17 08:30 - 2026-12-04 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/1r-FkqhQ3A7QRbGJiPnvlzVgDC_DQx2uy/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5413815

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
2026-11-18 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/1dsvcjBNO-dB09hlKZ6ZcGg_JRqyi3fRk/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406313

THE SCIENCE OF READING FOR MULTILINGUAL LEARNERS TOOLKIT BRIEF #2 Teaching Reading in Multilingual Classrooms: Moving Beyond A Deficit Perspective VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm
2026-11-18 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: -How to build upon early exposure to language, songs and stories in the home -Understand the concept of dynamic assessments and how to use family input to better understand a student’s true capabilities -Build family partnerships by gathering insights about language use, literacy practices and daily life to affirm student identities and experiences -Use home languages to promote equity engagement and academic achievement for all 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/1BJ_AfrqDJkt6euV4v5UDTyblzuAA9NVu/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5404382

The 7 Attitudes of Mindfulness VIRTUAL 1-1/2 hour Workshop facilitated by The Zen Den's Michelle Anglisano and Kristen McDermott-4:30-6pm
2026-11-18 16:30 - 18:00 | Virtual Conference
A meditation inspired by Jon Kabat Zinn. This can be adapted to a 7 week program. Join us for a guided meditation workshop designed to explore the essence of mindfulness through reflection and practice. Together, we’ll answer questions such as: -What is mindfulness? -How can I bring it into my daily life? -Why is being mindful important Through meditation and thoughtful discussion, participants will explore the 7 attitudes of mindfulness-practical principles that help cultivate awareness, compassion, and presence. You’ll leave with tools to incorporate mindfulness into everyday moments, creating a calmer, more balanced, and intentional way of living. Eligible for 1-1/2 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1GQBjEJ1rgCtZKyibQ_jqd-N5Vb5VBJdJ/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5406534

Effective CSE/CPSE Chairperson Leadership: Navigating Legal and Regulatory Compliance *IN PERSON* Facilitated by Consulting that Makes a Difference-8:30-2:30pm
2026-11-19 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
In today’s evolving educational landscape, the role of the Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE) Chairperson is more vital-and more complex-than ever before. Chairpersons are responsible for ensuring that students with disabilities receive a free appropriate public education (FAPE) in the least restrictive environment (LRE), while also maintaining compliance with the Individuals with Disabilities Education Act (IDEA), and other applicable federal and state guidelines. This workshop is a comprehensive, in-depth workshop designed to equip current and aspiring chairpersons with the tools, strategies, and legal knowledge necessary to lead effectively. Through interactive discussions, practical case studies, and collaborative learning, participants will gain the confidence and expertise to make informed, student-centered decisions while upholding the highest standards of regulatory compliance. Whether you are newly appointed, experienced but looking to sharpen your skills, or are part of a leadership team seeking consistent districtwide practices, this workshop will support your professional growth. 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/1hOKCRSofxCChN4A5mxI0ghEvpPgPgyRV/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5409260

T. E.A.M: Teaching Educators Adaptive Methodologies: A Hybrid Approach to Instructional K-12 Design *IN PERSON* facilitated by Dr. Melissa Jacobs - 8:30-2:30pm
2026-11-19 08:30 - 14:30 | JEA Alternative School, 31 Lee Ave, Wheatley Heights, NY, 11798-1837, United States
A world where every individual teacher sees themselves as a Community Architect. A world where teachers find ways to work together to create a village of learning. Building a village is a necessary part of being an educator in a world often siloed and polarized. Instead of creating greater spaces for adaptation we often find ourselves blocked by various impediments that work against mentorship and innovation. This course is designed to break through those obstacles in a clear way, help find support and infrastructure through your own collaboration capsule and build community within the spaces where you sometimes find yourself more isolated. This is one of the adaptive methodologies the course is designed to heighten. In this course educators will create one of the first adaptive methodologies that work to break down silos. Collaboration capsules in the K-12 space are designed to support innovation and experimentation which can cross pollinate between grade levels and subject areas. This is a designed space specifically where reciprocal relationships can live, and lessons can offer greater support for experimentation between colleagues, within different buildings in districts and to other schools. 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/1FmjnCcNjz_CbsQI1ODj33f6uekA-5IFd/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5410805

Tuck Test Prep into Your Best Literacy Practices Across the School Year *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm
2026-11-20 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 you looking to seamlessly integrate test preparation into your daily curriculum without sacrificing authentic literacy instruction? Join us for a hands-on workshop designed to help Grades 3-8 educators maximize the performance of their students in reading and on the NYS ELA exams. This seminar will provide you with for organizing and implementing ELA test preparation seamlessly into your narrative, argument, and informational reading and writing units. We will move beyond rote practice across the year, instead treating the state test as a “transfer genre” so you can reteach transferable strategies already embedded within your reading and writing programs. Join us for a hands-on day tailoring vocabulary study, close reading, multi-media activities and writing strategies designed to meet the NYS ELA expectations later in the school year. Tap the profuse resources yielded from brain-friendly strategies such as: -embedding academic language and analytical question stems across the year that help maximize the performance of your students on the NYS ELA. -incorporating multisensory activities to help your strugglers synthesize nonfiction text features with informational text passages that resemble test passages but match your existing units. -teaching from academic word lists taken from the NYS ELA. -using instructional charts that work well across a variety of units to bolster the academic language of the ELA. -scaffolding metacognitive strategies for tackling short texts. -teaching paragraph and essay structures that foster good writing while accessing the writing structures of the NYS ELA.
Flyer: https://drive.google.com/file/d/1pYv8iMs0nhmo_TNdZ3lllC3oDs0Zto0E/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5393407

Informal Writing Assessment VIRTUAL 3 hour Workshop facilitated by Amy Siracusano - 8:30-11:30am
2026-11-23 08:30 - 11:30 | Virtual Conference
This workshop will teach you how to develop informal assessments for writing in the classroom from foundational skills through essay writing using the NY State Next Gen Standards as a guide for end of year learning outcomes. 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/16GaJtzU7YVeDw9PV3uw1X2vlh4eb4xI9/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5417505
