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Professional Development

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Catalog: Western Suffolk BOCES (WebReg)

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1. SETC Co-Teaching on the Go: Effective Strategies for Time-Constrained Teams (15HR)

Program: Suffolks Edge Teachers Center

Dates: 4/22/2026 to 5/20/2026

Learn how to best support your co-taught class with strategies for busy teachers who are often pulled in many directions. In this course we will focus on planning and pedagogical skills needed to facilitate a smoothly run and educationally sound co-taught class virtually. We will focus on how to create a functional working relationship with your co-teacher while not meeting in person and face to face.. In addition, this course will explore strategies for organization and planning on the part of both the general education and special education teachers. Co-teaching requires a delicate balance and planning time which is not always readily available and increasingly challenging with a virtual classroom or through distance learning. This course will explore ways to plan and teach in a virtual co-taught setting. In addition we will discuss best practices in co-teaching and strategies that are most effective for helping all students to succeed in a virtual or distance learning setting. Audience/Roster Information:
  • Enrolled: 2/30
  • Wait: 0/10

2. Elementary NYS Science Standards for Beginners

Program: Suffolks Edge Teachers Center

Dates: 5/28/2026

This workshop will provide teachers with the basics they should know about the NYS science standards for elementary school. Things that will be covered: -The standards documents -Strategies for addressing the standards -Lesson ideas -Strategies for inquiry driven instruction Questions are welcome during the workshop and will be addressed.
  • Enrolled: 4/30
  • Wait: 0/0

3. SETC: Subitizing in the Elementary Classroom

Program: Suffolks Edge Teachers Center

Dates: 6/10/2026

Subitizing in the Elementary Classroom: The ability to subitize is an important part of developing a strong mathematical foundation. Subitizing is the ability to ‘see' a small amount of objects and know how many there are without counting. In this 2-hour PD session, we'll learn more about the benefits of subitizing, practice it ourselves, and walk away with actual tools to use the very next day with your students. Fun fact: carving out just three minutes, each day, can improve subitizing skills. Learn how during this PD session!  
  • Enrolled: 6/30
  • Wait: 0/0

4. ASYNCHRONOUS - Empowering At-Risk (ACE) Students Active Mindfulness for a Brighter Future and a Calmer Classroom 45-Hour Course facilitated by Dilcia Granville, Ph.D.-REGISTER-GET DISTRICT APPROVED-BEGIN RIGHT AWAY

Program: Online Professional Development

Dates: 9/1/2026

In a world where adverse childhood experiences (ACEs) cast long shadows over futures, our course stands as a beacon of hope for educators committed to making a difference. The Centers for Disease Control and Prevention highlights the stark reality that witnessing violence or enduring abuse can severely limit life opportunities in adulthood, increasing the risk of well-being, psychological, emotional, and mental health issues, and physical such as chronic conditions like diabetes and cancer. This course offers a powerful antidote through the practice of active mindfulness aimed at reversing these daunting trends. Adverse childhood experiences (ACE), such as seeing violence or being abused, can impact the person's "life opportunities” in adulthood and increase their likelihood of developing mental and physical conditions such as diabetes and cancer, according to the Centers for Disease Control and Prevention. Why This Course is Essential for Teachers: -Addressing the Root Causes: -This course will help you understand the profound impact of ACEs on a child's development and future health, equipping you with the knowledge to address these challenges head-on. -Practical Mindfulness Techniques: Learn to instill active mindfulness techniques in your students, providing them with the tools to manage their emotions, reduce stress, and foster a positive school environment. -Proven Impact: Embrace strategies that have shown promise in reducing detentions and promoting a calmer, more focused classroom dynamic, as highlighted by research and success stories from educational leaders like Little Flower Superintendent Harold Dean, Ed.D. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME.
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  • Enrolled: 0/5
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5. Leading from the Center: Mindful Leadership for School Leaders, Principals, and Administrators 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 9/1/2026

This course develops mindful leadership capacity through neuroscience-informed practices that enhance decision-making, emotional intelligence, and organizational trust. Participants learn to lead with clarity, regulate stress, and build resilient school cultures that support staff well-being and student success. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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  • Enrolled: 1/20
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6. Mindful Co-Teaching Teams: Leading Together for Inclusive Learning 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 9/1/2026

This course equips co-teaching partners with mindfulness-based strategies to strengthen collaboration, communication, and shared instructional leadership. Participants learn to align planning, differentiate instruction, and create inclusive, equitable learning environments that support diverse learners. Emphasis is placed on co-regulation, conflict resolution, and building trust to enhance student outcomes. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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  • Enrolled: 0/5
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7. Mindful Journeys: Nurturing Resilience and Potential in SIFE/ELLs and Teachers 45-Hour ASYNCHRONOUS Course facilitated by Dilcia Granville, Ph.D.- REGISTER-GET DISTRICT APPROVED- BEGIN RIGHT AWAY

Program: Online Professional Development

Dates: 9/1/2026

The objective of this course is to train educators in trauma-informed and mindfulness practices that support Students with Interrupted Formal Education (SIFE) and English Language Learners (ELLs). The course will address educational gaps and provide structured support for interrupted learning, enhance language acquisition and academic engagement through mindfulness-based learning strategies, and share ways to use mindfulness to reduce stress and anxiety, creating a safe and welcoming learning space. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. Posting in Frontline is for registration purposes only. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME.
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  • Enrolled: 1/5
  • Wait: 0/10

8. Mindful Teaching: Starting and Thriving with Calm, Clarity, and Confidence: 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 9/1/2026

Designed for new and early-career educators, this course provides practical mindfulness tools to build emotional regulation, instructional clarity, and sustainable teaching practices. Participants develop routines that reduce stress, improve classroom management, and foster positive learning environments while strengthening their professional confidence and resilience. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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  • Enrolled: 1/5
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9. Mindfulness for Young Minds: Special Education 45-Hour ASYNCHRONOUS Course - REGISTER-GET DISTRICT APPROVED- BEGIN RIGHT AWAY - facilitated by Dilcia Granville, Ph.D.

Program: Online Professional Development

Dates: 9/1/2026

The objective of this course is to provide educators with mindfulness-based interventions to support students with special needs, improving focus, self-regulation, and emotional resilience. Participants will learn evidence-based mindfulness techniques to improve attention and behavior, develop individualized strategies for reducing anxiety and emotional dysregulation and integrate mindfulness into IEP and 504 Plan accommodations to enhance student outcomes. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Posting in Frontline is for registration purposes only.
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  • Enrolled: 0/5
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10. 2026-27 Special Interest VIRTUAL Collegial Circles - K-5 AIS Mathematics facilitated by Dr. Stacey Mooney - 9:45-10:45am

Program: Online Professional Development

Audience: K-5 Elementary Math Academic Intervention Specialists and Providers, Math Coaches

Dates: 9/17/2026 to 5/18/2027

On-going opportunities to meet with colleagues from various districts to collaborate, discuss and share a variety of processes of AIS identification, scheduling, MTSSi Tier 2 and 3 intervention strategies, resources and more. WHO: K-5 Elementary Math Academic Intervention Specialists and Providers, Math Coaches Eligible for 4 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session. Participants are expected to attend all sessions.
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  • Enrolled: 17/25
  • Wait: 0/10

11. 2026-27 Special Interest VIRTUAL Collegial Circles - Elementary Math Coaches facilitated by Dr. Stacey Mooney - 11-12pm

Program: Online Professional Development

Dates: 9/17/2026 to 5/18/2027

Discuss and collaborate with colleagues who share your unique position about topics that pertain specifically to K-5 mathematics instruction, including curriculum, technology, instructional strategies, resources, materials, and implementation of programs and initiatives. WHO: Elementary Math Coaches, Coordinators, Administrators, Lead Teachers Eligible for 4 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session. Participants are expected to attend all sessions.
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  • Enrolled: 10/25
  • Wait: 0/10

12. Social Studies Collegial Circle **ONLINE** facilitated by Jessica Gruttola, Diana Beltrani and Jennifer Wiener - 9-10am (SUFFOLK DISTRICTS)

Program: Online Professional Development

Dates: 9/24/2026 to 6/17/2027

Western Suffolk and Nassau BOCES are offering monthly Social Studies Collegial Circles for administrators/ coordinators to connect, share resources and discuss important issues. The group has proven to be an incredible support system for those who have participated. PLEASE NOTE- Log on information for the ZOOM virtual session will be emailed to everyone who has registered on MyLearningPlan on the morning of the scheduled session. When you get the ZOOM log on invitation, you must click the link in the invitation and register for that session on ZOOM. When registering in ZOOM, your name and email MUST be the same as your MyLearningPlan account information.
Proof of attendance can be provided per meeting. Frontline attendance will be completed after last session. Eligible for 9 hours CTLE credit. Can use 1-1/2 consortium seats. One registration/fee includes all 9 sessions regardless how many you attend. Suffolk districts please register with Western Suffolk BOCES. Nassau districts please register with Nassau BOCES.
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  • Enrolled: 19/75
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13. ELA Collegial Circle **ONLINE** facilitated by Jessica Gruttola, Diana Beltrani and Jennifer Wiener - 10-11am (SUFFOLK DISTRICTS)

Program: Online Professional Development

Dates: 9/24/2026 to 6/17/2027

Western Suffolk and Nassau BOCES are offering monthly ELA Collegial Circles for administrators/ coordinators to connect, share resources and discuss important issues. The group has proven to be an incredible support system for those who have participated. PLEASE NOTE- Log on information for the ZOOM virtual session will be emailed to everyone who has registered on MyLearningPlan on the morning of the scheduled session. When you get the ZOOM log on invitation, you must click the link in the invitation and register for that session on ZOOM. When registering in ZOOM, your name and email MUST be the same as your MyLearningPlan account information.
Proof of attendance can be provided per meeting. Frontline attendance will be completed after last session. Eligible for 9 hours CTLE credit. Can use 1-1/2 consortium seats. One registration/fee includes all 9 sessions regardless how many you attend. Suffolk districts please register with Western Suffolk BOCES. Nassau districts please register with Nassau BOCES.
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  • Enrolled: 24/75
  • Wait: 0/10

14. School Library System Council meeting

Program: School Library System

Audience: Members of the School Library System Council

Dates: 9/29/2026

The State mandated School Library System Council meets to recommend policy; do long-range and short-range planning; and evaluate the System's services.
  • Enrolled: 6/8
  • Wait: 0/0

15. ELA Coordinator Network Meeting facilitated by Jessica Gruttola - 8:30-11:30am

Program: Professional Development

Dates: 10/14/2026

Starting Soon
Designed for coordinators, directors, and administrators responsible for English Language Arts supervision within their schools or districts, this forum provides an opportunity to learn about and engage in discussions on the most current and relevant local and New York State Education Department (NYSED) updates involving PK-12 ELA and literacy instruction. Topics include curriculum, instruction, resources, instructional materials, assessment, staffing, scheduling, professional events, conferences, and other areas of interest. This is an excellent opportunity to exchange ideas, collaborate, communicate, and network with fellow supervisors. At each meeting, a different local vendor will deliver a brief presentation and sponsor breakfast. An optional Lunch and Learn session, also sponsored by the vendor, will follow the meeting. Separate registration is required. $75 per meeting (separate registration for each meeting) *Included for ELA Consortium Members* Eligible for 3 CTLE hours per meeting.
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  • Enrolled: 46/75
  • Wait: 0/10

16. Secondary Science of Reading: Getting Teens to Read, Think, and Engage Gr 6-12 *IN PERSON* facilitated by The Living Literacy Network-8:30-2:30pm

Program: Professional Development

Dates: 10/14/2026

Starting Soon
The Science of Reading (SOR) movement has transformed early literacy but for educators in grades 6-12, a critical question remains: Why do students still struggle to read and make sense of texts across the disciplines? Adolescent literacy demands a more dynamic architecture. While traditional SOR focuses on word recognition and language comprehension alone, the Science of Secondary Reading (SOSR) requires that students evolve from being passive receivers of information to readers who construct meaning critically. The Active View of Reading framework by Nell Duke and Kelly Cartwright accounts for the "hidden" drivers of adolescent success: motivation and engagement, executive function, and metacognition, allowing students to tackle more complex texts as advanced readers and writers. Furthermore, this framework also takes into consideration text type, task, and sociocultural context as well as the role of Disciplinary Literacy (reading and writing like experts in a field) and recognizes the importance of culturally responsive and relevant instruction. This SOSR workshop is specifically designed for middle and high school teachers, instructional coaches, and leaders across disciplines; we've chosen the aspects of the Active View of Reading, Disciplinary Literacy, and Critical Literacy that connect most to teen reading struggles, the development of the teenage brain, and teachers' issues with time, topic coverage, task sophistication and the added pressure of high-stakes tests. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 4/25
  • Wait: 0/10

17. NORTHWELL SCHOOL MENTAL HEALTH PROGRAM VIRTUAL Professional Development Series 2026-2027 - Project ECHO - Social Anxiety - Northwell District Members ONLY!-10-11:15am

Program: Northwell Health

Audience: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists

Dates: 10/14/2026

Starting Soon
Using the Project ECHO model these sessions will provide expert guidance and review of cases (deidentified) and focus on facilitating open discussions and fostering collaborative team learning, sharing expertise and a teach all learn all model. Facilitated by Brittney Chatel, LMHC TARGET AUDIENCE: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists
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  • Enrolled: 16/50
  • Wait: 0/10

18. Follett User Group Meeting

Program: School Library System

Dates: 10/14/2026

Starting Soon
The first Follett User Group Meeting for the 2026-2027 school year. Zoom link will be sent the afternoon prior to the meeting.
  • Enrolled: 0/40
  • Wait: 0/0

19. Lead Nurse/School Health Coordinators Forum

Program: Student Support Services

Dates: 10/15/2026

Starting Soon
Topics for Discussion: * Focus on ADHD for School Nurses Jennifer Smith, RN BSN * NYSCSH * Athletic Placement/Review of Health Forms * Immunizations * Survey Reporting Dates * Updated Medication Guidelines August 2026 * Updated Information on the Life Vac Device * Information Re: Neffy Training/DOH Epinephrine Hand Outs * Open Discussion flyer:https://drive.google.com/file/d/16M3EHSILGho3qcCma_6DQdThe3ivPK9V/view?usp=sharing
  • Enrolled: 36/50
  • Wait: 0/0

20. The Future of Math Learning: NYS Numeracy, the Portrait of a Graduate, and Imagine IM - FREE VIRTUAL session - 9-10am

Program: Professional Development

Dates: 10/15/2026

Starting Soon
How can districts translate the goals of the NYSED Numeracy Briefs and the NYS Portrait of a Graduate into everyday mathematics instruction?
In this one-hour virtual session, participants will explore how problem-based learning connects these statewide initiatives by creating classrooms where students reason, collaborate, communicate, and persevere through meaningful mathematical challenges.
Participants will also see how Imagine IM supports this instructional approach through engaging problem-based lessons, purposeful mathematical discourse, multiple solution strategies, and opportunities for students to explain and reflect on their thinking.
Attendees will leave with a clearer understanding of how Imagine IM can help districts strengthen mathematics instruction while developing confident learners who demonstrate the critical-thinking, communication, creativity, and problem-solving skills emphasized in New York State's Portrait of a Graduate and Numeracy Briefs.
Presenter: Dr. Deborah Peart Crayton is an educator, researcher, author, and founder of My Mathematical Mind. She wrote Readers Read. Writers Write. Mathers Math!: Bridging the Gap between Literacy and Mathematics and coined the term mather-a person who uses mathematics to make sense of the world. Through her research and the #MatherMovement, Deborah champions teaching that makes math accessible, joyful, and meaningful for every student. She also serves as Curriculum Strategy Director, Mathematics at Imagine Learning.
Eligible for 1 hour CTLE
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  • Enrolled: 39/50
  • Wait: 0/10

21. NORTHWELL SCHOOL MENTAL HEALTH PROGRAM VIRTUAL Professional Development Series 2026-2027 - Trauma Informed Care and De-Escalation Skills - Northwell District Members ONLY!-1-2:30pm

Program: Northwell Health

Audience: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists

Dates: 10/15/2026

Starting Soon
This hands-on training will equip educators and school mental health staff with proven de-escalation techniques to manage challenging behaviors in the school setting. Learn verbal and non-verbal strategies to diffuse tense situations, promote student safety, and create a more positive and supportive learning environment. Facilitated by Peter D'Amico, PhD TARGET AUDIENCE: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists
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  • Enrolled: 27/50
  • Wait: 0/10

22. Choice Time with Purpose: Designing Student-Driven Learning Blocks K-5 - 3-hour VIRTUAL workshop facilitated by Carly Furino - 8:30-11:30am

Program: Online Professional Development

Dates: 10/19/2026

Choice time is often treated as downtime-but when designed intentionally, it becomes a powerful driver of student independence, communication, and problem-solving. This session focuses on how to structure choice blocks that are purposeful, predictable, and academically meaningful. Educators will learn how to design engaging learning centers, establish clear routines that build independence, and use this time to observe and assess student growth in real time. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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  • Enrolled: 0/25
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23. Reflect, Refine, Redesign: A Collaborative Workshop for Earth and Space Sciences Curriculum and Assessment (2-DAY workshop) *IN PERSON* facilitated by Brian Vorwald-8:30-2:30pm

Program: Professional Development

Dates: 10/19/2026 to 11/12/2026

One or two years into implementing your NYSSLS-based ESS curriculum is the perfect time to reflect, refine, and re-energize your instruction. This engaging two-day workshop is designed for Earth and Space Sciences teachers ready to strengthen student-centered, phenomenon-based, three-dimensional learning while improving student performance and engagement. Collaborate with fellow educators in a supportive, hands-on workspace focused on curriculum, instruction, and assessment. Together, we will examine what is working well, identify opportunities for growth, and explore practical strategies to make learning more meaningful for students. This two-day workshop provides a collaborative space for teachers to strengthen curriculum, instruction, and assessment within their NYSSLS-based Earth and Space Science program. Participants will bring units, lessons, and assessments from their own curriculum and use alignment screeners to evaluate how effectively these materials promote three-dimensional learning and meet NYSSLS expectations. Together, teachers will identify instructional and assessment gaps, explore strategies to increase student engagement through relevant local anchor phenomena, and examine how mini storylines can help connect concepts to authentic student experiences. The workshop will also focus on designing assessments that better prepare students for ESS Regents question clusters while authentically measuring all three dimensions of learning. Participants will analyze sample assessments, explore ways to strengthen students' scientific reasoning and written responses, and investigate how storyline-based assessments and novel scenarios can provide students with more consistent opportunities to apply their understanding throughout the year. Throughout the workshop, AI tools will be explored as resources for brainstorming and refining instructional materials, assessment ideas, student supports, and practice opportunities.
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  • Enrolled: 12/30
  • Wait: 0/10

24. Using Question Formulation Technique (QFT) in the Science Classroom VIRTUAL Two-hour session facilitated by Lynn DiAndrea - 3:30-5:30pm

Program: Online Professional Development

Dates: 10/19/2026

This workshop explores how the Question Formulation Technique (QFT) can be used to help students make sense of scientific phenomena through collaborative questioning and inquiry. Participants will engage in the QFT protocol while learning strategies that help students produce, improve, prioritize, and reflect on their own questions to strengthen reasoning and written explanations. Examples across grade levels will demonstrate how QFT can support three-dimensional instruction and assessment by helping students develop a deeper understanding of how to interpret, analyze, and respond to assessment questions. Eligible for 2 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 1/25
  • Wait: 0/10

25. Liaison Business Meeting/Professional Learning for All

Program: School Library System

Audience: Western Suffolk school library media specialists

Dates: 10/20/2026

Liaisons' business meeting will be followed by professional learning. Professional learning TBD. All Western Suffolk school library media specialists welcome to attend.
  • Enrolled: 29/60
  • Wait: 0/0

26. Building Thinking Classrooms in Mathematics (Gr K-12) *IN PERSON* facilitated by Dr. Stacey Mooney - 8:30-2:30pm

Program: Professional Development

Audience: Gr K-12 Math General and Special Educators, Math Coaches, Math Administrators, Math Support Staff

Dates: 10/20/2026

New
This interactive workshop will provide an overview of the text with a special focus on the first eleven chapters. Building Thinking Classrooms is designed to help students go beyond rote memorization and repetitive calculations and transition into critical thinking, creating an ideal setting for deep mathematics learning to occur. Participants will learn how to create optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before. There will be many easy-to-implement classroom practices and resources to immediately heighten thinking, engagement, and learning in every math classroom. Ideal for beginners and educators who are looking to refine their BTC practices. **Please bring your own device** Eligible for 6 hours CTLE credit. If district pays, district approved must be confirmed prior to start of session. Can use 1 consortium seat.
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  • Enrolled: 4/25
  • Wait: 0/10

27. I Got This: Developing Supports and Interventions for Problematic Classroom Behavior *IN PERSON* facilitated by Michelle Levy - 8:30-2:30pm

Program: Professional Development

Dates: 10/20/2026

Function-based thinking (FBT) is a proactive, systematic approach for teachers to understand why a student misbehaves-typically to get or avoid something-and to select interventions that match that function, rather than just reacting to the behavior's appearance. It empowers educators to address minor, persistent behaviors before they require complex, intensive assessments such as FBA/BIP, focusing on changing the environment to teach better social-emotional skills. Participants will be able to describe challenging behaviors, understand the behavior pathway and use it to determine the function of behaviors, and understand and engage with the function-based thinking process to prevent or extinguish unwanted behaviors. They will be able to 1) Operationally define challenging behaviors 2) Understand the behavior pathway and use it to determine the function of behaviors 3) Understand and engage with the FBT process to prevent, redirect, reduce and/or extinguish challenging behaviors. Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 6/25
  • Wait: 0/10

28. Preparing for NYS Portrait of a Graduate Financial Literacy Component: Wealth, Risk, and Investing VIRTUAL Workshop facilitated by Philip Dituri, Ph.D.-8:30-2:30pm

Program: Online Professional Development

Dates: 10/20/2026

Get ready to meet New York State's new Portrait of a Graduate expectations for Personal Finance Education. When taught well, personal finance is relevant to students' lives and research shows that students find it interesting, recognize its importance, and are naturally motivated to engage with it. This workshop will help you harness that motivation while building your own confidence and capacity to teach these essential topics. Rather than skimming all five state-identified areas, we'll take a deep dive into two of the most foundational components of the new standards: -Saving and Investing: Examining how setting money aside and understanding long-term planning support financial well-being. -Risk Management: Understanding that risk is a part of life and exploring strategies to manage it, including the role of insurance. Together, we'll unpack the core concepts, essential understandings, and best instructional practices for each area. You'll experience student-ready activities that illuminate the financial theory and mathematics underlying these ideas, and you'll leave with materials and strategies you can implement immediately in your classroom or community setting. This workshop is designed for all educators-math teachers, non-math teachers, and anyone looking to strengthen financial literacy instruction. You'll walk away with ready-to-use activities, a clear understanding of related standards, and the tools to empower your students in their academic, personal, and future financial lives. No prior financial background required-just curiosity, commitment, and a desire to help students thrive. Come join us and discover what meaningful, engaging financial education can look like in your school! Must have reliable and stable internet connection. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 6/25
  • Wait: 0/10

29. Small Group Work in Reading Comprehension Grades 4-5 3-hour Workshop facilitated by Karen Lucchese - 8:30-11:30am

Program: Professional Development

Dates: 10/20/2026

Participants will learn how to develop small group reading sessions to help strengthen comprehension skills while building confidence and a love of reading. The small groups will cover all areas of reading comprehension such as -improving reading fluency, -expanding vocabulary skills, -identifying main ideas and supporting details, and -practice making predictions. The participants will learn various management tricks as well as using data to place students in the appropriate group. Time will be provided to review materials that may be used in the small group and that supports the reading curriculum. Eligible for 3 hours CTLE credit. If district pays, district approved must be confirmed prior to start of session. Can use 1/2 consortium seat.
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  • Enrolled: 2/25
  • Wait: 0/10

30. The Writing Revolution Gr. 3-12 3-Day VIRTUAL Workshop - 9-2pm

Program: Online Professional Development

Dates: 10/20/2026 to 10/22/2026

This virtual training introduces educators to the foundational principles of the Hochman Method®, a comprehensive approach to teaching expository writing across all content areas. The training covers strategies for teaching students to: -Use a variety of sentence structures -Plan, organize, draft, and revise paragraphs and compositions -Take efficient and effective notes Educators also explore how writing can deepen content knowledge and enhance comprehension and critical thinking. This live course features instructional videos, modeling, interactive checks for understanding, and guided practice using our AI tool, Judy, to create classroom-ready activities. -This training is open to all educators of grades 3-12, but it is especially suited to teachers of the humanities - English & History - including special education and ELL/EB educators -Instructional coaches and school or district leaders seeking to scale school- or district-wide writing practices through targeted review and support Eligible for 15 hours CTLE credit. Can use 7 consortium seats pp. If district pays, district approved must be confirmed prior to start of session.
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  • Enrolled: 5/30
  • Wait: 0/10

31. Elevating Middle-Grade Writers: Conquering the NYS ELA Writing Demands for Grades 5-8 *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm

Program: Professional Development

Audience: administrators, literacy coaches, reading teachers, grades 5-8 ENL, general and special education teachers whose students are reading approximately on these levels.

Dates: 10/21/2026

Audience: administrators, literacy coaches, reading teachers, grades 5-8 ENL, general and special education teachers whose students are reading approximately on these levels. As students transition into the middle grades, the writing demands of the NYS ELA exam require a tremendous amount of executive function, organization, and reading stamina. Join us for an intensive seminar designed to help Grades 5-8 educators navigate the complex expectations of both the 2-credit short responses and the rigorous 4-credit extended-response essays. This workshop will provide a deep dive into the 4-credit constructed-response rubric, highlighting the distinct essay expectations for grades 6-8, which include the need for stylistically sophisticated language, varied transitions, and precise control of academic conventions. -Close reading of test passages will be modeled, and a variety of bookmarks for helping students scaffold texts in a style that is brain-friendly to them will be shared. -The short-response format will be highlighted using the Writing Revolution paragraph structure and the 'Prove It' argumentative structure to reinforce short-response mastery. Even at advanced grades, students must efficiently provide a clear inference and two pieces of text-based evidence without losing focus or rambling -We will focus heavily on writing from sources, specifically how to teach students to analyze and synthesize information to answer prompts across two paired texts. Appropriate transitions to set up quotes, introduce texts, begin paragraphs and provide additional evidence will be investigated. -You will learn how to coach students to critically read complex prompts, mark key details, and mentally rehearse their plans before they even begin drafting their essays.
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32. Love of Reading Through Book Clubs (K-5) 3-hour Workshop facilitated by Karen Lucchese - 8:30-11:30am

Program: Professional Development

Dates: 10/21/2026

Let's bring back book clubs to develop love of reading, fluency, vocabulary, comprehension, and team work. In this workshop, the teachers will develop a systemic way of creating fun book clubs on the reader's level and interest. A variety of different book club templates will be shared and time will be allowed for the participants to develop templates to meet the needs of their students. In addition, the participants will learn various management techniques as well as routines that can be followed in the classroom. Time will be allocated to review certain chapter books, and novels to determine reading and interest levels. Eligible for 3 hours CTLE credit. If district pays, district approved must be confirmed prior to start of session. Can use 1/2 consortium seat.
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33. Math Coordinator Network Meeting facilitated by Stacey Mooney - 8:30-11:30am

Program: Professional Development

Dates: 10/21/2026

Attend in person or virtually
Designed for coordinators, directors, and administrators responsible for mathematics and/or STEM supervision within their schools or districts, this forum provides an opportunity to learn about and engage in discussions on the most current and relevant local and New York State Education Department (NYSED) updates involving PK-12 mathematics. Topics include curriculum, instruction, resources, instructional materials, assessment, staffing, scheduling, professional events, conferences, and other areas of interest. This is an excellent opportunity to exchange ideas, collaborate, communicate, and network with fellow supervisors. At each meeting, a different local vendor will deliver a brief presentation and sponsor breakfast. An optional Lunch and Learn session, also sponsored by the vendor, will follow the meeting. Separate registration is required. *Live-Streaming Option available. Eligible for 3 CTLE hours per meeting. $75 per meeting (separate registration for each meeting) *Included for Math Consortium Members*
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  • Enrolled: 93/100
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34. SELF-SELECTED READING IN A SCIENCE OF READING CLASSROOM VIRTUAL Workshop facilitated by Dana Brown - 8:30-2:30pm

Program: Online Professional Development

Dates: 10/21/2026

Students need real reasons to read, and reading more improves reading. We will learn more about "Read-All-the-Words” texts versus "Read-in-Other-Ways” texts and how to divide Self-Selected Reading time to provide opportunities for students to read in these different ways. Participants will learn how to use small group instruction during Self-Selected Reading time to teach readers how to use partner reading and audio books to read challenging texts ("Read-in-Other Ways” texts). Participants will also create collections of content-specific texts for their classroom libraries that extend social studies and science topics. Key takeaways: -How to reorganize the classroom library to display text sets; -Create an anchor chart for Self-Selected Reading that includes Reread Read Aloud; -Reread Small Group Book; -Reread Decodable Readers; -Read with a Partner; -Read from the Classroom Library; -Develop personalized text sets with students based on favorite authors, topics, etc. to support reading challenging text. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 1/25
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35. The First 30 Days: Building a Connected Classroom Through Executive Function & Routines 6-12 - 3-hour VIRTUAL workshop facilitated by Randall Klein - 8:30-11:30am

Program: Online Professional Development

Dates: 10/21/2026

The first month of school sets the tone for student behavior, independence, and academic success for the entire year. This session brings together classroom community-building and Executive Functioning instruction into one practical, actionable framework for launching a successful school year. Educators will learn how to intentionally design the first 30 days through clear routines, co-created expectations, and structures that explicitly teach Executive Functioning skills such as organization, attention, task initiation, and self-regulation. The focus is on building a classroom culture where students are not only emotionally supported and connected, but also actively developing the skills needed to take ownership of their learning. Participants will leave with a step-by-step approach to establishing a classroom that runs more smoothly, reduces teacher cognitive load, and increases student independence from day one. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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36. Lunch and Learn Hosted by HMH- Speaker: ROBERT KAPLINKSY Four Steps To Fix Math Education - 11:30-12:30pm

Program: Professional Development

Dates: 10/21/2026

Math education is broken. Students often dread learning mathematics. Teachers have an impossible task of teaching everything in a year. Colleges and employers say students are missing needed skills. It's been this way for decades and it will continue to be that way unless we do something. This session equips administrators and education leaders with practical tools to lead the difficult but necessary conversations about curriculum, instruction, and priorities needed to improve mathematics learning for all students. * Lunch will be provided.*
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37. How To Make Your Math Lesson Unforgettable Using Open Middle Problems *IN PERSON* SPEAKER: ROBERT KAPLINSKY *FREE* - 12:30-3:30pm

Program: Professional Development

Audience: K-12 Math Educators

Dates: 10/21/2026

Why is it that people hear an urban legend one time and remember it for years, while students experience our lessons over and over and retain so little? In this session, we'll explore six key differences between these two approaches and what they reveal about making learning stick. You'll experience how Open Middle problems can make lessons more memorable by increasing rigor, encouraging productive struggle, and giving all students access to meaningful, grade-level thinking. These ideas connect to current expectations for high-quality math instruction. Eligible for 3 CTLE credits. Bring a charged device.
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  • Enrolled: 11/40
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38. APPR Recertification For Teacher and Principal Evaluators - VIRTUAL Workshop presented by Anne Rullan, Ed.D. - 8:30-11:30am

Program: Online Professional Development

Dates: 10/22/2026

As per the requirements of Education Law §3012-d, as well as Education Law §3012-e which introduces the Standards-based Educator Evaluation and Professional Support (STEPS) system, teacher and principal evaluators must be recertified each year. This workshop provides updated information on the law and a comprehensive review of the entire evaluation cycle. Participants will learn how to effectively use evidence in the observation process and ensure inter-rater reliability. Eligible for 3 hours CTLE credit. Can use 1/2 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 10/30
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39. Stepping Back So Students Can Step Up: Designing Student-Centered Discovery-Driven STEM Lessons *IN PERSON* facilitated by Philip Dituri, Ph.D.-8:30-2:30pm

Program: Professional Development

Dates: 10/22/2026

What if your students were doing more of the thinking than you are? In this hands-on workshop, we'll explore how to redesign your STEM classroom so that students are active participants in their own learning, not passive recipients of yours. Discovery-based, student-centered instruction is about doing the work before students walk through the door so the magic can happen once they do. The payoff: when students have the structures and agency to drive their own learning, you're not adding to your workload - you're reducing it. Less reteaching. More engagement. Less carrying the cognitive load for the entire room. We'll dig into how your warm-up and exit ticket can become engines for student discovery, why letting students wrestle with content before mastering it is a feature rather than a flaw, and how thin slicing and scaffolding let you guide students forward without giving the learning away. In this workshop, you will: -Explore classroom structures that support discovery-based learning -Learn how to use warm-ups and exit tickets to promote student inquiry -Develop your approach to scaffolding and thin slicing -Walk away with an enhanced or reimagined lesson of your own Come prepared: Bring a lesson or topic you want to make more student-centered. You'll leave with something better than you arrived with. BYOD-Bring your own device. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 1/25
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40. The Importance of Knowledge Building Gr K-8 *IN PERSON* facilitated by The Living Literacy Network - 8:30-2:30pm

Program: Professional Development

Dates: 10/22/2026

Knowledge building is essential for strong reading comprehension; it provides the foundation students need to understand, analyze, and engage with texts deeply. When readers bring background knowledge to texts, they can make connections, infer meaning, and grasp complex ideas more easily. In this workshop, teachers will learn how taking a knowledge-rich approach to reading helps students develop vocabulary, recognize themes, and think critically about what they read. Teachers will learn how to build rich and complex, multi-media text sets that support conceptual knowledge and transfer that they can integrate into existing curriculum and units as well as build bridges between content area instruction and literacy instruction. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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41. The Seal of Civic Readiness: From Vision to Implementation *IN PERSON* facilitated by Nicole Moriarty, Ed.D - 8:30-11:30am

Program: Professional Development

Dates: 10/22/2026

This interactive workshop supports educators and leaders in designing and implementing meaningful systems for the Seal of Civic Readiness. Participants explore how to move beyond compliance and checklists to create authentic civic learning experiences that build student responsibility, agency, and real-world application. Through collaborative discussion and real district examples, participants clarify roles, timelines, assessment practices, and structures for tracking student progress over time. Participants consistently report high engagement and value the opportunity to collaborate with colleagues, learn from real examples, and leave with clear, actionable next steps for implementation. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 4/25
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42. NORTHWELL SCHOOL MENTAL HEALTH PROGRAM VIRTUAL Professional Development Series 2026-2027 - Professional Boundaries - Northwell District Members ONLY!-10-11:30am

Program: Northwell Health

Audience: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists

Dates: 10/22/2026

This session will provide a comprehensive understanding of professional boundaries, a crucial ethical framework that defines appropriate limits and expectations within any professional relationship, affecting professional integrity, client trust, and personal well-being. Learn practical strategies to effectively establish, maintain, and navigate these boundaries, ensuring ethical conduct, fostering healthy relationships, and promoting personal and professional. Facilitated by Lindsy Koroly, PsyD TARGET AUDIENCE: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists
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  • Enrolled: 13/50
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43. 2026 Long Island Technology & Education Summit - WESTERN SUFFOLK BOCES DISTRICTS ONLY

Program: Model Schools

Dates: 10/23/2026

Western Suffolk BOCES, Nassau BOCES, and Eastern Suffolk BOCES invite all K-12 educators to participate in the Long Island Technology & Education Summit (LITES). The focus of this conference is to promote the use of technologies to enhance critical thinking, problem solving, creativity and imagination in the classroom. LITES is a platform for sharing new ideas, innovations and trends. This highly regarded annual conference has grown into a premier event for Long Island educators. Vendors will also be available to discuss technology integration options.
  • Enrolled: 85/100
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44. 2026 Long Island Technology and Education Summit - PRESENTERS ONLY

Program: Professional Development

Dates: 10/23/2026

Western Suffolk BOCES, Nassau BOCES and Eastern Suffolk BOCES invite all K-12 educators to participate in the 2026 Long Island Technology & Education Summit. The Long Island Technology & Education Summit highlights how schools and educators from across Long Island are leveraging technology to enhance learning. The conference is a platform for sharing ideas and best practices that encourages educationally sound pedagogy. THIS REGISTRATION IS FOR PRESENTERS ONLY!
  • Enrolled: 44/60
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45. Sustaining the Educator: A Somatic Approach to Self-Care & Resilience *IN PERSON* facilitated by Lorraine Trentini - 8:30-2:30pm

Program: Professional Development

Dates: 10/23/2026

Educators today are facing increasing demands that can contribute to stress, fatigue, burnout, and a sense of overwhelm-impacting both personal well-being and their ability to be fully present and effective in the classroom. Prioritizing self-care is no longer optional; it's a vital practice for sustaining resilience, maintaining focus, and showing up fully for students, colleagues, and the broader school community. In this interactive workshop, educators engage in guided introspection to identify and better understand their core self-care needs. Participants are introduced to a range of self-care modalities including tapping, somatic movement, breathwork, earthing, and journaling practices such as reflective, brain-dump, bullet, and gratitude. Through hands-on exploration, educators learn to thoughtfully connect these modalities to the internal spaces where stress, anxiety, and past experiences are held. The workshop culminates with practical, sustainable strategies to integrate the techniques that best support wholistic well-being. Participants emerge feeling invigorated and empowered, with a renewed perspective on what inner peace means at a cellular level-and a deeper capacity to show up as their true, authentic selves across all areas of life, including their classroom, community, relationships, and most importantly, within themselves. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. Eligible for Guidance Consortium. If district pays, district approval must be confirmed prior to start of session.
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46. Beyond the Outburst: Shifting from Behavior Management to Collaborative Problem Solving K-5 - 3-hour VIRTUAL workshop facilitated by Carly Furino - 8:30-11:30am

Program: Online Professional Development

Dates: 10/26/2026

Behavior is communication-not defiance. This workshop moves beyond compliance-based discipline and introduces a Collaborative Problem Solving approach that helps educators understand the "why” behind student behavior. Participants will learn how to identify lagging skills, recognize environmental triggers, and engage students in solution-focused conversations that build regulation skills, trust, and long-term behavior change. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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47. PROJECT-BASED LEARNING TEAMS WITH A FINNISH TOUCH 3-Day Virtual Training *Aligns with NYSED Portrait of a Graduate* Hosted by Finland Educator/Consultant, Petteri Elo-8:30-2:30pm

Program: Professional Development

Dates: 10/26/2026 to 2/1/2027

This is a very special and unique opportunity for districts to work with an internationally recognized expert in the field of Finnish education! Day 1 - October 26, 2026: Participants will receive high-quality instruction on the foundational principles of engaging, authentic project-based learning. They'll also have the opportunity to virtually meet with Petteri for exclusive, tailored coaching to plan and design their projects, along with structured collaboration time for project planning. Asynchronous work on project plans will take place via shared Google documents, where Petteri will provide feedback, offer ideas, and ask guiding questions. Day 2 - November 16, 2026: Teams engage in exclusive virtual coaching meetings with Petteri for tailored feedback, guidance and support on projects, as well as peer feedback and structured planning time for collaboration on projects. *Between Day 2 and Day 3 - implementation of projects, Petteri is available for consultation if needed. Day 3 - February 1, 2027: Teams will virtually showcase projects and collectively reflect on the planning process, experiences in the classroom, student feedback and final products - an essential part of PBL! Each team will receive final feedback from Petteri.
• Space is VERY limited to only 6 teams.
• A team will consist of 2-4 members. Members will collaboratively work together on one project during the training.
• A district may choose to send more than one team of educators. *Please contact Debbi Maxwell directly at dmaxwell@wsboces.org if you plan to do this.*
• Every member must register individually on Frontline. (Please note - Not every individual will be charged. District will only be charged ONCE.)
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  • Enrolled: 1/24
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48. Writing with Linguistically Diverse Learners VIRTUAL Three-hour session facilitated by Dana Brown - 8:30-11:30am

Program: Online Professional Development

Dates: 10/26/2026

-Understand the key similarities and differences between a child's home language and English (e.g. phonology, grammar, vocabulary) and leverage the use of cognates to bridge language gaps and enhance language acquisition -Encourage home language discussions with same language peers to support building context knowledge -Allow students to write in their home language when appropriate and provide authentic writing (e.g. writing about personal experiences) and publishing opportunities Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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49. Mirror the Mission: Modeling the Mindset You Expect VIRTUAL 3-hour Workshop facilitated by Dr. Chelsee Hudson Jacobs - 8:30-11:30am

Program: Online Professional Development

Dates: 10/27/2026

This interactive session supports educators in aligning their actions, behaviors, and instructional practices with the expectations they have for students. Using the New York State Portrait of a Graduate framework, participants will reflect, analyze, and design a personal "teacher portrait” to strengthen their impact. Participants will: -Build community with fellow educators -Analyze the components of the New York State Portrait of a Graduate -Identify how teachers can model desired student behaviors and mindsets -Create a personal Teacher Portrait highlighting strengths and growth opportunities Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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50. NYSED Numeracy Initiative Webinar K-5 Best Practices Guide and Math Attestation 3-Hour Session *IN PERSON* - 9-12pm

Program: Professional Development

Audience: Math/STEM Directors and Administrators, Elementary Building Administrators, K-5 Teachers

Dates: 10/27/2026

Audience: Math/STEM Directors and Administrators, Elementary Building Administrators, K-5 Teachers During this workshop, NYSED will release the K-5 Instructional Best Practices Guide to support implementation of evidence- based instructional best practices for numeracy and the teaching of mathematics in kindergarten through grade 5. Information regarding the numeracy attestation related to best practices in math instruction will also be discussed. WSBOCES will facilitate regional discussions related to needs and best practices throughout the session. Information live-streamed from NYSED. Must attend in-person. Breakfast will be served. Eligible for 3 hours CTLE credit.
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  • Enrolled: 28/75
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51. Mastering the NYS ELA Writing Demands: Strategies for Grades 3-5 *IN PERSON* facilitated by Deborah Linscott-Feinstein - 8:30-2:30pm

Program: Professional Development

Audience: administrators, literacy coaches, reading teachers, grades 3-5 ENL, general and special education teachers whose students are reading approximately on these levels.

Dates: 10/28/2026

Audience: administrators, literacy coaches, reading teachers, grades 3-5 ENL, general and special education teachers whose students are reading approximately on these levels. Equip your 3rd, 4th, and 5th-grade students with the tools they need to confidently tackle the writing portions of the NYS ELA assessment! This dynamic seminar is specifically tailored to the foundational writing tasks young learners face, focusing on how to successfully navigate both 2-credit short responses and the 4-credit extended responses introduced in grades 4 and 5. The Writing Revolution paragraph scaffolding will be utilized, and several models for compare and contrast essays will be presented. -Participants will explore highly effective, brain-friendly strategies to simplify test writing. We will unpack exactly what the 2-credit constructed-response rubric demands: a valid inference-like making a claim from their head-supported by two concrete details directly from the text. You will learn how to teach students the "get in, and get out!" method: writing short and sweet complete sentences without wasting time restating the question, using transitions, or over-explaining evidence. -We will also share proven formulas for tackling tricky "how" and "why" questions, training students to purposefully use words like "by" and "because" to frame their thoughts, and sort details and inferences within a game format. -Furthermore, for upper elementary teachers, we will delve into the expectations of 4-credit extended-response questions, showing you how to guide students in communicating a clear, coherent analysis of the texts. Graphic organizers for the compare and contrast essay will be explored. -Simultaneously, third grade teachers will work on continued grade-appropriate practice activities with short response questions in a small group. Third grade teachers will also work on synthesizing how to elaborate on kernel sentences into short response format.
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52. NEW YORK AT 250: THEME 5 Unfinished Revolutions: Exploring the Tapestry of NY *IN PERSON* facilitated by Dana Brown - 8:30-11:30am

Program: Professional Development

Audience: PK-12 Social Studies Teachers; Librarians; Art Teachers; English/ENL Teachers

Dates: 10/28/2026

This workshop is designed to help classroom and special area teachers maximize collaboration opportunities centered around NY 250 and the Tapestry of NY. In addition to a virtual presentation of the NYS Office of Parks, Recreation and Historic Preservation's Revisit the Revolution traveling exhibition, we will read Faith Ringgold's We Came to America, connect to the Tapestry of NY that is used to showcase student artwork, engage in self-portraiture, explore the NYS Personal History Initiative, and get tips on telling a great story, along with storytelling prompts and printables. We will also gather book discussion guides on unfinished revolutions (I.e. women's suffrage; disability rights), and look at resources for voter registration. Through PBS Media, we will explore placing civics into story time for our youngest readers. Colleagues are encouraged to attend together to discuss and plan collaboratively! Target Audience: PK-12 Social Studies Teachers; Librarians; Art Teachers; English/ENL Teachers Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 1/50
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53. Mirrors & Windows: Using Picture Books to Inspire Culturally Responsive Writing - K-5 *IN PERSON* facilitated by Sarah Cordova - 8:30-2:30pm

Program: Professional Development

Dates: 10/29/2026

How can teachers use mentor texts to model strong writing while honoring students' diverse identities? In this workshop, participants will discover culturally responsive picture books that inspire writing, foster identity, and spark meaningful classroom conversations. Using the New York State Culturally Responsive-Sustaining Education Framework and the Next Generation Learning Standards, teachers will explore picture books as mirrors (reflecting students' identities) and windows (broadening perspectives). Through hands-on analysis of text, illustrations, and narrative structure, participants will create minilessons that make writing instruction both culturally responsive and identity-affirming. By the end, teachers will leave with a curated set of picture books, ready-to-use minilessons, and strategies to empower student voice, identity, and writing skills. Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
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54. Systems Thinking as a Tool to Understand School Culture & Improve Educational Outcomes 4-Part VIRTUAL Series Facilitated by Dr. Deborah De Luca - 8:30-11:30am

Program: Online Professional Development

Dates: 10/29/2026 to 4/1/2027

Join Dr. Deb De Luca for a four-part professional learning virtual series grounded in the concepts and practices explored in Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education by Peter M. Senge and colleagues. Through four interactive 3-hour workshops, participants will explore how systems thinking can strengthen school culture, improve collaboration, and support sustainable school improvement efforts. The series will guide educators and leaders from understanding schools as interconnected systems to applying practical systems-thinking tools and strategies within real school-based contexts. Workshop 1: Understanding School Culture as a System - October 29, 2026 Essential Question: How does school culture function as a living system? Workshop 2: Introduction to Systems Thinking Tools - December 10, 2026 Essential Question: How can we "see” the systems that drive outcomes? Workshop 3: Shifting Mental Models & Building Shared Vision - February 5, 2027 Essential Question: How do beliefs shape school culture and systems? Workshop 4: Applying Systems Thinking to School Improvement - April 1, 2027 Essential Question: How do we redesign systems to improve outcomes? Proof of attendance can be provided per meeting. Zoom link will be provided a couple days before each session. Frontline attendance will be completed after last session. Eligible for 12 hours CTLE credit. Can use 2 consortium seats. THIS ONE REGISTRATION fee includes all 4 (3-hour) sessions regardless how many you attend. If district pays, district approval must be confirmed prior to start of session.
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55. Discovery Education VIRTUAL User Group - 9-10:30am

Program: Online Professional Development

Dates: 10/29/2026

New
DESIGN LAB: CREATING ENGAGING LEARNING OPPORTUNITIES WITH DISCOVERY EDUCATION As a Discovery Education Partner, you would probably agree that we have all come a long way since the early days with United Streaming. The demands of educators and students have changed dramatically, meaning we really need a fresh take on professional learning that is hands on, engaging, and evolves just like your classrooms. With this in mind, we are excited to offer a Design Labs to you this October! On October 29th, we invite you, your coaches, colleagues, librarians, and curriculum & instruction leaders to join us virtually for Professional Learning that shows how to use Discovery Education Experience to spark curiosity, foster engagement, and empower every student. Participants will leave with a self-created portfolio built on their best finds, reflections, and next steps - ready to use tomorrow! Western Suffolk BOCES will also provide CTLE credits as you learn more about creating engaging experiences with your DE platform. Topics covered during Design Lab include: Back-to-School Updates Portrait of a Graduate Resources Virtual Field Trips Career Hub & Career Connect New York Curriculum Alignment Guides & Core Curriculum Aligned Resources And so much more! We look forward to seeing you there!
  • Enrolled: 1/40
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56. HMH Fall User Group *IN PERSON* - 9-12pm

Program: Professional Development

Dates: 10/29/2026

Join fellow Long Island educators and leaders for our Fall Read 180 User Group. This collaborative gathering is designed for teachers, instructional leaders, intervention specialists, and administrators committed to accelerating student growth through effective literacy intervention. Participants will have the opportunity to network with colleagues from across the region, share best practices, explore successful implementation strategies, and learn how schools are using Read 180 to drive achievement for striving readers, multilingual learners, and students requiring targeted support. Attendees will also receive product updates, instructional insights, and practical takeaways they can immediately apply in their classrooms and schools. Topics We'll Explore:
• Back-to-School Implementation Strategies for establishing strong routines and maximizing instructional time
• Middle -of-Year Assessment / Placement / Best Practices to ensure students are receiving the right level of support
• Preparing for NYS ELA Assessments through purposeful intervention and utilization of HMHs AI Tools
• NEW & Enhanced Reporting Features to help monitor student growth, identify trends, and communicate progress with stakeholders
• Leveraging Read 180 Data for MTSS, AIS, and Intervention Planning
• Language Routines and Academic Discourse Strategies to support multilingual learners and strengthen student engagement
• Classroom Success Stories and Best Practices from Long Island Read 180 educators
• Student Goal Setting and Growth Monitoring to increase ownership and motivation
• Questions & Collaboration Time with fellow teachers, administrators, and HMH experts Whether you are a longtime Read 180 user or new to the program, this event offers valuable opportunities to connect, collaborate, and strengthen outcomes for students.
  • Enrolled: 9/50
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57. Responding to Challenging Student Behaviors: A Learning Community Four 1-1/2 hour VIRTUAL sessions facilitated by Michelle Levy - 9-10:30am

Program: Online Professional Development

Audience: teachers, administrators, support staff and clinicians

Dates: 10/29/2026 to 3/4/2027

Audience: teachers, administrators, support staff and clinicians Through collaborative discussion, this four-session series explores underlying factors of student behavior, applies function-based thinking to develop effective interventions, and examines instructional strategies that support diverse learners. Each session builds on the last, allowing for reflection, adjustment based on district needs, and practical application in classrooms. Session 1: Thursday, October 29, 2026 Understanding Factors influencing Challenging Student Behavior. Discussion will focus on developing awareness of environmental external factors as well as internal child factors that serve as triggers for challenging behavior Session 2: Tuesday, December 1, 2026 Function Based Thinking: Discussion will focus on the use of a systematic approach known as the Behavior Chain to analyze the triggers and the purposes behind the use of challenging behavior and subsequently develop responses and interventions. This approach will empower classroom staff to begin the process of developing interventions on their own in a timely manner while helping clinicians develop effective and compliant FBA/BIP documents Session 3: Wednesday, January 27, 2027 Adapting Instruction to Address Behavior: Discussion will focus on the relationship between instructional practices as a trigger for problematic student behavior. Instructional strategies will be shared to make learning more accessible for struggling students. Session 4: Thursday, March 4, 2027 Reflection: Discussion will focus on knowledge gained during previous sessions and classroom implementation successes and challenges. Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 0/25
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58. ASYNCHRONOUS Mental Health Literacy for K-12 Educators and School Counselors- Flexible Online Professional Learning with Live Virtual Coaching- 15 Hours

Program: Professional Development

Dates: 11/2/2026

Educators are being asked to address growing student mental health needs, including rising anxiety, while also implementing the New York State Mental Health Education Standards in practical, manageable ways. This 15-hour professional learning experience helps educators understand those standards and translate them into practical strategies that respond to student anxiety, support emotional regulation, and strengthen connection and readiness to learn. Participants will explore the New York State Mental Health Education Standards, classroom-based approaches to mental health literacy, and practical tools that can be authentically woven into everyday school practice. Participants can move through the course on a timeline that works best for them, with one year of access from the date of purchase, making it easier for districts to offer meaningful professional learning without requiring substitute coverage. This is not a passive online PD. It is a structured learning experience that combines flexible online coursework with onboarding support and direct access to the instructor through live virtual coaching. In addition to the course content, participants have access to 10 live virtual coaching sessions offered throughout the year for questions, reflection, and implementation support. This makes the course especially valuable for educators seeking professional learning that is flexible, supported, and immediately relevant to classroom practice. Eligible for 15 hours CTLE credit. Can use 1-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME.
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59. ASYNCHRONOUS - APPR Recertification facilitated by Emma Klimek

Program: Online Professional Development

Dates: 11/2/2026

The content will review the required elements of the teacher evaluation regulations and any updates available at the time of the workshop. In addition, the participants will review videos and using his/her district rubrics, will evaluate the teachers. We will discuss evidence, feedback and elements of an effective discussion with a developing teacher. REGISTRATION IS FOR ATTENDANCE/BILLING PURPOSES ONLY! 6 HOURS OF TRAINING WILL BE COMPLETED AT YOUR OWN PACE, WHEN AND WHERE YOU CHOOSE. ONCE REGISTERED AND DISTRICT APPROVED, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN.YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 2/50
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60. ASYNCHRONOUS - Empowering At-Risk (ACE) Students Active Mindfulness for a Brighter Future and a Calmer Classroom 45-Hour Course facilitated by Dilcia Granville, Ph.D.-REGISTER-GET DISTRICT APPROVED-BEGIN RIGHT AWAY

Program: Online Professional Development

Dates: 11/2/2026

In a world where adverse childhood experiences (ACEs) cast long shadows over futures, our course stands as a beacon of hope for educators committed to making a difference. The Centers for Disease Control and Prevention highlights the stark reality that witnessing violence or enduring abuse can severely limit life opportunities in adulthood, increasing the risk of well-being, psychological, emotional, and mental health issues, and physical such as chronic conditions like diabetes and cancer. This course offers a powerful antidote through the practice of active mindfulness aimed at reversing these daunting trends. Adverse childhood experiences (ACE), such as seeing violence or being abused, can impact the person's "life opportunities” in adulthood and increase their likelihood of developing mental and physical conditions such as diabetes and cancer, according to the Centers for Disease Control and Prevention. Why This Course is Essential for Teachers: -Addressing the Root Causes: -This course will help you understand the profound impact of ACEs on a child's development and future health, equipping you with the knowledge to address these challenges head-on. -Practical Mindfulness Techniques: Learn to instill active mindfulness techniques in your students, providing them with the tools to manage their emotions, reduce stress, and foster a positive school environment. -Proven Impact: Embrace strategies that have shown promise in reducing detentions and promoting a calmer, more focused classroom dynamic, as highlighted by research and success stories from educational leaders like Little Flower Superintendent Harold Dean, Ed.D. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME.
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61. ASYNCHRONOUS - Initial Training for Administrators who Evaluate Principals - facilitated by Emma Klimek

Program: Online Professional Development

Dates: 11/2/2026

This online training is designed for lead evaluators who are required to be trained in the nine elements outlined by the New York State regulations regarding principal evaluation. This course is conducted primarily online in a self-directed process, with opportunities to participate in live video chats. The training has eight modules which cover the required elements stipulated in the regulations. The modules will require participants to view videos, review articles, post to a bulletin board and/or wiki as well as submit assignments on a schedule determined by the participant. Completion of all of the required elements of this training will provide the participant evidence of training to submit to the appropriate authority in the participant's district for approval as a Lead Evaluator of Principals.
Eight (8) Modules 1. Introduction 2. ISLLC Standards and State Approved Principal Evaluation Rubrics 3. Review of the required nine elements for Principal Evaluators 4. Observing lessons and the Role of lesson observation in principal evaluation 5. Data Driven Culture and Data Analysis: The Principal's Role 6. APPR Requirements 7. SLOs and the Principal's Role 8. Evaluating a Principal
REGISTRATION IS FOR ATTENDANCE/BILLING PURPOSES ONLY! 12 HOURS OF TRAINING WILL BE COMPLETED AT YOUR OWN PACE, WHEN AND WHERE YOU CHOOSE. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. 12 hours CTLE.
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62. ASYNCHRONOUS - Initial Training for Administrators who Evaluate Teachers - Online Training and Off-line Learning facilitated by Emma Klimek

Program: Online Professional Development

Dates: 11/2/2026

Anytime, Anyplace…Any Pace! This online training is designed for lead evaluators who are required to be trained in the nine elements outlined by the New York State regulations regarding teacher evaluation. This course is conducted online with opportunities to participate in live video chats as well as live presentations. The training has eight modules which covered the required elements stipulated in the regulations. The modules will ask participants to view videos, review articles, post to a bulletin board and/or wiki as well as submit assignments. Completion of all of the required elements of this training will provide the participant evidence of training to submit to the appropriate authority in the participant's district for approval as a Lead Evaluator. Eight (8) Modules 1. Introduction 2. Research on Teacher Effectiveness 3. Seven Teaching Standards 4. Cognitive Engagement 5. Evidence Based Observation and Teacher Observation Rubrics 6. APPR and Growth 7. SLOs 8. Inter-rater Reliability REGISTRATION IS FOR ATTENDANCE/BILLING PURPOSES ONLY! 12 HOURS OF TRAINING WILL BE COMPLETED AT YOUR OWN PACE, WHEN AND WHERE YOU CHOOSE. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. 12 hours CTLE.
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63. ASYNCHRONOUS - Measures, Metrics and Scoring for STEPS facilitated by Emma Klimek

Program: Online Professional Development

Dates: 11/2/2026

This asynchronous course provides practical examples of measures, metrics, and scoring approaches aligned with the STEPS plans required by New York State. Its purpose is to support educators and administrators in developing thoughtful and effective teacher evaluation systems. The course is designed to inspire creative and flexible approaches to evaluation by presenting a variety of models and strategies. It also includes a suggested framework for determining final teacher scores once all standards have been assessed. All examples and systems presented in this course are adaptable by the district and can be modified to reflect the unique priorities, goals, and needs of individual districts. Ultimately, this course aims to foster meaningful discussion and encourage the development of innovative, fair, and effective solutions for teacher evaluation.
REGISTRATION IS FOR ATTENDANCE/BILLING PURPOSES ONLY! 6 HOURS OF TRAINING WILL BE COMPLETED AT YOUR OWN PACE, WHEN AND WHERE YOU CHOOSE. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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64. Leading from the Center: Mindful Leadership for School Leaders, Principals, and Administrators 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 11/2/2026

This course develops mindful leadership capacity through neuroscience-informed practices that enhance decision-making, emotional intelligence, and organizational trust. Participants learn to lead with clarity, regulate stress, and build resilient school cultures that support staff well-being and student success. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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65. Mindful Co-Teaching Teams: Leading Together for Inclusive Learning 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 11/2/2026

This course equips co-teaching partners with mindfulness-based strategies to strengthen collaboration, communication, and shared instructional leadership. Participants learn to align planning, differentiate instruction, and create inclusive, equitable learning environments that support diverse learners. Emphasis is placed on co-regulation, conflict resolution, and building trust to enhance student outcomes. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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66. Mindful Journeys: Nurturing Resilience and Potential in SIFE/ELLs and Teachers 45-Hour ASYNCHRONOUS Course facilitated by Dilcia Granville, Ph.D.- REGISTER-GET DISTRICT APPROVED- BEGIN RIGHT AWAY

Program: Online Professional Development

Dates: 11/2/2026

The objective of this course is to train educators in trauma-informed and mindfulness practices that support Students with Interrupted Formal Education (SIFE) and English Language Learners (ELLs). The course will address educational gaps and provide structured support for interrupted learning, enhance language acquisition and academic engagement through mindfulness-based learning strategies, and share ways to use mindfulness to reduce stress and anxiety, creating a safe and welcoming learning space. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. Posting in Frontline is for registration purposes only. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME.
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67. Mindful Teaching: Starting and Thriving with Calm, Clarity, and Confidence: 45-Hour ASYNCHRONOUS Course facilitated by Dr. Dilcia Granville

Program: Online Professional Development

Dates: 11/2/2026

Designed for new and early-career educators, this course provides practical mindfulness tools to build emotional regulation, instructional clarity, and sustainable teaching practices. Participants develop routines that reduce stress, improve classroom management, and foster positive learning environments while strengthening their professional confidence and resilience. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Completion deadline June 1, 2027
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68. Mindfulness for Young Minds: Special Education 45-Hour ASYNCHRONOUS Course - REGISTER-GET DISTRICT APPROVED- BEGIN RIGHT AWAY - facilitated by Dilcia Granville, Ph.D.

Program: Online Professional Development

Dates: 11/2/2026

The objective of this course is to provide educators with mindfulness-based interventions to support students with special needs, improving focus, self-regulation, and emotional resilience. Participants will learn evidence-based mindfulness techniques to improve attention and behavior, develop individualized strategies for reducing anxiety and emotional dysregulation and integrate mindfulness into IEP and 504 Plan accommodations to enhance student outcomes. Eligible for 45 hours CTLE credit. Can use 2-1/2 Consortium seats. ONCE REGISTERED AND HAVE OBTAINED DISTRICT APPROVAL, YOUR NAME WILL BE SENT TO THE FACILITATOR TO BEGIN. YOUR DISTRICT WILL BE INVOICED AT THIS TIME. Posting in Frontline is for registration purposes only.
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69. Aligning Your Building & District to the NYS Numeracy Initiative, NY Inspires, & Portrait of a Graduate *For Administrators* IN PERSON facilitated by Dr. Stacey Mooney - 8:30-11:30am

Program: Professional Development

Audience: Building/District Administrators, Coordinators, Directors

Dates: 11/2/2026

Audience: Building/District Administrators, Coordinators, Directors Review in-depth the newly released eight math briefs from NYSED and how they align to the NY Inspires Initiative and Portrait of a Graduate. Receive support and many high-quality resources to guide your district and staff to turn theories into common practice designed for long-term sustained success. This workshop is designed specifically for administrators to help guide your strategic planning, staff development, and leadership as you implement or refine high-quality math instructional practices and curriculum across your school or district. **PLEASE BRING A CHARGED DEVICE** Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 7/25
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70. The Not So Simple View of Writing (Berninger & Winn, 2006) and Instructional Implications VIRTUAL 3 hour Workshop facilitated by Amy Siracusano - 8:30-11:30am

Program: Online Professional Development

Audience: ll Elementary classroom teachers, all content areas and subgroups

Dates: 11/2/2026

This workshop will focus on the theoretical model: The Not So Simple View of Writing (Berninger & Winn, 2006) and how it can guide our instruction in the writing classroom. During the workshop, we will lean into transcription skills such as handwriting and briefly discuss sentence level instruction. Audience: All Elementary classroom teachers, all content areas and subgroups Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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71. Long Island School Library Systems' 13th Regional Institute

Program: School Library System

Audience: School library media specialists

Dates: 11/3/2026

This year's institute will be held at the Long Island Aquarium, 431 E. Main St., Riverhead, NY 11901; November 3, 2026; 8:00 am - 3:00 pm. The theme for the institute is "S.P.A.R.K. Connections - Chapter 13”. This is a unique professional development opportunity for school librarians covering the new NY Inspires Portrait of a Graduate. Attendees will develop their knowledge from a variety of administrators and colleagues during the course of the day to improve their curriculum and practice for the upcoming year. A continental breakfast allows time to talk to colleagues and vendors about the topics of the day in a relaxed atmosphere. A mid-day lunch and time to network are opportunities to discuss the 6 possible sessions with your fellow educators to further enhance the day. Please visit the joint School Library Systems LibGuides at http://nasboces.libguides.com/FallInstitute for the agenda and other information.
  • Enrolled: 53/60
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72. Twenty Second Annual School Nurse Election Day Conference

Program: Student Support Services

Dates: 11/3/2026

Wait List
The annual school nursing conference will provide school nurses with current clinical information that affects the practice of school nursing and the delivery of school health services including current issues affecting our students. In its twenty second year, this popular event offers school nurses the opportunity to keep updated in their field, to network with other school nurses and to better plan, access and utilize current school nursing/school health models and delivery systems. SCHEDULED PRESENTATIONS: *Updates from State* *Gastrointestinal Issues in the School Aged Child* *Heartbeats- Reclaiming Joy and Wonder* *Behavioral Issues in the School Aged Child* flyer:https://drive.google.com/file/d/1-QBzwUEh370d0bP3Q-Ot46WsXStMMdix/view?usp=sharing
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73. Earth and Space Sciences Investigations Reloaded: Fixes, Refreshers, and Strategies *IN PERSON* Presented by Brian Vorwald - 8:30-2:30pm

Program: Professional Development

Dates: 11/4/2026

Are you and your students still working through the challenges of the required NYSED Earth and Space Science investigations? This workshop offers a practical refresher on the three mandated ESS investigations while focusing on strategies that make implementation more effective and student-centered. During the first-and often second-year of implementation, many teachers faced challenges with classroom management, three-dimensional learning, student agency (student centered learning), and building students' independent investigation and problem-solving skills. This workshop will explore strategies to increase student ownership, strengthen student-centered learning, and develop prompts that support students in designing, testing, and refining solutions. The investigations assess performance expectations that cannot be evaluated at proficiency on the Regents exam. When completing the three investigations students are expected to use mathematical or computational representations of phenomena to describe explanations. plan and conduct an investigation, examine scientific data and predict the effect of a change in one variable on another variable, communicate scientific ideas in multiple formats, use a model to explain a phenomenon, identify patterns at different scales at which a system is studied, and explain cause and effect relationships. ***PARTICIPANTS MUST BRING PAPER COPIES OF EACH ESS INVESTIGATION'S DOCUMENTS. THESE CANNOT BE PROVIDED. **B.Y.O.D. (Bring Your Own Device) - Participants should bring a fully charged laptop, iPad, or tablet to download resources and access websites throughout the workshop.
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  • Enrolled: 5/25
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74. Re-childing - A Playshop for the Educators *IN PERSON* facilitated by Rev Laura Tria - 8:30-2:30pm

Program: Professional Development

Dates: 11/4/2026

The word "adulting” often brings to mind responsibility, structure, and the many skills we've practiced since childhood-skills first modeled by our earliest educators: parents, teachers, counselors, and elders. We learned how to walk and speak, how to sit properly at a table, how to follow directions, and how to succeed within systems. We learned to read, write, remember, and perform. We moved from grade to grade, meeting expectations, passing tests, and preparing for the moment we would step fully into adulthood. And now-you are the educator. You hold space for learning. You guide, support, and shape others. You manage responsibilities that extend far beyond the classroom. And somewhere along the way, many educators quietly ask:
• Why am I so stressed?
• Where did the wonder go?
• When did play become something extra, instead of essential?
• What happened to the joy, the curiosity, the music? This playshop is an invitation. Not to abandon the wisdom and responsibility that adulthood requires-but to reclaim and reintegrate the childlike qualities that make great educators truly transformative: curiosity, imagination, presence, and joy. Re-Childing is about remembering that play is not separate from learning-it is learning. It's about reconnecting with the part of yourself that once explored freely, created boldly, and experienced the world with awe. In this interactive playshop, educators will:
• Reawaken imagination through guided creative experiences
• Reconnect with joy, curiosity, and embodied learning
• Explore playful practices that can be brought back into educational spaces
• Restore a sense of wonder-for themselves and those they teach Eligible for 6 hours CTLE credit. Can use 1 consortium seat. Eligible for Guidance Consortium. If district pays, district approval must be confirmed prior to start of session.
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75. The Organized Reader: Integrating Executive Functioning Support into Literacy Instruction 6-12 - 3-hour VIRTUAL workshop facilitated by Jacki Beckerman & Randall Klein - 8:30-11:30am

Program: Online Professional Development

Dates: 11/4/2026

Reading and writing require significant executive functioning demands, from working memory to organization and self-monitoring. This session bridges literacy instruction with cognitive skill development. Educators will learn low-prep strategies that help students manage comprehension, organize written responses, and navigate multi-step literacy tasks with greater independence and less frustration. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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76. The Writing Revolution - STEM 2-Day VIRTUAL Workshop - 9-2pm

Program: Online Professional Development

Dates: 11/4/2026 to 11/5/2026

This virtual training introduces educators to the foundational principles of the Hochman Method®, a comprehensive approach to teaching expository writing across all content areas. The training covers strategies for teaching students to: -Use a variety of sentence structures -Plan, organize, draft, and revise paragraphs and compositions -Take efficient and effective notes Educators also explore how writing can deepen content knowledge and enhance comprehension and critical thinking. This live course features instructional videos, modeling, interactive checks for understanding, and guided practice using our AI tool, Judy, to create classroom-ready activities. Who is it for? -STEM teachers serving grades 3-12, especially those teaching science or math -Instructional coaches and school or district leaders seeking to scale high-quality writing instruction Eligible for 10 hours CTLE credit. Can use 6 consortium seats pp. If district pays, district approved must be confirmed prior to start of session.
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  • Enrolled: 10/20
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77. Leverage Your Booklists and Collections with TeachingBooks

Program: School Library System

Audience: School library media specialists

Dates: 11/4/2026

State award lists, core or supplemental reading lists - even your own booklists can be helpful instructional tools. With the power of list analysis and filtering, discover how to save time, validate purchases, and empower your students with data and resources that meet your needs. Leverage your lists as instructional tools. Streamline collection development. Align resources to student needs. Participants must attend the online session (or watch the recording) and submit an independent follow-up work document to obtain CTLE credit.
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78. Demystifying Dyslexia: An Essential Guide for Educators 3-Hour VIRTUAL Workshop Facilitated by Consulting that Makes a Difference - 8;30-11:30am

Program: Online Professional Development

Dates: 11/5/2026

Dyslexia is one of the most common learning differences in today's classrooms, yet it is also one of the most widely misunderstood. This interactive, practical workshop will provide educators with a deep understanding of what dyslexia is and is not. We will share common myths around dyslexia and provide information to debunk these misconceptions. Participants will gain a greater understanding of how dyslexia affects the brain and learn common characteristics associated with dyslexia. We will also share strategies for supporting students with dyslexia in the classroom. This comprehensive, evidence-based workshop is designed to build knowledge, confidence, and instructional capacity for any educator working with students who struggle with reading and language processing. Whether you are a general education teacher, a special educator, a reading specialist, or a school leader, this session will give you the foundational understanding and practical tools you need to better support students with dyslexia in your classroom. Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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79. Disciplinary Literacy: Empowering Students to Read, Write, and Think Like Experts Gr 6-12 *IN PERSON* facilitated by The Living Literacy Network - 8:30-2:30pm

Program: Professional Development

Dates: 11/5/2026

Every discipline has its own "secret language." A mathematician reads a proof differently than a historian reads a primary source or a scientist analyzes a lab report. To truly master a subject, students must move beyond general "reading strategies" and learn to navigate the unique literacy demands of each field. In this workshop, middle and high school teachers, instructional coaches, and leaders will learn how to shift towards apprenticing students into their discipline. You will discover how to move past generic comprehension tools and instead provide students with the specialized lenses needed to investigate, communicate, and solve problems like professionals in your specific content area. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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80. Short Clips, Big Thinking in Social Studies - Leveraging visual media and active learning strategies to promote productive struggle *IN PERSON* facilitated by Wendy Braxton - 8:30-2:30pm

Program: Professional Development

Audience: 7-12 Social Studies

Dates: 11/5/2026

This professional development session supports secondary social studies teachers in using commercials and short film clips as high-impact entry points to hook students and spark curiosity. Participants will explore how visual media can be leveraged to build background knowledge, surface multiple perspectives, and motivate students to engage deeply with complex historical and contemporary issues. Teachers will learn how to intentionally structure these strategies to foster productive struggle and sustained critical thinking. Emphasis will be placed on aligning instruction to the New York State Culturally Responsive Sustaining Education (CRSE) Framework by centering student voice, identity, and inquiry. Participants will leave with ready-to-use strategies and examples that can be immediately implemented in secondary social studies classrooms. Audience: 7-12 Social Studies Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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81. Sustaining Literacy Success with the Science of Reading Complimentary Breakfast and Learn *IN PERSON* - 8:30-10:30am

Program: Professional Development

Dates: 11/5/2026

Join Lexia Learning for a complimentary Breakfast and Learn focused on moving beyond initial Science of Reading implementation to creating lasting literacy success. Participants will explore practical strategies for aligning curriculum, assessment, and intervention; building educator capacity; using student data to guide instructional decisions; and developing systems that sustain long-term growth. Attendees will leave with actionable tools and leadership practices that support instructional coherence, continuous improvement, and successful literacy outcomes for all students. Breakfast will be provided.
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82. The Organized Mathematician: Supporting Executive Functioning in the Math Classroom - ELEMENTARY - VIRTUAL workshop facilitated by Carly Furino & Jacki Beckerman - 8:30-11:30am

Program: Online Professional Development

Dates: 11/5/2026

Math success depends as much on executive functioning as it does on content knowledge. Students often struggle because of cognitive overload-not ability. This workshop provides practical strategies to reduce that load by strengthening organization, supporting working memory, and embedding self-monitoring tools into daily instruction. Educators will learn how to help students approach multi-step problems with clarity, structure, and confidence. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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83. The Organized Mathematician: Supporting Executive Functioning in the Math Classroom - MS & HS - VIRTUAL workshop facilitated by Randall Klein & Jacki Beckerman - 12-3pm

Program: Online Professional Development

Dates: 11/5/2026

Math success depends as much on executive functioning as it does on content knowledge. Students often struggle because of cognitive overload-not ability. This workshop provides practical strategies to reduce that load by strengthening organization, supporting working memory, and embedding self-monitoring tools into daily instruction. Educators will learn how to help students approach multi-step problems with clarity, structure, and confidence. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 0/25
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84. Autism Spectrum Disorder (ASD) Half Day VIRTUAL Workshop facilitated by Laura Guggino-Hastings - 8:30-11:30am

Program: Online Professional Development

Dates: 11/6/2026

How can we better understand and support students with autism in today's classrooms? This focused virtual workshop provides a practical overview of Autism Spectrum Disorder as a neurodevelopmental difference that impacts communication, behavior, sensory processing, and learning. Educators explore the wide variability of ASD and how individual strengths and needs shape student experiences. The workshop emphasizes a shift toward a neurodiversity-informed, support-based approach-where behavior is viewed as communication. Participants explore sensory needs, communication differences, and strategies for understanding behavior as a function. Educators gain classroom-ready tools including visual supports, structured routines, and sensory strategies, and will also explore AAC supports and proactive behavior approaches. The goal is to create learning environments that are predictable, accessible, and responsive. Participants leave with practical strategies to better support regulation, communication, and engagement. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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85. From Vision to Practice: Embedding the Portrait of a Graduate and Habits of Mind into Everyday Instruction *IN PERSON* facilitated by Nicole Moriarty, Ed.D.-8:30-2:30pm

Program: Professional Development

Dates: 11/6/2026

This highly interactive workshop helps educators move beyond the Portrait of a Graduate as a vision statement and into daily classroom practice. Participants explore how the Portrait provides coherence and purpose across a PreK-12 system, and how the Habits of Mind serve as a visible, teachable framework for developing the skills and dispositions students need for life beyond school. Through collaborative activities and reflection, educators identify ways to intentionally teach, name, and reinforce habits such as persistence, flexible thinking, and listening across content areas. Participants consistently describe this session as engaging and energizing, noting the value of time to think with colleagues and leaving with concrete, immediately applicable shifts in language, routines, and instructional practice. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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  • Enrolled: 3/25
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86. Culture Meets Curriculum: Seeing Every Student - A Professional FREE Learning Lunch - 12-2pm

Program: Professional Development

Dates: 11/6/2026

Culture is not a supplement to curriculum - it is the foundation of it. When educators understand the cultural histories their students carry into the classroom, instruction becomes more relevant, relationships become stronger, and outcomes improve for every learner. Culture Meets Curriculum: Seeing Every Student is a two-hour professional learning lunch that brings Western Suffolk educators, administrators, and district leaders together to explore the African American, Hispanic/Latino, and Caribbean histories that shape the students in your schools. Grounded in BH365 and Latin History 365 curriculum, this session moves from cultural knowledge to classroom practice - with lunch, conversation, and a book raffle along the way.
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87. BUILDING A COLLABORATIVE LEARNING CULTURE: MENTORING AND COACHING PROGRAM 2-Day Virtual Training Hosted by Finland Educator/Consultant, Petteri Elo - 8:30-2:30pm

Program: Online Professional Development

Dates: 11/9/2026 to 12/14/2026

This program supports educators in developing a more collaborative classroom environment through practical strategies, coaching, and reflection. Participants will learn how to implement collaborative pedagogy, strengthen student communication and collaboration skills, and create meaningful learning experiences while maintaining focus on essential content. Through training, lesson planning support, coaching conversations, and peer reflection, participants will develop the skills and confidence to move beyond traditional teacher-centered approaches and create classrooms where students actively engage, collaborate, and take ownership of their learning. This program is designed for educators who:
• Want to move beyond primarily teacher-led instruction.
• Are looking to build confidence in implementing collaborative learning.
• Want students to engage more deeply while mastering essential content.
• Are interested in using strategies such as Socratic Seminars, Fishbowl Discussions, and Drama Pedagogy but would like guidance on effective implementation. 1. Kick off day: Full day with PD and time reserved for collaboration and lesson planning. 2. Personalized feedback and notes on 3-4 lesson plans created during the program 3. Two 30min personal calls. One pre/during implementation, one after implementation. 4. Sharing best practices: Coming together for half a day.
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88. Leading the Shift in Mathematics: Connecting the NYS Numeracy Briefs, the Portrait of a Graduate, and Problem-Based Learning FREE 3-Hour Session *IN PERSON* - 8:30-11:30am

Program: Professional Development

Dates: 11/9/2026

Improving mathematics achievement requires intentional instructional shifts that strengthen student thinking, engagement, and belonging. In this collaborative session, teachers and administrators will explore how the NYSED Numeracy Briefs and the New York State Portrait of a Graduate connect to problem-based learning. They will also see how Imagine IM supports these goals through lessons that invite students to reason, discuss ideas, and solve problems. Participants will leave with practical, student-centered strategies for fostering mathematical discourse, confidence, and agency-and helping every learner see themselves as a capable mather. BREAKFAST INCLUDED. *Please bring a charged device* Eligible for 3 hours CTLE credit.
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89. Neurodivergent Learners: What Educators Need to Know to Help Them Thrive VIRTUAL 3-hour Workshop facilitated by Joan Fretz - 8:30-11:30am

Program: Online Professional Development

Dates: 11/9/2026

Neurodiversity is a word used to explain the unique ways people's brains work. Being neurodivergent means having a brain that works differently from the average or "neurotypical” person. This may be differences in social preferences, ways of learning, ways of communicating and/or ways of perceiving the environment. Because of this, a neurodivergent person has different struggles and unique strengths.” (Cleveland Clinic, June 6, 2022.) Neurodivergent school age children are often diagnosed with ADHA, autism, dyslexia and other conditions. They might talk about a narrow range of topics, have difficulty expressing their feelings or understanding how others feel, seem uninterested in starting a conversation, and have difficulty noticing social cues. They often possess unique strengths, exceptional memory, creative problem-solving, and in-depth expertise in their specialized interests. They frequently demonstrate innovative thinking, pattern recognition, high energy, and a strong sense of justice or honesty. When educators learn more about Neurodiversity, they can help all of their students develop their strengths and live happy and healthy lives. Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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90. New Physics Unit: Lenses and Mirrors - Illuminating NYSSLS Through Optics *IN PERSON* facilitated by Richard Slesinski - 8:30-2:30pm

Program: Professional Development

Audience: HS Physics Teachers

Dates: 11/9/2026

This interactive workshop is designed specifically for high school physics teachers seeking to deepen their understanding of geometric optics-lenses, mirrors, and ray diagrams-while aligning instruction with the New York State Science Learning Standards (NYSSLS). Participants will explore phenomena such as image formation in mirrors and corrective lenses, engage in hands-on modeling activities, and learn how to use ray diagrams to support student sensemaking. The workshop will emphasize the integration of disciplinary core ideas, science and engineering practices, and crosscutting concepts into a coherent instructional sequence. Teachers will leave with ready-to-use tools, phenomena-driven lesson ideas, and a draft plan for a NYSSLS-aligned mirrors and lenses unit. Learning Targets: 1. Build participant understanding of key concepts in geometric optics, including reflection, refraction, and image formation by lenses and mirrors. 2. Strengthen workshop participants' ability to use and teach ray diagramming as a modeling tool. 3. Align geometric optics instruction with relevant NYSSLS performance expectations. 4. Support teachers in designing phenomenon-based lesson sequences that integrate the three dimensions of NYSSLS. Eligible for 6 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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91. Supporting Students Through Loss 3-hour FREE Workshop facilitated by Camp Good Mourning - Paul Rubin - 8:30-11:30am

Program: Professional Development

Dates: 11/10/2026

Did you know that 1 in 11 American children will experience the death of a parent or sibling by the age of 18 (CBEM, 2026)? Yet, despite the prevalence of childhood bereavement, 93% of educators report receiving no bereavement training. Grief touches every school, classroom, and community. Chances are, you have already worked with or cared for a grieving child, even if you didn't realize it. This interactive workshop explores the impact of grief and loss on children and adolescents and equips participants with practical strategies for supporting grieving youth. Participants will gain a deeper understanding of how grief manifests across developmental stages, how loss can affect a child's emotional, behavioral, social, and academic functioning, and how caring adults can respond with compassion and confidence. Through discussion, videos, and real-life examples, and experiential activities, attendees will leave better prepared to support grieving children and their families. Key Takeaways for Participants -Understand common grief reactions in children and adolescents at different developmental stages -Recognize how grief can affect a child's emotions, behavior, relationships, and academic performance -Learn effective communication strategies, including what to say-and what not to say-to a grieving child -Increase confidence in supporting grieving children and knowing when additional support or referrals may be needed Eligible for 3 hours CTLE credit
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92. The School Counseling Network for 2026-2027 Guidance Student Support Services

Program: Guidance Support Services

Dates: 11/10/2026

Our School Counseling Network meetings bring together School Counselors and department leaders to collaborate on best practices, emerging trends, graduation requirements, NY Inspires, NYSED updates, and other topics that are meaningful to the profession. Our department also serves as a liaison with Guidance Services vendors: Naviance, SchooLinks, Maia Learning, Frontline Guidance Direct, Method Learning, and College Board for contracting services and customer support. The Guidance Student Support Services team partners with school districts to support School Counseling departments by providing resources for fostering a collaborative professional community while advancing professional learning. https://drive.google.com/file/d/1TpZ72MTJCmqKEGoU_c0Xt8U1WONSSAMD/view?usp=sharing
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93. Using Social-Emotional Learning in Elementary Classrooms Pre-K-6 Addressing Childhood Anxiety through SEL Strategies *IN PERSON* facilitated by Anna Maria Montuori - 8:30-11:30am

Program: Professional Development

Dates: 11/10/2026

Given the alarming rise in childhood anxiety reflected by current mental health statistics, this workshop will delve into practical social emotional learning (SEL) strategies that educators can seamlessly integrate into their daily routines. Attendees will: -Understand that SEL is not a separate subject to teach, but rather an approach to create an environment where every student feels accepted, safe, and motivated to learn -Identify the five core SEL competencies -Develop a schedule on how to incorporate SEL in daily classroom routines -Examine how to incorporate SEL and Mindfulness across the curriculum -Review the use of social media in the classroom -Reflect on SEL's impact on academic achievement, assessment, behavior, and mental wellness -Work collaboratively to create a portfolio of strategies to implement Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
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94. Meeting the Needs of Every Learner: Understanding Learning Differences & Inclusive Teaching Practices K-12 - 3-hour VIRTUAL workshop facilitated by Carly Furino & Randall Klein - 8:30-11:30am

Program: Online Professional Development

Dates: 11/12/2026

Students don't all learn, process information, demonstrate knowledge, or regulate themselves in the same way-and effective teaching begins with understanding those differences. This session helps educators move beyond labels and gain a deeper understanding of how learning differences impact attention, memory, processing, organization, communication, behavior, and classroom performance. Participants will explore practical strategies grounded in Universal Design for Learning (UDL), differentiated instruction, accommodation planning, and inclusive assessment practices. Educators will learn how to proactively design lessons that provide multiple pathways for engagement, representation, and expression while maintaining high expectations for all learners. The goal is simple: create classrooms where students spend less energy overcoming barriers and more energy engaging with meaningful learning. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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95. New Visions Biology Unit 3 - Evolution of Sick Humans - Genetics, Protein Synthesis and the Mismatch Hypothesis *IN PERSON* - 8:30-2:30pm

Program: Professional Development

Audience: Science Educators, Lead Teachers, STEM Coordinators, Science Administrators

Dates: 11/12/2026

Designed for teachers in their first years of implementing New Visions Biology, this series of six unit-based workshops provides just-in-time support as teachers move through the curriculum. Each session builds understanding of an upcoming unit's storyline and key instructional decisions, with a focus on translating the pedagogical shifts of the NYSSLS - phenomena-driven instruction, 3D learning and assessment, real-world relevance, and equitable sensemaking routines - into consistent classroom practice. Teachers leave each session with curriculum-ready materials, a peer-tested strategy, and a deeper understanding of how to use the curriculum to drive scientific thinking. Each unit-based session offers new immersive curriculum experiences and investigates how embedded supports and the Universal Design for Learning framework can inform responsive modifications for students with diverse learning needs. Audience: Science Educators, Lead Teachers, STEM Coordinators, Science Administrators Each session eligible for 6 CTLE credits If district pays, district approval must be confirmed prior to start of each session. This workshop supports participants in implementing Unit 3 of the New Visions Biology curriculum. Educators will engage in immersive experiences with the unit materials, reflect on their learning, discuss adaptations to meet their students' needs, and collaborate with peers to problem-solve challenges. This unit-based PL also highlights a high-leverage pedagogical goal-providing opportunities for all students to link phenomena to their own interests and experiences.
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  • Enrolled: 5/25
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96. NORTHWELL SCHOOL MENTAL HEALTH PROGRAM VIRTUAL Professional Development Series 2026-2027 - Substance Use and Vaping - Northwell District Members ONLY!-10-11:30am

Program: Northwell Health

Audience: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists

Dates: 11/12/2026

This CEU course offers educators and school mental health staff a comprehensive understanding of substance use and vaping, critical issues impacting student health and well-being. Learn practical strategies to implement effective prevention efforts and empower students through open communication and support within the school community. Facilitated by Sabrina Fink, MD and David Pflaum, MD TARGET AUDIENCE: Teachers, Administration, Counselors, Paraprofessionals, Social Workers, Psychologists
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97. PowerUp: Ask the Naviance Expert: November 11/12/26

Program: Guidance Support Services

Dates: 11/12/2026

Welcome and Overview 
• BOCES Team & PowerUps
• Support & Help Center  Open Forum for your questions - below is the topics to focus on during this time of year:
• eDocs questions
• Reporting questions
• Scope & Sequence questions
• Resources questions Proposed Date/Time: Second Thursday of every month 10:30 AM EST (subject to change due to holidays/times off) Join: https://teams.microsoft.com/meet/260761994729251?p=2Zo7mqpP9UL9iMb2zN Meeting ID: 260 761 994 729 251 Passcode: jj2xx6Hy
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98. Cracking the Code: Unpacking the Chemistry NYSSLS *IN PERSON* facilitated by Kathi Dinota - 8:30-2:30pm

Program: Professional Development

Dates: 11/13/2026

This workshop is designed to support chemistry teachers in understanding and applying the New York State Science Learning Standards (NYSSLS) to develop coherent, engaging, and standards-aligned chemistry curricula. The primary goals of the workshop are to: -Help chemistry teachers unpack the NYSSLS, focusing on their structure and intent -Equip teachers with tools to identify key disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs) -Closely examine the Chemistry NYSSLS (What's In and What's Out?) -Foster collaboration and resource sharing By the end of the workshop, participants will be able to: -Deconstruct NYSSLS performance expectations for chemistry -Determine which topics and practices are relevant for inclusion in a modern chemistry curriculum -Confidently use NYSSLS as a framework for instructional decision-making Participants will receive access to a shared online folder with collaborative resources. Participants should bring a charged laptop and a willingness to constructively collaborate. Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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  • Enrolled: 6/25
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99. Creating Shared Solutions - A Collaborative Approach to Behavior Support HYBRID Workshop facilitated by PTS Coaching - 8:30-2:30pm

Program: Professional Development

Dates: 11/13/2026

Challenging behaviors can interfere with learning, connection, and overall classroom climate. While educators routinely differentiate academic instruction, behavioral challenges require an equally intentional and skill-based approach. This interactive professional development workshop introduces the Creating Shared Solutions model-a practical, relationship-centered process for supporting students who struggle with emotional regulation, flexibility, and problem-solving. Rather than relying on reward systems or repeated consequences, this session focuses on understanding the ‘why' behind behavior, building trust, and teaching students how to collaboratively resolve challenges with the adults who support them. Rooted in neurodevelopmental principles and designed for real-world school settings, this model helps reduce conflict while strengthening student capacity, self-regulation, and intrinsic motivation. Key Learning Outcomes -Understand the underlying causes of challenging behavior through a neurodevelopmental lens -Distinguish between willful noncompliance and lagging skills in emotional regulation, flexibility, and problem-solving -Use a structured, step-by-step collaborative process to identify unsolved problems and create sustainable solutions -Promote perspective-taking, emotional awareness, and student advocacy skills -Reinforce self-regulation without escalating conflict or relying on external reward systems -Build trust and strengthen adult-student relationships to support long-term behavioral growth -Develop actionable strategies that can be applied in classrooms, counseling settings, and home-school collaboration Eligible for 6 hours CTLE credit. Can use 1 consortium seat. If district pays, district approved must be confirmed prior to start of session.
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100. Making Peace with Goals, Data and Progress Monitoring: Practical Strategies and Tools that Work 3-Hour *IN PERSON* Workshop Facilitated by Consulting that Makes a Difference-8:30-2:30pm

Program: Professional Development

Dates: 11/13/2026

This workshop focuses on demystifying and streamlining the interconnected processes of IEP goal writing, data collection, and progress monitoring. Creating meaningful IEP goals, collecting relevant data, and effectively monitoring student progress are among the most critical-and often most overwhelming-responsibilities of special education professionals. These tasks are foundational to providing individualized, legally sound, and instructionally effective services for students with disabilities. This supportive workshop helps educators transform what can feel like burdensome paperwork into purposeful practice that drives student success. Whether you're a new special educator, a general education teacher involved in the IEP process, or a seasoned professional seeking greater clarity and efficiency, this session will equip you with tools, strategies, and confidence to tackle your responsibilities with greater ease and effectiveness. Eligible for 3 hours CTLE credit. If district pays, district approval must be confirmed prior to start of session.
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101. New Visions - Earth and Space Science - Unit 3 - Earthquakes, Volcanoes, and Tsunamis - Who's At Risk? *IN PERSON* - 8:30-2:30pm

Program: Professional Development

Audience: Science Educators, Lead Teachers, STEM Coordinators, Science Administrators

Dates: 11/13/2026

Designed for teachers in their first years of implementing New Visions Earth and Space Science, this series of six unit-based workshops provides just-in-time support as teachers move through the curriculum. Each session builds understanding of an upcoming unit's storyline and key instructional decisions, with a focus on translating the pedagogical shifts of the NYSSLS - phenomena-driven instruction, 3D learning and assessment, real-world relevance, and equitable sensemaking routines - into consistent classroom practice. Teachers leave each session with curriculum-ready materials, a peer-tested strategy, and a deeper understanding of how to use the curriculum to drive scientific thinking. Each unit-based session offers new immersive curriculum experiences and investigates how embedded supports and the Universal Design for Learning framework can inform responsive modifications for students with diverse learning needs. Audience: Science Educators, Lead Teachers, STEM Coordinators, Science Administrators Eligible for 6 CTLE credits. Can use 2-1/2 consortium seats This workshop supports participants in implementing Unit 3 of the New Visions Earth and Space Science curriculum. Educators will engage in immersive experiences with the unit materials, reflect on their learning, discuss adaptations to meet their students' needs, and collaborate with peers to problem-solve challenges. This unit-based PL also highlights a high-leverage pedagogical goal-providing opportunities for all students to link phenomena to their own interests and experiences.
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  • Enrolled: 3/25
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