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1. Virtual L2RPT EOY Review for Funding and Accountability

Program: Student Support Services: State Reporting

Dates: 7/22/2025

Location: Zoom

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

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

Program: Student Support Services: State Reporting

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

Dates: 9/10/2025

Location: CR 1,2,3

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

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

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

Audience: Chairperson, Director, Coordinator

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

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

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

4. Virtual ELA Collegial Circle (for Nassau Districts)

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

Audience: Chairperson, Director, Coordinator

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

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

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

5. Virtual Math Specialist Collegial Circle - 10 Session Series

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

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

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

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

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

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

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

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

6. [ENL] Balanced Literacy Grades K-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

7. [ENL] Best Literacy Practices

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

8. [ENL] Building Reading Comprehension Grades PK-3

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

9. [ENL] Close Reading Strategies Grades 3-8

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

10. [ENL] Creating Inclusive Environments for ELLs AI Assisted

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

Creating Inclusive Environments for ELLs

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

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

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

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

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

11. [ENL] Data-Driven Decision Making

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

12. [ENL] Differentiating in Bilingual Classrooms, Grades 6-8

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

13. [ENL] Differentiating in Bilingual Classrooms, Grades K-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

14. [ENL] Differentiating with Literature Circles Grades K-8

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

15. [ENL] Formative Assessment Practices, Grades K-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

16. [ENL] Inclusive Classrooms

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

17. [ENL] Literacy Strategies for Tier II and III Learners, Grades 3-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

18. [ENL] Multiple Intelligences, Multiple Learning Styles, Grades 3-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

19. [ENL] Planning with Differentiation in Mind

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

20. [ENL] Research-Based Literacy Strategies

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

21. [ENL] Standards-Based Writing Strategies, Gr 6-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

22. [ENL] Standards-Based Writing Strategies, Gr K-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

23. [ENL] Teaching to Diversity, Grades 3-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

24. [ENL] Teaching to Text Complexity, Grades 3-9

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

25. [ENL] The Art of Differentiating Instruction

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

26. [ENL] Tools and Practices for Monitoring Progress

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

27. Building Reading Muscle, Grades 6-8

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

Building Reading Muscle, Grades 6-8

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

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

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

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

28. Building Reading Muscle, Grades 9-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

29. Building Reading Muscle, Grades PK-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

30. Co-teaching and Professional Collaboration

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

31. Literacy Strategies for STEM, Grades 6 - 12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

32. Literacy Strategies for STEM, Grades K - 5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Oct 1, 2026)

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

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

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

33. Motivating and Engaging 21st Century Adolescents, Grades 6-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

34. Purposeful Planning

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

35. Research-Based Assessment Practices for Special Needs Students, Grades 3-8

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

36. Standards-Based Formative Assessment, Grades 6-12

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

37. Standards-Based Formative Assessment, Grades K-5

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

38. Teaching to Text Complexity

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

39. Working the Brain Into Teaching and Learning

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Jun 30, 2026)

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

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

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

40. Writing Strategies for All Content Areas

Program: Curriculum & Instruction: ENL Plus Program

Dates: On-Going (Ends Oct 1, 2026)

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

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

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

41. Virtual State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 10/8/2025

Location: Zoom

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

42. NY Inspires: Bright Futures Begin Here

Program: Curriculum & Instruction: Regional PD - CoSer 507.530

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

Audience: BOCES Instructional Leaders

Dates: 10/9/2025 to 6/18/2026

Location: Conf Room 1/2/3

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

Purpose of the Workshop

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

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

-Set clear, actionable short- and long-term implementation goals
-Bridge state-level priorities with local district realities
-Develop flexible, user-friendly tools for superintendents, school leaders, and stakeholders
-Design a sustainable roadmap that moves beyond compliance and drives meaningful, lasting change

Expected Result

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

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

Lunch will be served at each of the four meetings.

43. Virtual Understanding the VRs 1-9

Program: Student Support Services: State Reporting

Dates: 11/5/2025

Location: Zoom

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

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

Program: Student Support Services: State Reporting

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

Dates: 12/9/2025

Location: CR 1,2,3

45. Virtual State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 1/28/2026

Location: Zoom

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

46. Virtual State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 3/4/2026

Location: Zoom

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

47. NEW DATE TBD Psychopharmacology 101 - Northwell Partners ONLY

Program: Mental Health Services - Northwell District PD

Audience: Northwell Health Behavioral Clinic Members

Dates: 3/26/2026

Location: Zoom

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

48. Virtual State Reporting / Data Warehouse CIO/DDC Meeting

Program: Student Support Services: State Reporting

Dates: 4/15/2026

Location: Zoom

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

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

Program: Student Support Services: State Reporting

Dates: 5/4/2026

Location: Zoom

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

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

Program: Student Support Services: State Reporting

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

Dates: 5/13/2026

Location: CR 1,2,3

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

Program: Curriculum & Instruction: Smart Start Grant

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

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

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

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

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

Participants will explore how AI can be used to:

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

Course Dates & Format:

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

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

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

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

A ready-to-use STEAM lesson
A repeatable inquiry routine usable across content areas
Practical strategies to support student thinking and engagement

This workshop is free to anyone in a district that has participated in Nassau BOCES Smart Start grant.

Cancellation Policy:

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

52. SMS - eSchoolData - Elementary Scheduling
Program: Student Management Services: eSchoolData
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Learning Studio 1
Audience: Master Schedulers
Dates: 6/3/2026
Location: Learning Studio 1

This workshop is specific to elementary scheduling and walks schedulers through creating groups to quickly and easily schedule rosters of students to create their full schedules.

Credits: 2
Enrolled: 4/12
Wait: 0/0

53. Vocabulary After Phonics: Building Word Knowledge That Drives Reading and Writing (Grades K-5)
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS 2
Audience: Grades K–5 Teachers, Literacy Leaders, Interventionists, Instructional Coaches
Dates: 6/5/2026
Location: LS 2

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

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

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

Breakfast and Lunch Provided

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

Hours: 6
Enrolled: 13/30
Wait: 0/0

54. **New! Virtual** State Reporting & EOY Clerical Tasks - Tying up Loose Ends
Program: Student Support Services: State Reporting
Dates: 6/5/2026
Location: Virtual

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

Hours: 1
Enrolled: 49/50
Wait: 0/0

55. #NoFakeNews: Teaching Information Literacy - CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 6/6/2026 to 3/5/2036
Location: Virtual

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. When students of today are asked to research something, a few things might happen, sometimes simultaneously: Students will struggle to choose their own research topic and browse for ideas. Students take a stance before researching and get frustrated when sources don't fit their argument. Out of desperation, students rely on less credible sources Students are reluctant to go beyond Google and become overwhelmed by information choices and quantities. Students find it difficult to find the right words when searching for information online. Students aren't aware of the need to search again and again, refining their searches as they discover new questions and synthesize new information. Most likely, your student will give up and choose a different topic. This course will help both you and your students navigate the many credible databases that exist, learn search terms, feel confident in research, and eliminate the #fakenews and plagiarism that students so often fall victim to when the research process becomes overwhelming or hits a dead end.

Enrolled: 2/30
Wait: 0/0

56. Social Worker Circle
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES - Mental Health Services Virtual Professional Development (Westbury, NY) - Zoom
Audience: all
Dates: 6/9/2026
Location: Zoom
Starting Soon

TBD

Enrolled: 3/75
Wait: 0/0

57. **ADDENDUM ONLY** NEW UPDATED 2025 SYLLABUS WORKSHOP - Mandated Reporter Training: Identifying and Reporting Child Abuse and Maltreatment - VIRTUAL-VIA ZOOM
Program: Curriculum & Instruction: Child Abuse - CoSer 507.530
Dates: 6/9/2026
Location: VIRTUAL VIA ZOOM
Starting Soon

Second Update to Mandated Reporter Training - Addendum:

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

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

If you need accessibility accommodations, please email Mike Puglissi, MPuglissi@nasboces.org, upon registering.

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

Enrolled: 8/25
Wait: 0/0

58. NEW UPDATED 2025 SYLLABUS WORKSHOP - Mandated Reporter Training: Identifying and Reporting Child Abuse and Maltreatment - VIRTUAL-VIA ZOOM
Program: Curriculum & Instruction: Child Abuse - CoSer 507.530
Dates: 6/9/2026
Location: VIRTUAL VIA ZOOM
Starting Soon

Anyone applying for a provisional or permanent certificate or license (valid for administrative, supervisory, school or classroom teaching service) must complete two hours of course work or training in the identification and reporting of child abuse and maltreatment. This course includes the topics of the role of the reporter, definition of abuse, indicators of abuse, and follow-up steps. Upon completion, your Child Abuse Certification will be uploaded to your TEACH account.

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

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

Enrolled: 4/25
Wait: 0/0

59. School Avoidance Collegial Circle
Program: Mental Health Services For COST Associated PD
Audience: all
Dates: 6/10/2026
Location: zoom
Starting Soon

Topic TBD

Enrolled: 4/50
Wait: 0/0

60. SMS - SchoolTool - SchoolTool End of the Year
Program: Student Management Services : schooltool
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS - 1
Audience: Super Users
Dates: 6/10/2026
Location: LS - 1
Starting Soon

Review of End of Year procedures in SchoolTool.

Credits: 3
Hours: 3
Enrolled: 5/12
Wait: 0/0

61. **Virtual** Tentative - State Reporting / Data Warehouse CIO/DDC Meeting
Program: Student Support Services: State Reporting
Dates: 6/10/2026
Location: Zoom
Starting Soon

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

Enrolled: 49/120
Wait: 0/20

62. PowerUp: Best Practices on Wrapping up the year
Program: Curriculum and Instruction Guidance Services- Naviance Support
Location: Nassau BOCES - Health and Allied Services - Virtual (Garden City, NY) - Virtual: Zoom
Dates: 6/11/2026
Location: Virtual: Zoom
Starting Soon

Welcome and Overview

• Our Team & PowerUps

• PowerSchool Community

• Support & Help Center Best Practices on Wrapping up the year.

• Review Available Resources o End of Year Checklist o Product Webinars throughout the summer review of recent releases o Technical office hours for back to school o Data rollover information

• Supporting rising seniors o Dos and don'ts of college application processes for the class of 2027 o Set up Revisits calendar for SY26-27 Zoom Link: https://teams.microsoft.com/meet/29411005271628?p=rOGO2t6H47h9TQXwnO

Enrolled: 0/100
Wait: 0/0

63. The Eighth Annual NASTECH NASTARS Celebration
Program: NASTECH
Location: TBD (Garden City, NY) - TBD
Dates: 6/11/2026
Location: TBD
Starting Soon

The Eighth Annual NASTECH NASTARS Celebration

Hours: 3
Enrolled: 95/110
Wait: 0/0

64. School Psychologist Collaborative Clinical Discussion Group
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES - Mental Health Services Virtual Professional Development (Westbury, NY) - Zoom
Audience: all
Dates: 6/12/2026
Location: Zoom
Starting Soon

TBD

Enrolled: 10/75
Wait: 0/0

65. SMS - PowerSchool - End of Year Process
Program: Student Management Services: PowerSchool
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - LS - 1
Audience: Administrators
Dates: 6/12/2026
Location: LS - 1
Starting Soon

Learn how to prepare PowerSchool SIS to run the End of Year process and transition your district to the next school year.

Credits: 2
Hours: 2
Enrolled: 14/18
Wait: 0/0

66. **VIRTUAL** Certification in the Needs of Students with Autism
Program: Curriculum & Instruction: Autism - CoSer 507.530
Audience: Special Education Teachers and Administrators
Dates: 6/15/2026
Location: VIRTUAL

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

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

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

If you need assistance, please email Mike Puglissi, MPuglissi@nasboces.org

Enrolled: 3/25
Wait: 0/0

67. PREPaRE 2 Crisis Response Training
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - Lab 1
Audience: All staff on a district Crisis Team
Dates: 6/15/2026 to 6/16/2026
Location: Lab 1

This 2-day workshop provides school-based mental health professionals and other school crisis intervention team members with the knowledge necessary to meet the mental health needs of students and staff following school-associated crisis events. This workshop teaches participants how to prevent and prepare for psychological trauma, help to reaffirm both the physical health of members of the school community and students' perceptions that they are safe and secure, evaluate conduct psychological triage, respond to the psychological needs of the school community utilizing a multitiered approach, and examine the effectiveness of school crisis intervention and recovery efforts. This workshop is an excellent course for all professionals in your district who provide mental health crisis intervention services **Please bring snacks and lunch**

Enrolled: 10/11
Wait: 0/0

68. Project ECHO - Substance Use and Vaping - Northwell Partners ONLY (NEW DATE)
Program: Mental Health Services - Northwell District PD
Audience: Northwell Health Behavioral Clinic Members
Dates: 6/17/2026
Location: Zoom

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. 1 CEU Credits

Enrolled: 9/50
Wait: 0/0

69. SMS - eSchoolData - Summer School- PRE-RECORDED WEBINAR
Program: Student Management Services: eSchoolData
Location: Webinar (x, x) - Webinar
Audience: SIS Admin
Dates: 6/17/2026
Location: Webinar

A full overview of the ins and outs of summer school from setup to training and closing out.

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

70. Building a Culture of Recognition with Hilight
Program: Curriculum & Instruction: Instructional Software Support
Dates: 6/23/2026
New

Join us as we explore how school districts are using Hilight to strengthen staff culture, improve morale, and create more consistent recognition across every school.

In this session, we'll look at how districts are building stronger staff connections through meaningful, day-to-day recognition - making the invisible work visible and aligning recognition to district values. We'll share real examples of how Hilight supports staff engagement, belonging, and retention across all employee groups.

This session offers a practical overview of the Hilight platform, covering peer-to-peer recognition, district-wide engagement features, and leadership insights that help schools celebrate the positive moments happening every day.

Key Takeaways:

• How to build a more connected staff culture across your district

• Strategies for recognizing and celebrating staff consistently at every school

• How meaningful recognition supports morale, belonging, and retention

• Ways leadership teams can use engagement data and insights

• How to roll out a recognition initiative simply and effectively

Hours: 1
Enrolled: 4/50
Wait: 0/0

71. **VIRTUAL** Understanding the VRs 10-16 for Sp Ed and CIO's
Program: Student Support Services: State Reporting
Dates: 6/24/2026
Location: Zoom

We are pleased to offer our workshop on Understanding Special Education Data for State Reporting. This session will cover the importance of accurate data reporting and how this data is utilized at the state level. This session is intended for new special education office staff responsible for reporting PD Data System Verification Reports 10-16, as well as current district data coordinators interested in learning more about this collection of reports and how to resolve errors. Topics covered will include the importance of accurate data reporting, utilization of data at the state level, troubleshooting common issues, setting up preschoolers and incoming K students for the summer and next year, and exiting students from Frontline for state reporting. Each verification report (11-16) will be explained and reviewed in detail. The workshop will be presented by retired special education experts, Dr. Roberta Kupietz and Dr. Arlene Genden Sage. A Zoom link will be e-mailed to participants the day of the meeting.

Enrolled: 46/120
Wait: 0/20

72. *COPY OF **VIRTUAL** Understanding the VRs 10-16 for Sp Ed and CIO's
Program: Student Support Services: State Reporting
Dates: 6/24/2026
Location: Zoom
New

We are pleased to offer our workshop on Understanding Special Education Data for State Reporting. This session will cover the importance of accurate data reporting and how this data is utilized at the state level. This session is intended for new special education office staff responsible for reporting PD Data System Verification Reports 10-16, as well as current district data coordinators interested in learning more about this collection of reports and how to resolve errors. Topics covered will include the importance of accurate data reporting, utilization of data at the state level, troubleshooting common issues, setting up preschoolers and incoming K students for the summer and next year, and exiting students from Frontline for state reporting. Each verification report (11-16) will be explained and reviewed in detail. The workshop will be presented by retired special education experts, Dr. Roberta Kupietz and Dr. Arlene Genden Sage. A Zoom link will be e-mailed to participants the day of the meeting.

Enrolled: 0/120
Wait: 0/20

73. **VIRTUAL VIA ZOOM-LIVE** School Violence Prevention and Intervention Certification
Program: Curriculum & Instruction: School Violence - CoSer 507.530
Dates: 6/24/2026
Location: VIRTUAL VIA ZOOM

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

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

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

Enrolled: 1/25
Wait: 0/0

74. Personal Finance Curriculum Preview AM
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES - Westbury, NY (Westbury, NY) - LS2[map]
Dates: 6/25/2026
Location: LS2
New

Join us for a preview of our Personal Finance curriculum designed to help students build essential money management skills for life. This session will provide an overview of the instructional resources, learning activities, and real-world applications that support personal finance education. These sessions are for the Middle School Bands (Grades 5-8) and High School Bands (Grades 9-12). Materials and pricing will be available to preview at these sessions.

Hours: 1
Enrolled: 5/30
Wait: 0/0

75. Personal Finance Curriculum Preview PM
Program: Curriculum & Instruction: Regional PD - CoSer 507.530
Location: Nassau BOCES - Westbury, NY (Westbury, NY) - LS2[map]
Audience: Administrators
Dates: 6/25/2026
Location: LS2
New

Join us for a preview of our Personal Finance curriculum designed to help students build essential money management skills for life. This session will provide an overview of the instructional resources, learning activities, and real-world applications that support personal finance education. These sessions are for the Middle School Bands (Grades 5-8) and High School Bands (Grades 9-12). Materials and pricing will be available to preview at these sessions.

Hours: 1
Enrolled: 1/30
Wait: 0/0

76. Long Island Regional Technical Assistance Center (LI-RTAC) for Pre-K and K Summer Institute 2026 - Growing Minds & Growing Hearts in Pre-K & K
Program: Curriculum & Instruction: Pre-K Initiative
Location: Western Suffolk BOCES - WSB Conference Center (Wheatley Heights, NY) - 31 Lee Avenue, Wheatley Heights, NY 11798[map]
Dates: 6/30/2026
Location: 31 Lee Avenue, Wheatley Heights, NY 11798

The Long Island Regional Technical Assistance Center for Pre-K and Early Childhood's Summer Institute will focus on the strategies for meeting the needs of all learners. JoEllen McCarthy, educator, consultant, National Literacy Specialist, and author of "Layers of Learning, Using Read Alouds to Connect Literacy, and Caring Conversations, will be our keynote presenter. Participants will be able to attend three one-hour workshops. Workshop sessions will focus on developmentally appropriate practice, developmental readiness, literacy, number sense, block play, outdoor education, self-help and more! A continental breakfast and a light lunch are included. Cost of the workshop is $50.00. Registration fee: $50.00.

Hours: 5
Enrolled: 17/100
Wait: 0/0

77. Early College Access - Dual Enrollment Workgroup- Revising the course catalog - meeting for DOG's HS Principals,ASI
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR123
Audience: all
Dates: 6/30/2026
Location: CR123

Nassau BOCES has set aside space to work directly with Directors of Guidance, High School Principals and/or Assistant Superintendents of Instruction to assist in revision of High School Couse Catalogs, Dual Enrollment Course descriptions and alignment of affiliated universities, provide access to a catalog of Dual Enrollment course opportunities, submission of teacher adjunct applications and required NYSED data submission. Each day will be limited to 10 schools.

Hours: 4
Enrolled: 0/45
Wait: 0/0

78. Asset-Based Instruction to Empower Students- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course #: EDCU 9106 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course will focus on how we can empower all students to be successful both academically and socially within the learning community and what we can do as a teacher and facilitator to foster a brave learning environment that supports students to utilize their own assets, knowledge and abilities to take a role in their own learning and success. Further, we will explore ways we can encourage families to support students and integrate their own assets and perspectives into the learning environment and to create a stronger home, school and community connection. We will see a shift of mindset in focusing on student struggle but rather their personal strengths, abilities and knowledge. Additionally, specific strategies teachers can incorporate into their classes will be explored as well as methods to support culturally responsive instruction for empowering students to overcome various academic obstacles.

Enrolled: 0/30
Wait: 0/0

79. Asset-Based Instruction to Empower Students- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course #: EDCU 9106 Instructor: Valerie Fiano GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course will focus on how we can empower all students to be successful both academically and socially within the learning community and what we can do as a teacher and facilitator to foster a brave learning environment that supports students to utilize their own assets, knowledge and abilities to take a role in their own learning and success. Further, we will explore ways we can encourage families to support students and integrate their own assets and perspectives into the learning environment and to create a stronger home, school and community connection. We will see a shift of mindset in focusing on student struggle but rather their personal strengths, abilities and knowledge. Additionally, specific strategies teachers can incorporate into their classes will be explored as well as methods to support culturally responsive instruction for empowering students to overcome various academic obstacles.

Enrolled: 0/30
Wait: 0/0

80. Changing Minds: Using Growth Mindset to Encourage Student Development- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course #: EDDU 9506 Instructor: Jennifer DeCollibus GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The image of a successful person can vary from one individual to the next; however, upon closer inspection those who succeed share a common quality: their mindset. Teachers will examine various ways to positively alter their own lives as a result of mindset, but equally important, how students can benefit from a growth mindset culture in the classroom. It's apparent that we want our students to develop and maintain a growth mindset; however, it's also necessary that we foster an awareness within them that allows them to respectfully question social injustices and determine ways to promote change. This course provides the foundation for understanding mindset, the difference between a fixed and growth mindset, the importance of the brain and how it works, specific ways to foster a growth mindset environment, the role of critical thinking, differentiation and critical consciousness and cultural responsiveness, ways to change mindsets, and strategies that promote a growth mindset. An educator can use this information to continue to develop challenging instruction that is also designed for students to recognize how potential and effort impact the outcome in any life situation

Enrolled: 0/30
Wait: 0/0

81. Changing Minds: Using Growth Mindset to Encourage Student Development- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course #: EDDU 9506 Instructor: Jennifer DeCollibus GRAD THROUGH UMASS GLOBAL OR IN-SERVICE The image of a successful person can vary from one individual to the next; however, upon closer inspection those who succeed share a common quality: their mindset. Teachers will examine various ways to positively alter their own lives as a result of mindset, but equally important, how students can benefit from a growth mindset culture in the classroom. It's apparent that we want our students to develop and maintain a growth mindset; however, it's also necessary that we foster an awareness within them that allows them to respectfully question social injustices and determine ways to promote change. This course provides the foundation for understanding mindset, the difference between a fixed and growth mindset, the importance of the brain and how it works, specific ways to foster a growth mindset environment, the role of critical thinking, differentiation and critical consciousness and cultural responsiveness, ways to change mindsets, and strategies that promote a growth mindset. An educator can use this information to continue to develop challenging instruction that is also designed for students to recognize how potential and effort impact the outcome in any life situation

Enrolled: 0/30
Wait: 0/0

82. Habits for Building an Identity-Conscious Educator- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

83. Habits for Building an Identity-Conscious Educator- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

84. Maximizing Strengths and Abilities Supportive Approach for Students with Learning Diversity- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

85. Maximizing Strengths and Abilities Supportive Approach for Students with Learning Diversity- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

86. Positive Discipline: Ending the School-to-Prison Pipeline- LILIE (GRAD THROUGH MANHATTAN UNIVERSITY)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course # EDPD 609 Instructor: Daniela Panasci GRAD THROUGH MANHATTAN UNIV. OR IN-SERVICE This course will focus on learning about the impact of school discipline in creating the School-to-Prison pipeline and the increased rate of incarceration among at-risk students. In exploring the School-to-Prison pipeline enrollees will learn about the connections between the bias seen in disciplinary action and policy, which according to research is racist and inequitable when reporting offenses and administering disciplinary consequences. This resulting in the classroom to prison pipeline. Through research-based practices participants will learn to recognize examples of bias and acquire methods effectively address behavioral issues in an unbiased, student-centered approach. The direct outcome of this teaching methodology will foster improved teacher-student relationships, school climate, resolution behavioral issues, and ultimately prevent future student offenses by creating a more productive, welcoming learning and teaching environment. This course is also beneficial to all school staff, including counselors, psychologists, security guards, and those working within the small group and/or alternative settings.

Enrolled: 0/30
Wait: 0/0

87. Positive Discipline: Ending the School-to-Prison Pipeline- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course # EDPD 609 Instructor: Daniela Panasci GRAD THROUGH MANHATTAN UNIV. OR IN-SERVICE This course will focus on learning about the impact of school discipline in creating the School-to-Prison pipeline and the increased rate of incarceration among at-risk students. In exploring the School-to-Prison pipeline enrollees will learn about the connections between the bias seen in disciplinary action and policy, which according to research is racist and inequitable when reporting offenses and administering disciplinary consequences. This resulting in the classroom to prison pipeline. Through research-based practices participants will learn to recognize examples of bias and acquire methods effectively address behavioral issues in an unbiased, student-centered approach. The direct outcome of this teaching methodology will foster improved teacher-student relationships, school climate, resolution behavioral issues, and ultimately prevent future student offenses by creating a more productive, welcoming learning and teaching environment. This course is also beneficial to all school staff, including counselors, psychologists, security guards, and those working within the small group and/or alternative settings.

Enrolled: 0/30
Wait: 0/0

88. Supporting Students with ADHD- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

89. Supporting Students with ADHD- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

90. The Flexible Classroom: Empowering Equity with UDL & Blended Learning- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course #: EDUU 9959 Instructor: Kim Turri GRAD THROUGH UMASS GLOBAL OR IN-SERVICE This course, The Flexible Classroom: Empowering Equity with UDL & Blended Learning, serves as a comprehensive introduction to the intersection of two essential educational frameworks: Universal Design for Learning (UDL) and Blended Learning. The course will demonstrate how these two frameworks complement each other to meet the diverse needs of all students. Often, educators feel burdened by trying to implement multiple initiatives separately, such as social-emotional learning, blended learning, and UDL. This course addresses that concern by integrating UDL and blended learning, emphasizing that they should not be viewed in isolation but rather as cohesive tools for designing flexible, responsive learning environments. By combining UDL's focus on providing multiple means of engagement, representation, and expression with the dynamic nature of blended learning models, educators can better serve all students while adapting to varied educational landscapes. Participants will have the opportunity to explore curated resources, including readings, videos, and interactive materials, and engage with content in ways that fit their learning preferences. They can also share their insights and applications with a broader educational community. The course is structured to offer multiple pathways, allowing participants to choose their own journey through the material. Ultimately, this course empowers educators to feel confident in applying these frameworks to create flexible, inclusive, and effective learning environments.

Enrolled: 0/30
Wait: 0/0

91. The Good & Bad of Social Media: Function, Psychology & Usefulness of Social Media in our Students & Classrooms Today- LILIE (GRAD THROUGH UMASS GLOBAL)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

92. The Good & Bad of Social Media: Function, Psychology & Usefulness of Social Media in our Students & Classrooms Today- LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

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

Enrolled: 0/30
Wait: 0/0

93. The Theory & Techniques of Coaching - LILIE (IN-SERVICE)
Program: Curriculum & Instruction: Online Learning
Dates: 7/1/2026 to 7/28/2026
Location: Virtual
New

Course: EDPD 650 Instructor: Paul Pedersen This course will delve into the theories and techniques associated with coaching athletics at the secondary level. Topics will include the history of high school athletics in New York state, state and local regulations and procedures, planning, scouting, strategies, safety, officials and guidelines for working with them, the preseason, season and postseason, management, motivation, and instruction on various secondary level sports. Please note: it is highly suggested that participants take this course during or the same season of the sport in which they will or do coach.

Enrolled: 0/30
Wait: 0/0

94. Early College Access - Dual Enrollment Workgroup- Revising the course catalog - meeting for DOG's HS Principals,ASI
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR123
Audience: all
Dates: 7/1/2026
Location: CR123

Nassau BOCES has set aside space to work directly with Directors of Guidance, High School Principals and/or Assistant Superintendents of Instruction to assist in revision of High School Couse Catalogs, Dual Enrollment Course descriptions and alignment of affiliated universities, provide access to a catalog of Dual Enrollment course opportunities, submission of teacher adjunct applications and required NYSED data submission. Each day will be limited to 10 schools.

Hours: 4
Enrolled: 0/45
Wait: 0/0

95. Early College Access - Dual Enrollment Workgroup- Revising the course catalog - meeting for DOG's HS Principals,ASI
Program: Mental Health Services MHC member districts ONLY
Location: Nassau BOCES, Robert E. Lupinskie Center - One Merrick Avenue,Westbury, NY (Westbury, NY) - CR123
Audience: all
Dates: 7/2/2026
Location: CR123

Nassau BOCES has set aside space to work directly with Directors of Guidance, High School Principals and/or Assistant Superintendents of Instruction to assist in revision of High School Couse Catalogs, Dual Enrollment Course descriptions and alignment of affiliated universities, provide access to a catalog of Dual Enrollment course opportunities, submission of teacher adjunct applications and required NYSED data submission. Each day will be limited to 10 schools.

Hours: 4
Enrolled: 0/45
Wait: 0/0

96. #NoFakeNews: Teaching Information Literacy- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

This is a 45-hour asynchronous, online course. There are no synchronous meeting times (the meeting dates listed below are the start and end dates for the course). District approval must be complete before start date. When students of today are asked to research something, a few things might happen, sometimes simultaneously: Students will struggle to choose their own research topic and browse for ideas. Students take a stance before researching and get frustrated when sources don't fit their argument. Out of desperation, students rely on less credible sources Students are reluctant to go beyond Google and become overwhelmed by information choices and quantities. Students find it difficult to find the right words when searching for information online. Students aren't aware of the need to search again and again, refining their searches as they discover new questions and synthesize new information. Most likely, your student will give up and choose a different topic. This course will help both you and your students navigate the many credible databases that exist, learn search terms, feel confident in research, and eliminate the #fakenews and plagiarism that students so often fall victim to when the research process becomes overwhelming or hits a dead end. This course will focus on the five different research strategies that help students and teachers develop strong research skills, which is also known as information literacy or media literacy: clarify, search, delve, evaluate, cite

Enrolled: 0/30
Wait: 0/0

97. 21st Century Skills: From Your Classroom to the Workplace and College- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

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

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98. A Classroom Brand and Identity- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

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

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99. A New Bully - The Cyberbully- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

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

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100. Achieving Literacy Gains for Students with Limited English- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

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

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101. Acquiring Parent Involvement and Support- CPD In Service
Program: Curriculum & Instruction: Online Learning
Dates: 7/9/2026 to 10/9/2026
Location: Virtual
New

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

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