Join Nassau BOCES for an informative workshop where educators can learn about our FREE vaping prevention workshops for students. This session will guide you through everything you need to bring this important program to your school. In this workshop, educators will:





•Learn about the Vaping Prevention Initiative, including goals, structure, and how it supports healthier decision making for students.





•Review an overview of all available lesson options, tailored for different grade levels and needs.





•Understand how to book a student workshop, including scheduling procedures and available dates.





•Walk through the step by step process, from requesting a session to preparing students and coordinating with BOCES staff.





•Ask questions and explore resources to help reinforce vaping prevention education in your school community.





•Zoom Link: Anti-Vaping Overview

Session: Library.FYI Menu Refresher

Description: Join us for a review of using FYI Menu, our online database ordering portal. This workshop is for librarians, administrators and clerical staff who will be working with NBSLS to purchase online databases and resources for the 2026-2027 school year.

*This is a virtual class. A Zoom Meeting link will be provided prior to the scheduled meeting.*

This event, which will be a hybrid webinar with in-person discussions and presentations, will provide New York State administrators and school leaders with an opportunity to engage in regional discussions about approaches to performances-based learning and assessment (PBLA) that support local implementation of NY Inspires and NY's Educational Assessment Strategy in middle and high school. Please note that to attend this event, you must attend in person at a BOCES or Big 5 designated site.

Keynote speaker: Dr. Linda Darling-Hammond

The cost for this event is to supply a light breakfast and lunch that will be served at this meetings.

After seeing and hearing what you're looking for through our Padlet and listserv conversations, we're excited to host our next Long Island Women in Technology meet‑up! Please join us for a virtual lunch meetup on Thursday, April 30th, from 12:00-1:30 PM, where we'll come together to connect, learn, and share ideas during the workday. Our hot topic for this session will be Welcoming Change, with featured speaker Lindsay Citrano, who will lead a thoughtful discussion on navigating change in technology, leadership, and our professional lives. Whether change is something you're embracing or still figuring out, this conversation will offer practical insights, reflection, and community connection. Grab your lunch, log in, and join us for an engaging and supportive conversation with fellow women in tech across Long Island. A Zoom link will be emailed the day before!

Join this session to learn more about Schools & Educators Complete, a comprehensive K-12 ebook subscription with a wealth of content for both students and educators. This session will be hosted by the ebooks team at Clarivate.

*This is a virtual class a zoom link will be provided prior to the scheduled meeting*.

This session will provide a comprehensive understanding of the challenges faced by children of parents with substance use disorder and other mental health conditions. Learn practical strategies to identify the signs of distress in these students, provide compassionate and trauma-informed support within the school setting, and connect them with appropriate resources to foster their resilience, academic success, and overall healthy development. 1.5 CEU Credits

Please join us at the culminating workshop for Year 5 of the Smart Start Grant. At this workshop attendees will view and celebrate work accomplished by grant participants through teacher presentations and demonstrations, participate in breakout sessions, and participate in collaborative discussions on how to sustain the momentum towards achieving the grant's goals of supporting educators in improving the expertise of grade K - 8 teachers in computer science, engineering, and educational technology. This workshop is only open to districts who participated in the Smart Start grant.

This course introduces Ozobots-small programmable robots such as Ozobot Bit and Ozobot Evo-as engaging tools for teaching coding through hands-on learning. Participants will explore how students use color-coded paths and OzoBlockly to build foundational programming skills while strengthening problem-solving, creativity, and critical thinking.

The course emphasizes practical classroom integration across content areas, supporting interdisciplinary learning in STEAM and beyond. Educators will learn how to use Ozobot Classroom, which provides access to pacing guides, teacher training resources, and a library of over 700 free, standards-aligned lessons in ELA, Math, Social Studies, and Art.

Format: Hybrid

• Asynchronous Course Access: May 1 - May 30
• In-Person Session: May 13, 4:00-5:00 PM

In-Person Location:
Nassau BOCES Robert E. Lupinskie Center

Who Should Attend:
Teachers and instructional staff interested in integrating coding, robotics, and interdisciplinary STEAM learning into their classrooms.

Cancellation Policy:

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

This workshop is free to participants in districts that have participated in Nassau BOCES Smart Start grant.

Course #: EDUU 9956 Instructor: Tom Fabian GRAD THROUGH UMASS GLOBAL OR IN-SERVICE "AI for Inclusive Education: Empowering Equity, Diversity, and Inclusion” is designed to equip educators with the knowledge, skills, and strategies necessary to effectively integrate Artificial Intelligence (AI) technologies into their teaching practices while fostering an inclusive and equitable learning environment. Participants will explore the dynamic intersection of AI and education using real-world examples of AI enhanced learning experiences and applications. They will gain insights into the key concepts of Equity, Diversity, and Inclusion (EDI) and learn about the importance of EDI in addressing biases and promoting fairness within AI including how AI can tailor content to individual students' needs and diverse learning styles, create unbiased grading assessment methods, mitigate biases, make education more accessible for culturally underrepresented groups, and design AI driven curriculum materials that promote EDI.

Course #: EDUU 9956 Instructor: Tom Fabian GRAD THROUGH UMASS GLOBAL OR IN-SERVICE "AI for Inclusive Education: Empowering Equity, Diversity, and Inclusion” is designed to equip educators with the knowledge, skills, and strategies necessary to effectively integrate Artificial Intelligence (AI) technologies into their teaching practices while fostering an inclusive and equitable learning environment. Participants will explore the dynamic intersection of AI and education using real-world examples of AI enhanced learning experiences and applications. They will gain insights into the key concepts of Equity, Diversity, and Inclusion (EDI) and learn about the importance of EDI in addressing biases and promoting fairness within AI including how AI can tailor content to individual students' needs and diverse learning styles, create unbiased grading assessment methods, mitigate biases, make education more accessible for culturally underrepresented groups, and design AI driven curriculum materials that promote EDI.

Course #: EDUU 9070 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE What defines a community? How do we envision a classroom community to look and sound like? This course will focus on the skills necessary to foster an environment in which both students and teachers display both self-awareness and social awareness - are able to vocalize this and share perspectives. The course will also discuss the needs of having empathy for others, identifying emotions and causes, positive goal setting, responsible decision making, and focusing on personal assets to maintain respectful relationships in a diverse learning community

Course #: EDUU 9070 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE What defines a community? How do we envision a classroom community to look and sound like? This course will focus on the skills necessary to foster an environment in which both students and teachers display both self-awareness and social awareness - are able to vocalize this and share perspectives. The course will also discuss the needs of having empathy for others, identifying emotions and causes, positive goal setting, responsible decision making, and focusing on personal assets to maintain respectful relationships in a diverse learning community

Course # EDEU 9028 Instructor: Cassidy Lowery GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Teaching English Language Learners (ELLs) and Students with Interrupted/Incomplete Formal Education (SIFE) has its challenges, but is also an enriching and rewarding experience. These students come to our classrooms with a wide range of needs and prior experiences. Incorporating Social Emotional Learning (SEL) into your curriculum is critical for many of these students. It aids in their adjustment to a new setting, helps them become a part of the community and is beneficial to their overall health and wellness. Once the affective filter is lowered, students can then make progress in learning English and academics. This course will focus on ways to incorporate SEL into your classroom as well as research-based strategies and tools to differentiate your lessons and meet the needs of ELLs, SIFE, and monolingual students as well. Creating a strong home-school connection with this historically underrepresented and marginalized population is also key to student success. Throughout this course, we will explore a variety of resources, technology, and outreach strategies to support ELLs and their families. The tools we examine will help you address the whole student as well as develop the speaking, listening, reading, and writing skills of all learners in your classroom. This course satisfies the New York State language acquisition CTLE requirement **district approval required prior to enrollment**

Course # EDEU 9028 Instructor: Cassidy Lowery GRAD THROUGH UMASS GLOBAL OR IN-SERVICE Teaching English Language Learners (ELLs) and Students with Interrupted/Incomplete Formal Education (SIFE) has its challenges, but is also an enriching and rewarding experience. These students come to our classrooms with a wide range of needs and prior experiences. Incorporating Social Emotional Learning (SEL) into your curriculum is critical for many of these students. It aids in their adjustment to a new setting, helps them become a part of the community, and is beneficial to their overall health and wellness. Once the affective filter is lowered, students can then make progress in learning English and academics. This course will focus on ways to incorporate SEL into your classroom as well as research-based strategies and tools to differentiate your lessons and meet the needs of ELLs, SIFE, and monolingual students as well. Creating a strong home-school connection with this historically underrepresented and marginalized population is also key to student success. Throughout this course, we will explore a variety of resources, technology, and outreach strategies to support ELLs and their families. The tools we examine will help you address the whole student as well as develop the speaking, listening, reading, and writing skills of all learners in your classroom. This course satisfies the New York State language acquisition CTLE requirement **district approval required prior to enrollment**

Course # EDUU 9961 Instructor: Kim Turri GRAD THROUGH UMASS GLOBAL OR IN-SERVICE There is no time like the present for educators to reflect on their role in culturally responsive teaching and use new educational technology tools to build an even stronger school community inclusive of English Language Learners and marginalized students. Students bring rich and diverse backgrounds to the classroom! Technology can be a powerful tool for transforming learning and reinventing our learning approach. It can help affirm and advance relationships between educators and students and remove the barriers to long-standing equity and accessibility gaps. Opportunities to reflect on digital tools to help adapt learning experiences to meet the needs of English Language Learners, economically disadvantaged, and other groups that have been historically underserved and marginalized will be enhanced. With equity in mind, educators can develop a climate in which students' backgrounds, experiences, and cultures are honored to build a stronger and more diverse learning community. The tools and strategies included specifically address teaching English Language Learners and marginalized students but are suited for all educators teaching grades K 12.

Course # EDUU 9961 Instructor: Kim Turri GRAD THROUGH UMASS GLOBAL OR IN-SERVICE There is no time like the present for educators to reflect on their role in culturally responsive teaching and use new educational technology tools to build an even stronger school community inclusive of English Language Learners and marginalized students. Students bring rich and diverse backgrounds to the classroom! Technology can be a powerful tool for transforming learning and reinventing our learning approach. It can help affirm and advance relationships between educators and students and remove the barriers to long-standing equity and accessibility gaps. Opportunities to reflect on digital tools to help adapt learning experiences to meet the needs of English Language Learners, economically disadvantaged, and other groups that have been historically underserved and marginalized will be enhanced. With equity in mind, educators can develop a climate in which students' backgrounds, experiences, and cultures are honored to build a stronger and more diverse learning community. The tools and strategies included specifically address teaching English Language Learners and marginalized students but are suited for all educators teaching grades K 12.

Course # EDPD 678 Instructor: Kerri Coudrey GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Students in poverty has long been viewed through a deficit perspective, one that immediately eliminates the assets and strengths such students surely have. One in five American children under the age of 18 live in poverty making the effects on students' wellbeing and academic success vast. As educators, we must delve in to understand it and how to best reach the students by shifting our perspective. Instead of a deficit viewing, this course will show how to shift one's perspective and mindset, connect with students, teach and empower students through an asset- based lens. This course will explore shifting perspectives on poverty to one of deficit to one of asset based and how this shift in mindset will provide a new way to better reach and support students. Awareness, strategies and outreach opportunities educators can put into practice will be provided, assessed and ultimately implemented by those participating in this course. Further, this course will give participants the tools to develop structures and routines to engage students and opportunities to grow

Course # EDPD 678 Instructor: Kerri Coudrey GRAD THROUGH MANHATTAN UNIVERSITY OR IN-SERVICE Students in poverty has long been viewed through a deficit perspective, one that immediately eliminates the assets and strengths such students surely have. One in five American children under the age of 18 live in poverty making the effects on students' wellbeing and academic success vast. As educators, we must delve in to understand it and how to best reach the students by shifting our perspective. Instead of a deficit viewing, this course will show how to shift one's perspective and mindset, connect with students, teach and empower students through an asset- based lens. This course will explore shifting perspectives on poverty to one of deficit to one of asset based and how this shift in mindset will provide a new way to better reach and support students. Awareness, strategies and outreach opportunities educators can put into practice will be provided, assessed and ultimately implemented by those participating in this course. Further, this course will give participants the tools to develop structures and routines to engage students and opportunities to grow

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

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

Course #: EDUU 9048 Instructor: Kysten Elliston-Martin GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The class will address the stress and anxiety students contend with on a daily basis by examining the causes and learning ways to help alleviate such within the classroom. By becoming more aware and versed in strategies of social emotional learning and practices through the lens of culturally responsive practices that embrace and reflect the many identities and experiences of the students in their care, educators will learn to support their students and lessen the stress and anxiety often felt by them. How the recent pandemic has changed student motivation and behavior and what to do in order to meet their unique and diverse interests will be included in this timely course as well. In all, this course will cultivate an awareness and provide resources and strategies to employ in creating a peaceful classroom that works to reduce stress and anxiety of students with the goal of developing equitable practices for the students in one's care, notably for those marginalized populations. **District approval required prior to enrollment**

Course #: EDUU 9048 Instructor: Kysten Elliston-Martin GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The class will address the stress and anxiety students contend with on a daily basis by examining the causes and learning ways to help alleviate such within the classroom. By becoming more aware and versed in strategies of social emotional learning and practices through the lens of culturally responsive practices that embrace and reflect the many identities and experiences of the students in their care, educators will learn to support their students and lessen the stress and anxiety often felt by them. How the recent pandemic has changed student motivation and behavior and what to do in order to meet their unique and diverse interests will be included in this timely course as well. In all, this course will cultivate an awareness and provide resources and strategies to employ in creating a peaceful classroom that works to reduce stress and anxiety of students with the goal of developing equitable practices for the students in one's care, notably for those marginalized populations.

Please check your email the morning of the start date of the training. You will receive an email from dsmith3@nasboces.org with instructions on how to proceed with the 3-hour virtual training. You can do this at your leisure, and you will have about two weeks to complete this.

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

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

If you need assistance, please email Danielle Smith, dsmith3@nasboces.org.

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

Join us for a virtual demonstration of how Toddle leverages AI to more efficiently plan and deliver classroom instruction.

Toddle is an AI-powered, end-to-end teaching and learning platform implemented in thousands of schools across the globe. Teachers save hours by accessing their planning, instruction, assignments, grading, and communication all in one place. AI is built into Toddle's foundation, ensuring that plans stay connected to your curriculum while empowering teachers with tools to freely adapt their instruction while reducing time spent and cognitive load completing administrative tasks.

Agenda:

11:45 - 12:00 AI Powered Curriculum Mapping and Lesson Planning

12:00 - 12:10 Turning Lesson Plans into Lesson Delivery

12:10 - 12:15 Q&A

Key takeaways from the session:

AI's role in delivering full-cycle teaching and learning efficiencies at scale

Embedding Portrait of a Graduate competencies into core instruction

Strategies and next steps toward saving administrators and teachers hours of time by implementing Toddle

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

A lot has changed. Here's everything you need to know. Whether you've been using Wayground for years or you're just getting started, this session is your front-row seat to what's new, what's improved, and what's coming next.

What we'll cover:

• The newest Wayground features designed to streamline instruction and give teachers more flexibility in how they run their classrooms.
• Hands-on time with updated tools, AI-powered capabilities, and improved data views that make it easier to see what's actually working.
• New state test item banks and ways to build from your own scope and sequence so the platform fits your curriculum, not the other way around.

Walk away ready to introduce these updates to your educators with clarity and confidence.

Join us at Nassau BOCES for lunch as we demonstrate CodeHS and all it has to offer for K-12 Computer Science teachers.

Event Overview - 10:30 AM - 1:00 PM:

• 30 min - CodeHS Demo presentation

• 20 min - Lunch and break

• 40 min - CodeHS / CodeHop lesson

• 60 min - {optional} Office hours / questions with CodeHS

Session Description:

This session is designed for K-12 teachers who want to enhance their Computer Science, Technology, and Digital Fluency lessons. Whether your district has a CodeHS license or is new to the platform, you are welcome. We will have two presenters: one walking through the elementary platform and one focusing on the MS/HS sides of the platform, highlighting CodeHS features and how they can enhance your instruction without adding to your workload.

By the end of this session, you'll be able to:

• Identify and effectively use CodeHS Pro tools

• Understand the logistics of leading a CodeHS class, from login to grading

• Feel confident in a CodeHS lesson from both the teacher and student perspective

• Implement the New York State K-12 CS & Digital Fluency aligned CodeHS courses

We will be providing lunch from Panera!

With the release of the NYSED Written Response Sampler, this session shifts our focus from understanding the changes in the revised English Regents to norming our scoring practices.

Participants will analyze student responses using the newly released sampler and engage in structured scoring protocols designed to reduce variability and increase consistency across classrooms, schools, and districts. Together, we will examine where interpretation diverges and establish shared expectations for applying the rubric with clarity and precision.

This workshop is intentionally practical. Leaders may attend as part of a train-the-trainer model, being trained to return to their districts and facilitate calibration sessions locally, or districts may send teams to engage directly in the norming process together. Participants will leave with concrete tools, protocols, and structures for leading scoring conversations in their own schools.

Note, while earlier sessions focused on unpacking the shifts in the task, rubrics, and PLDs, this session centers on application and alignment. It is not necessary to have attended prior workshops to participate in this one.

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

The NYSSLS-based LS: Biology Regents exam has raised the bar for students, presenting challenges well beyond those of the former Living Environment Regents. This exam is designed to meet the expectations of three-dimensional (3D) learning, requiring students not only to acquire scientific knowledge but also to think like scientists and make sense of novel scientific scenarios.

We will take a clear, practical look at New York State's Educational Assessment Strategy and how it can build 3D skills. This approach uses multiple types of assessments to gauge student progress, tailor instruction, identify strengths and weaknesses, and evaluate mastery. We will discuss the student skills needed to break down and understand the LS: Biology clusters on the Regents exam.

Participants will explore how the clusters in the Biology Regents exam are structured and developed, and how they differ from classroom techniques used to assess 3D learning.

Topics include:

• -How the Regents exams are based on the NYSSLS and Performance Level Descriptions (PLDs)
• -The role of assessment as a component of curriculum and instruction
• -Using AI to construct Regents-style classroom assessments
• -Reviewing past Regents clusters to demonstrate how they are developed
• -Strategies to enhance the testing skills necessary to navigate Regents question clusters
• -Developing a Google Slides presentation to help students practice skills using released clusters
• -Collaboratively constructing a Regents-style question cluster using PLDs

B.Y.O.D. - Bring a fully charged laptop, iPad, or tablet.

Note: Participants must drop their registration on Frontline/MLP at least 7 days prior. Failure to cancel will result in billing to the participant/district.

This 3-hour professional learning session is designed for district and building-level leaders responsible for approving and supporting Desmos use on NYS Regents exams. The session provides clear guidance to help leaders move confidently from application through exam-day implementation.

Participants will:

• Engage in a step-by-step walkthrough of the NYSED Desmos application process, including timelines, required documentation, and common challenges districts can proactively avoid.


• Clarify what compliant Desmos use looks like in daily instruction versus on exam day, with explicit guidance on what is and is not allowed.


• Analyze real-world scenarios to identify readiness opportunities and strengthen implementation plans before applying.


• Walk away with concrete planning tools to support staff training, communication, and confident Regents administration.

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

Now that we have immersed ourselves into the research, we are ready to explore the shifts in small group reading instruction necessary to align with research based practices. On this day, you will explore a variety of ways to bring explicit assessment-based instruction to small groups. We will create small group routines to help students practice both phonemic and phonics skills and apply them to connected texts. As decodable texts are being introduced into our classrooms, we will explore ways to synthesize them with our phonemic and phonics programs. A choice of gradual-release small-group lesson plans will be shared. You will leave this day with a variety of tools to fuel your small group lessons!

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

Gold Sponsor
$750


• Color half-page (8.5 x 5.5, portrait) program ad

• Prime exhibit space

• Website acknowledgment

• 2 attendees

No additional attendees will be allowed to register or attend.
Payment Policy:

To reserve your exhibitor space, all payments must be received no later than 4:00 PM EST on April 1, 2026. Unpaid sponsor requests will be released to other interested vendors.
Cancellation policy:
For a full refund, cancellations must be submitted via email to mdimenna@nasboces.org no less than 30 business days before the event. Cancellations received after this deadline will not be refunded.

Platinum Sponsor
$1,500




• Premium ad (color, full-page, 8.5 x 11) placement



• Premium exhibit space



• Website acknowledgment



• 2 attendees

No additional attendees will be allowed to register or attend.
Payment Policy:

To reserve your exhibitor space, all payments must be received no later than 4:00 PM EST on April 1, 2026. Unpaid sponsor requests will be released to other interested vendors.
Cancellation policy:
For a full refund, cancellations must be submitted via email to mdimenna@nasboces.org no less than 30 business days before the event. Cancellations received after this deadline will not be refunded.

2nd Annual Long Island BOCES Conference
Please click here for the conference flyer.

Registration and Continental Breakfast - 8 a.m to 8:30 a.m.

As schools continue to evolve to meet the needs of today's learners, the NYSED Portrait of a Graduate offers a powerful, student-centered vision of what it means for every child to thrive. This year's conference will explore how districts and educators can intentionally nurture the skills, mindsets, and opportunities that empower all students to achieve success--in school, in career, and in life. Participants will engage with practices that promote belonging, elevate student voice, and support equitable pathways for learning and growth.

Join us for a day of inspiration, reflection, and shared learning as we work together to unlock the full potential of every student.

● Keynote Co-Presenters
● Student Roundtable
● Breakout Sessions
● Vendor Showcase
● Blue Ribbon Commission Panel Discussion
● Book Giveaways