Join us to communicate, collaborate and share your practice with other Athletic Directors.

he Principal Collaborative is a unique, responsive professional development opportunity for principals and assistant principals to develop their leadership practice with colleagues in a mutually beneficial space. Each of the six seminars will be facilitated by members of the Greater Capital Region Principals' Center in partnership with the Capital Area School Development Association. Topics for 2024-25 will be developed to meet participants' stated priorities with programs designed to help educators respond to emerging needs and bring research to practice. 

Join us for an engaging full-day workshop designed for administrators and teachers committed to improving student attendance through the strategic use of data within the framework of New York State's Cultural Responsiveness. This session will empower participants with the tools and knowledge necessary to analyze attendance data, identify trends and disparities, and implement targeted interventions that address the unique cultural and contextual factors influencing student attendance. Participants will explore: Data Analysis Techniques: Learn to interpret attendance data effectively to uncover patterns and root causes of absenteeism. Cultural Responsiveness: Gain insights into the Cultural Responsiveness Framework, emphasizing the importance of understanding and valuing students' diverse backgrounds. Strategic Interventions: Develop and implement evidence-based strategies tailored to meet the needs of diverse student populations. Collaborative Practices: Engage in collaborative discussions and activities that promote sharing of best practices and successful case studies. Action Planning: Create actionable plans that integrate data analysis with culturally responsive practices to foster an inclusive and supportive school environment. By the end of the workshop, participants will have a comprehensive understanding of how to leverage data to improve attendance rates, ensuring that all students have equitable access to educational opportunities. This session is ideal for educational leaders seeking to create a more inclusive and data-informed approach to student attendance.

Each month the Technology Supporting Diverse Learners Roundtable has an agenda that is driven by the ideas and needs of the members. This past year we discussed how technology can be used to support students of diverse needs and backgrounds such as reading and writing disabilities, communication needs, executive function issues and more. This includes demonstrations of tools and strategies that can be used by all students in a Tier 1 setting, as well as applications that can offer additional scaffolding and support. Presentations are sometimes led by members of the Roundtable, as well as by outside vendors with specific knowledge and skills, and content experts. We discuss how new technologies for hearing, vision, and artificial intelligence are changing the field. We also explore process issues such as building up local capacity for assistive technology and empowering students, families, support staff, teachers, and administrators to utilize technology to enhance the educational experience of all students. The Roundtable will continue to provide an opportunity to develop connections with peers in our area who are engaged in using technology to support students with diverse needs.

This virtual roundtable for speech language educators is a monthly gathering where participating SLPs from districts in the Capital Region, North Country, and beyond come together to collaborate, brainstorm, share resources, and build our knowledge of best practices. This roundtable has truly become an SLP team when we so often are a team of one in a district building. We leave each meeting with resources or actionable items that can be implemented immediately. Each session focuses on specific topics determined by the participants and may encompass anything from therapeutic interventions to representation in contract language. In addition to our monthly meetings, participants will gain access to our shared drive filled with resources from previous years' roundtables. We will include a deeper dive into the following topics and agenda items determined to be of continued interest by last year's participants and will always end each session with suggestions for future topics: SLPs and the Science of Reading Syntax Revival Collaborating with the ENL Teacher- Guest Speaker AI and the SLP Updates Assistive Technology - Capacity Building Licensure, Cs, and your NPI - Oh My!

This workshop will provide attendees with an overview of how to conduct a K-12 MTSS Systems Analysis. The purpose of the analysis is to evaluate the implementation of MTSS at the district and building level through a systematic look at policies, practices and procedures. The analysis allows for identification of needs, gaps, and barriers to implementation and the development of goals. Attendees will learn about different evaluative tools that can be used to complete the systems level analysis and the process for developing an MTSS Systems Analysis Report and presentation including analysis findings and recommendations.

Effective MTSS programs are both complex and challenging. Instructional leaders must be able to work with teachers, interventionists, administrators, and support staff to ensure that MTSS systems are coherent, aligned and meeting the needs of all students. This requires deep knowledge of high leverage instructional practice, the ability to analyze multiple kinds of data to shape instruction and the ability to collaborate across multiple stakeholder groups. CASDA's MTSS Roundtable will provide participants with research, strategies, and a supportive community to share ideas, best practices, and reflections with colleagues from across the region.

The School Counselors Roundtable, a collaborative offering from CASDA and the Capital District Counselors Association (CDCA), is a professional learning community that will focus on strategies for developing and sustaining engagement with students and families during this uncertain period. We will build upon themes identified in the fall meetings and continue to provide a space for counselors to share effective practices that meet the academic and social emotional needs of their students. These sessions will also seek to integrate the expertise and perspective of higher education counselors in order to build bridges to ensure support across the P-20 Continuum. Additionally, the roundtable will address the topic of coordination of support services for students in relation to the following needs: academic, social/emotional, and mental health.

Join us for a dynamic professional development day designed to empower educators in advancing literacy through the Science of Reading. In this workshop, we will delve into the fundamentals of the Science of Reading instructional best practices, equipping you with the knowledge and strategies needed to plan for literacy instruction in ALL content areas. Focus on Diversity, Equity, and Inclusion, and how these live within our Literacy instruction. ​Key Highlights: Understanding the Science of Reading: Explore the core principles and research-backed strategies that form the foundation of the Science of Reading. Gain insights into how these principles can transform literacy outcomes for students. Inventorying Your Current Practices: Learn practical approaches for assessing your district's current literacy curriculum and instructional methods. Identify strengths and areas for growth, laying the groundwork for informed decision-making. Strategic Planning for Curriculum Changes: Develop a roadmap for implementing Science of Reading-based on your literacy curriculum. Collaborate with fellow educators to create action plans tailored to your district's unique needs. Integrating DEI in Literacy Education: Explore ways to infuse Diversity, Equity, and Inclusion (DEI) principles into your literacy instruction. Discuss strategies for creating an inclusive and culturally responsive literacy environment. Collaborate on integrating diverse perspectives and voices in reading materials. Who Should Attend: K-12 educators of all subject areas, Literacy coaches and specialists, Curriculum coordinators, School administrators, district and building level

Growth Mindset enables a person to change what they think about themselves and what is happening in their lives. Changing what one thinks changes one's feelings. Thoughts and feelings affect choices. It is about shifting from negative to positive thinking, feeling and doing. It is about "YET.”   Attendees will leave this workshop with activities they can use in their classrooms the next day. In addition, there will be time for questions and to find out more about the PeaceAble Approach and the many different SEL workshops and ongoing, customized consultation available for interested schools.

Researchers have found that English language/multilingual learners are increasingly over- or under-identified for special education services. This full-day professional learning opportunity will build educators' knowledge about the differences between language acquisition and possible disabilities, and help educators develop or refine the processes their districts use to properly identify Twice-Exceptional multilingual learners. The program will highlight the increasing diversity in student populations across New York State, the growing percentage of ELLs/MLLs, and the challenges they face in the classification process for special education. In the first half of the day, we will cover relevant laws and regulations. Participants will explore the diversity within ELL/MLL subpopulations, the stages of language acquisition, and the distinction between social and academic language. The process of identifying ELLs needing additional support, and the role of the Committee on Special Education (CSE) will also be addressed. The second half of the day will allow participants the opportunity to create a district-wide process for identifying ELLs/MLLs with a potential disability, or review and improve their current process, with the assistance of the facilitators.

Building on our previous session, this professional development day will provide educators with a deeper understanding of how to use data-driven tools to improve student attendance, with a strong emphasis on equity. In this session, we will revisit three key tools introduced earlier to help schools reflect on attendance patterns, analyze the root causes previously identified, and develop both macro and micro action plans that address both attendance and equity gaps. Additionally, we will explore the New York State Education Department's Equity Toolkit, which helps schools reflect on how their attendance practices may disproportionately impact certain student groups. This tool guides educators in evaluating whether their efforts are inclusive and equitable, ensuring that all students, regardless of background, have the support they need to succeed. Through equity reflection, group discussions, and case study analysis, participants will learn how to develop action plans that not only aim to improve attendance rates but also promote an inclusive school environment. By the end of the session, educators will have concrete strategies to address attendance disparities along with action steps.

What are Registered Apprenticeship Programs (RAPs) for educators and why are they seen as local solutions to educator workforce capacity? What is the federally-funded NYS Educator Workforce HUB and how can it support New York's schools to develop and implement RAPs? After this session, participants will be able to 1) identify the educator workforce capacity challenges they face and the strategies being employed by school districts; 2) recognize the components and value-add of educator Registered Apprenticeship Programs for educators; and 3) access the technical assistance available through the NYS Educator Workforce Development HUB to establish a fiscally-responsible and sustainable Registered Apprenticeship Program.

How can RAP programs create career ladder opportunities for high school seniors and underemployed school community members, or teachers pursuing their admin credentials? What are the components of a school administrator RAP, and how can all three educator titles (teaching assistant, teacher, school administrator) be part of a regionalization initiative around educator workforce capacity? After this session, participants will be able to 1) articulate the potential for a career pathway starting with high school seniors in an early college career or CTE program or underemployed school community members; 2) understand the components of teacher, teacher assistant and school administrator RAPs; and 3) describe how RAPs can be a successful tool to recruit and retain educators.

Young adulthood can be a time of significant change and challenges. Learn what you as an administrator, educator, parent or student can do to reduce risk and prevent suicide. Suicide is the second leading cause of death among youth ages 10-14 and 15-24. According to the Centers for Disease Control and Prevention Youth Risk Behavior Survey, 31.4% of New York State high school students reported feeling sad or hopeless, 17.2% seriously considered attempting suicide, and 7.4% reported a suicide attempt in the 12 months prior to the 2017 survey. Because youth spend a large proportion of their time in school, schools play a central role in New York State's effort to prevent suicide. SPCNY offers a full range of trainings and professional development options for school personnel.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

Establishing school-based literacy teams facilitates shared literacy leadership between teachers and principals resulting in significant improvements in student achievement, student outcomes, school performance, as well as building local capacity. The NYS Literacy Initiative is requesting administrators and teachers to examine their literacy instruction, materials, assessments, and professional development to improve literacy achievement and student outcomes for all children. To achieve this goal, teachers and schools need a system to analyze literacy instruction and achievement issues, using assessment data and other sources of evidence to make informed decision about effective instructional strategies, interventions, instructional materials, and professional development. Schools will receive guidance and support in conducting an inventory of literacy assessments, instructional strategies, instructional materials and professional development needs. We will utilize NYS Literacy Initiative documents including NYS Literacy Briefs and NYS P-3 Instructional Best Practices Guide to support school efforts in completing the required verification of alignment with the NYS Literacy Initiative. Please join us in a free one-hour information session to learn more about forming literacy teams, who should participate, and the process we will use for literacy team training.

The built environment of our schools is made to be accessible for people with disabilities. But our digital environments often fall short of this standard, leaving your school district vulnerable to complaints and lawsuits. A key federal accessibility compliance deadline is coming in 2026 that will impact how K-12 school districts communicate. This workshop will: -Summarize the federal rule and its implications for school districts; -Outline strategies for managing accessibility at the leadership level; and -Highlight best practices for accessible school communications.

Take a deep dive into your curriculum with a critical lens on Reading, Writing, Listening, Speaking, and Thinking. Using NYSED's Curricular Review Tools and the Culturally Responsive-Sustaining Framework (CRSF), this session will guide educators through a structured process to audit their current curriculum, assess alignment with the Science of Reading, and develop an action plan for meaningful next steps. Walk away with concrete strategies to refine instruction and ensure all students receive high-quality, research-based literacy experiences.

The PeaceAble Approach is a school-wide initiative that creates a school community focused on celebrating the values of character education, conflict resolution, and social emotional well-being. Rather than being "something additional,” the PeaceAble Approach was specifically created to be embedded in a school's culture. The components of this program are tailored to your individual school's needs and can be easily incorporated into any elementary or middle-level school environment. The presenters will walk attendees through the steps they used during the planning, implementation, and yearly revision of their program. There will also be time for school teams to start the process. Ongoing customized consultation is available for interested schools.  Attendees will walk away with -An understanding of the 4 components of the PeaceAble Approach  -Tools to incorporate in classrooms/buildings that help all students reach their potential  -Common language to be used throughout their schools that fosters consistent and understood expectations -An overview of additional SEL (Social-Emotional Learning) lessons/workshops