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.

The internet provides teachers with an overload of free resources. This class will guide you to choose the resources that best meet your classroom needs. Embracing technology is mandatory in classrooms today and provides students with the skills they need to be successful in their careers. Using these sites will help you plan your math lessons, motivate hard-to-reach students, and carry out science and language arts projects across the curriculum. Sites will be selected based on your grade level and specialty area. These sites will simplify the time spent on lesson planning, help keep parents informed, keep your students engaged and aid you to meet the standards. We will look at sites such as GoNoodle, Figment, Remind, Storyboarding, Discovery, and a look at Teacher's First.

The idea of combining content areas is not new to elementary educators. Often, in an attempt to create a learning space for science, teachers have relied on making connections to other subject areas to enhance or enrich science learning experiences. Let's delve into how to incorporate trade books and other literacy skills to support science learning. Throughout the course, teachers will hone in on NGSS/NYSSLS (New York State Science Learning Standards), three-dimensional teaching, while building authentic, purposeful classroom experiences that support your students.

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.

The benefits of attending math workshops for teachers are tremendous and can significantly shape how one evolves as an educator. Join us for a day of sharing, learning, and collaborating. Participants will use the same Zoom link for all three sessions. Choose to stay and connect for the entire event or a specific session. Robert Sun of Suntex International will present "Addressing Students Math Anxiety." He will share strategies to help teachers find the root cause of why children are anxious about mathematics and how to eliminate it. Kristin LeBeau will facilitate session two, "Evaluating What We Value," This session will provide ideas on evaluating what we say and value beyond the mathematics content. Toni Gamils will engage participants in a "hands-on" virtual session for all grade levels, "Connecting Art and Mathematics in our Classrooms." When registering for this workshop, please also complete the short workshop 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.

We often see behavior as something that needs to be addressed before instruction occurs. Research shows that with the right instructional tools we can limit those unwanted behaviors interrupting the learning process. Educators in this course will examine dozens of research-based strategies to address behavior through instruction. Each educator in this course will focus on specific behaviors from their classes and utilize research-based strategies for overcoming these barriers to learning.

Every teacher across the country deals with some form of a problem behavior in the classroom. This course will present strategies for preventing these behaviors and responding to them. Participants will develop the capacity to provide a caring , energetic and safe classroom atmosphere where all students are encouraged and engaged. Participants will also examine methods for adapting instruction to prevent behaviors before they occur.

The internet provides teachers with an overload of free resources. This class will guide you to choose the resources that best meet your classroom needs. Embracing technology is mandatory in classrooms today and provides students with the skills they need to be successful in their careers. Using these sites will help you plan your math lessons, motivate hard-to-reach students, and carry out science and language arts projects across the curriculum. Sites will be selected based on your grade level and specialty area. These sites will simplify the time spent on lesson planning, help keep parents informed, keep your students engaged and aid you to meet the standards. We will look at sites such as GoNoodle, Figment, Remind, Storyboarding, Discovery, and a look at Teacher's First.

As the number of MLLs (Multi-language Learners)has grown in our schools, every teacher will at some point have an MLL in her/his classroom. In this workshop you will learn the process of identifying MLLs in NYS. We will discuss the terminology used, English language levels, testing accommodations, translation apps, and the importance of family communication. This workshop will help you support the student and the family as they enter our school system.

In partnership with Manhattanville College, Fran Wills a former superintendent and member of the NYS Board of Regents will speak as part of the Manhattanville Distinguished Lecture series. Her topic is: A Journey from Accountability to Responsibility: Why an Ethic of Care is Essential to Preserving Public Education

Participants will experience a Scavenger Hunt from a student's perspective and then learn how to design their Scavenger Hunts. We will also discuss the implementation of scavenger hunts in various spaces: classroom, outdoor, and virtual. Dr. Irina Lyublinskaya has taught at the university and high school levels for over 30 years. She receives various awards for teaching excellence, including the Radioshack/Tandy Prize for Teaching Excellence in Mathematics, Science, and Computer Science, NSTA Distinguished Science Teaching Award.

Teachers have a critical role to play in the movement against racism: Raising anti-racist children. Research shows that, in the absence of explicit guidance, children may resort to cognitively 'default' ways of reasoning about the world, which may lead them to draw prejudiced conclusions. In this workshop, we'll review psychological research on how young children think about race and how racial prejudice develops. We'll use this research to identify some concrete 'do's' and 'don'ts' for talking about race and racism with students (focused on preschoolers through elementary schoolers). You'll emerge from our safe space feeling prepared, and even excited, to have these important conversations with young children.

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

Join us from the comfort of your own home for a morning of literacy learning. Our focus will be on equity within reading, including the Sciences of Reading. You will have the honor of learning from three nationally recognized experts including: Dr. Rachael Gabriel, Maria Campanario, and Patty McGee. In our first ever literacy mini conference we will offer three workshops running about one hour each. Join us for one, two or stay for all three!! Giveaways to some participants!

In this course, participants will be exposed to high quality, relevant, and memorable children's literature. Books will include graphic novels, picture books and novels. A variety of activities will be shared and developed that will emphasize issues such as social emotional learning; student voice, self-expression and self-discovery. Four hours will be synchronous and there will be two hours asynchronous.

Teachers know the power of Jennifer Serravallo's instructional moves and strategies in moving readers forward. Come and study with us using The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Her book provides 300 of the best strategies to support readers in 13 different goals. Goals include: reading engagement, fluency, supporting fiction and nonfiction comprehension, understanding themes and ideas, and writing about reading. The strategy toolkit that you will create will fit well into your everyday practices. This 15-hour course will be a combination of synchronous and asynchronous hours. The book will be provided to the first 12 participants from NYS who register.

As general education classroom teachers, how can we facilitate learning for our students with exceptional needs? How can we engage students who have learning disabilities and support their participation and awareness of their learning towards the expectations of the Next Generation Learning Standards? Join our professional learning community to explore research-based practices for reaching and teaching students in your inclusive classroom. a. Expectations: Building Relationships and a Growth Mindset b. Collaboration Between General and Special Education Teachers c. Accommodations, Modifications, Interventions: Case Studies d. Planning Instructional Supports and Scaffolds e. Adaptations in Mathematics Instruction f. Increasing Engagement: Peer Assisted Strategies g. Self-Regulation and Self-Monitoring for Learning h. Station Rotation and Technology Tools This course will include 9 synchronous hours and 3 asynchronous hours.

Emotional security and safety of staff and students in schools, it starts with educating our staff on what this entails. When it comes to safety in schools, most people respond with answers related to security systems or police presence in schools. These physical precautions for safety are often the focus of schools when trying to keep staff and students secure. We must not ignore though, a key component in keeping our schools safe: emotional security. How students feel when they are in school shapes learning and student development. The emotional security component is often overlooked for physically safer schools. The reality is emotional security needs to be just as important. It needs to be deeply rooted in the culture of a school, both for staff and students. By addressing emotional security in schools, students will be more engaged in learning, staff will be more aware of the individual needs of students, and risk prevention strategies will fall into place. This course is appropriate for all K-12 teachers and school professionals.

Participants will explore how to share a classroom and build powerful relationships between a general education teacher and a special education teacher. Tools to create an effective learning environment will be utilized, reviewed and tested through case studies and views into successful classroom environments. Strategies to enhance your classroom will be implemented in each segment of the course. We will look at how co-teaching will improve program intensity and increase instructional options for all students.

Learn techniques for getting your classroom in order while teaching kids the importance and benefits of good organization and time management. This interactive workshop will teach participants how to manage time and materials in an active classroom while providing an educational framework for teaching kids of all ages. Attendees will discuss how to motivate kids and how to see your students as allies in keeping the classroom in order. Each participant will develop an action plan for getting their classroom in order and will be equipped with activities to teach time management and organization to their students.

This course will deeply analyze and develop strategies for improving classroom management. All strategies are evidence based and will help teachers improve their management of physical space , instruction , routine development , correcting behavior and issuing consequences. Teachers will develop proactive strategies that will improve student learning outcomes and behavioral outcomes. This course is appropriate for all K-12 teachers and assistants.

Providing a solid foundation for literacy is critical for young children who are already bilingual or are learning a second language. The basic skills that serve as the base for reading, such as phonetic recognition, transfer from one language to another. English language learners can begin to develop these essential foundation al skills even before they have developed strong English language skills.This workshop will provide guidance on how to build that foundation as well as guidance on using a child's native language as part of their literacy development.

As our country's demographics shift the impact can be seen in the classroom as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities while bridging cultures between home and school. Educators will review research-based strategies to better incorporate students from other cultures into the classroom. Educators in this course will become empowered to adjust instructional delivery to meet the needs of their classroom's changing demographics and improve educational outcomes for all students.

Teachers will learn how to use Canva and Adobe Express tools within the classroom. They will create beautiful displays for their classrooms and create engaging lesson plans for students.

Fostering deeper thinking and greater understanding promotes increased engagement in the classroom. In this online course, we will examine question formulation and exploration as key parts of the problem-solving process. In the real world, students will not have access to all the information they need to solve problems - they will be required to sort, decipher and gather it themselves. As class participants, you will focus on all curriculum areas and explore the best problem-solving practices in math. Authentic challenges will be introduced as we look at problem-solving in action and how your students can think, and problem solve outside of the textbooks. With the tools you provide them, students will be able to work out solutions to complex problems that will lead to enhanced student learning and increased student engagement.

Participants will investigate strategies and share activities to strengthen students' number sense and fact fluency while developing problem-solving skills. Students with good number sense can reason flexibly with numbers and see numbers as useful. Teachers can help build number sense in children when we focus less on memorization and more on sensemaking. Math fact fluency is the foundation for more advanced math skills. Developing math fact fluency takes structure, organization, and work from teachers and students. Students counting on their fingers is a sure-tell sign that they didn't acquire math fact fluency. Activities will include using the FlashaMaster App, 24Game, and calculators. Participants will receive these materials before class begins and can borrow these tools from TCCW throughout the year.

This workshop is designed to begin an ongoing conversation about how to foster gender equity within our educational institutions. 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. They will be challenged 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 are required to have personal Gmail accounts and be familiar with the Zoom platform.

Including Every Student through Equity-Based Mathematics Teaching Practices All students deserve access to high-quality instruction where they can attain high levels of mathematics learning. Every student and teacher enters the classroom with various identities that impact their learning and the overall learning community. Teaching through Equity-Based Teaching Practices (Aguirre, Mayfield-Ingram, & Martin, 2013) allows students to participate actively in their education. In this session, we will use the Equity-Based Teaching Practices as a guiding framework as we work collaboratively to consider high-quality mathematics learning and teaching connected to the NYS guidelines for culturally responsive-sustaining education. When registering for this workshop, please also complete the short workshop 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.

This online course, open to teachers and other professionals, will include instruction in the whole class and small group setting for students with ADD/ADHD. We will examine current research, best practices, and research-based intervention techniques for both academic and behavioral challenges. We will explore the website ADDitude and use the resources on this site to create a teacher guide outlining strategies to enhance student learning. Differentiation, multiple intelligence, and setting long and short-term goals will focus on the lesson planning segment. The teacher/parent connection will be established as a support system for the student. Strategies such as cooperative learning, organizational skills, and graphic organizers will be shared and applied to various grade levels. We will read and discuss case studies and teacher testimonials and incorporate best practices into our lessons. Each teacher will leave this course with a classroom management plan that includes successful teaching and learning strategies.

The course will help teachers understand how just a few minutes of purposeful, responsive teaching can have a big impact on instruction. The book study will help teachers determine student goals, find patterns in their class, determine best way to meet students' needs, and create groups for maximum effectiveness and efficiency. Teachers will learn a menu of small group options for providing just the right support and highly targeted lessons. The course is for K-5 teachers. The first 10 participants to register will receive a complimentary book.

Description: Explore the 14 optimal practices for thinking that Peter Liljedahl outlines in his book, "Building Thinking Classrooms in Mathematics, Grades K-12." The book outlines and translates Liljedahl's 15 years of research into a practical guide. This course will explore the key ideas from his book on how to move toward a thinking math classroom. The first part of the course will be a live workshop to explore the practices, the second part of the course will ask participants to apply their learning by creating materials and plans for a unit of study in their content area.

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.

"Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, to connect and grow, and create dynamic learning experiences for our students. In this course, you will learn practical strategies to help you move your classroom from static teaching to active learning. This course will guide you through the entire process, from purposeful planning to fearless implementation, with helpful tips and tricks. Each week you will read required chapters, participate in discussions, and complete challenges that can be applied to your classroom. We will share #booksnaps, ideas, lessons, failures and successes, links, and ways to Shake Up Learning!

Implementing Creative Real-World Projects in Secondary Mathematics Classes Mark Marino will share examples of creative, innovative, and engaging real-world projects for use in middle- and high school mathematics classes. These projects promote students' success and interest in various math topics and can easily be adapted for different student ability levels. Differentiating Mathematics Instruction with Mobile Technology Irina Lyublinskaya (Teachers College, Columbia University) will discuss how to use various online and mobile Apps (e.g., Google Apps, Nearpod) to differentiate instructional strategies and to assess learning in inclusive middle-school mathematics classrooms. Math Fact Fluency and Beyond: Developing Reasoning Strategies for Students Melanie Myers (Williamsville Central School District) will discuss several research-based strategies for helping students develop math fact fluency using the Concrete-Pictorial-Abstract (CPA) approach.

We know every student is unique and brings contributions no one else 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 while finding the goodness every student brings to our classes. The first fifteen enrolled will receive a free copy of this book.

This class will be based on the book Roots and Wings. This book study is about implementing culturally relevant anti-bias education with young children. It provides strategies to work with diverse children and families and teaches children how to reject bias through modeling, classroom materials, and activities. We will define the terms culturally relevant, anti-bias, culture, prejudice, racism and culturally responsive care, English-language learner, and anti-bias education, to name a few. The synchronous part of this course will ask each of us to enter into a dialogue and rethink our understanding of diversity and education. The first ten registered educators will receive a copy of the book Roots and Wings.

Function Approach to Geometry Transformations Irina Lyublinskaya (Teachers College, Columbia University) Let's make connections from algebra to geometry for our students! Students are introduced to functions informally in middle school and more formally in Algebra 1, but they rarely use the concept of function in geometry classes. In this session, participants will engage in activities with geometry transformations that reinforce their understanding of functions and help students to make connections between new geometry topics and prior knowledge of functions. Creating Culturally Relevant Math Tasks Toni Gamils (Teacher Center of Central Westchester) A culturally relevant mathematics classroom is one in which teachers utilize materials and practice needed to support positive academic outcomes for all students. In this workshop, participants will draw from their students' strengths, knowledge, culture, and competence to create inclusive, relevant, and meaningful lessons in mathematics. Participants will work with grade-level teams to develop authentic and rigorous tasks to support regular education and English Language Learners in elementary and secondary classrooms. When registering for this workshop, please also complete the short workshop 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.

This course is based on the Danielson Framework. We will focus on the four domains of the framework for teaching including planning and preparation, the classroom environment, instruction, and professional responsibilities. Within those domains, we will explore many of the elements including demonstrating knowledge of students and student learning, knowledge of content and instructional planning, instructional practice, learning environment, assessments for student learning, professional responsibility, collaboration, and professional growth. There will be an open dialogue about how to best "showcase" your skills in relation to the rubrics. We will brainstorm ideas and create artifacts. At the end of the course, you will have the tools you need to enhance evaluations and have 3 to 4 artifacts ready to share.

Participants in this workshop will learn how to use videos 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.

How do you support MLLs in reading and writing in your classroom? This workshop will show you some of the strategies and scaffolds that will help make grade level material more accessible for your students. Whether you use the workshop model, or small learning groups, there are ways in which you can leverage your MLLs funds of knowledge in order to help them fully participate in the reading and writing process.

In partnership with Manhattanville, Dr. William Johnson, New York State Monitor for the Hempstead Union Free School In District and Former Superintendent of the Rockville Centre Union Free School District will present as part of the Manhattanville College Distinguished Lecture series. His topics is: Issues Related to Equity: Transforming Districts, Schools and Classrooms

If you are a classroom teacher who has Multi-language learners (MLLs) in class and you wonder how you are going to meet their needs, this workshop is for you! Join us as we explore one of the strategies, the use of visuals, to teach students for whom English is a second language. This 4 hour workshop will show you the different ways you can use visuals to enhance your lessons across all content areas.