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Catalog: Nassau BOCES (WR)

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1. **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.
  • Enrolled: 45/120
  • Wait: 0/20

2. 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.
  • Enrolled: 67/120
  • Wait: 0/20

3. **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.
  • Enrolled: 31/50
  • Wait: 0/0

4. **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.
  • Enrolled: 35/50
  • Wait: 0/0

5. **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.
  • Enrolled: 16/50
  • Wait: 0/0

6. *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.
  • Enrolled: 25/40
  • Wait: 0/0

7. [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: 61/500
  • Wait: 0/0

8. [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: 78/500
  • Wait: 0/0

9. [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: 65/500
  • Wait: 0/0

10. [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: 29/500
  • Wait: 0/0

11. [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: 1/500
  • Wait: 0/0

12. [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: 33/500
  • Wait: 0/0

13. [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: 14/500
  • Wait: 0/0

14. [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: 18/500
  • Wait: 0/0

15. [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: 22/500
  • Wait: 0/0

16. [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: 13/500
  • Wait: 0/0

17. [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: 56/500
  • Wait: 0/0

18. [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: 26/500
  • Wait: 0/0

19. [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: 30/500
  • Wait: 0/0

20. [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: 48/500
  • Wait: 0/0

21. [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: 20/500
  • Wait: 0/0

22. [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: 29/500
  • Wait: 0/0

23. [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: 43/500
  • Wait: 0/0

24. [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: 31/500
  • Wait: 0/0

25. [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: 7/500
  • Wait: 0/0

26. [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: 33/500
  • Wait: 0/0

27. [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: 24/500
  • Wait: 0/0

28. 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: 33/500
  • Wait: 0/0

29. 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: 21/500
  • Wait: 0/0

30. 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: 75/500
  • Wait: 0/0

31. 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: 68/500
  • Wait: 0/0

32. 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: 11/500
  • Wait: 0/0

33. 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: 12/500
  • Wait: 0/0

34. 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: 32/500
  • Wait: 0/0

35. 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: 21/500
  • Wait: 0/0

36. 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: 6/500
  • Wait: 0/0

37. 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

38. 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: 4/500
  • Wait: 0/0

39. 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: 7/500
  • Wait: 0/0

40. 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: 33/500
  • Wait: 0/0

41. 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: 25/500
  • Wait: 0/0

42. **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

43. 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

44. *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: 62/120
  • Wait: 0/20

45. 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

46. **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

47. **Virtual** State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 3/4/2026

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: 74/120
  • Wait: 0/20

48. *NEW DATE TBD* Psychopharmacology 101 - Northwell Partners ONLY

Program: Mental Health Services - Northwell District PD

Audience: Northwell Health Behavioral Clinic Members

Dates: 3/26/2026

Location: Zoom

This session will provide educators and school mental health staff with a foundational understanding of common psychotropic medications prescribed to students, their potential benefits and side effects, and the importance of collaboration between school staff, families, and healthcare providers in medication management. 1.5 CEU Credits
  • Enrolled: 17/50
  • Wait: 0/0

49. **Virtual** State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 4/15/2026

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: 78/120
  • Wait: 0/20

50. **New! Virtual** State Reporting & Its Impact on Funding for Business Officials

Program: Student Support Services: State Reporting

Dates: 5/4/2026

Location: Zoom

This new workshop will discuss how key state reports impact district funding. Covering BEDS and SIRS enrollment, attendance, poverty, UPK, Title I, and Title III data. Emphasis on responsibility, certification, and avoiding errors that affect aid and reimbursements. This meeting will be virtual via Zoom. Registrants will receive a link the morning of the meeting.
  • Enrolled: 37/50
  • Wait: 0/20

51. SNSE Spring Summit

Program: SNSE

Audience: BOCES Special Education Administration, SNSE Participants

Dates: 5/5/2026 to 5/6/2026

Meeting Times: Tuesday, May 5, 2026 (8:00am – 4:00 pm) Wednesday, May 6, 2026 (8:00 am – 12:30 pm)

Location: Location: Albany Renaissance Marriott 144 State St

The SNSE Spring Summit is the premier statewide convening of Special Education Directors representing all 37 New York State BOCES. These leaders serve as a critical bridge between the New York State Education Department and local school districts, directly influencing the delivery of services for thousands of students with disabilities across the state. The focus of the Spring Summit is to strengthen partnerships, build a unified vision for Special Education leadership, and deepen understanding of roles and responsibilities across systems. Participants will engage in collaborative learning experiences designed to support alignment, shared accountability, and effective statewide practices. Summit sessions will include a keynote and presentation from the NYSED Office of Special Education, providing important updates and insights into current priorities and expectations. Participants will also engage in structured team-building and framing activities centered on unifying the mission of Special Education across BOCES. A panel of peers will highlight successful partnership models and Joint Management Team (JMT) practices, offering replicable "bright spot” examples from across the state. Additional sessions will focus on clarifying leadership roles and identity within the evolving educational landscape, as well as exploring the use of Artificial Intelligence (AI) to support and enhance professional practice in Special Education.
  • Enrolled: 67/100
  • Wait: 0/0

52. Smart Start Workshop Series: Bridging and Balancing: Transferring Knowledge To Enhance Digital Fluency, Humanities Achievement, and Social-Emotional Learning

Program: Curriculum & Instruction: Smart Start Grant

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

Dates: 5/12/2026 to 5/26/2026

Meeting Times: This is a hybrid workshop with two one hour synchronous Zoom sessions occurring on 5/12 and 5/26 from 7-8 pm- link to be shared.

Who Should Attend:
K-12 educators interested in strengthening student engagement, literacy, and digital fluency across content areas.

Intended Outcomes:
Participants will examine research and explore the connections between digital fluency, social-emotional learning, and humanities instruction. They will engage in student-centered strategies that promote academic language, executive functioning, and deeper student engagement.

Workshop Description:
Educators will explore meaningful ways to integrate digital fluency standards, curriculum standards, social-emotional learning competencies, and executive functioning skills into engaging, student-centered lessons.

Through collaborative exploration, independent creation, and reflective practice, participants will leave with practical tools they can implement immediately.

Come ready to stretch your thinking, collaborate, close gaps, and build bridges. You may even win a prize!

Facilitator:
Tia Albig, Ed.D.
Garden City Public Schools

Format & Dates:
Live Virtual Sessions:
Tuesday, May 12 (7:00 - 8:00 p.m.) and Tuesday, May 26 (7:00-8:00 p.m.)

Asynchronous Work:
May 13-May 26

Total Time Commitment:
3 hours

Cost:
This workshop is free to participants in districts that have participated in the Nassau BOCES Smart Start Grant.

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: 2/20
  • Wait: 0/5

53. 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: 5/13/2026

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

54. Advanced Stress First Aid - Northwell Partners ONLY

Program: Mental Health Services - Northwell District PD

Audience: Teachers, Administration, paraprofessionals, social workers, psychologists

Dates: 5/14/2026

Location: Zoom

This advanced course builds upon the foundational principles of Stress First Aid, designed for school professionals seeking to deepen their expertise and leadership in fostering well-being. Participants will explore complex applications of SFA, including navigating chronic stress, grief, and crisis scenarios within the school environment, and developing advanced communication and intervention strategies for more challenging situations. The curriculum also focuses on understanding ethical considerations in providing support, empowering participants to train peers, and integrating SFA principles into broader school-wide resilience initiatives and policies. This program aims to equip staff with the skills to not only provide immediate aid but also to cultivate a sustainable culture of psychological safety and comprehensive, long-term well-being for the entire school community. 1.5 CEU Credits
  • Enrolled: 7/50
  • Wait: 0/0

55. *CANCELLED* Self-Harm - Northwell Partners ONLY

Program: Mental Health Services - Northwell District PD

Audience: Northwell Health Behavioral Clinic Members

Dates: 5/14/2026

Location: Zoom

This session will provide a comprehensive understanding of self-harm, a complex and often misunderstood behavior that indicates emotional distress and affects a student's safety, mental well-being, and ability to engage in learning. Learn practical strategies to recognize warning signs, respond safely and compassionately within the school environment, and facilitate access to appropriate mental health support for students engaging in or at risk of self-harm. 1.5 CEU Credits
  • Enrolled: 14/50
  • Wait: 0/0

56. Smart Start Workshop Series: Smarter Not Harder: Using AI to Deepen Student Thinking in STEAM

Program: Curriculum & Instruction: Smart Start Grant

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

Dates: 5/19/2026 to 6/9/2026

Meeting Times: This is a hybrid workshop with one synchronous zoom session on 5/19- link and time to be shared.

AI can generate lessons in seconds-but how do we ensure students are still doing the thinking?

In this hands-on virtual workshop, educators will explore how AI tools can be used as thinking partners to deepen student inquiry rather than replace it. The focus is on strengthening student thinking through purposeful, structured use of AI.

Participants will explore how AI can be used to:

  • Support thoughtful lesson planning
  • Clarify learning goals and expectations
  • Strengthen student questioning through inquiry routines

Course Dates & Format:

The course runs from May 19 - June 9 and includes one live Zoom session and asynchronous learning.

  • Live Zoom: May 19 (after school hours) to set the tone and support participants at the start
  • Asynchronous Work: Completed through BUZZ following the live session

Participants will apply their learning by designing or refining a STEAM lesson for their own classroom.

By the end of the course, participants will leave with:

  • A ready-to-use STEAM lesson
  • A repeatable inquiry routine usable across content areas
  • Practical strategies to support student thinking and engagement
  • This workshop is free to anyone in a district that has participated in Nassau BOCES Smart Start grant.

  • 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: 9/20
    • Wait: 0/5

    57. Autism and Executive Functioning - Northwell Partners ONLY

    Program: Mental Health Services - Northwell District PD

    Audience: Northwell Health Behavioral Clinic Members

    Dates: 5/21/2026

    Location: Zoom

    This session will provide a comprehensive understanding of autism and executive functioning, a fundamental aspect of neurodevelopment that impacts an individual's ability to plan, organize, prioritize, and regulate their behavior and thoughts, affecting a student's academic performance, social engagement, and overall independence in the school environment. Learn practical strategies to support students with autism in developing and utilizing executive functioning skills in the classroom and facilitate their academic success, social participation, and independence. 1.5 CEU Credits
    • Enrolled: 29/50
    • Wait: 0/0

    58. AI in the Classroom: Practical Tools for Teachers and Smart Use for Students (Grades 6-12)

    Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

    Audience: Grades 6–12 ELA, Social Studies, and All Content-Area Teachers, Literacy Leaders; Instructional Coaches

    Dates: 5/26/2026

    Location: Conf 1, 2, 3

    Starting Soon
    Artificial intelligence is quickly becoming part of students' academic lives, whether teachers plan for it or not. This session focuses on how educators can use AI productively for their own planning while also helping students use it responsibly and thoughtfully.

    Participants will explore practical classroom applications, including generating lesson materials, supporting writing instruction, creating discussion prompts, and designing formative assessments. The session will also address common concerns around academic integrity and show ways teachers can structure assignments that encourage authentic thinking rather than AI shortcuts.

    Teachers will leave with clear routines, example prompts, and classroom strategies that make AI a useful instructional tool rather than a distraction.

    Breakfast and Lunch Provided

    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.
    • Hours: 6
    • Enrolled: 8/30
    • Wait: 0/0

    59. AI in the Classroom: Practical Tools for Teachers and Smart Use for Students (Grades 6-12)

    Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

    Audience: Grades 6–12 ELA, Social Studies, and All Content-Area Teachers, Literacy Leaders; Instructional Coaches

    Dates: 5/26/2026

    Location: Conf 1, 2, 3

    Starting Soon
    Artificial intelligence is quickly becoming part of students' academic lives, whether teachers plan for it or not. This session focuses on how educators can use AI productively for their own planning while also helping students use it responsibly and thoughtfully.

    Participants will explore practical classroom applications, including generating lesson materials, supporting writing instruction, creating discussion prompts, and designing formative assessments. The session will also address common concerns around academic integrity and show ways teachers can structure assignments that encourage authentic thinking rather than AI shortcuts.

    Teachers will leave with clear routines, example prompts, and classroom strategies that make AI a useful instructional tool rather than a distraction.

    Breakfast and Lunch Provided

    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.
    • Hours: 6
    • Enrolled: 2/10
    • Wait: 0/0

    60. High School to College Collegial Circle Series

    Program: Nassau BOCES School Library Services

    Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS2

    Dates: 5/26/2026

    Location: LS2

    Starting Soon
    Join us at the Lupinskie Conference Center as we continue our High School to College Collegial Circle series. Academic Librarians from local colleges/universities will be leading a discussion on college-ready research skills and academic responsibility. This session is geared towards secondary librarians.

    *Dessert and coffee will be available*
    • Credits: 3
    • Enrolled: 9/20
    • Wait: 0/0

    61. **VIRTUAL VIA ZOOM-LIVE** School Violence Prevention and Intervention Certification

    Program: Curriculum & Instruction: School Violence - CoSer 507.530

    Dates: 5/27/2026

    Location: VIRTUAL VIA ZOOM

    Starting Soon
    New York State's SAVE Legislation requires that anyone seeking NYS certification (teachers, teaching assistants, pupil personnel professional and administrators) must complete a two-hour violence prevention course. Upon completion, your School Violence Certification will be uploaded to your TEACH account.

    Please have microphone and video access for the entire presentation.
    Please enter the virtual room with your first and last name.
    If you need accessibility accommodations, please email Michael Puglissi, MPuglissi@nasboces.org, upon registering.

    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: 6/25
    • Wait: 0/0

    62. SMS - Infinite Campus - Spring User Group Meeting

    Program: Student Management Services: Infinite Campus

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

    Audience: All Staff

    Dates: 5/28/2026

    Location: Conference Rooms 1, 2, 3

    Starting Soon
    The Nassau BOCES Infinite Campus team, along with representatives of Custom Computer Specialists, will present on a variety of topics including a preview of new features. This is an opportunity for districts to share best practices and learn from other Campus users. Lunch will be provided.
    • Credits: 3
    • Hours: 3
    • Enrolled: 20/50
    • Wait: 0/0

    63. The Growing Brain

    Program: Curriculum & Instruction: Pre-K Initiative

    Location: Nassau BOCES, VIRTUAL Pre-K Initiative (Westbury, NY)

    Dates: 5/28/2026

    Starting Soon
    From Birth to 5 Years Old, The Growing Brain is an innovative professional development overview opportunity that provides the toolkit of how the brain develops, along with ways you can encourage healthy brain development in children from birth to 5. Presenter: This workshop session is presented by Kristy Roy, Early Childhood Services Manager, Child Care Council of Nassau. Credit Hours: OCFS/CTLE - 1 Credit Hour. Registration Fee: There is no fee for this workshop, but registration is required.
    • Hours: 1
    • Enrolled: 30/40
    • Wait: 0/0

    64. **VIRTUAL** Certification in the Needs of Students with Autism

    Program: Curriculum & Instruction: Autism - CoSer 507.530

    Audience: Special Education Teachers and Administrators

    Dates: 6/1/2026

    Location: VIRTUAL

    Please check your email the morning of the start date of the training. You will receive an email from dsmith3@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 Mike Puglissi, MPuglissi@nasboces.org
    • Enrolled: 0/25
    • Wait: 0/0

    65. **VIRTUAL** DASA Certification Training: SIX Hour Course in Harassment, Bullying, Cyber bullying and Discrimination in Schools (BLENDED COURSE)

    Program: Curriculum & Instruction: DASA - CoSer 507.530

    Dates: 6/1/2026 to 6/17/2026

    Location: VIRTUAL-VIA ZOOM-LIVE

    Please check your email the day before Part-1 is due to begin (start date). You will receive an email from dsmith3@nasboces.org with instructions on how to login to Buzz to begin Part-1: 3-hour virtual training. The online portion must be completed before attending Part-2 face-to-face session (virtual via zoom-live).

    Please note that you must spend 180 minutes on Part-1 and your score cannot be anything lower than a 70 or else you must retake Part-1 before moving onto Part-2. Participants will:
  • Understand rational for key components and definitions in the Dignity for All Students Act
  • Understand diversity and examine personal biases.
  • Develop sensitivity to the experiences of specific student populations.
  • Understand how school climate and culture have an impact on student achievement.
  • Learn intervention and prevention strategies including how to interact with families.

    Part-1 must be successfully completed one week prior to the start of Part 2 (end date). Upon completion, your DASA Certification will be uploaded to NYS and appear on your TEACH account. Please have microphone and video access for the entire presentation. Please enter the virtual room with your first and last name. If you need accessibility accommodations, please email Danielle Smith, dsmith3@nasboces.org, upon registering.

    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 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: 22/25
    • Wait: 0/0

    66. Career-Connected Classrooms: Integrating CTE and 21st-Century Skills Through Hands-On, Inclusive, and Visual Learning- LILIE (GRAD THROUGH UMASS GLOBAL)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # TBA Instructor: Liz Scott-Pothier GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course empowers K-12 educators to embed Career and Technical Education (CTE) and 21stcentury competencies into any subject area through inclusive, project-based, and visually rich instructional practices. Grounded in critical reflection and student-centered design, participants will explore how to co-create learning experiences that prepare students, especially those from historically marginalized communities, for academic success and meaningful, future-ready pathways. Through the lens of culturally responsive teaching and visual literacy, participants will examine their own instructional practices, integrate student voice into curriculum design, and develop units that foster collaboration, creativity, communication, and critical thinking. Educators will leave with ready-to-implement strategies that cultivate equity, belonging, and real-world readiness across content areas and grade levels.
    • Enrolled: 0/30
    • Wait: 0/0

    67. Career-Connected Classrooms: Integrating CTE and 21st-Century Skills Through Hands-On, Inclusive, and Visual Learning- LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # TBA Instructor: Liz Scott-Pothier GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course empowers K-12 educators to embed Career and Technical Education (CTE) and 21st century competencies into any subject area through inclusive, project-based, and visually rich instructional practices. Grounded in critical reflection and student-centered design, participants will explore how to co-create learning experiences that prepare students, especially those from historically marginalized communities, for academic success and meaningful, future-ready pathways. Through the lens of culturally responsive teaching and visual literacy, participants will examine their own instructional practices, integrate student voice into curriculum design, and develop units that foster collaboration, creativity, communication, and critical thinking. Educators will leave with ready-to-implement strategies that cultivate equity, belonging, and real-world readiness across content areas and grade levels.
    • Enrolled: 3/30
    • Wait: 0/0

    68. Creating Dynamic Learning Experiences in the Diverse Classroom - LILIE (GRAD THROUGH MANHATTAN UNIVERSITY)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDPD 675 Instructor: Kim Turri GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE "Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, connect, grow, and create dynamic learning experiences for our students.” In this course, you will learn practical strategies to help you move your classroom from static teaching to dynamic learning. Educators will explore why it's time to "Shake Up Learning,” what changes can be made in the classroom to support dynamic learning experiences, and how to plan meaningful lessons to meet the needs of diverse learners. As educators, we are aware that technology is constantly evolving. The digital age demands are transforming the way we live and the way we learn. Students must develop specific cultural awareness, active listening, and empathy skills to thrive in a globally connected environment. This course will take learning beyond the classroom walls to incorporate these essential skills to empower and engage students. Best practices will be explored to help educators implement digital tools to create optimal and equitable learning environments and deliver meaningful, integrated learning experiences for students that provide student agency over time, path, and place. Learning doesn't have to stop when the bell rings. Education can take on a life of its own! Educators will explore the ways technology can empower and engage students. A strong emphasis will be placed on developing students' "voice and choice” to ensure student agency over learning. Educators will also discover strategies and tools to help students advocate for themselves, make choices, practice self-awareness, and understand themselves as learners.
    • Enrolled: 1/30
    • Wait: 0/0

    69. Creating Dynamic Learning Experiences in the Diverse Classroom - LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDPD 675 Instructor: Kim Turri GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE "Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, connect, grow, and create dynamic learning experiences for our students.” In this course, you will learn practical strategies to help you move your classroom from static teaching to dynamic learning. Educators will explore why it's time to "Shake Up Learning,” what changes can be made in the classroom to support dynamic learning experiences, and how to plan meaningful lessons to meet the needs of diverse learners. As educators, we are aware that technology is constantly evolving. The digital age demands are transforming the way we live and the way we learn. Students must develop specific cultural awareness, active listening, and empathy skills to thrive in a globally connected environment. This course will take learning beyond the classroom walls to incorporate these essential skills to empower and engage students. Best practices will be explored to help educators implement digital tools to create optimal and equitable learning environments and deliver meaningful, integrated learning experiences for students that provide student agency over time, path, and place. Learning doesn't have to stop when the bell rings. Education can take on a life of its own! Educators will explore the ways technology can empower and engage students. A strong emphasis will be placed on developing students' "voice and choice” to ensure student agency over learning. Educators will also discover strategies and tools to help students advocate for themselves, make choices, practice self-awareness, and understand themselves as learners.
    • Enrolled: 4/30
    • Wait: 0/0

    70. Depression is More Than Sadness: An Epidemic in Our Students Today - LILIE (GRAD THROUGH UMASS GLOBAL)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    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.
    • Enrolled: 0/30
    • Wait: 0/0

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

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    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.
    • Enrolled: 0/30
    • Wait: 0/0

    72. Effects of the Mind Body Connection - LILIE (GRAD THROUGH MANHATTAN UNIVERSITY)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course #: EDPD 631 Instructor: Kysten Ellison-Martin GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE The "Mind-Body Connection” has a profound effect on an individual's learning. The mind-body connection can be explained as the physical and mental connection between our existence and how we perceive the world. Some researchers believe that the mind is a result of electrical activity in the brain. Others believe the mind exists outside of the body and affects the brain, causing the electromagnetic activity that we can observe with technology. This course will focus on various mind-body aspects all through a lens of understanding and promoting culturally responsive practices. The course will address; Contemporary Mind-body Perspectives, the Emotion's Effect on the body, how the mind and body are functionally inseparable, how thought affects physiology, how to harness the power of positive attitude, unconscious and conscious awareness, responsibility and creative intelligence, core beliefs and seed thoughts, emotion and the body's language, mental projections and expectations, interpersonal versus intrapersonal communication, body messages, technological feedback, brain- body integration, how the brain and body communicate, the stress response, the relaxation response, the subconscious mind and behavior, how exercise, physical fitness, nutrition, and sleep affect learning, how a healthy body foster a healthy mind, and how to improve the capacity to learn.
    • Enrolled: 1/30
    • Wait: 0/0

    73. Effects of the Mind Body Connection - LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course #: EDPD 631 Instructor: Kysten Ellison-Martin GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE The "Mind-Body Connection” has a profound effect on an individual's learning. The mind-body connection can be explained as the physical and mental connection between our existence and how we perceive the world. Some researchers believe that the mind is a result of electrical activity in the brain. Others believe the mind exists outside of the body and affects the brain, causing the electromagnetic activity that we can observe with technology. This course will focus on various mind-body aspects all through a lens of understanding and promoting culturally responsive practices. The course will address; Contemporary Mind-body Perspectives, the Emotion's Effect on the body, how the mind and body are functionally inseparable, how thought affects physiology, how to harness the power of positive attitude, unconscious and conscious awareness, responsibility and creative intelligence, core beliefs and seed thoughts, emotion and the body's language, mental projections and expectations, interpersonal versus intrapersonal communication, body messages, technological feedback, brain- body integration, how the brain and body communicate, the stress response, the relaxation response, the subconscious mind and behavior, how exercise, physical fitness, nutrition, and sleep affect learning, how a healthy body foster a healthy mind, and how to improve the capacity to learn.
    • Enrolled: 0/30
    • Wait: 0/0

    74. EmolQ: Enhancing Academic Success through Emotional Intelligence - LILIE (GRAD THROUGH UMASS GLOBAL)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDUU 9957 Instructor: Tom Fabian GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Emotional Intelligence plays a significant role in students' abilities to manage stress, build positive relationships, and effectively manage the challenges of the learning environment. In this course educators will delve into the essential principles of emotional intelligence and it's proven connection to academic success while creating a more equitable and inclusive environment for those from historically marginalized groups. Participants will research and discuss strategies to address and improve upon students' emotional intelligence and create a classroom environment that fosters positive academic outcomes, self-awareness, empathy and inclusivity. Practical tools that help students not only excel academically but also cultivate vital life skills for success beyond the classroom will be developed throughout the course.
    • Enrolled: 1/30
    • Wait: 0/0

    75. EmolQ: Enhancing Academic Success through Emotional Intelligence - LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDUU 9957 Instructor: Tom Fabian GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Emotional Intelligence plays a significant role in students' abilities to manage stress, build positive relationships, and effectively manage the challenges of the learning environment. In this course educators will delve into the essential principles of emotional intelligence and it's proven connection to academic success while creating a more equitable and inclusive environment for those from historically marginalized groups. Participants will research and discuss strategies to address and improve upon students' emotional intelligence and create a classroom environment that fosters positive academic outcomes, self-awareness, empathy and inclusivity. Practical tools that help students not only excel academically but also cultivate vital life skills for success beyond the classroom will be developed throughout the course.
    • Enrolled: 0/30
    • Wait: 0/0

    76. Empathy and Equity: A Journey Through Social-Emotional Learning in Diverse Contexts - (GRAD -UMASS GLOBAL) LILIE

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDDU 9958 Instructor: Kerri Coudrey GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course aims to lay a solid foundation in nurturing empathy and enhancing social-emotional well-being, alongside promoting equitable instructional practices in K-12 classrooms. It prioritizes equity, ensuring that all students, particularly those from historically underserved and marginalized groups, receive a fair and just education. The curriculum delves into creating inclusive environments where both students and educators are encouraged to develop self-awareness and social awareness. It includes techniques for identifying and understanding emotions, their effects on the community, and how these insights can be used to advance equity. **District approval must be complete before start date**
    • Enrolled: 0/30
    • Wait: 0/0

    77. Empathy and Equity: A Journey Through Social-Emotional Learning in Diverse Contexts - In Service LILIE

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    This course aims to lay a solid foundation in nurturing empathy and enhancing social-emotional well-being, alongside promoting equitable instructional practices in K-12 classrooms. It prioritizes equity, ensuring that all students, particularly those from historically underserved and marginalized groups, receive a fair and just education. The curriculum delves into creating inclusive environments where both students and educators are encouraged to develop self-awareness and social awareness. It includes techniques for identifying and understanding emotions, their effects on the community, and how these insights can be used to advance equity. **This course must be approved by District prior to start of class.**
    • Enrolled: 0/30
    • Wait: 0/0

    78. Empowering Neurodivergent Learners: Inclusive Instruction and Advocacy in Special Education - LILIE (GRAD THROUGH UMASS GLOBAL )

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course #: EDNU 9811 Instructor: Carmella Currao-Mcaleavey GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Education should support and uplift every student, including neurodivergent learners, by embracing their strengths and unique ways of learning. This course empowers educators with research-backed strategies to create inclusive, strengths-based learning environments where all students feel valued, understood, and supported. Through engaging discussions, hands-on applications, and real-world case studies, participants will explore culturally responsive teaching, accessible classroom practices, and strategies for fostering meaningful family partnerships. The course also provides tools for addressing systemic barriers and advocating for equitable educational experiences. Whether you teach in a traditional classroom or an alternative setting, this course offers practical approaches to enhance student engagement and promote lasting, positive change. Join a community of educators committed to equity, inclusion, and creating learning spaces where neurodivergent students can truly thrive **District approval required prior to enrollment**
    • Enrolled: 0/30
    • Wait: 0/0

    79. Empowering Neurodivergent Learners: Inclusive Instruction and Advocacy in Special Education - LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course #: EDNU 9811 Instructor: Carmella Currao-Mcaleavey GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Education should support and uplift every student, including neurodivergent learners, by embracing their strengths and unique ways of learning. This course empowers educators with research-backed strategies to create inclusive, strengths-based learning environments where all students feel valued, understood, and supported. Through engaging discussions, hands-on applications, and real-world case studies, participants will explore culturally responsive teaching, accessible classroom practices, and strategies for fostering meaningful family partnerships. The course also provides tools for addressing systemic barriers and advocating for equitable educational experiences. Whether you teach in a traditional classroom or an alternative setting, this course offers practical approaches to enhance student engagement and promote lasting, positive change. Join a community of educators committed to equity, inclusion, and creating learning spaces where neurodivergent students can truly thrive **District approval required prior to enrollment**
    • Enrolled: 1/30
    • Wait: 0/0

    80. Let's Talk! Integrating Restorative Circles- LILIE (GRAD THROUGH UMASS GLOBAL)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    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

    81. Let's Talk! Integrating Restorative Circles- LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    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: 2/30
    • Wait: 0/0

    82. Managing the Culturally Responsive Classroom - LILIE (GRAD THROUGH MANHATTAN UNIVERSITY)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDPD 668 Instructor: Valerie Fiano GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE In this course participants will be introduced to the concept and theory of Cultural Responsiveness and how it can be applied to classroom instruction and daily interactions with students, classroom environment, and parents and within the community. Being aware and reflective of this mindset helps to engage all students from a diverse background and experience. The focus of this course will be on how to infuse the mindset of cultural responsiveness within our classroom communities and interactions with students in order to maximize our daily instructional practices for overall student success. The key components will be introduced, discussed and implemented within a variety of instructional techniques and daily classroom interactions. Being able to engage diverse student population has a strong and direct effect on student development and varied tolerance. Additionally, as the classroom teacher and facilitator we have the responsibility to create a classroom environment along with lesson design that engages students from multiple backgrounds and interests so that we are reaching as many students as possible and integrating topics and language that is of interest to them and that they are also able to relate to personally - it is increasing important for us to make students aware of the world around them and how they can relate what they are learning to real-life experiences. This course will also train participants to teach all students to understand and promote diversity. Further, participants will discuss how to appropriately integrate cultural responsiveness with their students, adopting the mindset, and to have that dialogue within the classroom. Learning about diversity in different populations allows us to learn different ways to approach, empower and instruct these students.
    • Enrolled: 0/30
    • Wait: 0/0

    83. Managing the Culturally Responsive Classroom - LILIE (IN-SERVICE)

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/1/2026 to 6/28/2026

    Location: Virtual

    Course # EDPD 668 Instructor: Valerie Fiano GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE In this course participants will be introduced to the concept and theory of Cultural Responsiveness and how it can be applied to classroom instruction and daily interactions with students, classroom environment, and parents and within the community. Being aware and reflective of this mindset helps to engage all students from a diverse background and experience. The focus of this course will be on how to infuse the mindset of cultural responsiveness within our classroom communities and interactions with students in order to maximize our daily instructional practices for overall student success. The key components will be introduced, discussed and implemented within a variety of instructional techniques and daily classroom interactions. Being able to engage diverse student population has a strong and direct effect on student development and varied tolerance. Additionally, as the classroom teacher and facilitator we have the responsibility to create a classroom environment along with lesson design that engages students from multiple backgrounds and interests so that we are reaching as many students as possible and integrating topics and language that is of interest to them and that they are also able to relate to personally - it is increasing important for us to make students aware of the world around them and how they can relate what they are learning to real-life experiences. This course will also train participants to teach all students to understand and promote diversity. Further, participants will discuss how to appropriately integrate cultural responsiveness with their students, adopting the mindset, and to have that dialogue within the classroom. Learning about diversity in different populations allows us to learn different ways to approach, empower and instruct these students.
    • Enrolled: 0/30
    • Wait: 0/0

    84. Preparing the 26-27 ESSA Consolidated Application for Submission to the NYSED

    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: Adminstrators

    Dates: 6/1/2026 to 6/2/2026

    Location: CR 1, 2, 3

    This workshop is for participants who are responsible for completing and submitting to the New York State Education Department, the ESSA Consolidated Applications grants, including Titles I; IIA; III; and IV and will be conducted over two days in person at Nassau BOCES.

    This workshop will focus on completing responses for the 2026-2027 Consolidated Applications narrative questions and FS-10 (budget) forms required for each title grant.

    Participants will be assisted through each step of the application process. It is recommended that participants review the consolidated application prior to the first session and attend both sessions.

    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.
    • Hours: 12
    • Enrolled: 11/60
    • Wait: 0/0

    85. SMS - Infinite Campus - Elementary Scheduling

    Program: Student Management Services: Infinite Campus

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

    Audience: Master Schedulers

    Dates: 6/2/2026

    Location: Learning Studio 2

    Learn how to use the new Requests and Rosters tool to quickly build and copy course rosters for elementary students. Review how to mass print student and staff schedules.
    • Credits: 2
    • Enrolled: 6/25
    • Wait: 0/10

    86. Why DBT in Schools Matters - Grades 7-12

    Program: Mental Health Services MHC member districts ONLY

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

    Audience: All staff

    Dates: 6/3/2026

    Location: CR 1,2,3

    Latest Developments Adapting Dialectical Behavior Therapy for Youth in School Settings: Mindfulness and Validation: Applying Acceptance-Based DBT Skills and Strategies to Adolescents and Families

    Today's youth are faced with many stressors, including the management of technology, that dramatically impact their social, emotional, behavioral, and academic functioning. Dr. Alec Miller and his colleagues' adaptation of Dialectical Behavior Therapy has become the only well-established evidence-based treatment for adolescents presenting with self-harm behavior along with a variety of emotional and behavioral challenges. DBT is a multimodal intervention that balances acceptance and change strategies. It teaches youth and their caregivers a wide array of skills and strategies to help change and save lives. Dr. Miller will first present two adaptations of DBT used in schools that offer prevention and intervention strategies for both teachers and school mental health providers.

    In the second half of this workshop, Dr. Alec Miller will take a deeper dive into two critical acceptance-based skills used with teens and families: Mindfulness skills and validation skills. Mindfulness skills help our teens, parents and school staff enhance their focus and self-awareness, reduce suffering and increase the capacity of joy and pleasure! Validation skills might be the most effective tool you will learn to help regulate your student's emotions (and your own).

    Learning Objectives:
    1. Describe the impact technology has on today's youth
    2. List the modalities of comprehensive DBT with suicidal adolescents in school settings
    3. Discuss DBT's biosocial theory of emotional dysregulation
    4. Convey the rationale of DBT mindfulness skills
    5. Describe the content of the core mindfulness skills training module
    6. Describe the function of validation on self and others
    7. Describe 3 important steps in the use of validation in DBT
    • Hours: 6.5
    • Enrolled: 52/75
    • Wait: 0/0

    87. SMS - Schooltool - Finals

    Program: Student Management Services : schooltool

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

    Audience: Scheduling Staff

    Dates: 6/3/2026

    Location: LS-1

    Locking the Master Schedule, Study Hall overlay, hand fixes. Final scheduling reports to look for courses not placed, conflicts, etc.
    • Credits: 3
    • Hours: 3
    • Enrolled: 3/16
    • Wait: 0/0

    88. SMS - eSchoolData - Elementary Scheduling

    Program: Student Management Services: eSchoolData

    Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Learning Studio 1

    Audience: Master Schedulers

    Dates: 6/3/2026

    Location: Learning Studio 1

    This workshop is specific to elementary scheduling and walks schedulers through creating groups to quickly and easily schedule rosters of students to create their full schedules.
    • Credits: 2
    • Enrolled: 5/16
    • Wait: 0/0

    89. End-of-Year Advocacy for your School Library Program

    Program: Nassau BOCES School Library Services

    Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS2

    Audience: Librarians

    Dates: 6/3/2026

    Location: LS2

    Learn how to promote your library to administrators, teachers, community members, and legislators in the area. Don't forget to set up summer Reading collaboration with your local public library.

    NOTE: Please be informed that attendees must be present for the entirety of the workshop session to qualify for the full CTLE hours.
    • Credits: 3
    • Hours: 3
    • Enrolled: 14/30
    • Wait: 0/0

    90. Making "Cents" of Personal Finance

    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: K-12 Educators and Administrators

    Dates: 6/4/2026

    Location: LS 2

    This workshop helps educators prepare for New York's personal finance instruction requirements using guidance and timelines from the New York State Education Department.

    Participants will review key personal finance learning objectives and explore simple ways to embed them into existing curriculum. Participants will work with resources and take part in practical, classroom-friendly activities.

    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.
    • Hours: 3
    • Enrolled: 22/30
    • Wait: 0/0

    91. School Avoidance Collegial Circle

    Program: Mental Health Services For COST Associated PD

    Audience: all

    Dates: 6/4/2026

    Location: zoom

    Topic TBD
    • Enrolled: 4/50
    • Wait: 0/0

    92. Regional Summer School (RSS) HIGH SCHOOL Coordinators Training

    Program: Curriculum & Instruction: RSIP

    Location: Nassau BOCES, George Farber Admin. Center-71 Clinton Road, Garden City (Garden City, NY) - Board Room[map]

    Audience: Administrators

    Dates: 6/4/2026

    Location: Board Room

    New
    FOR NB REGIONAL SUMMER SCHOOL HS ADMINISTRATORS: The Nassau BOCES Regional Summer School (RSS) Coordinators Workshop is designed specifically for High School Coordinators hired to lead a Nassau BOCES Regional Summer HS. This meeting is designed to support your preparation for the 2026 summer HS program. This collaborative and interactive session will provide essential guidance, resources, and operational updates needed to successfully plan, organize, and lead a summer learning program, including preparation for the August NYSED Regents examinations administration and scoring processes. Through presentations, collaborative discussions, procedural reviews, and planning activities, coordinators will engage in key topics related to staffing, scheduling, program operations, student support, compliance requirements, and instructional expectations. The workshop will also provide an opportunity to collaborate with colleagues, share effective practices, and strengthen regional partnerships in support of student success.
    • Hours: 4
    • Enrolled: 18/50
    • Wait: 0/0

    93. Managing Oppositional Behaviors - Northwell Partners ONLY

    Program: Mental Health Services - Northwell District PD

    Audience: Northwell Health Behavioral Clinic Members

    Dates: 6/4/2026

    Location: Zoom

    This session will provide a comprehensive understanding of managing oppositional behaviors, a challenge that impacts classroom dynamics, student learning, and the overall school environment. Learn practical strategies to effectively de-escalate challenging situations, understand the underlying causes of oppositional behaviors, and implement proactive interventions to foster cooperation, positive engagement, and a more productive learning environment. 1.5 CEU Credits
    • Enrolled: 26/50
    • Wait: 0/0

    94. McKinney Vento Liaison End of School Year Meeting 2026

    Program: Mental Health Services MHC member districts ONLY

    Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR123

    Audience: McKinney Vento Liaisons

    Dates: 6/4/2026

    Location: CR123

    Join us for our end of 2026 school year meeting for McKinney Vento Liaisons.
    • Enrolled: 15/56
    • Wait: 0/0

    95. Why DBT in Schools Matters - Elementary Grades

    Program: Mental Health Services MHC member districts ONLY

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

    Audience: All staff

    Dates: 6/5/2026

    Location: CR 1,2,3

    Workshop Title: Introduction to DBT Skills for Elementary School Children
    Presenter: Dr. Minu Thomas - Bio
    Description:
    This interactive workshop offers an engaging overview of Dialectical Behavior Therapy (DBT) skills tailored for elementary school children. The workshop will introduce biosocial theory, which helps explain how emotional sensitivity, combined with an invalidating environment, can lead to challenges with emotion regulation. In this context, the workshop will emphasize the importance of validation and belonging in order to recognize and affirm students' emotional experiences as real and understandable. A sense of belonging is critical for students to be productive learners and to connect with their peers and teachers. The framework helps educators create student-centered learning environments that intentionally embrace and affirm diverse identities Participants will explore key skills from the four core DBT modules:
    ● Mindfulness: Building awareness and attention in the present moment.
    ● Distress Tolerance: Learning healthy ways to cope with difficult emotions and situations.
    ● Emotion Regulation: Understanding and managing emotions effectively.
    ● Interpersonal Effectiveness: Developing skills for positive communication and relationship-building.

    In the second half of the workshop, Dr. Minu Thomas will dive into the use of Chain Analysis and Solution Analysis to help students gain insight into their behavior and build coping skills. The workshop will show how to integrate restorative practices with DBT strategies to repair harm and enhance student growth.
    • Hours: 6.5
    • Enrolled: 45/75
    • Wait: 0/0

    96. Vocabulary After Phonics: Building Word Knowledge That Drives Reading and Writing (Grades K-5)

    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: Grades K–5 Teachers, Literacy Leaders, Interventionists, Instructional Coaches

    Dates: 6/5/2026

    Location: LS 2

    Across New York State, districts have strengthened phonics instruction and are now turning attention to vocabulary. Recent literacy attestation data identified vocabulary as one of the top areas where districts report needing improvement in literacy programs.

    This workshop focuses on practical routines for introducing new words, expanding vocabulary knowledge, and building academic language through reading, discussion, and writing. Participants will explore ways to teach vocabulary in context and engage students actively in learning and using new words.

    Teachers will leave with clear, classroom-ready routines that help students retain vocabulary and apply it in reading comprehension and writing.

    Breakfast and Lunch Provided

    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.
    • Hours: 6
    • Enrolled: 9/30
    • Wait: 0/0

    97. Regional Summer School (RSS) 2025 Elementary & Middle School Coordinators Traning

    Program: Curriculum & Instruction: RSIP

    Location: Nassau BOCES, George Farber Admin. Center-71 Clinton Road, Garden City (Garden City, NY) - Board Room[map]

    Audience: Administrators

    Dates: 6/5/2026

    Location: Board Room

    New
    The Nassau BOCES Regional Summer School (RSS) Workshop for Elementary School and Middle School Coordinators is designed to provide guidance, resources, and operational support for leaders overseeing 2026 summer programs. Whether programs are focused on Extended School Year (ESY) services, academic intervention, enrichment opportunities, Bridge, or remedial instruction, this collaborative session will support coordinators in planning, organizing, and implementing effective summer learning experiences that meet the diverse needs of students. Through presentations, collaborative discussions, planning activities, and networking opportunities, participants will explore best practices related to program operations, staffing, scheduling, student support, instructional planning, and summer program management.
    • Credits: 4
    • Hours: 4
    • Enrolled: 25/40
    • Wait: 0/0

    98. **New! Virtual** State Reporting & EOY Clerical Tasks - Tying up Loose Ends

    Program: Student Support Services: State Reporting

    Dates: 6/5/2026

    Location: Virtual

    This workshop is for CIO's and registrars looking to clean up demographic, enrollment and program service records in Level 0 before rollover to avoid errors.​ For example, student subgroups that need extra attention, special ed transitions, declassifications, and summer records. Also general ed exits, graduations, and retentions.
    • Hours: 1
    • Enrolled: 43/50
    • Wait: 0/0

    99. #NoFakeNews: Teaching Information Literacy - CPD In Service

    Program: Curriculum & Instruction: Online Learning

    Dates: 6/6/2026 to 3/5/2036

    Location: Virtual

    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. When students of today are asked to research something, a few things might happen, sometimes simultaneously: Students will struggle to choose their own research topic and browse for ideas. Students take a stance before researching and get frustrated when sources don't fit their argument. Out of desperation, students rely on less credible sources Students are reluctant to go beyond Google and become overwhelmed by information choices and quantities. Students find it difficult to find the right words when searching for information online. Students aren't aware of the need to search again and again, refining their searches as they discover new questions and synthesize new information. Most likely, your student will give up and choose a different topic. This course will help both you and your students navigate the many credible databases that exist, learn search terms, feel confident in research, and eliminate the #fakenews and plagiarism that students so often fall victim to when the research process becomes overwhelming or hits a dead end.
    • Enrolled: 1/30
    • Wait: 0/0

    100. Social Worker Circle

    Program: Mental Health Services MHC member districts ONLY

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

    Audience: all

    Dates: 6/9/2026

    Location: Zoom

    TBD
    • Enrolled: 3/75
    • Wait: 0/0

    101. **ADDENDUM ONLY** NEW UPDATED 2025 SYLLABUS WORKSHOP - Mandated Reporter Training: Identifying and Reporting Child Abuse and Maltreatment - VIRTUAL-VIA ZOOM

    Program: Curriculum & Instruction: Child Abuse - CoSer 507.530

    Dates: 6/9/2026

    Location: VIRTUAL VIA ZOOM


    Second Update to Mandated Reporter Training - Addendum:

    This 15-minute workshop includes protocols and guidance on identifying abused or maltreated children with intellectual or developmental disabilities, fulfilling the additional training requirement for previous participants who completed the New York State Mandated Reporter Training with Nassau BOCES between 11/1/2022 and 8/31/2025.

    You will receive a Zoom link from the administrator a day prior to the workshop.
    Please enter the virtual room with your first and last name and have microphone and video access for the entire presentation.

    If you need accessibility accommodations, please email Patricia Iannacone, piannacone@nasboces.org, upon registering.

    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: 3/25
    • Wait: 0/0