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1. Substance Use Counselor Circle

Program: Curriculum & Instruction: Mental Health Consortium

Location: Nassau BOCES - Mental Health Services Virtual Professional Development (Westbury, NY) - virtual

Audience: school substance counselors

Dates: 2/7/2025

Location: virtual

Moderated by LICADD Topic TBD

2. Substance Use Counselor Circle

Program: Curriculum & Instruction: Mental Health Consortium

Location: Nassau BOCES - Mental Health Services Virtual Professional Development (Westbury, NY) - virtual

Audience: school substance counselors

Dates: 4/4/2025

Location: virtual

Moderated by LICADD Topic TBD

3. Depression is More Than Sadness: An Epidemic in Our Students Today - LILIE (IN-SERVICE )

Program: Curriculum & Instruction: Online Learning

Dates: 6/1/2025 to 6/28/2025

Location: Virtual

Course # EDUU 9805 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Mental illness, social-emotional awareness and our students' overall well-being is part of our classrooms today. Teaching is no longer just reading and writing. In this course, we will equip educators to understand, connect and manage depression. We will see how depression demonstrates itself within varying communities and culture and with different age groups. With the statistics surrounding depression growing each year, relating to & managing this disorder is vital to success in our hallways & classrooms. The course will instruct participants about what defines depression, the various types of depression, the signs and symptoms of depression and what schools & teachers can do to support students. Further, we will study and review common approaches to treating and managing depression - both in and out of school. A full discussion on typical medications and holistic approaches will occur, as well as a focus on communication skills and appropriate terminology to connect and reach families.

4. Engaging Family: Strengthening Ties through an Equity Based Approach - In Service

Program: Curriculum & Instruction: Online Learning

Dates: 7/1/2025 to 7/28/2025

Location: Virtual

Course # TBA Instructor: Kerri Coudrey GRAD THROUGH UMASS GLOBAL OR IN-SERVICE "Engaging Family: Strengthen Ties through an Equity Based Approach” is a course designed to help educators improve their skills in building strong, supportive relationships with families from diverse cultural backgrounds. This course will focus on using an equity-based approach to family engagement, which involves actively working to eliminate barriers and create opportunities for all families to participate in and benefit from their children's education and development. Throughout the course, participants will learn about the importance of cultural responsiveness in family engagement, including how to recognize and respect the unique values, beliefs, and practices of different cultural groups. They will also learn how to use a variety of strategies and techniques to effectively communicate with and support families, including through the use of interpreters, home visits, and other forms of outreach to work towards developing a deeper understanding of the complexities of family engagement and gain practical skills for building strong, supportive relationships with families from diverse backgrounds. This course must be approved by District prior to start of class.

5. Maximizing Strengths and Abilities Supportive Approach for Students with Learning Diversity- LILIE (GRAD THROUGH UMASS GLOBAL)

Program: Curriculum & Instruction: Online Learning

Dates: 7/1/2025 to 7/28/2025

Location: Virtual

Course #: EDUU 9072 Instructor: Carmella Currao-McAleavey GRAD THROUGH UMASS GLOBAL OR IN-SERVICE "Learning diversity” recognizes that individuals with learning disabilities have unique strengths and abilities, and emphasizes the importance of building on these assets in order to support their learning and development. The concept of learning diversity acknowledges that there is diversity within the ways that individuals learn, and that this diversity should be valued and supported rather than viewed as a deficit emphasizing the importance of creating inclusive and supportive learning environments that recognize and accommodate the needs of all learners, including those with learning disabilities. By using an asset-based approach and framing learning disabilities as learning diversity, educators can shift their focus from deficits to strengths, and work to create inclusive and supportive learning environments that empower all students to succeed. This course will also focus on strategies for helping students with learning diversities succeed in the classroom with techniques for differentiating instruction, adapting materials and assessments, and using assistive technology. In addition, there will be continual exploration in which culture can impact learning and considering the unique needs and experiences of students from diverse backgrounds. Overall, the goal of this course is to provide educators with the knowledge, skills, and strategies they need to support and empower students with learning diversities to reach their full potential.

6. Teacher Rescue: Preventing and Reversing Burnout - In Service

Program: Curriculum & Instruction: Online Learning

Dates: 7/1/2025 to 7/28/2025

Location: Virtual

Course # EDPD 624 Instructor: Cathy Carella-Dean GRAD THOUGH MANHATTAN COLLEGE OR IN-SERVICE The role of an educator has increasingly become more and more demanding. In addition to being content specialists, or service providers, educators find that their roles encompass so much more than delivering instruction and/or services. Educators' daily work includes elements of counseling, caregiving, mentoring, mediating, coaching, and so much more. Over time, these demands can lead educators to feel "burnt out.” This course will give participants the tools to recognize what teacher burn out is and how it negatively impacts teacher and student outcomes. Participants will go beyond identifying issues and will analyze research-based strategies, techniques, and actions to help prevent or reverse burn out. Educators will learn about the positive and invigorating effects of participating in PLCs, PDs, stress management activities, reflections, and leadership opportunities. Educators will discuss and analyze research-based, best practices that improve instructional strategies and collaborative approaches to student learning. Educators will examine their underlying personal beliefs, norms, practices, and assumptions, and reflect on how a student's race or culture may have influenced school culture. Educators identify they will implement to meet the needs of their students with a careful eye to how cultural responsiveness works to achieve this. Educators will synthesize fresh lesson plans and faculty presentations that improve student outcomes and serve to prevent and reverse teacher burnout. This course must be approved by District prior to start of class.

7. The Good & Bad of social media: Function, Psychology & Usefulness of social media in our Students & Classrooms Today - In Service

Program: Curriculum & Instruction: Online Learning

Dates: 7/1/2025 to 7/28/2025

Location: Virtual

Course #: EDKU 9689 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Today's standards place a heavy emphasis on the various types of technology in the classroom. This course focuses on the social, physical and academic impact of social media on our students, their well-being and their learning. We will analyze and evaluate the role of social media today and its impact on teens in order to discover ways to link popular medias and apps with both academic and personal success. The course will study both the positive and negative roles social media plays in kids' lives, as well as educate Participants on how to utilize this type of technology in our classrooms to foster meaningful learning. Through the lens of culturally responsive practices and growing our own critical consciousness, participants will learn about methods to support and strengthen the success of all students and their unique and diverse backgrounds. Specifically, we will read about incorporating Common Core standards while teaching with social media. In addition to strategies and technology that supports both participants and students, a timely and valuable benefit of this course will help educate and better protect students on the dangers of social media while focusing on the positive connections to their education. Further, participants will discuss how to appropriately integrate critical consciousness with their students and to have that dialogue within the classroom. Additionally, grouping and instructional practices regarding cultural responsiveness will be discussed as well. This course must be approved by District prior to start of class.

8. Virtual L2RPT EOY Review for Funding and Accountability

Program: Student Support Services: State Reporting

Dates: 7/22/2025

Location: Zoom

This session is designed to help participants understand the connection between reported data and the reports that directly impact funding and ESSA Accountability outcomes. This meeting will be virtual via Zoom. Registrants will receive a link the morning of the meeting. This workshop is for DDC's, CIO's and Assistant Superintendents for Curriculum.

9. Affirming Student Identity: Curators of Content - In Service

Program: Curriculum & Instruction: Online Learning

Dates: 8/1/2025 to 8/28/2025

Location: Virtual

Course #: TBA Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Affirming student identity refers to the practice of recognizing, valuing, and supporting the diverse identities of our students, including but not limited to race, ethnicity, gender, sexual orientation and ability. We implement this through inclusive curriculum, classroom practices, and interactions. Additionally, we need to provide authentic resources that support marginalized groups and fosters a positive sense of self-worth among all students. We need to empower students to take an active role in selecting, organizing, and presenting the content they are learning. By providing students the opportunity to curate their own learning experiences they can develop critical thinking, problem-solving, and strong communication skills. We can implement this in a variety of ways, such as project-based learning, student led discussions, and diverse student curated resources. **This course must be approved by District prior to start of class.**

10. New Administrator Collegial Circle for Secondary Level Leaders

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS3

Audience: Secondary Level School and District Administrators

Dates: 8/14/2025 to 4/23/2026

Location: LS3

"Know thy impact. The greatest gift we can give our students is a belief in their ability to learn - and the leadership to make it possible." - John Hattie

Connect. Refine. Lead. Reflect

Join a powerful network of new school administrators, at the secondary level, committed to collaboration, growth, and student-centered leadership.

Our New Administrative Collegial Circle for secondary level leaders is a perfect place for you to connect with other educational leaders to share experiences, refine your skills and work collaboratively with others

Participants will:

Connect with Peers: Build meaningful relationships with fellow administrators in a supportive, judgment-free space.

Refine Your Practice: Engage in real-time problem-solving, leadership protocols, and skill-building conversations.

Lead with Confidence: Walk away with useful tools, new perspectives, and renewed purpose for leading your school.

Reflect without Judgment: Look back on past experiences and create new leadership strategies for the future.

Please note: Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau Boxes workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this time frame, the participant/district will be billed.

11. Literacy Leadership Series with The Reading & Writing Project at Mossflower

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR 1, 2, 3

Audience: Superintendents, Curriculum Directors, Principals, APs, Coaches

Dates: 8/19/2025 to 5/4/2026

Location: CR 1, 2, 3

Each and every day, the work of teaching children to read and write is both urgent and joyful. But those of us who lead this work-who guide and grow the teachers who guide and grow our readers and writers-need places to come together. We need to study alongside colleagues who share our vision, to wrestle with challenges, to celebrate progress, and to imagine what's possible.

This series of six Literacy Leadership workshops is designed for just that purpose. Across the 2025-2026 school year, literacy leaders from across Long Island will gather to build a shared vision for powerful, equitable reading, writing, and phonics instruction.

Led by The Reading & Writing Project at Mossflower, each session will blend big-picture thinking with the kinds of nitty-gritty practical tools that you can bring back to your schools right away. Together, we'll study research, analyze student work, rehearse coaching moves, and plan for meaningful professional learning experiences in your districts.

Most of all, this series will offer a community of thought partners-fellow leaders who believe, as you do, in the transformative power of literacy.

Please note: Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

12. In-person State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR 1,2,3

Dates: 9/10/2025

Location: CR 1,2,3

This workshop will cover new Level 0 Updates, new SIRS Manual data elements, upcoming data deadlines and certification dates, and various NYSED policies and procedures. This meeting will be in person at the Nassau BOCES Lupinskie Center. Please show ID at the door.

13. Literacy Coach Collegial Circle

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS 2

Audience: Literacy Coaches

Dates: 9/15/2025 to 5/20/2026

Location: LS 2

Closed

Our Literacy Coach Collegial Circle is the perfect place for you to connect with other educators in your position, share best practices, and refine your coaching skills.

Engage in reflective discussions and problem-solving sessions with experienced literacy coaches.

Dive deep into research-based instructional strategies and explore innovative approaches.

Collaborate with a supportive community of practice to enhance your coaching practice.

Share lesson plans, resources, and success stories to inspire and empower fellow coaches.

Please note: Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

14. Virtual Social Studies Collegial Circle (for Nassau Districts)

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES - Virtual Professional Development (Westbury, NY)

Audience: Chairperson, Director, Coordinator

Dates: 9/18/2025 to 6/18/2026

Nassau BOCES is joining, once again, with Western Suffolk to offer monthly Social Studies Collegial Circles for administrators and coordinators to connect, share resources and discuss important issues. The group has proven to be an incredible support system for those who have participated.

All meetings will be held virtually from 9am-10am.

15. Virtual ELA Collegial Circle (for Nassau Districts)

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES - Virtual Professional Development (Westbury, NY)

Audience: Chairperson, Director, Coordinator

Dates: 9/18/2025 to 6/18/2026

Nassau BOCES is joining, once again, with Western Suffolk to offer monthly ELA Collegial Circles for administrators and coordinators to connect, share resources and discuss important issues. The group has proven to be an incredible support system for those who have participated.

All meetings will be held virtually from 10am-11am.

16. Virtual Math Specialist Collegial Circle - 10 Session Series

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES - Virtual Professional Development (Westbury, NY)

Audience: Grades K-12 Math Teachers, Math Coaches, and Math Instructional Support Teachers

Dates: 9/19/2025 to 6/12/2026

Join fellow math teachers from across Long Island in a ten-session Collegial Circle Series designed to support and inspire your work in the classroom. Connect with peers who are passionate about improving math teaching and learning in their schools, and come ready to share ideas, discuss challenges, and explore new strategies together.

Each one-hour virtual session provides a welcoming space for thoughtful conversation, reflection, and collaboration with colleagues from other districts. Grounded in the belief that we grow through shared learning, this series offers opportunities to deepen your teaching practice, gain fresh perspectives, and work together toward stronger, more effective math instruction for all students.

Each meeting's agenda is shaped by the interests and needs of participants, with a brief survey sent the week before to gather input and guide our conversation.

Registration on Frontline will register you to attend all 10 sessions. Upon registration and prior to the inaugural meeting, you will receive a calendar of events with Zoom & survey links.

Please register in Zoom with the same email address that was used to register on Frontline.

17. RTI/MTSS Implementation Workshop: From Core Components to Real-World Success in K-12 Education (5 Sessions)

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES - Virtual Professional Development (Westbury, NY) - CR 123

Audience: Teachers and Administrators

Dates: 9/22/2025 to 3/19/2026

Location: CR 123

This comprehensive workshop is designed to equip educators with the foundational knowledge and practical skills needed to implement a successful Response to Intervention (RTI) or Multi-tiered Systems of Support (MTSS) program within their K-12 schools. RTI/MTSS is a multi-tiered framework aimed at providing targeted support to students based on their individual needs, ensuring that all learners have the opportunity to achieve academic, social-emotional and behavioral success.

Over the course of five sessions, participants will delve into the core components of RTI, explore effective strategies for designing student action plans, examine targeted intervention techniques, learn how to collect and analyze data to inform instructional decisions, and consider the unique needs of diverse learners, including those with social-emotional learning (SEL) needs and English language learners (ELL).

Please note: Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

18. Virtual Science Administrator Collegial Circle

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

Location: Nassau BOCES - Virtual Professional Development (Westbury, NY)

Audience: Science Administrators, Chairpersons, Specialists, Coaches

Dates: 9/25/2025 to 5/28/2026

Join fellow K-12 science administrators and instructional leaders to collaborate, problem-solve, and share strategies for strengthening science teaching and learning. This year-long virtual Collegial Circle Series offers a professional space to connect with peers, reflect on challenges, and explore solutions that support your district's implementation of the New York State Science Learning Standards (NYSSLS).

Each one-hour session provides a supportive environment for discussion, reflection, and cross-district collaboration. Participants will examine key curriculum shifts, including integrating Investigations and three-dimensional learning, discuss emerging trends in science instruction and assessment, and share actionable strategies to improve student outcomes.

Registration on Frontline enrolls you in all sessions. Please use the same email address to register on Zoom that you used to register on Frontline.

19. [ENL] Balanced Literacy Grades K-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

All About Balanced Literacy and English Language Learners Grades K-8 Participants in this e-course will learn how the balanced literacy components of phonemic awareness, phonics, fluency, vocabulary and comprehension to work into a balanced reading, writing, listening and speaking curriculum geared specifically for ELLs. Research-based strategies that engage effective instruction, as guided by sound scaffolding techniques, work seamlessly into successful balanced literacy programs when applied intentionally - participants will learn all of this, and more. Ancillary materials for immediate implementation will include rubrics, checklists, lesson plans and strategy guides.

Course Outcomes:
Use reading, writing, listening and speaking strategies to effectively scaffold student learning. Develop the skill and ability to leverage online and off-site resources to teach using balanced literacy strategies and techniques.

Enrolled: 40/500
Wait: 0/0

20. [ENL] Best Literacy Practices
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
After analyzing modules to determine the best embedded practices that support diverse English language learners, participants will divide by grade bands to learn the best practices embedded within them. Looking at and analyzing module samples will teach them how to identify specific best practices in action, and what makes them best as a strategy and an action, providing the foundations for differentiation and close reading strategies. Participants will identify best practices pertinent to the grade and discipline they teach, and work them into assignments that scaffold into a final project.

Course Outcomes:
Analyze lessons to identify embedded best practices that support the diverse language needs of ELL students.
Glean and apply new best practices by working them into unit and lesson plans presently being taught.
Implement and reflect upon best practice strategies

Enrolled: 53/500
Wait: 0/0

21. [ENL] Building Reading Comprehension Grades PK-3
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
The building blocks to effective reading comprehension begin in the primary grades with explicit instruction, teacher modeling and lots of guided practice. Under this umbrella, participants will learn to teach reading comprehension, geared specifically for the needs of ENLs, through the effective strategies that build student capacity. Story structure, graphic representation, reciprocal questioning, retelling and summarizing are some of the approaches under study. All strategies overviewed will include tools for implementation.

Course Outcomes:
Acquire and apply the skills needed to effectively teach reading comprehension in primary grades for ENLs.
Plan for and implement the strategies that build student capacity through teacher modeling, guided practice.

Enrolled: 44/500
Wait: 0/0

22. [ENL] Close Reading Strategies Grades 3-8
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
While many students will develop their own methods to read complicated text, answer high-level questions and respond with written products, many ENLs will struggle with reading complex text and the close reading strategies that support it. We now know there are numerous approaches to teach close reading with, all of them working in numerous ways to parcel through multiple layers of text complexity, even for ENLs. From chunking to note taking with purpose, to using visuals and other multi-sensory approaches, participants will gain a repertoire of strategies with which to teach close reading successfully to all students, including ENLs.

Course Outcomes:
Understand what it means to ""close read"" with a strategy for ENLs.
Understand and gain insight into the close reading requirements of the Common Core State Standards.
Apply new strategies to the teaching of close reading to English language learners.

Enrolled: 18/500
Wait: 0/0

23. [ENL] Creating Inclusive Environments for ELLs **AI Assisted**
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

Creating Inclusive Environments for ELLs

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ Enrollment Code: f668ww and instructions on how to enroll can be found: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description: Creating inclusive environments for English Language Learners requires thoughtful planning, supportive classroom practices, and ongoing reflection. Participants will review strategies that promote language development, student engagement, and academic success. Instructional practices explored will include differentiation, scaffolding, culturally responsive teaching, use of visual supports, structured peer interaction, and building strong classroom routines that support multilingual learners.

Course Outcomes: Investigate and apply strategies to create welcoming and inclusive classrooms for English Language Learners.

Implement instructional supports and differentiation techniques to meet the needs of diverse learners.

Identify and use classroom practices that encourage participation, confidence, and language growth for ELL students.

Credits: 2
Enrolled: 0/500
Wait: 0/0

24. [ENL] Data-Driven Decision Making
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Instructional decision-making hinges on variables that can change by the minute, the hour, and the student. The many forms that data take can inform rich instruction. It's all about driving the right data to the right instructional strategy. This course will focus on deep data digs, gaps analysis, and meeting the needs of second language learners.

Course Outcomes:
Glean and analyze valuable information about student performance from data, focusing on ENLs.
Look at and analyze multiple data sets to plan instructional strategy with. Data will include formative and summative sources focused on drawing accurate information about the language performance of ENLs.
Use data to plan instruction for ENLs with.

Enrolled: 21/500
Wait: 0/0

25. [ENL] Differentiating in Bilingual Classrooms, Grades 6-8
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Teaching and differentiating in inclusive classrooms requires careful and flexible planning and creativity. Through design, re-design, and research-based, field tested strategy in inclusive classrooms, participants will invent and reinvent lessons using effective methods for differentiation, with a focus on ELL growth. Learning profiles, interest survey cognitive-friendly learning environments, SIOP strategies, tiered questioning and student ""hooks"" for rigorous learning application are some of the takeaways of this e-course.

Course Outcomes:
Create differentiated lessons for inclusive classrooms through design and strategy.
Practice with the strategies that lead to effective and diverse learning environments.
Plan flexibly using tools, resources, and new strategy to address the needs of diverse learners.

Enrolled: 13/500
Wait: 0/0

26. [ENL] Differentiating in Bilingual Classrooms, Grades K-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Teaching and differentiating in inclusive classrooms requires careful and flexible planning and creativity. Through design, re-design, and research-based, field-tested strategy in inclusive classrooms, participants will invent and reinvent lessons using effective methods for differentiation, with a focus on ELL growth. Learning profiles, interest survey cognitive-friendly learning environments, SIOP strategies, tiered questioning and student ""hooks"" for rigorous learning application are some of the takeaways of this e-course.

Course Outcomes:
Create differentiated lessons for inclusive classrooms through design and strategy.
Practice with the strategies that lead to effective and diverse learning environments.
Plan flexibly using tools, resources, and new strategy to address the needs of diverse learners.

Enrolled: 12/500
Wait: 0/0

27. [ENL] Differentiating with Literature Circles Grades K-8
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Literature circles with flexible grouping are a combination that works perfectly into a differentiated literacy curriculum for ENLs. With a strong record of success, literature circles continue to meet the needs of all learners. Participants in this e-course will learn the strategies that make literature circles successful, and how to leverage them effectively for ENLs, small groups, and learning centers. Tools for implementation and informal assessment include checklists, role rubrics and a host of multisensory differentiation ideas.

Course Outcomes:
Locate, develop and use the tools needed to effectively differentiate instruction for ENLs within the Literature Circle framework.
Use field-tested tools to successfully conduct literature circles that differentiate for ENLs.

Enrolled: 14/500
Wait: 0/0

28. [ENL] Formative Assessment Practices, Grades K-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor their ENL student learning, structure requisite assessment criteria, and teach to support a rapid turnaround of language results.

Course Outcomes:
Seek out new assessment resources using effective research skills that further teaching and learning.
Match grade-level assessment criteria to standards-aligned curriculum
Monitor student learning to move up individual student performance, focusing primarily on ENLs.

Enrolled: 4/500
Wait: 0/0

29. [ENL] Inclusive Classrooms
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Careful thought and planning can garner the best classroom management practices for inclusive classrooms. Participants in this course will learn how to create balanced classrooms, and evaluate their utility in various settings and scenarios to include co-teaching and collaboration. The use of appropriate supports for English language learners will be practiced with through various teaching approaches, to include co-teaching, interactive teaching, parallel teaching, and through lesson development. Participants will glean useful learning strategies as they align with teaching of core content for inclusive settings.
Course Outcomes:
Understand how to plan for and apply research-based strategies to classroom management practices in inclusive classroom settings.
Understand what balanced classrooms look like, and plan similarly using various teaching methods and models.
Align management strategy with content goals based on industry best practices for inclusive K-5 settings focused on ELL growth.

Enrolled: 38/500
Wait: 0/0

30. [ENL] Literacy Strategies for Tier II and III Learners, Grades 3-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Consistent use of reading and writing strategy across all content areas continues to turn around the language skills of English language learners, particularly those who struggle. Participants will finish this e-course with a compendium of strategies and tools to aid ENLs and struggling learners with, using researched and field-tested implementation ideas.

Course Outcomes:
Use same strategy ideas across all content areas to leverage ENL student success with.
Glean and apply multiple strategies that aid in the successful literacy effort of struggling learners and ENLs.
Apply collaboration among multiple disciplines and plan to accommodate the needs of struggling learners.

Enrolled: 15/500
Wait: 0/0

31. [ENL] Multiple Intelligences, Multiple Learning Styles, Grades 3-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Research continues to show that providing students with multiple entry-points to learning improves performance. Tools and resources used to measure learning styles and learning preferences will be included in this rich and informative e-course focused on identifying and cultivating multiple intelligences in order to effectively plan for, and teach to our speakers of other languages.

Course Outcomes:
Acquire new tools to cultivate student intelligence with while teaching to the multiple learning styles of ELLs.
Differentiate for multiple learning styles per best practices for ENLs.
Apply strategies specific to ELLs for teaching to multiple intelligences.

Enrolled: 23/500
Wait: 0/0

32. [ENL] Planning with Differentiation in Mind
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Aligned to: Danielson Domains 1 and 2, Marzano Domains 2 and 3 Planning with purpose leads to effective instruction. This course takes learners through a variety of planning processes that align closely with pre-established learning goals, objectives, state and national standards. In addition, working knowledge of current and best instructional planning design specific to ENLs, along with the preparation that goes behind it, will highlight reflection and development. Participants will work new ideas into planning with specific purposes and ends in mind as they work out of and into the Marzano (2001) Nine Categories in Instructional Planning.

Course Outcomes:
Develop understanding and knowledge of ENL students.
Set high instructional outcomes that move ENL students toward specific ends and purposes.
Practice with accessing planning resources and resources to work into planning with.
Develop utility with resources that aid in the planning of coherent instruction for English language learners.

Enrolled: 36/500
Wait: 0/0

33. [ENL] Research-Based Literacy Strategies
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Participants will be introduced to sound and scientific research as it promotes literacy across all content areas to help ENL students build foundational skills across reading, writing, speaking and listening. They'll learn the scaffolds behind them that aid students in the important transition process across all content areas. The intentional, consistent, and rigorous teaching of reading and writing strategy that improves student achievement will engage the 90/90/90 principled approach. Participants completing this course will take away implementation tools that include graphic organizers, semantic maps, thinking aids, checklists, rubrics and more.

Course Outcomes:
Move scientific theory into classroom literacy strategy across specific content areas for ENL students.
Scaffold student progress along a rigorous strategy continuum.
Import research-based literacy strategy into lessons for rigorous application and implementation

Enrolled: 10/500
Wait: 0/0

34. [ENL] Standards-Based Writing Strategies, Gr 6-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
With a focus on expository writing geared for ENL students, participants will cull the CCSS writing and language standards for their application to content-specific writing genre within ENL instruction. In doing so, participants will level strategy and expectation with assignments as they align with state and national standards. Planning of performance writing tasks (or other writing assignments) will take central focus as participants learn to strategically scaffold in order to close grade-level achievement gaps while meeting the expectations for ENL students within the Common Core.

Course Outcomes:
Understand genre and CCSS expectations as they apply to expository writing and ENL students.
Apply new strategies to teaching for ENLs while facilitating the writing process as it applies to content area writing and CCSS expectations.
Plan and scaffold for differentiated writing tasks specific to ENL students.

Enrolled: 23/500
Wait: 0/0

35. [ENL] Standards-Based Writing Strategies, Gr K-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
This course will take participants into deep realms of text analysis in fiction and non-fiction print. Participants will examine reading selection, questioning strategy, and leveling of strategy and resources for effective scaffolding and differentiation to meet the needs of ELLs. Participants will learn about, and become familiar with, resources that determine text complexity, level libraries, take running records and use anecdotal data to analyze, evaluate, and plan for student needs.

Course Outcomes:
Use tools that determine text complexity.
Access and use resources that support text complexity, leveled libraries, the taking of running records, and formative assessment data to plan and differentiate for ESOLs.

Enrolled: 29/500
Wait: 0/0

36. [ENL] Teaching to Diversity, Grades 3-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Teaching to cultural and linguistic diversity requires careful and flexible planning, creativity, and a teamed approach that involves parents and all educational stakeholders in order to develop students' language skills. Beginning with multiple, research-based strategies for multi-cultural environments, participants will develop their ability to analyze and plan with data to differentiate between multiple learner types and varying degrees of language support.

Course Outcomes:
Practice and plan with the strategies that lead to effective and diverse learning environments in multi-cultural classrooms.
Plan flexibly using tools, resources, and a new strategy to address the needs of second language learners.
Understand the relevance of a properly structured cultural environment in meeting the diverse linguistic needs of students.

Enrolled: 20/500
Wait: 0/0

37. [ENL] Teaching to Text Complexity, Grades 3-9
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Reading strategies will focus on skill and readability as participants are introduced to leveling systems that scaffold. Participants will be introduced to the scaffolding mechanisms needed to appropriately move up text complexity in multiple genres across all subject areas for ENLs.

Course Outcomes:
Scaffold for, and teach to, text complexity.
Through practice, develop the ability to plan strategically for teaching text complexity to ELLs.
Align student-learning objectives to a strategy that teaches text complexity.

Enrolled: 4/500
Wait: 0/0

38. [ENL] The Art of Differentiating Instruction
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
The art of differentiation happens through design, re-design, and flexible teaching strategy. Participants in this e-course will reinvent lessons using research-based, effective methods for differentiation geared specifically for ENLs. They'll have opportunities to re-purpose lesson plans, understand readiness versus ability, and capitalize on brain plasticity to engage students through intellect and creativity. Learning profiles, interest surveys, cognitive-friendly learning environments, tiered questioning and student ""hooks"" for rigorous learning application are some of the takeaways to this e-course.

Course Outcomes:
Create differentiated lessons through design and strategy focused on the language needs of ENLs.
Use design strategy for mixed-ability grouping and classroom environment.
Use online and print tools for differentiation such as learning profiles, interest surveys and tiered questioning.

Enrolled: 25/500
Wait: 0/0

39. [ENL] Tools and Practices for Monitoring Progress
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Through a tiered instructional framework, participants will be introduced to tools and research-based practices of effective progress monitoring at Tiers II and III of the RtI framework with a focus on ENL students. By evaluating and becoming knowledgeable about high quality, differentiated and scientifically based instructional practices, participants will learn how to scaffold learning strategy carefully, and with increased intensity using the tools to meet their ENL students at an assessed level of performance and rate of progress. Increased achievement and closed learning gaps are among the priorities when intervening strategically.

Course Outcomes:
Use the tools of tiered instructional models to close achievement gaps for Tiers II and III ENL students.
Plan with and apply the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI and ENL students.
Plan and practice with various differentiated, scientifically based instructional technique to scaffold instruction with.

Enrolled: 14/500
Wait: 0/0

40. Building Reading Muscle, Grades 6-8
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

Building Reading Muscle, Grades 6-8

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description: Building reading muscle requires training, perseverance and constant progress monitoring. Participants will review intervention strategies that include timely response to an intervention focused on strength and strategy. Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

Course Outcomes: Investigate and construct intervention strategies focused on the response to intervention. Apply strategies to differentiate instruction for struggling learners

Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

Credits: 2
Enrolled: 23/500
Wait: 0/0

41. Building Reading Muscle, Grades 9-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Building reading muscle requires training, perseverance and constant progress monitoring. Participants will review intervention strategies that include timely response to an intervention focused on strength and strategy. Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

Course Outcomes:
Investigate and construct intervention strategies focused on the response to intervention
Apply strategies to differentiate instruction for struggling learners
Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

Enrolled: 18/500
Wait: 0/0

42. Building Reading Muscle, Grades PK-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Building reading muscle requires training, perseverance and constant progress monitoring. Participants will review intervention strategies that include timely response to an intervention focused on strength and strategy. Strategic and differentiated interventions reviewed and practiced with will include cognitive questioning, vocabulary development, peer and teacher feedback, use of graphic organizers and reflective self-monitoring strategies as they apply to middle-level learners.

Course Outcomes:
Investigate and construct intervention strategies focused on the response to intervention
Apply strategies to differentiate instruction for struggling learners
Identify, produce and implement vocabulary and questioning strategies combined with consistent use of teacher and peer feedback to build reading muscle

Enrolled: 49/500
Wait: 0/0

43. Co-teaching and Professional Collaboration
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Strong co-teaching relationships are the underpinnings for a seamless and manageable instructional environment. This course will prepare teachers to work collaboratively on mutual goals and student learning objectives in a team effort. The benefits of such effort are numerous and include: positive and scholarly collegial exchanges focused on student-centered goals and objectives, planned and orchestrated communication among each other and with students, analysis and use of data to plan effective instruction with.
Course Outcomes:
Plan collaboratively using protocols specific to effective communication resulting in higher understanding and action steps
Identify and analyze learning gaps to develop action steps
Select mutual student learning objectives and plan around those objectives with strategy

Credits: 2
Enrolled: 55/500
Wait: 0/0

44. Literacy Strategies for STEM, Grades 6 - 12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Transferring literacy skills to subjects outside of English Language Arts is easily achieved when the instruction is strategy-driven, explicit and consistently applied across subject areas. In this e-course, participants will focus on informational text and non-fiction writing across multiple subject areas. By analyzing non-fiction reading and writing in science and technical subjects, participants will understand and be able to resource supportive strategy for the consistent threading across grade-level content areas, genres, and learning styles. Tools for implementation and scaffolding will be abundant.
Course Outcomes:
Learn research-based strategy for teaching and facilitating content-focused writing sessions in support of non-fiction text
Understanding of reading and writing genre as applied to specific science and technical disciplines
Facilitate comprehension and understanding through reading strategy and responsive writing

Credits: 2
Enrolled: 10/500
Wait: 0/0

45. Literacy Strategies for STEM, Grades K - 5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Oct 1, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Transferring literacy skills to subjects outside of English Language Arts is easily achieved when the instruction is strategy-driven, explicit and consistently applied across subject areas. In this e-course, participants will focus on informational text and non-fiction writing across multiple subject areas. By analyzing non-fiction reading and writing in science and technical subjects, participants will understand and be able to resource supportive strategy for the consistent threading across grade-level content areas, genres, and learning styles. Tools for implementation and scaffolding will be abundant.

Course Outcomes:
Learn research-based strategy for teaching and facilitating content-focused writing sessions in support of non-fiction text
Understanding of reading and writing genre as applied to specific science and technical disciplines
Facilitate comprehension and understanding through reading strategy and responsive writing

Credits: 2
Enrolled: 9/500
Wait: 0/0

46. Motivating and Engaging 21st Century Adolescents, Grades 6-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

"IMPORTANT NOTE:
Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE hours) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
What are the classroom conditions that motivate and engage our 21st-century learners? What are the assignments that cultivate curiosity and foster collaborative peer relationships? This e-course examines the research that supports engaging classroom talk, questioning and self-expression through strategy, technology, and effective teacher facilitation. Participants will leave this e-course with multiple resources to aid in motivating and engaging the 21st-century adolescent learners in the classroom.
Course Outcomes:
Recognize and defend the classroom conditions necessary for 21st-century learners to become motivated and engaged
Identify resources and modify them to collaborative assignments that incorporate hybrid methods of teaching and learning
Choose and implement strategies for effective facilitation of a motivating curriculum"

Credits: 2
Enrolled: 21/500
Wait: 0/0

47. Purposeful Planning
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BBUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Planning with purpose leads to effective instruction. This course takes learners through a variety of planning processes that align closely with pre-established learning goals, objectives, and state and national standards. In addition, working knowledge of current best instructional design and preparation will highlight the relevance of reflection as it enriches comprehensive lesson development. Participants will work new ideas into planning with specific purposes and ends in mind as they work out of and into the Marzano (2001) Nine Categories of Instructional Planning.

Course Outcomes:
Develop understanding and knowledge of content and pedagogy as it informs differentiation for a variety of student needs.
Understand and develop a working knowledge of what the high instructional outcomes are, and how to plan for them through coherent instructional design.
Develop utility with planning resources that aid in the lesson and content development

Credits: 2
Enrolled: 15/500
Wait: 0/0

48. Research-Based Assessment Practices for Special Needs Students, Grades 3-8
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Practical and authentic assessment methods that have a strong research-base will be the central feature of this course in evaluating the needs of exceptional students. Informal and teacher developed assessment technique will invoke best practices through the use of technology, smart classroom strategy, and smart curriculum design.

Course Outcomes:
Evaluate the needs of special needs students to align best instructional strategy to those needs
Through job-embedded participation, demonstrate with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support
Apply sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the language needs of the learners.

Credits: 2
Enrolled: 3/500
Wait: 0/0

49. Standards-Based Formative Assessment, Grades 6-12
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria and teach to support a rapid turnaround of results.

Course Outcomes:
Extend the research skills needed to seek out assessment resources that further teaching and learning
Match grade-level assessment criteria to standards-aligned curriculum and instruction
Use tools to monitor student learning to move up individual student performance

Enrolled: 8/500
Wait: 0/0

50. Standards-Based Formative Assessment, Grades K-5
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria and teach to support a rapid turnaround of results.

Course Outcomes:
Extend the research skills needed to seek out assessment resources that further teaching and learning
Match grade-level assessment criteria to standards-aligned curriculum and instruction
Use tools to monitor student learning to move up individual student performance

Credits: 2
Enrolled: 2/500
Wait: 0/0

51. Teaching to Text Complexity
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Reading strategies will focus on skill and readability as participants are introduced to leveling systems that scaffold. Participants will be introduced to the scaffolding mechanisms needed to appropriately move up text complexity in multiple genres across all subject areas.

Course Outcomes:
Understand how to scaffold for, and teach to, text complexity
Through practice and application, develop the ability to plan a strategy that teaches to text complexity
Align student learning objectives to a strategy that teaches text complexity

Credits: 2
Enrolled: 5/500
Wait: 0/0

52. Working the Brain Into Teaching and Learning
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Jun 30, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course). BBUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Participants in this e-course will be introduced to multiple assessments that include feedback models and formative methods that feed instructional decisions. Participants will learn to find and use this data effectively to make informed instructional decisions.

Course Outcomes:
Evaluate and monitor work against student assessment criteria
Align student assessment criteria with performance standards
Analyze assessment and use performance criteria to improve teaching practices
Respond to students identified instructional needs with effective strategies
Demonstrate flexibility and responsiveness to student needs

Credits: 2
Enrolled: 22/500
Wait: 0/0

53. Writing Strategies for All Content Areas
Program: Curriculum & Instruction: ENL Plus Program
Dates: On-Going (Ends Oct 1, 2026)

IMPORTANT NOTE: Work in the course can start immediately after enrolling in BUZZ regardless of the start date posted above. All participants must register in both My Learning Plan (to receive CTLE credits) and the BUZZ Learning Management System (to actually enroll in and access the course).BUZZ enrollment procedures can be found at: https://online.nassauboces.org/programs/virtual-professional-development-workshops/enl .

Course Description:
Focused exclusively on sound and research-based writing strategy, participants will be introduced to research as it promotes writing strategy across all content area. Participants will learn the scaffolds behind them that aid students in the important transition process across all other content areas. The intentional, consistent and rigorous teaching of reading and writing strategy as it continues to improve student achievement will engage the 90/90/90 principled approach.

Course Outcomes:
Analyze genre as it applies to specific content areas and teaching objectives
Acquire and demonstrate the use of new resources to teach genre-specific fiction and nonfiction writing
Apply and defend the use of new strategies and resources to the teaching of writing across multiple subject areas

Credits: 2
Enrolled: 22/500
Wait: 0/0

54. ACCESS Professional Learning Network **Virtual**
Program: Curriculum & Instruction: ACCESS
Location: Nassau BOCES - Virtual Professional Development (Westbury, NY) - Virtual via Zoom
Audience: Superintendents, Assistant Superintendents, District Leaders, School Leaders, and Teams
Dates: 10/7/2025 to 3/31/2026
Location: Virtual via Zoom

In these virtual facilitated sessions, Nassau BOCES ACCESS leadership will collaborate with superintendents, assistant superintendents, district leaders, school leaders, and teams to share insights and strategies, learn together across districts, and build transformative capacity.

**The Zoom registration link will be emailed the day before. The meeting link will be emailed automatically after Zoom registration.**

Please Note Cancellation Policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

Enrolled: 6/30
Wait: 0/0

55. **Virtual** State Reporting / Data Warehouse CIO/DDC Meeting
Program: Student Support Services: State Reporting
Dates: 10/8/2025
Location: Zoom

This workshop will cover new Level 0 Updates, new SIRS Manual data elements, upcoming data deadlines and certification dates, and various NYSED policies and procedures. This meeting will be virtual via Zoom. Registrants will receive a link the morning of the meeting.

Enrolled: 85/120
Wait: 0/20

56. NY Inspires: Bright Futures Begin Here
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Conf Room 1/2/3
Audience: BOCES Instructional Leaders
Dates: 10/9/2025 to 6/18/2026
Location: Conf Room 1/2/3

This collaborative brings together Nassau County regional educators to build strong networks for exploring the anticipated changes under the New York Inspires Plan. Participants will examine the instructional, assessment, and logistical shifts tied to evolving graduation requirements. Each session will provide timely updates, foster collaborative discussions, and offer opportunities to co-develop resources and review exemplars for district use. This workgroup is designed for instructional leaders, curriculum specialists, and school administrators seeking to stay informed and prepared for these statewide changes.

Purpose of the Workshop

This Strategy Intensive is designed to help district leaders gain clarity, build alignment, and develop customized tools that honor the unique identity of each district while remaining aligned with New York State's educational vision.

Through a dynamic mix of strategic planning, systems design, and human-centered leadership coaching, participants will:

-Set clear, actionable short- and long-term implementation goals

-Bridge state-level priorities with local district realities

-Develop flexible, user-friendly tools for superintendents, school leaders, and stakeholders

-Design a sustainable roadmap that moves beyond compliance and drives meaningful, lasting change

Expected Result

A confident and aligned core team-equipped with a shared vision, a tailored roadmap, and a deep commitment to excellence-is ready to guide their district forward.

In the face of a constantly evolving educational landscape, this team embraces the challenge with intention, support, and courage, showing up for both learners and leaders like never before.

Lunch will be served at each of the four meetings.

Credits: 8
Enrolled: 50/75
Wait: 0/5

57. *Virtual* Understanding the VRs 1-9
Program: Student Support Services: State Reporting
Dates: 11/5/2025
Location: Zoom

We will be offering our Understanding Special Education Data for State Reporting - BEDS Day Snapshot review workshop Wednesday November 5th, from 1-3. This workshop will review why reporting this data accurately is important, and how it is used at the State level. This session is intended for any new special education office staff who are responsible for reporting the PD Data System Verification Reports 1-6 and 8. Each verification report will be explained and reviewed. Presented by retired Special Education experts, Dr. Roberta Kupietz and Dr. Arlene Genden Sage. This session is also relevant to current District Data Coordinators who would like to learn more about this collection of reports and how to resolve errors. A Zoom link will be e-mailed to participants the day of the meeting.

Enrolled: 63/120
Wait: 0/20

58. Book Study- Empowering EdTech Leaders
Program: NASTECH
Location: Webinar (x, x)
Dates: 12/2/2025 to 5/5/2026

NASTECH and the Suffolk RIC invite you to join us in reading Empowering EdTech Leaders, authored by Long Island Technology Leaders.

Hours: 4
Enrolled: 16/30
Wait: 0/0

59. In-person State Reporting / Data Warehouse CIO/DDC Meeting
Program: Student Support Services: State Reporting
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR 1,2,3
Dates: 12/9/2025
Location: CR 1,2,3

This workshop will cover new Level 0 Updates, new SIRS Manual data elements, upcoming data deadlines and certification dates, and various NYSED policies and procedures. This meeting will be in person at the Nassau BOCES Lupinskie Center. Please show ID at the door.

Enrolled: 70/120
Wait: 0/20

60. New Directors of Special Education & PPS Leadership Institute **Virtual**
Program: Curriculum & Instruction: ACCESS
Location: Nassau BOCES - Virtual Professional Development (Westbury, NY) - Virtual via Zoom
Audience: New Directors, Assistant Directors, and Supervisors (Aspiring Directors) of Special Education and/or Pupil Personnel Services
Dates: 12/10/2025 to 4/15/2026
Location: Virtual via Zoom

Each session will blend expert facilitation, case study discussion, and peer networking, with clear takeaways that can be immediately applied in participants' districts.

By the end of the institute the participants will:
● Gain clarity and confidence in the expectations of their role.
● Strengthen compliance knowledge to avoid costly missteps.
● Develop leadership skills to supervise, support, and inspire staff.
● Build sustainable systems for communication, family engagement, and program growth.
● Create a professional network for collaboration and problem-solving.

Note: The January 14, 2026 session was rescheduled to April 22, 2026.

**The Zoom registration link will be emailed the day before. The meeting link will be emailed automatically after Zoom registration.**

Please Note Cancellation Policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

Enrolled: 19/20
Wait: 0/10

61. Think Tank Series 2: A Deep Dive into Practice (3 Sessions)
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY)
Audience: Any educator/educator teams interested in collaborating with other districts to better than our practices.
Dates: 12/19/2025 to 5/20/2026

Pro-rated prices are now available to attend the remaining 3 (of 4 total) sessions below. Sessions are standalone, so join us at any time! Over a dozen districts and 20+ educators from across Long Island already do!

Join us for the next evolution of our Science of Reading journey. SoR Think Tank: A Deep Dive into Practice is a four-part series designed for returning teams, new groups, or a combination of both. This year, we move beyond the attestation and focus on bridging research to practice-supporting district teams as they reflect, collaborate, and take action. Districts are encouraged to attend in teams of 2 or more members to maximize collaboration and impact, but individual educators are welcome as well! Team members must register individually.

Each session offers structured time for guided planning and cross-district dialogue, with opportunities to learn from and alongside fellow educators who are deeply engaged in this work. Whether your team is refining existing initiatives or just getting started, this Think Tank provides the space to grow together.

The 2025-2026 series is shaped by feedback collected during last year's Think Tank and continuously adapted in response to ongoing participant input. Our goal is to create a responsive, evolving experience that meets the real needs of our districts.

Please note:
Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

Credits: 9
Hours: 9
Enrolled: 1/25
Wait: 0/0

62. **Virtual** State Reporting / Data Warehouse CIO/DDC Meeting
Program: Student Support Services: State Reporting
Dates: 1/28/2026
Location: Zoom

This workshop will cover new Level 0 Updates, new SIRS Manual data elements, upcoming data deadlines and certification dates, and various NYSED policies and procedures. This meeting will be virtual via Zoom. Registrants will receive a link the morning of the meeting.

Enrolled: 71/120
Wait: 0/20

63. IDW Navigation Training: School Counselor (formerly Guidance)
Program: Student Support Services: Instructional Data Warehouse
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Lab 1
Dates: 2/11/2026
Location: Lab 1

This IDW training workshop will provide a hands-on experience to participants in utilizing IDW reports that would be of particular interest to Guidance Counselors. During this session, participants will get hands-on experience in utilizing the Regents Max Score Reports, AP Reports, and College Tracking Reports.

Enrolled: 9/12
Wait: 0/0

64. Plainview-Old Bethpage - Data Wise Course - SESSION 5 (RESCHEDULED FROM 2/25/26)
Program: Student Support Services: Instructional Data Warehouse
Location: Plainedge Middle School (Bethpage, NY) - Library
Dates: 2/26/2026
Location: Library

This meeting will provide building principals with an overview of the Nassau Boces Data Wise course and the application process. All questions pertaining to this course, can be answered by a Data Wise team member during this meeting.

Enrolled: 29/35
Wait: 0/0

65. Instructional Tech Plan 2026-2029 Open Lab
Program: NASTECH
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Learning Studio 2
Dates: 2/26/2026
Location: Learning Studio 2

Instructional Tech Plan 2026-2029 Open Lab

Hours: 6
Enrolled: 0/20
Wait: 0/0

66. Tics and Tourette's - Northwell Partners ONLY
Program: Health & Allied Services - Northwell District PD
Audience: Northwell Health Behavioral Clinic Members
Dates: 2/26/2026
Location: Zoom

This session will provide educators and school mental health staff with a comprehensive understanding of tic disorders, including Tourette's Syndrome, a common neurodevelopmental condition that affects children and adolescents. Participants will gain practical strategies to support students with tics in the classroom, reduce stigma, and promote a positive and inclusive learning environment. 1.5 CEU Credits

Enrolled: 14/50
Wait: 0/0

67. School Psychologist Collaborative Clinical Discussion Group
Program: Health & Allied Services - Mental Health Consortium
Location: Nassau BOCES - Mental Health Services Virtual Professional Development (Westbury, NY) - Zoom
Audience: all
Dates: 2/27/2026
Location: Zoom

TBD

Enrolled: 11/75
Wait: 0/0

68. NASTECH Presents: Breakfast with Vurbo.ai
Program: NASTECH
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Learning Studio 3
Dates: 2/27/2026
Location: Learning Studio 3

Come join us for breakfast with Vurbo.ai, an all-in-one AI software that instantly eliminates language barriers and increases communication efficiency.

Credits: 1
Hours: 1
Enrolled: 3/20
Wait: 0/0

69. 21st Century Classroom Technologies - LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDPD 634 Instructor: Liz Scott-Pothier GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Technology is not only the machine itself but is the whole set of relationships between human beings, utensils and fields of knowledge. "Too many view technology as a silver bullet to the challenges they face. It's sometimes assumed, consciously or not, that the mere presence of digital tools will improve education. There's a relationship between technology, content, and pedagogy, and the purposeful blending of them is key.” (Schoology Exchange) 21st Century Technology Instruction will explore the changing dynamics of new technologies and next generation education (Learning 2.0, 3.0 and 4.0). The Next Generation Learning Standards and the increase of "user generated content” require students to hone their critical thinking skills of collaboration, creativity, research and technological skills as well as embrace their role of potential (global) change agents. Instructional strategies will include (but are not limited to) topics such as: teched equity, student voice, the impact and use of social media, podcasts, blogging, electronic white boards, productivity applications, video-on-demand, internet use and websites as well as other aspects of the digital media that can be used to level the playing field and foster growth of all students with a focus on underrepresented and marginalized student populations in school-based, virtual or hybrid learning environments.

Enrolled: 1/30
Wait: 0/0

70. 21st Century Classroom Technologies - LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDPD 634 Instructor: Liz Scott-Pothier GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Technology is not only the machine itself but is the whole set of relationships between human beings, utensils and fields of knowledge. "Too many view technology as a silver bullet to the challenges they face. It's sometimes assumed, consciously or not, that the mere presence of digital tools will improve education. There's a relationship between technology, content, and pedagogy, and the purposeful blending of them is key.” (Schoology Exchange) 21st Century Technology Instruction will explore the changing dynamics of new technologies and next generation education (Learning 2.0, 3.0 and 4.0). The Next Generation Learning Standards and the increase of "user generated content” require students to hone their critical thinking skills of collaboration, creativity, research and technological skills as well as embrace their role of potential (global) change agents. Instructional strategies will include (but are not limited to) topics such as: teched equity, student voice, the impact and use of social media, podcasts, blogging, electronic white boards, productivity applications, video-on-demand, internet use and websites as well as other aspects of the digital media that can be used to level the playing field and foster growth of all students with a focus on underrepresented and marginalized student populations in school-based, virtual or hybrid learning environments.

Enrolled: 0/30
Wait: 0/0

71. Academic Vocabulary Infusion - LILIE (GRAD THROUGH MANHATTAN UNIVERSITY)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDPD 618 Instructor: Jennifer DeCollibus GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Standards four, five, and six in Vocabulary Acquisition and Use in the Next Generation Learning Standards focus on academic vocabulary and the needs for students to consistently build upon their vocabulary to access complex texts. This course will explore information on language acquisition and the importance of academic vocabulary in all content area classrooms. It will also provide numerous vocabulary activities and opportunities to develop vocabulary instruction that can be implemented and evaluated. Research shows that students of color, multilingual students, and students with disabilities often have gaps in their personal vocabularies. This course provides support for educators to design and implement vocabulary instruction that embraces diversity while adhering to NYS Standards and curriculum. Educators will be prepared to encourage their students to participate in a brave learning environment where proper use of terminology, acknowledgement of diverse words, and teacher modeling will result in greater equity in their learning experiences.

Enrolled: 0/30
Wait: 0/0

72. Academic Vocabulary Infusion - LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDPD 618 Instructor: Jennifer DeCollibus GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Standards four, five, and six in Vocabulary Acquisition and Use in the Next Generation Learning Standards focus on academic vocabulary and the needs for students to consistently build upon their vocabulary to access complex texts. This course will explore information on language acquisition and the importance of academic vocabulary in all content area classrooms. It will also provide numerous vocabulary activities and opportunities to develop vocabulary instruction that can be implemented and evaluated. Research shows that students of color, multilingual students, and students with disabilities often have gaps in their personal vocabularies. This course provides support for educators to design and implement vocabulary instruction that embraces diversity while adhering to NYS Standards and curriculum. Educators will be prepared to encourage their students to participate in a brave learning environment where proper use of terminology, acknowledgement of diverse words, and teacher modeling will result in greater equity in their learning experiences.

Enrolled: 0/30
Wait: 0/0

73. Bilingual Education - From Theory to Practice - In Service LILIE
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDPD 667 Instructor: Kevin Gross This course is designed to prepare bilingual, ESOL, and interested mainstream teachers to successfully work with English Language Learners, in the context of bilingual/ESL programs. It includes the study of the historical, psychological, social, cultural, political, theoretical, and legal foundations of bilingual education programs in the United States. Participants will examine different bilingual program models and will explore and implement effective research-based strategies of instruction in the main content areas. Communication with parents and families, concerning students' academic and social outcomes will be highlighted. **This course must be approved by District prior to start of class.**

Enrolled: 0/30
Wait: 0/0

74. Bilingual Education - From Theory to Practice- (GRAD - MANHATTAN COLLEGE) LILIE
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDPD 667 Instructor: Kevin Gross GRAD THROUGH MANHATTAN UNIVERSITY This course is designed to prepare bilingual, ESOL, and interested mainstream teachers to successfully work with English Language Learners, in the context of bilingual/ESL programs. It includes the study of the historical, psychological, social, cultural, political, theoretical, and legal foundations of bilingual education programs in the United States. Participants will examine different bilingual program models and will explore and implement effective research-based strategies of instruction in the main content areas. Communication with parents and families, concerning students' academic and social outcomes will be highlighted. **District approval must be complete before start date**

Enrolled: 1/30
Wait: 0/0

75. Cultivating Student Leadership - LILIE ( IN-SERVICE )
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDAU 9757 Instructor: Catherine Carella-Dean GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The principles of student leadership are rooted in the belief that a drive to benefit the greater good lends itself to establish, harness, and achieve a common purpose. Educators are in a unique position to identify and cultivate the leadership qualities in all of their students. This course will give participants the tools to identify the leadership characteristics that their individual students possess to help in developing a culturally responsive student leaders that incorporate the promoting a school climate inclusive of minoritized students, particularly those historically underrepresented and marginalized. This course will impart knowledge about how to design and implement lesson plans and action plans that provide ongoing, structured student leadership opportunities for all as well as how to inspire and steward student leaders into broader community initiatives and activism.

Enrolled: 0/30
Wait: 0/0

76. Cultivating Student Leadership - LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDAU 9757 Instructor: Catherine Carella-Dean GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The principles of student leadership are rooted in the belief that a drive to benefit the greater good lends itself to establish, harness, and achieve a common purpose. Educators are in a unique position to identify and cultivate the leadership qualities in all of their students. This course will give participants the tools to identify the leadership characteristics that their individual students possess to help in developing a culturally responsive student leaders that incorporate the promoting a school climate inclusive of minoritized students, particularly those historically underrepresented and marginalized. This course will impart knowledge about how to design and implement lesson plans and action plans that provide ongoing, structured student leadership opportunities for all as well as how to inspire and steward student leaders into broader community initiatives and activism.

Enrolled: 0/30
Wait: 0/0

77. Depression is More Than Sadness: An Epidemic in Our Students Today - LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDUU 9805 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Mental illness, social-emotional awareness and our students' overall well-being is part of our classrooms today. Teaching is no longer just reading and writing. In this course, we will equip educators to understand, connect and manage depression. We will see how depression demonstrates itself within varying communities and culture and with different age groups. With the statistics surrounding depression growing each year, relating to & managing this disorder is vital to success in our hallways & classrooms. The course will instruct participants about what defines depression, the various types of depression, the signs and symptoms of depression and what schools & teachers can do to support students. Further, we will study and review common approaches to treating and managing depression - both in and out of school. A full discussion on typical medications and holistic approaches will occur, as well as a focus on communication skills and appropriate terminology to connect and reach families.

Enrolled: 0/30
Wait: 0/0

78. Depression is More Than Sadness: An Epidemic in Our Students Today - LILIE (IN-SERVICE )
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDUU 9805 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Mental illness, social-emotional awareness and our students' overall well-being is part of our classrooms today. Teaching is no longer just reading and writing. In this course, we will equip educators to understand, connect and manage depression. We will see how depression demonstrates itself within varying communities and culture and with different age groups. With the statistics surrounding depression growing each year, relating to & managing this disorder is vital to success in our hallways & classrooms. The course will instruct participants about what defines depression, the various types of depression, the signs and symptoms of depression and what schools & teachers can do to support students. Further, we will study and review common approaches to treating and managing depression - both in and out of school. A full discussion on typical medications and holistic approaches will occur, as well as a focus on communication skills and appropriate terminology to connect and reach families.

Enrolled: 0/30
Wait: 0/0

79. Habits for Building an Identity-Conscious Educator - LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDUU 9077 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE In this course, participants will focus on the importance of identity for both their students, themselves as educators as well as the classroom community. Habits for an identity-conscious educator center on fostering inclusivity, equity, and culturally responsive practices. These habits empower educators to create learning environments where all students feel seen, heard, and valued - which adds to the well-being of both teachers and students alike. These habits will be presented and shared will ultimately educate participants in how to put these habits into action within a variety of learning environments. Some of these habits include reflective practice, intentional relationship-building, inclusive curriculum design, equitable classroom practices, and finally advocacy and allyship This includes challenging inequities and advocating for policies that support marginalized students and addressing microaggressions. Additionally, educators should strive to be a visible ally, modeling inclusive language and behavior. Further, this course will help educators to acknowledge the emotional labor of identity-conscious work and prioritize their own self-care as well. By cultivating these habits, educators can create transformative learning experiences that honor and affirm the diverse identities of their students. **District approval required prior to enrollment**

Enrolled: 0/30
Wait: 0/0

80. Habits for Building an Identity-Conscious Educator - LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course # EDUU 9077 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE In this course, participants will focus on the importance of identity for both their students, themselves as educators as well as the classroom community. Habits for an identity-conscious educator center on fostering inclusivity, equity, and culturally responsive practices. These habits empower educators to create learning environments where all students feel seen, heard, and valued - which adds to the well-being of both teachers and students alike. These habits will be presented and shared will ultimately educate participants in how to put these habits into action within a variety of learning environments. Some of these habits include reflective practice, intentional relationship-building, inclusive curriculum design, equitable classroom practices, and finally advocacy and allyship This includes challenging inequities and advocating for policies that support marginalized students and addressing microaggressions. Additionally, educators should strive to be a visible ally, modeling inclusive language and behavior. Further, this course will help educators to acknowledge the emotional labor of identity-conscious work and prioritize their own self-care as well. By cultivating these habits, educators can create transformative learning experiences that honor and affirm the diverse identities of their students. **District approval required prior to enrollment**

Enrolled: 0/30
Wait: 0/0

81. Let's Talk! Integrating Restorative Circles- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDUU 9955 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE What are restorative practices? It is an emerging social science that studies how to strengthen relationships between individuals as well as develop social connections within families and communities. Restorative practices help to create a trusting environment by giving both students and adults an opportunity to make positive choices and interact respectfully in the home and classroom community. In this course, participants will learn how to proactively build healthy relationships that helps to develop the community by using affective language , empathic listening, nonverbal affirmations, talking circles, conflict resolution among peers and family members, problem-solving skills, and reintegration circles to name a few. Participants and students alike will learn to reflect upon behaviors and decisions that will affect overall success and relationships among communities.

Enrolled: 1/30
Wait: 0/0

82. Let's Talk! Integrating Restorative Circles- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDUU 9955 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE What are restorative practices? It is an emerging social science that studies how to strengthen relationships between individuals as well as develop social connections within families and communities. Restorative practices help to create a trusting environment by giving both students and adults an opportunity to make positive choices and interact respectfully in the home and classroom community. In this course, participants will learn how to proactively build healthy relationships that helps to develop the community by using affective language , empathic listening, nonverbal affirmations, talking circles, conflict resolution among peers and family members, problem-solving skills, and reintegration circles to name a few. Participants and students alike will learn to reflect upon behaviors and decisions that will affect overall success and relationships among communities.

Enrolled: 0/30
Wait: 0/0

83. Supporting Students with ADHD - GRAD THROUGH UMASS GLOBAL (LILIE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDNU 9043 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The course delves into the many aspects of ADHD; history, theory and brain research, diagnosis, symptoms, medical treatments, behavioral modifications and classroom suggestions. Students have the opportunity to individual classroom philosophies/manuals, which detail ADHD accommodations across multi-leveled curriculum settings. This course must be approved by District prior to start of class. **District approval is needed prior to enrollment**

Enrolled: 0/30
Wait: 0/0

84. Supporting Students with ADHD - In Service (LILIE)
Program: Curriculum & Instruction: Online Learning
Dates: 3/1/2026 to 3/28/2026
Location: Virtual
Starting Soon

Course #: EDNU 9043 Instructor: Allison Jahn GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The course delves into the many aspects of ADHD; history, theory and brain research, diagnosis, symptoms, medical treatments, behavioral modifications and classroom suggestions. Students have the opportunity to individual classroom philosophies/manuals, which detail ADHD accommodations across multi-leveled curriculum settings. **This course must be approved by District prior to start of class.**

Enrolled: 0/30
Wait: 0/0

85. **VIRTUAL** Certification in the Needs of Students with Autism
Program: Curriculum & Instruction: Autism - CoSer 507.530
Audience: Special Education Teachers and Administrators
Dates: 3/2/2026
Location: VIRTUAL
Starting Soon

Please check your email the morning of the start date of the training. You will receive an email from cromero@nasboces.org with instructions on how to proceed with the 3-hour virtual training. You can do this at your leisure, and you will have about two weeks to complete this.

Topics covered will include Definitions, Etiology and Prevalence, Characteristics, Evidence Based Instructional Methods/Interventions for Teaching Students with ASDs, Behavior Management and Positive Behavioral Supports, Effective Collaboration, Resources and Supports. Upon completion, participants will receive The State Education Department Certification of Completion in Training in the Needs of Students with Autism and it will be uploaded to your TEACH account.

If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

If you need assistance, please email Christine Romero, cromero@nasboces.org.

Enrolled: 2/25
Wait: 0/0

86. Building Effective Co-Teaching Teams
Program: Curriculum & Instruction: ACCESS
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS 2
Audience: Teachers, Co-Teaching Teams, Administrators
Dates: 3/2/2026
Location: LS 2
ClosedStarting Soon

This professional development session will focus on how co-teaching teams can plan together and share leadership equally to create inclusive, high-impact classrooms.

In strong co-teaching partnerships, both educators--whether general education, special education, or ENL--share responsibility for instruction, classroom management, and student success. When both teachers are actively involved and recognized as equals by students and staff, the classroom becomes more supportive, respectful, and effective for all learners.

This session will explore strategies for building strong co-teaching relationships, planning lessons together, and working as a unified team. We'll also discuss how schools and districts can support co-teachers in creating learning environments where every student has access to meaningful, high-quality instruction.

Please Note Cancellation Policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this time frame, the participant/district will be billed.

Enrolled: 30/30
Wait: 0/0

87. IDW Bullseye
Program: Student Support Services: Instructional Data Warehouse
Location: Nassau BOCES, George Farber Admin. Center-71 Clinton Road, Garden City (Garden City, NY) - LLA[map]
Dates: 3/2/2026
Location: LLA
Starting Soon

This IDW Bullseye Meeting will focus on the use of reports created for curriculum and instructional purposes. At this meeting, information will be presented regarding the use of IDW reports as they relate to topics of interest for district and building administrators. Topics will include, but not be limited to: Chronic Absentee Reports, WASA Visual's new feature for cut scores, NYS Report Card Updates, ELA & Math Trends by Bulding/District, and various other report updates.

Hours: 2
Enrolled: 40/50
Wait: 0/0

88. Bootcamp: TeachTown
Program: Curriculum & Instruction: Instructional Software Support
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS2
Dates: 3/3/2026
Location: LS2
Starting Soon

TeachTown: Evidence-Based Curriculum & Data-Driven Instruction

Join us for an in-depth product overview highlighting the features and benefits of TeachTown's evidence-based curriculum and data-driven instructional strategies.

Participants will learn and practice strategic methods to partner with paraprofessionals and how to use benchmarks to track student progress and align instructional goals with Individualized Education Programs (IEPs).

What You'll Learn

Strategic methods to partner with paraprofessionals

Using benchmarks to monitor progress and inform instruction

Aligning instructional goals with IEPs

TeachTown Features

An award-winning adapted core curriculum from Pre-K to the transition years

Leveled and differentiated resources are provided

A Pre-K-12 adapted library that provides equity and access

Embedded data collection that simplifies progress monitoring and IEP tracking

Long-term support from special education experts

Hours: 5.5
Enrolled: 25/30
Wait: 0/0

89. NEW DATE!!! Make up date Nassau BOCES Mental Health Consortium presents Behavioral Threat Assessment and Management within k-12 settings Day 3 of 3
Program: Health & Allied Services - Mental Health Consortium
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Conference Room 1,2,3
Audience: District staff interested in learning about threat/risk assessment that DID NOT attend the Fall Cohort
Dates: 3/3/2026
Location: Conference Room 1,2,3
NewStarting Soon

This is class 3 of 3. Behavioral Threat Assessment and Management within k-12 settings Kostas A. Katsavdakis, Ph.D., ABPP is a Diplomate in Forensic Psychology with the American Board of Professional Psychology. He is retained by Prosecutors, Defense Attorneys and the State/Federal Court to evaluate defendants charged with violent sexual and violent non-sexual crimes. Dr. Katsavdakis conducts threat assessments/management, including at the request of the United States Department of Justice for counterterrorism related cases and as an Associate with Work Trauma Services, based in San Francisco, for workplace and campus settings. In addition to his forensic and threat management practice, he maintains a clinical caseload, providing individual treatment for adults and juveniles. Dr. Katsavdakis is currently an Associate Professor-Adjunct at John Jay College of Criminal Justice where he teaches graduate and undergraduate courses in psychology of criminal behavior, forensic psychological testing, assessment of psychopathy and psychology/law.

• What role does the school's mental health staff play in threat assessment?

• Do you know when to escalate student behavior concerns?

• Is your district's crisis plan up to date?

• How to use the EARL III and SAVRY Risk Assessment Tool

Enrolled: 38/75
Wait: 0/0

90. Frontline IEP for New Users - Part 1
Program: Student Support Services: Frontline IEP
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Lab 1
Audience: Special Education Central Office/Clericals
Dates: 3/3/2026
Location: Lab 1
Starting Soon

New to Frontline IEP? This hands‑on Part 1 training is designed for Central Office and Special Education clerical staff who are just getting started. Your takeaways will include how to navigate the platform, use key tools such as the Learning Center and Message Center, understand and identify the various "chicklets,” add users and students, and schedule meetings with confidence.

Credits: 2
Enrolled: 8/12
Wait: 0/5

91. High-Impact Literacy Instructional Practices at the Secondary Level
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS 3
Audience: Middle/High School Teachers
Dates: 3/4/2026
Location: LS 3
Starting Soon

The New York State Literacy Initiative specifies six types of classroom routines that lay the groundwork for lifelong literacy. In this workshop, teachers will learn how to implement these high-impact practices at the secondary level. This session will focus on: Collaborative projects and presentations, text-based discussions and writing opportunities, engagement with a variety of high-interest texts, spelling and word study, grammar, punctuation, capitalization conventions, and purposeful play.

Please note: Cancellation policy: If a participant has registered for, but is unable to attend, a Nassau BOCES workshop, they are required to drop their workshop registration on Frontline/MLP at least 7 days prior to the start date of the workshop. In the event the participant does not cancel within this timeframe, the participant/district will be billed.

Enrolled: 18/20
Wait: 0/0

92. Instructional Tech Plan 2026-2029 Open Lab
Program: NASTECH
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Learning Studio 2
Dates: 3/4/2026
Location: Learning Studio 2
Starting Soon

Instructional Tech Plan 2026-2029 Open Lab

Hours: 6
Enrolled: 6/20
Wait: 0/0

93. Get Started with Google Gemini for Slides
Program: Curriculum & Instruction: AOS CoSer 558.500
Dates: 3/4/2026
Starting Soon

Take the pain out of creating presentations. In this workshop, you'll learn to use Gemini to generate creative content and structure for your slides.

We'll show you how to use simple prompts to brainstorm presentation topics, draft speaker notes, and write the initial text for your slides, helping you create a polished presentation more quickly.

Enrolled: 5/75
Wait: 0/0

94. **Virtual** State Reporting / Data Warehouse CIO/DDC Meeting
Program: Student Support Services: State Reporting
Dates: 3/4/2026
Location: Zoom
Starting Soon

This workshop will cover new Level 0 Updates, new SIRS Manual data elements, upcoming data deadlines and certification dates, and various NYSED policies and procedures. This meeting will be virtual via Zoom. Registrants will receive a link the morning of the meeting.

Enrolled: 62/120
Wait: 0/20

95. 21st Century Skills: From Your Classroom to the Workplace and College - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. The workplace and higher education settings we are preparing our students for is much different than what we as their teachers encountered coming out of high school 10. 20. or 30 years ago. The evolution of technology, collaboration and communication methods has rewritten what it means to be college and career ready in this century. Teachers in this class will look at methods and strategies for increasing the amount of 21st Century workplace and college skills in their classroom. Areas of exploration will include PBL, the flipped classroom, blended learning and digital collaboration and sharing. This course is appropriate for all K-12 educators.

Enrolled: 0/30
Wait: 0/0

96. A Classroom Brand and Identity - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. Technology has become ubiquitous in today's classroom. With all of these innovations in technology, it's important to take time to reflect on how to most effectively use our time with the most appropriate tools for learning. We will explore ideas for parent communication, update classroom websites with engaging reinforcement & enrichment activities, and explore how to utilize QR Codes in the classroom. By utilizing professional Twitter accounts, students will have the latest educational updates and ideas from the gurus in education. This class will allow you to apply technology to any discipline of elementary education to make your teaching even more engaging. Each educator will have the opportunity to create student resources, collaborate with their peers, and exchange ideas and best practices.

Enrolled: 0/30
Wait: 0/0

97. A New Bully - The Cyberbully - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. Bullies have always existed, so why is it important to address cyberbullying? In a nutshell, it can be extremely detrimental to the victim's physical and mental health and, in some cases, possibly deadly. Since cyberbullying allows the anonymity of bullying from a distance, it can also be easily hidden from parents, friends and school administrators and adds an almost invisible dimension to the traditional face-to-face bullying that can be hard to detect and address. A primary goal of this course requires that teachers will learn various techniques that they can implement upon return to their classrooms. Additionally, teachers will reflect on what they are learning and propose a way to integrate cyberbullying content into the classroom curriculum. This course is appropriate for all K-12 school professionals.

Enrolled: 7/30
Wait: 0/0

98. A Whole Family Approach: Student Cultures and Communities - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. "A Whole Family Approach: Student Cultures and Communities is a professional development course designed to help K-12 educators engage and support families of students facing challenges such as temporary housing or interrupted education. Through this course, participants will learn strategies to strengthen family partnerships, embrace cultural diversity, and create inclusive classroom environments that foster equity and student success. Educators will interact with diverse resources, including articles, videos, and scholarly journals, while engaging in reflective discussions and practical assignments that connect directly to their teaching practices. Aligned with the New York State Next Generation Learning Standards and the Danielson Framework for Teaching, this course emphasizes self-reflection as a key tool for professional growth. Participants will examine personal beliefs and biases, explore culturally responsive practices, and take actionable steps to enhance their instruction and foster stronger connections with families and communities. By the course's conclusion, educators will be better equipped to create environments where all students feel valued and supported, ultimately improving academic outcomes and strengthening school-community relationships. Let me know if you'd like to adjust the tone or content further! This class is appropriate for all K-12 teachers."

Enrolled: 0/30
Wait: 0/0

99. Achieving Literacy Gains for Students with Limited English - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. Our country's diversity and demographics have changed what our classrooms look like. We all encounter students that have limited English, and we need to differentiate instruction to meet their needs. In order to meet academic success, this population needs to make linguistic gains in order to begin to master course content. Participants will work with evidence-based practices and instructional intervention strategies to improve language skills for this population.

Enrolled: 0/30
Wait: 0/0

100. Acquiring Parent Involvement and Support - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. Each day we as educators have reasons to reach out and communicate with parents. Our changing educational and technological landscape has really altered how we accomplish obtaining a strong level of parental involvement and support. Just as importantly, the American family looks much different than it did years ago. With changes in student population groups, these changes in family structures become even more complex. Educators in this course will examine methods for utilizing technology to engage parents and achieve their support in the education process.

Enrolled: 0/30
Wait: 0/0

101. Adapting Instruction to Reduce Unwanted Behavior - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 3/5/2026 to 6/5/2026
Location: Virtual
Starting Soon

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. We often look at behavior as something that needs to be addressed before instruction can occur. Research shows that with the right instructional tools, we can limit those unwanted behaviors that interrupt the learning process. Educators in this course will examine dozens of research-based strategies to address behavior through instruction. Each educator in this course will focus on specific behaviors from their classes and will utilize research-based strategies for overcoming these barriers to learning.

Enrolled: 1/30
Wait: 0/0

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