Looking to Amp Up Your Literacy Centers? Are you looking for fresh ideas to differentiate your students' independent work? Then this class is for you! As educators we spend a significant amount of time strategically planning lessons, interventions and differentiating for our students. However, it is equally as important to plan differentiated, engaging and educational hands-on centers and projects for students to engage in during the literacy block time period. Learn new ways to have students efficiently and effectively reinforce necessary phonics and comprehension skills while working independently. The class will have 4 synchronous hours and 1 hour of asynchronous work.

"This course will explore a variety of anxiety disorders and the symptoms that may appear in the classroom. The course will seek to address concerns of teachers and support staff in addressing and dealing with the impacts that anxiety can have on students in relation to school. Additionally, we will discuss strategies, accommodations, testing accommodations, IEP and 504 plans and how they are used for children with Anxiety Disorders. Participants will explore the following: Differences between children, adolescents and adults with Anxiety and Comorbitities, as well as, symptoms, helpful phrases and the primary types of Anxiety. Classroom Accommodations- accommodations that can be made in the classroom and allow participants to select and plan out how to use the ones that best meet their content and grade level. Parent Teacher Communication- Creating tools to plan and connect with parents/guardians regarding specific student behaviors and ways they can be addressed in your classroom. Understanding helpful vocabulary and terminology for addressing anxious students. Difference between Elementary and Secondary students' anxiety.

It seems these days that everyone has a strong opinion about how to teach young children to read. Some may brush off the current tension as nothing more that one more round of the reading wars. Others may avoid the clash altogether. In this book study we will look closely at the research, reevaluate current practices, and embrace new possibilities for an even stronger enactment of balanced literacy. This workshop will be a blend of synchronous and asynchronous learning spread out across two months. Participants will engage in seven (7) self-paced online training hours and participate in eight (8) interactive Zoom sessions. The total completion time for the workshop will be 15 hours. The first 10 participants from our consortium districts to register will receive a complimentary book.

Twenty first century learners must know how to be critical thinkers. We will examine ways to refocus our teaching so students can become more active learners. In turn, we can become more effective facilitators: empowering our students to find their voices and demonstrating their understanding and knowledge of the subject at hand. We will examine our current teaching styles and reflect on ways to start making changes. We will also look at our assessment tools which have some flaws, making it hard to gain information on critical thinking. Instead we will create meaningful assessments that will effectively measure student learning. At the end of this course, you will have a better understanding of the components of a student-centered classroom and the tools you need to put it into practice.

English Language Learners (ELLs) need to have access to K-12 curriculum and be able to achieve the same level of success as their English speaking counterparts. This course prepares teachers to effectively understand ELLs' backgrounds and to differentiate their instructional approach. By providing the skills to differentiate their instruction through multiple modalities, this course gives a practical, classroom ready application of new learning to improve instructional practice. This course is appropriate for both regular and special education educators.

Participants will complete 45 hours of coursework that qualifies to extend Certification to SWD Grades10-12. There will be three sections of work: Knowledge of Students, Instructional Strategies and Professional Practice. Content is aligned to the NYS Teaching and CEC Standards.

We know every student is unique and brings contributions no one can make. However, half the students in U.S. schools are experiencing or have experienced trauma, violence, or chronic stress."Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress" is a must-read for educators. During this course, participants will focus on a strengths-based approach to teaching all students while finding the goodness every student brings to our classes. This book study also addresses the most effective ways to teach ELL students, how to create a welcoming classroom, and ways to promote family involvement. This course lasts five weeks, with four synchronous and one asynchronous session. Educators may attend this course in person for the synchronous sessions at the Eastchester Library. A copy of Teaching to Strengths will be sent to those who register early. January 12th and 26th, 2024, 4-5 synchronous office hours.

Anxiety and stress are major factors in the lives of both school professionals and students. The purpose of this course is to enhance student performance by minimizing the negative effects of stress in the classroom. Participants learn a working definition of stress and anxiety , study research findings on the cause of stress , learn reasons explaining its impact upon teaching and learning , and conduct a thorough assessment of stress factors in their classrooms. This knowledge facilitates application of tools and techniques to identify , prevent , and manage stressors to improve academic success. Participants will also identify specific students experiencing debilitating stress and take actions to address these problems and help the student restore personal equilibrium and enhance their performance. This course is appropriate for all K-12 teachers and school professionals.

Looking for easy and effective ways to collaborate with colleagues? Are you a special education teacher, classroom teacher or interventionist and looking for ways to meet the needs of your students? Learn strategies to create a successful environment for students and teachers alike! We will discuss a variety of teaching methods, assessment tools, behavior and organizational strategies, and data collection tools. This six hour class will have two hour asynchronous hours.

In this course, participants will engage in an interactive coaching experience and explore turning one's empowering story into fuel for growth. This encourages revisiting your WHY, improving your efficacy as an individual and a leader. We will use a goal-setting process that has seen significant positive results with many. This workshop is designed to guide you through a successful process for turning any idea or self-limiting belief into unlimited potential. As we go through life, face challenges, and experience loss, we sometimes lose connection with our purpose, which gets in the way of our growth as educators. Unlocking Unlimited Potential is at the core of what every educator tries to achieve with all those they serve. To stay true to this vision, you must first look within to understand the infinite power inside you. Join Brandon in this interactive coaching experience, where you will achieve goals and celebrate alongside a team of incredible people.

Participants in this workshop will learn how to use technology to spark student interest and motivation. Participants will learn to include videos in their lessons to teach MLLs and other students literacy strategies including retelling, sequencing, inferring, and answering implicit questions. Participants will be given a list of resources to use to support their lessons.

"The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.” Eberly Center/ Teaching Excellence & Educational Innovation. Research shows that when students track their own progress on specific learning goals, and when teachers can see and respond to students' thinking, achievement rises. Engage in our virtual learning community to understand the research-anchored components of formative assessment that lead to student autonomy and improved achievement. Experience the methods while learning about assessment and redesigning for any objectives or standard on your grade, class, content area, or SEL. Explore resources - both print and digital - to create your own handbook of assessment techniques from A (analogy) to Z (Zone of proximal development). Many techniques can be adapted for individuals or groups; in formats to write, speak, draw, or act out; and may be quick or lead to extended activities and presentations.

Did you know that a sound wall is a visual tool that enhances literacy instruction by connecting sounds/phonemes to corresponding letter patterns, fostering phonemic awareness, phonics, and spelling skills. Are you intrigued by the idea of incorporating a sound wall into your literacy instruction but you don't know where to begin? Are you interested in learning the rationale behind using a sound wall in the classroom? If you want to know more about how to set up a sound wall and use it for whole and small group instruction, then this class is for you.

"This course is part two of the book study that uses the book, The Onward Workbook. This course is a breath of fresh air for all teachers. It allows everyone to step back, think, reset, and grow to new levels. It explores the 12 traits that are essential for building and developing resilience in educators based on the book, The Onward Workbook: Daily Activities to Cultivate Your Emotional Resilience and Thrive. Through this class, we will use a workbook, podcast and classroom format where we will dive into empowering stories and strategies to develop resilience. The activities will boost community, restore mindfulness, cultivate compassion, become ongoing learners, develop creativity, and celebrate gratitude. TCCW members who register for both part one and two of this book study, will receive a complimentary copy of The Onward Workbook.

Want your students to do more thinking and less mimicking in math? Explore the 14 optimal practices for encouraging student thinking and thus deep learning that have arisen out of Peter Liljedahl's research in real classrooms with real teachers. Together, we will learn how to create a student-centered collaborative classroom environment where thinking is the norm. This course will include one hour of individual conferencing.

In this class participants will have an opportunity to dive into Jen Serravallo's book, The Writing Strategies Book. The book includes over 300 of the most effective strategies to share with writers and group them based on 10 crucial goals. Regardless of the writing program you utilize in your classroom, you are sure to come away with practical strategies to move your writers forward. The first 10 participants will receive a copy of the book. Preference will be given to teachers in our consortium. Participants will participate in 8 synchronous hours and have work to complete for the additional 7 asynchronous hours.

"This book study of Dive into UDL: Immersive Practices to Develop Expert Learners by Kendra Grant and Luis Perez will help educators get a better understanding of Universal Design for Learning, a framework for designing instruction that meets the needs of every learner. The authors provide an overview of UDL, showing how to offer flexibility in methods of presentation, student participation and expression to support high achievement for all students, including those with disabilities or limited English proficiency. focus on how to develop a consistent approach for choosing technology to design accessible, inclusive, educational experiences for the benefit of students. Technology is ever evolving as are all successful educators. Participants will be provided digital copies of the book and will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms. "

his is a book study that is focused on meeting the needs of diverse learning and reaching all students. Project Based Learning allows all students to demonstrate their unique abilities, talents, and knowledge. In his book Rigorous PBL, Dr. Mcdowell illuminates surface, deep and transfer learning to guide teachers towards using the right tools for these identified stages of learning. Participants will engage in learning experiences that motivate students to be curious learners and foster student achievement for diverse learners. Book study outcomes: Increase awareness around the tenets of project based learning/Engage in strategies to foster competent and confident learners/Create learning environments embrace student culture, identity and experiences.

Spend time collaborating and learning with math educators throughout New York State. The workshop includes three differentiated presentations and a " Birds of a Feather Discussion Group." Stay for the day or drop in for a session. Spend time collaborating and learning with math educators throughout New York State. Graduate credit will be made available through Cornell University. When registering for this workshop, please complete the short survey at https://cornell.ca1.qualtrics.com/jfe/form/SV_cBlNOcxkaRkmqq2. Completing this survey will help the presenters prepare for their sessions and ensure we have all the information needed to award CTLE hours or graduate credit.

This course integrates topics in life science, earth science and physical science under the umbrella of agriculture. Students will plant a "bucket" garden of 3-4 edible plants (annuals), along with a separate container for strawberries (perennial). Students will also engineer structures to support and protect their plants. Topics addressed in this course include companion planting, propagation, growing media, growing conditions, composting, and recycling. NGSS standards addressed in this course include MS-PS1, MS-PS3, MS-LS1, MS-LS2, MS-LS3, MS-ESS2 and MS-ESS3.

Best Practices to provide equitable access for MLLs: K-5 In this workshop we will discuss strategies and scaffolds that we can build into our lessons to make them more accessible for MLLs. We will consider ways to build on students' background knowledge and how to provide ample opportunities for student participation. We will review tasks that take into account academic content across all four modalities: reading, writing, listening, and speaking.

Reflection is the key to learning. "Great teachers know when to make decisions quickly and when to step back and reflect.” Participants will learn how to look at what they are teaching each day and learn how to reflect in order to grow. This class will focus on teacher as well as student reflection. End of class prompts are important to keep learners thinking and reflecting long after the bell rings. Journal entries will be kept online and submitted as part of the learning process in this course. Participants will learn numerous ways to reflect and how to integrate this directly into their classroom practice

Attendees will learn, experience and practice 50+ Brain Breaks. Attendees will learn what brain breaks are, why and how they work as well as when to use them throughout the school day for their students. Attendees will leave with tools and resources to implement as soon as the next day in their classroom.

This class is a professional book study group. We will read and discuss the book, "Commonsense Guide to Classroom Libraries" by, Donalyn Miller and Colby Sharp. We will explore ways that the book encourages teachers to transform our classroom libraries, so that they are current and relevant. We will outline what it means to have a varied classroom library. We will fine tune our "book review talent" and follow the tips shared by Colby, a fifth grade teacher, who supports his students as they become independent readers. The book will be given to the first 10 educators to sign up. Preference will be given to TCCW consortium member districts.

"It is no secret that a large number of teachers hit a point of burnout at some point in their career. Teachers today have an unbelievable amount of pressure and responsibility that often stretches far beyond the content they were hired to teach. Expectations are high and come from within, administration, the public and the nation at large. Additionally, teachers have seen rapid changes to curriculum, technology, social- emotional initiatives. APPR, and state and federal standards. This course will explore the skills needed to prevent and manage burnout. Participants will learn strategies for improving their morale, reducing stress and managing expectations. These strategies will be beneficial for improving their overall instructional practices.

Students with emotional disabilities are being educated in the mainstream setting at an increasing rate. This course will provide strategies and techniques for meeting the needs of the emotionally disabled student in the mainstream classroom. Participants will research analyze and develop strategies on building positive personal relationships with students and behavior modification. This course will offer recent research on behavior modification programs and their implementation in the classroom. Through internet articles websites and case studies participants will focus on how to provide the essential structure that students with E.D. require even during "unstructured” activities and transitions. This course is beneficial for both regular and special education teachers.

Spend time collaborating and learning with math educators throughout New York State. The workshop includes three differentiated presentations and a " Birds of a Feather Discussion Group." Stay for the day or drop in for a session. Spend time collaborating and learning with math educators throughout New York State. Graduate credit will be made available through Cornell University. When registering for this workshop, please complete the short survey at https://cornell.ca1.qualtrics.com/jfe/form/SV_cBlNOcxkaRkmqq2. Completing this survey will help the presenters prepare for their sessions and ensure we have all the information needed to award CTLE hours or graduate credit.

Structured Literacy is an approach grounded in the science of reading. In this course, participants will discover the components of structured literacy. We will reference the recently released Infographic from the International Dyslexia Association to understand the basics of effective instruction for successful literacy development. Participants will have three synchronous hours and have work to complete for the remaining two asynchronous hours.

Early intervention is key for English learners who are having difficulty in school. If the school/class environment is not supportive and if instruction is not tailored to meet the needs of culturally and linguistically diverse students, these students will have difficulty succeeding. In this workshop you will learn problem-prevention strategies and early intervention including the following: a reduction in the number of students perceived to be at risk because of teachers' increased ability to accommodate the naturally occurring diversity of skills and characteristics of students in their classes, reduction in the number of students inaccurately identified as having a disability, and improved student outcomes for Ells. Participants will be able to look at their units of study and add scaffolds to their instruction that will help make content accessible for all learners.

Number sense is the ability to be flexible with numbers. It helps children understand both how our number system works, and how numbers relate to each other. Children who develop number sense have a range of mathematical strategies at their disposal. They know when to use them and how to adapt them to meet different situations. This course will introduce strategies to improve your students' number sense and will help turn number nonsense into number sense for children who struggle with math. Participants will receive a free copy of the book. You may choose to take this course online or in person at the Eastchester Library.

This book study of Empower Our Girls: Opening the Door for Girls to Achieve More by Lynmara Colón and Adam Welcome will challenge educators to intervene to change the narrative for all of our students and create a more inclusive environment where all can participate to their full potential by identifying and rejecting the stereotypes that are embedded in our culture. Participants will learn to recognize the damaging messages, sometimes subtle, sometimes not, that continue to be thrust upon girls that deprive them of opportunities to achieve their full potential. A digital copy of the book will be provided and participants will read required chapters, participate in discussions, and complete activities that can be applied to the classroom.

"Learning the tricks of the trade for classroom teachers is no easy task. It takes patience, practice and a lot of support! Being a new teacher can be anxiety provoking and without the right resources and guidance a huge understating. In this course participants will learn strategies for lesson planning, classroom management, differentiation, meeting the needs of all types of learners and more. This course will use the book, The First-Year Teacher's Survival Guide: Ready-to-Use Strategies, Tools & Activities for Meeting the Challenges of Each School Day by Julia G. Thompson as a guide. Teachers will explore pedagogy lesson planning and Self-Reflection in hopes that teachers will build knowledge, resilience and confidence in the classroom. Intended audience This course is designed for educators in K-12. Each section of the course will focus on specific skills and topics that will benefit new teachers or those who are looking to freshen up their pedagogical tool kit. Topics will include strategies for: decreasing new teacher stress classroom management cultivating community lesson planning time management differentiating instruction

Is it language acquisition or a learning disability or is it both? Very often, what you are noticing could be either. You may have seen students struggle with acquiring grade level skills. They may be English Language Learners and you are wondering, "is this a matter of language acquisition or is it a learning disability”? We will discuss testing, identification of Ells, screenings available, and strategies to help you support ELLs with disabilities. Together, we will look at case studies and look at the different steps that need to be taken before referring a child to the CSE.

Triggering curiosity is no small feat. It takes modeling enthusiasm and learning something new to generate our confidence, even if it's something new about the content we've covered for years. This workshop will examine how phenomena and driving questions can be the key to student engagement. In addition, participants will discuss the many ways Phenomenal Phenomena supports equitable development of students' knowledge, engagement, and development of questioning skills. *