PNW BOCES Curriculum & Instructional Services 2022-23 Catalog

The Putnam | Northern Westchester BOCES Curriculum Center is proud to present this year's Professional Learning Catalogue focused on providing the region with individualized pathways of success for each learner’s professional journey.

CURRICULUM & INSTRUCTIONAL SERVICES

PROFESSIONAL LEARNING Our professional learning opportunities were designed in consultation with members of the PNW BOCES Curriculum Council, a consortium of instructional leads from roughly fifty districts, as well as regional educational leaders and teachers, to meet the needs of learners across the region.

Dear Esteemed Colleague, The Putnam | Northern Westchester BOCES Curriculum Center is proud to present this year's Professional Learning Catalogue focused on providing the region with individualized pathways of success for each learner’s professional journey. We have created the 2022 – 2023 learning catalogue to expressly meet the needs of educators across the region. The thoughtfully curated offerings contained within these pages were designed to build upon strengths and address areas of growth, fostering the lifelong learner in all of us.

Our professional learning opportunities were designed in consultation with members of the PNW BOCES Curriculum Council, a consortium of instructional leads from roughly fifty districts, as well as regional educational leaders and teachers, to meet the needs of learners across the region.

To help each educator build on their personal pathway to success, the Curriculum Center is excited to share the expertise of local, national, and international educators. We invite you to learn with Diane Cunningham who will help you continue to develop your skills to foster critical thinking, Paul Forbes who will help you uncover elements of implicit bias, the Warner School of Education at the University of Rochester will help you strive towards culturally responsive and equitable practices across the disciplines, specifically in mathematics, and colleagues such as Donna Merlau and Sharon Forman, content specific instructional experts, who will work with you to deepen your understanding of standards, as well as specific instructional and assessment practices. To make learning even more flexible, learning opportunities in the 2022 – 2023 year have been designed to be in person, virtual, or blended.

The pathways of success offered by the Curriculum Center go beyond the workshops included in this catalogue. Besides the addition of learning opportunities throughout the year based on feedback and to address need, the Center continues to offer in district work with consultants who are available to work in person or virtually to support your district’s distinct needs.

Thank you for your continued support, and for choosing to learn at The Putnam | Northern Westchester BOCES. We look forward to an invigorating year ahead, as we follow our own pathways to success to collectively lead, learn, and grow.

Fred Ende DIRECTOR OF CURRICULUM AND INSTRUCTIONAL SERVICES

Samantha Hirsh

ASSISTANT DIRECTOR OF CURRICULUM AND INSTRUCTIONAL SERVICES

Scott Wynne PRESIDENT, PNW BOCES CURRICULUM COUNCIL

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To Register: www.pnwboces.org/catalog

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CURRICULUM, INSTRUCTION & ASSESSMENT The Curriculum Center takes immense pride in bringing the region some of the best instructional leaders in the areas of curriculum, instruction, and assessment. Our facilitators of learning are from across the region, state, nation, and international areas to share their expertise and practice with us. This year we continue our partnership with Diane Cunningham to support the region in the areas of critical thinking, facilitating adult learning, and instructional coaching. We are working with regional educators to facilitate learning across the content areas, on supporting the whole child, and have multiple learning opportunities with Kiker Learning on leveraging instructional technology in the classroom.

These opportunities, and more, will help support the continued growth of your staff.

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CURRICULUM, INSTRUCTION & ASSESSMENT | PROFESSIONAL LEARNING

Supporting Students with Disabilities in the K – 2 General Education Classroom

Supporting Students with Disabilities in the 9-12 General Education Classroom

There are many tools, apps, extensions, and features available to assist all learners, including students with special needs. In this session we will explore tools and procedures to support and assist learners including resources built directly into Google applications, features that are part of the Chrome operating system, features that can be added through Chrome extensions and addons, features available through mobile apps, and features included in other online tools. We will explore these options hands-on as we work through multiple categories of support tools including text to speech tools, speech to text tools, readability tools, reading comprehension tools, audio support tools, behavior, focus, and organization tools, navigation tools, differentiation tools, and more.

There are many tools, apps, extensions, and features available to assist all learners, including students with special needs. In this session we will explore tools and procedures to support and assist learners including resources built directly into Google applications, features that are part of the Chrome operating system, features that can be added through Chrome extensions and addons, features available through mobile apps, and features included in other online tools. We will explore these options hands-on as we work through multiple categories of support tools including text to speech tools, speech to text tools, readability tools, reading comprehension tools, audio support tools, behavior, focus, and organization tools, navigation tools, differentiation tools, and more.

Participants: Grades K – 2 teachers Facilitator: Kiker Learning Dates: 1/12/23, 2/9/23 | 8:30 am – 11:30 am Cost: $235 members / $271 non-members

Participants: Grades 9 – 12 teachers Facilitator: Kiker Learning Dates: 1/12/23, 2/9/23 | 12:00 pm – 3:00 pm Cost: $235 members / $271 non-members

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CURRICULUM, INSTRUCTION & ASSESSMENT | PROFESSIONAL LEARNING

Leading Through Coaching

Designing and Facilitating Adult Learning

In this program, leaders and coaches will 1) collectively define coaching, 2) learn together about coaching models, processes & strategies, 3) deepen understanding of giving and receiving feedback, and 4) set goals, plan, and monitor work toward goals.

Are you new to the facilitation role? Or are you interested in honing your skills as you work with groups of adults this year? This workshop will provide support in a small, professional learning community.

Facilitating meaningful and engaging adult learning experiences can be challenging. Effective experiences rely on facilitators who understand adult learners and who know how to design for them while navigating the complexity of small and large group facilitation.

Leaders and coaches will deepen their understanding of the coaching process. They will: • examine various coaching models and develop a shared definition of coaching, • complete a self-assessment of knowledge and skills, • explore various, self-selected resources on coaching and feedback, • discuss learning, needs and questions with each other.

This workshop will allow participants to 1) explore learning models and practical strategies that foster ownership, deep learning, and collaboration; 2) design for a group of learners in their school/ district; 3) implement and reflect on successes and challenges. Each participant will also have a 1-1 coaching session to support design, implementation, or troubleshooting.

Leaders and coaches are reflective. They will: • identify their strengths and needs, • raise questions, • set goals, • create a plan of action and define success for themselves.

Participants: Building and district leaders and teacher leaders Facilitator: Diane Cunningham Dates: 1/12/23 | 12:00 pm – 3:00 pm 2/7/23 | 12:00 pm – 3:00 pm 3/14/23 | 12:00 pm – 3:00 pm 5/3/23 |12:00 pm – 3:00 pm Cost: $976 members / $1122 non-members

Leaders are collaborative. They will: • willingly share thinking and questions, • listen with an intent to understand and learn from others, • provide feedback to each other, • share resources to work toward common goals.

Participants: Instructional coaches and leaders Facilitator: Diane Cunningham Dates: 1/12/23 | 8:30 am – 11:30 am 2/7/23 |8:30 am – 11:30 am 3/14/23 | 8:30 am – 11:30 am 5/3/23 |8:30 am – 11:30 am Cost: $976 members / $1122 non-members

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CURRICULUM, INSTRUCTION & ASSESSMENT | PROFESSIONAL LEARNING

Fostering Critical Thinking Through Questioning and Discussion In this blended experience, teachers will deepen their understanding of the skills, abilities, and dispositions that critical thinking requires. They will explore questioning practices that promote critical thinking and discussion strategies that foster thinking, perspective taking, listening, and speaking skills.

During exploration, teachers will have an opportunity to identify their strengths and to explore new practices and approaches. They will select from application options (teacher choice) that allow them to try strategies and approaches in their classrooms. While they plan and implement, they will have support from Diane Cunningham in 1-1 coaching sessions.

Guiding Questions: • What skills, abilities and dispositions support critical thinking?

• How can we design instruction to create opportunities for critical thinking?

• How can we use question typologies to elevate questions we ask and the thinking our students do?

• How do we create opportunities for quality, student-centered discussion?

• What role does clear criteria for quality discussion play?

• How can protocols support quality discussion, critical thinking and perspective taking?

• How do we assess thinking in the context of discussion?

Participants: Grades 4 – 12 teachers, instructional coaches, and leaders Facilitator: Diane Cunningham Dates: 1/20/23 | 8:30 am – 3:00 pm 2/3/23 |8:30 am – 11:30 am 3/7/23 | 8:30 am – 3:00 pm 3/16/23 One-to-One Virtual Coaching Sessions 5/9/23 |8:30 am – 11:30 am Cost: $1334 members / $1534 non-members 8

CURRICULUM, INSTRUCTION & ASSESSMENT | PROFESSIONAL LEARNING

Teaching for Equity and Justice with Facing History & Ourselves

In the Driver Seat, Designing Self-Paced Classrooms

Across the country, educators are acknowledging that schools themselves—both the practice of schooling and the outcomes students are achieving—are not equitable. Facing History and Ourselves has designed a professional development model, Teaching for Equity and Justice, to help educators address these troubling and historically rooted disparities. During this four-part online series, using interactive and critically conscious pedagogy, participants will examine moments in the history of American education and its current legacies of inequity, gaining in the process the tools necessary to mitigate against these barriers to equity. This series offers a real-time, interactive online classroom where participants will connect in facilitated whole- and small-group sessions.

How can you get students to what they need to know with more autonomy and choice on their part?

Creating a self-paced classroom is intimidating and incorporating social learning with students on different pacing can be tricky. Putting all of the resources students need to collaboratively create their understanding is the first step to differentiate, engage and push students to higher levels of learning. Creating a self-paced classroom allows students to discover how they learn best and gain valuable information about their own selfmanagement of their learning.

Participants: K – 12 Educators Facilitator: Kiker Learning Date: 3/16/23 | 8:30am-11:30am Cost: $132 members / $151 non-members

This workshop is intended for middle and high school teachers, and staff. We encourage you to send a team of educators/administrators from your school for this rich and deep experience.

Powerful Digital Tools for Assessment Do your formative assessment practices support timely changes in your instructional decisions to push, confirm and remediate student understanding?

This session will explore numerous ways to assess "for" learning by leveraging digital tools. Numerous classroom examples will be shared, from creating a digital writing journal with a built-in feedback loop to leveraging forms effectively for the math classroom where equations and technology play nicely together.

Participants: Secondary teachers, administrators, and faculty members Facilitator: Karen Scher Dates: 2/8/23 | 8:30 am – 11:30 am 2/15/23 |12:00 pm – 3:00 pm 3/1/23 |12:00 pm – 3:00 pm 3/15/23 | 8:30 am – 11:30 am Cost: $492 members / $566 non-members

Participants: K – 12 Educators Facilitator: Kiker Learning Date: 3/23/23 | 8:30am-11:30am Cost: $132 members / $151 non-members

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COLLEGIAL CIRCLES Putnam | Northern Westchester BOCES's Collegial Circles are a wonderful opportunity to learn from and with colleagues. These high-powered groups receive the latest in the New York State Education Department standards for their discipline as well as create a forum to support the needs of teachers, teacher leaders, program, and department leaders. This year we are pleased to offer twenty different collegial circles, content specific as well as circles for RtI, SEL, Special Education, Library Collection and Development, and Instructional Coaching.

Our collegial circles are expertly facilitated by a well-respected, highly knowledgeable, local leader, and are designed to be responsive to member needs.

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COLLEGIAL CIRCLES | PROFESSIONAL LEARNING

Alternative High School Leaders

Computer Science Educators

Through this collegial circle, members will explore topics, identify needs, share program progress, identify, and seek feedback on ideas and potential challenges and explore tips and strategies from their regional colleagues. The agendas will be shaped by members and will include topics on program structures, challenges, successes, student centered learning, relationships, parent communication, and community involvement.

As an outreach program of the Computer Science Teachers Association (CSTA) Lower Hudson Valley Chapter, the goal of this collegial circle is to bring quality professional development and collaboration to all Computer Science teachers. In these sessions, computer science teachers will have an opportunity to collaborate and exchange ideas on focused topics, and focus their learning on computer science tools, curricula, and pedagogies, appropriate for all grade levels.

Facilitator: Pam Raines Dates: 10/6/22, 12/7/22, 3/8/23, 5/24/23 8:30 am – 11:30 am Cost: $ 456 members / $524 non-members

Facilitator: Amy Fox & Brandon Milonovich Dates: 10/13/22 | 8:30 am – 11:30 am 12/8/22 | 12:00 pm – 3:00 pm 03/9/23 | 8:30 am – 11:30 am Cost: $439 members / $504 non – members

Art Educators

Elementary English Language Arts Leaders

In a technically-focused world, we have a responsibility to educate the whole child. Art has always provided diverse opportunities for communication, expression, and motivating activities for all types of learners. As we move into a new era of art education, our programs should be able to further support this. The collegial circle for visual arts teachers will allow us to meet, share, and communicate approaches for this type of classroom and curriculum. This program will provide K-12 art teachers with ideas on how to motivate, engage, and create real-world experiences for their students.

Through this collegial circle, regional literacy leaders will have the opportunity to learn, share, and grow around topics of interest and importance.

Participants will have a forum for sharing resources and ideas, and a network for continuing conversation and learning between sessions.

Sessions will include coffee talks around hot topics selected by participants, a learning piece around an article or text, and a sharing of district initiatives, processes, or challenges. Topics addressed will include strengthening Tier 1 instruction, access to culturally relevant texts, assessment practices, the science of reading, curriculum adoption and implementation, and literacy intervention programs and processes.

Facilitator: Danielle Scalera Dates: 10/4/22, 12/7/22, 3/13/23, 5/18/23 8:30 am – 11:30 am Cost: $456 members / $524 non-members

Facilitator: Danielle Colangelo Dates: 10/19/22, 12/9/22, 3/7/23, 5/16/23 8:30 am – 11:30 am Cost: $425 members / $489 non-members

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Elementary Mathematics Leaders

Health Educators

The goal of this collegial circle of elementary math teachers/leaders is to address the challenges and issues inherent in teaching and learning mathematics. The collegial circle will provide a forum for members to be informed and stimulated around elementary mathematics, and agendas for the meetings will be participant driven.

This collegial circle will focus on how health educators are in a unique position to have a profound impact on their students, colleagues, school culture, and community. As more school districts are focusing on social emotional learning, health educators can and should be seen and utilized as experts in this field. Participants will collaborate on lessons, share ideas and opinions about the current health curriculum, and imagine and plan for how their role can be expanded within their school, district, and community.

The group will select topics that are timely and relevant. Group members will share concerns and challenges and problem-solve together.

Facilitator: Kathy Barpoulis & Jennifer Coughlin Dates: 10/12/22, 12/6/22, 3/7/23, 5/16/23 8:30 am – 11:30 am Cost: $444 members / $511 non-members

Elementary Social Studies Leaders

Facilitator: Jessica Butts Dates: 10/6/22, 12/8/22, 3/9/23, 5/18/23 8:30 am – 11:30 am Cost: $456 members/$524 non-members

The goal of this collegial circle is to create a professional learning community of elementary teachers/leaders is to address the challenges and issues inherent in the teaching and learning of social studies. The quarterly meetings will be shaped by members and exploring the Culturally Responsive-Sustaining Education Framework, ways to engage learners in conversations around current events and hard history, as well as literature to promote conversations around diversity, inclusion, and equity.

Instructional Coaching Through this collegial circle, instructional coaches will have the opportunity to identify and establish a support network of coaches across the region. This unique forum may undergird any previous training or experience in coaching. Participants will guide the content roadmap—from immediate matters of evaluation to frameworks and practicalities of coaching—to promote the whole child and whole teacher.

Facilitator: Jill Rogovic Dates: 10/11/22, | 8:30 am – 3:00 pm 12/5/22, 3/6/23 | 8:30 am – 11:30 am Cost: $456 members /$524 non-members

Facilitator: Selina Hedigan & Alison Porcelli Dates: 10/13/22, 12/8/22, 3/9/23, 5/18/23 8:30 am – 11:30 am Cost: $439 members / $504 non-members

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COLLEGIAL CIRCLES | PROFESSIONAL LEARNING

Music Educators

Response to Intervention

This collegial circle will focus on ways in which music educators can foster their instruction to have a deeper impact on their students, schools, districts, and communities. Through discussion, shared readings, and learning walks, members will review research and practices that optimize the impact of music education, explore ways to perfect and refine their craft, and identify ways to collaborate with local community partners to create authentic experiences for students.

Teachers, administrators, and leaders in RtI coordination roles (ex. RtI coordinators, building and district administrators, curriculum leaders, and data and assessment specialists) are invited to join the group to build a cross-district network of RtI leaders. Our conversations will center around how best to use the RtI framework to maximize learning for all students. While members will drive the agenda, some topics the group will explore will be around the use of assessment, interventions, progress monitoring, and the RtI life cycle.

Facilitator: Meghan Cabral Dates: 10/13/22, 1/19/23, 3/8/23, 5/24/23 12:00 pm – 3:00 pm Cost: $425 members / $489 non-members

Facilitator: Robin DeGrasse & David Leis Dates: 10/6/22, 12/7/22, 3/8/23, 5/24/23 8:30 am – 11:30 am Cost: $444 members / $511 non-members

Reading Interventionists

School Library Collection Development

During this collegial circle, reading interventionists will meet for a closer look at topics around work to support struggling readers of all ages. Discussions will center around a variety of professional texts, as well as participant driven topics of interest, need, and relevancy. Together we will explore teaching reading with a lens toward equity and cultural competence, supporting older students in a Tier 2 reading program, and using technology to enhance students engagement and individualized instruction.

Librarian Mary Jo Godwin once wrote, "a really good library has something in it to offend everyone.” A really good library also has something in it to support everyone.

The goals of this Collegial Circle for Library Media Specialists are to provide a safe opportunity to engage in philosophical discussion, as well as to identify and enact practical solutions regarding the systematic assessment, selection, and deselection of library resources to support your own library's mission and users. Stronger together, we will be informed, prepared, and will also have some fun.

Facilitator: Jennifer Hammond-King Dates: 10/11/22, 3/6/23 | 8:30 am – 11:30 am 12/5/22, 5/15/23 | 12:00 pm – 3:00 pm Cost: $425 members / $ 489 non-members

Facilitator: Cynthia Sandler Dates: 10/14/22, 12/9/22, 3/10/23, 5/19/23 8:30 am – 11:30 am Cost: $416 members / $479 non-members

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COLLEGIAL CIRCLES | PROFESSIONAL LEARNING

Science Leaders

Secondary Mathematics Leaders

Through this collegial circle, regional science leaders will continue to build a network as they delve into the P -12 New York State Science learning standards, have a forum for sharing ideas, resources, problems of practice, and pressing issues. The meeting agendas will be participant driven that are relevant and important to the area of science education. This year there will be a particular focus on unpacking, understanding, and planning for implementation of the adopted New York State Science Learning Standards (NYSSLS). There will also be continued updates on the NYSSLS as we receive them from the New York State Education Department.

Through this collegial circle, members will have the opportunity to share issues, discuss concerns, hear how different schools and districts approach a variety of issues, and provide feedback to their peers on happenings in their districts. The agendas are member driven, shaped around elements of curriculum and instruction, current trends and issues, and enduring questions. Additionally, members seek advice and pose solutions with their colleagues from around the region.

Facilitator: Gregory Stephens Dates: 10/12/22, 12/6/22, 3/7/23, 5/16/23 12:00 pm – 3:00 pm Cost: $416 members / $479 non-members

Facilitator: Patricia Viggiano Dates: 10/11/22, 12/5/22, 3/6/23, 5/15/23 12:00 pm – 3:00 pm Cost: $425 members / $489 non-members

Secondary Social Studies Leaders The focus of this collegial circle is for regional social studies leaders to continue building a strong network to explore and discuss the changes in curriculum and assessment, as well as the challenges social studies educators face in and out of the classroom. During these sessions, members will share ideas and opinions about the latest issues affecting the field, and engage in collegial conversations driven by members.

Secondary English Language Arts Leaders During meetings of the Secondary ELA Leaders Collegial Circle, participants explore topics of relevance and importance. The group addresses current trends and issues, as well as enduring questions. The agendas are shaped around elements of curriculum and instruction, such as The Culturally Responsive-Sustaining Framework, writing assessment, departmental course offerings, elective programs, and promising new book titles. Group members seek advice and pose solutions with their colleagues, share ideas, improve programs, and hear how different schools approach a variety of issues.

Facilitator: Nancy Maguire Dates: 10/11/22 | 8:30 am – 3:00 pm 12/5/22, 3/6/23, 5/15/23 | 12:00 pm – 3:00 pm Cost:$436 members/ $501 non-members

Facilitator: Douglas Cronk Dates: 10/12/22, 12/6/22, 3/7/23, 5/16/23 12:00 pm – 3:00 pm Cost: $425 members/ $489 non-members 15

COLLEGIAL CIRCLES | PROFESSIONAL LEARNING

Social Emotional Learning

STEAM Educators

Through this collegial circle current SEL practitioners including teachers of all disciplines and grade levels, special services providers, and administrators who are already in the process of implementing SEL in their schools will come together to learn from and with each other.

While participants will drive the agendas for each meeting, focuses can include learning new strategies and tools, working collaboratively when considering school or district plans. Schools and/ or school districts are encouraged to send one or more team members to deepen their knowledge, learn from fellow educators in the field, and inform SEL initiatives at their own schools.

Participants help to shape the agendas for these workshops. We will continue to arrange site visits to observe exemplary STEM and STEAM programs in different schools. Participants share resources, activities, and ideas. On occasion, a STEM vendor will host a meeting and share their product line and ideas for how various items can enhance programs at specific grade levels. We continue to support one another with strategies for starting and growing industry partnerships. Participants also keep one another up to date on STEM and STEAM events occurring in our region.

Facilitator: Harry Rosvally Dates: 10/13/22, 12/9/22, 3/9/23, 5/19/23 8:30 am – 11:30 am Cost: $425 members/ $489 non-members

Facilitator: Amy Stern Dates: 10/3/22, 12/12/22, 3/13/23, 5/8/23 8:30 am – 11:30 am Cost: $475 members / $576 non-members

World Language Teacher Leaders

Special Education Teacher Leader

During meetings of the World Language Collegial Circle, members explore topics of relevance and importance, State Education Department updates as well as the latest news from the field. The group addresses current trends and issues as well as enduring questions.

The agendas are shaped around elements of curriculum and instruction, Group members seek advice and pose solutions with their colleagues, share ideas, improve programs, and hear how different schools approach a variety of issues.

The focus of this collegial circle is to support the unique and challenging needs of being a special education teacher leader. Members will learn and grow from and with each other, as they seek advice and pose solutions with their colleagues, share ideas, improve programs, and hear how different schools and districts approach a variety of issues.

Facilitator: Laurie Levine Dates: 10/13/22, 12/8/22, 2/2/23, 3/9/23 12:00 pm – 3:00 pm Cost:$425 members/ $489 non-members

Facilitator: Harriet Barnett Dates: 10/6/22, 12/1/22, 3/14/22, 5/18/22 12:00 pm – 3:00 pm Cost: $424 members / $488 non-members

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Pathways to Success for Every Learner

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DIVERSITY, EQUITY, INCLUSION & BELONGING Diversity, Equity, and Inclusion are necessary to support and educate all children. Please come join Paul Forbes as he guides us through recognizing our implicit biases, offering strategies to mitigate it, as well as how to design for equity, so that we can move towards all students feeling welcomed and included.

Karen Scher, from Facing History, will guide us through teaching with equity and justice, and regional educators have specifically designed learning opportunities to support all learners in our classroom, particularly students with disabilities.

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DIVERSITY, EQUITY, INCLUSION & BELONGING | PROFESSIONAL LEARNING

Including Every Student through EquityBased Mathematics Teaching Practices

Implicit Bias Awareness Workshop During this interactive, engaging session, participants will reflect on the idea of schools as supportive and inclusive environments where students’ intellectual, social, and emotional wellbeing are safeguarded by every adult who comes in contact with students and families; especially by ensuring that students are nurtured in every aspect of their development. During this time of reflection, participants will realize how we can hold egalitarian values while simultaneously creating classroom/school policies and practices that do not reconcile with those same values and how they can then lead to inequitable and disparate outcomes.

All students deserve access to high quality instruction where they can attain high levels of mathematics. Teaching through equity-based teaching practices (Aguirre, et al, 2013) allows students to be active participants in their own learning. In this professional learning opportunity, we will engage in mathematics as we develop an awareness of these practices and explore how our identities, classroom structures, and the type of tasks we choose affect student engagement and achievement. Using the Equity Based Mathematics Teaching Practices (Aguirre, Mayfield-Ingram, & Martin, 2013) as a guiding framework, we will work collaboratively with teachers to consider high quality mathematics learning and teaching connected to the New York State guidelines for culturally responsive-sustaining education.

Over the past 20 years, we have learned about the concept of implicit bias, which refers to the attitudes, or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.

While we cannot eliminate our implicit biases, we can mitigate the effects they have on our practices, policies, procedures, and behaviors.

This workshop is offered in partnership with Center for Professional Development and Education Reform at the University of Rochester

Participants: K – 12 Educators Facilitator: Paul Forbes Date: 11/1/22 | 8:30 am – 11:30 am Cost: $209 members/ $240 non-members

Participants: Grades 5 – 12 mathematics teachers, special education teachers teaching mathematics, district instructional coaches, and administrators Facilitators: Jennifer Kruger & Melissa Staloff Dates: 10/25/22 | 8:30 am - 11:30 am 11/16/22 | 12:00 pm - 3:00 pm 01/10/23 | 8:30 am - 11:30 am 02/07/23 | 12:00 pm - 3:00 pm 03/01/23 | 8:30 am - 11:30 am Cost: $691 members / $795 non-members

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DIVERSITY, EQUITY, INCLUSION & BELONGING | PROFESSIONAL LEARNING

The Power of Words: Words Matter

participants will connect in facilitated whole- and small-group sessions.

You have probably heard the saying, “Sticks and stones can break my bones, but words will never hurt me”. But what if I told you that words do matter and that words indeed can hurt?

This workshop is intended for middle and high school teachers, administrators, and staff. We encourage you to send a team of educators from your school for this rich and deep experience.

Building on the implicit bias foundational workshop, participants will learn how powerful words are and how they can unintentionally cause harm and hurt.

Participants will become more critically conscious of the words that we use in classrooms and education that should be examined.

Participants: Secondary teachers, administrators and faculty members Facilitator: Karen Scher Dates: 2/8/23 | 8:30 am – 11:30 am 2/15/23 |12:00 pm – 3:00 pm 3/1/23 |12:00 pm – 3:00 pm 3/15/23 | 8:30 am – 11:30 am Cost: $492 members / $566 non-members

NOTE: Participation in an Implicit Bias Awareness Workshop with Paul Forbes is highly recommended as the prerequisite session.

Equity (and Inequity) by Design

Participants: K – 12 Educators Facilitator: Paul Forbes Date: 1/11/23 | 8:30 am – 11:30 am Cost: $209 members/ $240 non-members

“The system is broken!” This is a phrase that is used when folks complain about structures and institutions that are not creating equitable outcomes. But what if the “system” is not broken? What if the system is working exactly as it was designed to work?

Teaching for Equity and Justice with Facing History & Ourselves

Building on the implicit bias workshop, participants will better understand how systems and structures will produce the outcomes that they were designed to produce. They will learn how they can disrupt those systems that are not producing equitable systems.

Participants will discuss strategies for designing more equitable classrooms and school communities.

Across the country, educators are acknowledging that schools themselves—both the practice of schooling and the outcomes students are achieving—are not equitable. Facing History and Ourselves has designed a professional development model, Teaching for Equity and Justice, to help educators address these troubling and historically rooted disparities. During this fourpart online series, using interactive and critically conscious pedagogy, participants will examine moments in the history of American education and its current legacies of inequity, gaining in the process the tools necessary to mitigate against these barriers to equity. This series offers a real-time, interactive online classroom where

NOTE: Participation in an Implicit Bias Awareness Workshop with Paul Forbes is highly recommended as the prerequisite session.

Participants: K – 12 Educators Facilitator: Paul Forbes Date: 3/22/23 | 8:30 am – 11:30 am Cost: $209 members/ $240 non-members

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HUMANITIES The Curriculum Center is known as a leader in Humanities curriculum and instruction.

Our Literacy Service provides the highest caliber of learning opportunities regardless if your district utilizes Fundations, Teachers College Readers and Writers Workshop, or Fountas and Pinnell's Benchmark Assessment System. In the area of Social Studies, we are pleased to bring state experts in the field to assist teachers and districts in shifting their curriculum, instruction, and assessment as well as the civics readiness pathway. Additionally, we are pleased to offer specialty area teachers opportunities to learn alongside their regional colleagues.

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HUMANITIES | PROFESSIONAL LEARNING

The Arts Music Curriculum Sharing

Choral Music Sharing

Participants should bring with them any written (if there is one) curriculum they have, as well as their favorite ‘songs,' topics or ideas for their classroom. Participants will discuss how they utilize the New York State Standards to drive their own instruction or learn how they can begin to utilize these standards to drive instruction.

Participants should bring with them their favorite pieces, warm-ups, techniques for the classroom.

We will utilize our time to share out these techniques and help one another troubleshoot challenges in their choral music classroom.

Participants: Music and choral educators Facilitator: Meghan Cabral Date: 1/25/23 | 8:30 am -11:30 am Cost: $95 members / $109 non-members

Participants: Music educators Facilitator: Meghan Cabral Date: 10/25/22 | 8:30 am – 3:00 pm Cost: $178 members / $204 non-members

General Music Sharing

Instrumental Music Sharing

Participants should bring with them their favorite general music lessons for the classroom. We will utilize our time to share out these techniques and help one another troubleshoot challenges in their general music classroom.

Participants should bring with them their favorite pieces, warm-ups, techniques for the classroom.

We will utilize our time to share out these techniques and help one another troubleshoot challenges in their instrumental music classroom.

Participants: Music educators Facilitator: Meghan Cabral Date: 1/25/23 | 8:30 am -11:30 am Cost: $95 members / $109 non-members

Participants: Music educators Facilitator: Meghan Cabral Date: 11/02/22 | 12:00 pm – 3:00 pm Cost: $95 members / $109 non-members

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HUMANITIES | PROFESSIONAL LEARNING

Literacy Manhattanville College Rose Institute: Orton-Gillingham Learning Pathway Multisensory Structured Literacy Instruction 1

Word Study & Spelling: A Window into Children's Linguistic Understanding Word study is far more than spelling instruction; it is the ideal combination of phonics, vocabulary, writing, and fluency! Yet word study can be complex to understand, challenging to plan, and tricky to differentiate.

This course is offered through the Rose Institute for Learning and Literacy. Multisensory Structured Literacy Instruction 1 introduces participants to the fundamental elements of an Orton-Gillingham based approach characterized by explicit teaching of foundational literacy skills. The course includes an introduction to phonology and basic phonics, and focuses on instruction to promote fluency, vocabulary acquisition, and an understanding of the structure of the language. The content includes information on dyslexia and language-based learning disabilities, strategies for multisensory instruction, using assessment results for small/large group lessons, and planning an Orton-Gillingham lesson. The scientifically-based methodology is explicit, interactive, diagnostic, multisensory, and integrated. The course is designed for general and special-education teachers, administrators, curriculum specialists, and speech and reading specialists, and is recommended for instructional assistants and tutors.

This session overviews how orthographic knowledge develops and explores the potential of spelling assessment. Participants will explore how to support children's spelling development and embrace word study over rote memorization to enhance children's orthographies. In addition to overviewing the foundations of word study, participants will learn a multitude of instructional ideas, games, and activities. At the end of this two-part series, participants will: • Understand both how word study fits into the ELA block and the synchrony among reading, writing, and spelling development • Be skilled in assessing the spelling levels of diverse students • Plan weekly word study instruction • Differentiate word study instruction across various levels of students • Link word study instruction to reading

Participants: K-2 general and special education teachers, administrators, curriculum, speech, and reading specialists Facilitator: Rose Institute for Learning and Literacy Dates: 10/1/22, 10/22/22, 11/5/22, 11/19/22, 1/10/22 | 9:30 am – 4:00 pm Cost: $1100

Participants: Elementary teachers Facilitator: Dr. Molly Ness Date: 10/17/22 | 9:00 am – 3:00 pm Cost: $284 members / $327 non-members

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HUMANITIES | PROFESSIONAL LEARNING

Dyslexia: Separating Fact from Fiction

Fountas and Pinnell: Guided Reading Responsive Teaching Across the Grades

This workshop - perfect for teachers and school leaders alike - provides a background on dyslexia as a neurobiologically based reading disorder.

The workshop will eliminate misconceptions and focus on the need for early identification and intervention. Participants will know: • The underlying causes of dyslexia and its impact on literacy development • How to identify students with dyslexia • The role of structured literacy in providing effective intervention • How to advocate for students with dyslexia

Guided Reading is a powerful small-group instructional context in which the teacher supports each reader's developing system of strategic actions for processing texts at increasingly challenging levels of difficulty.

Participants in this workshop will explore how to use guided reading to meet students where they are and lead them forward with intention and responsive teaching. Participants will learn the structure of a lesson and explore how to observe children and teach in response to those observations.

Participants will: • Consider the values and characteristics of guided reading • Learn the structure of a guided reading lesson • Develop an understanding of reading as a complex process • Develop an understanding of the systems of strategic actions that are necessary for the reader to think within, beyond, and about texts • Use The Fountas and Pinnell Literacy Continuum as a tool to observe, teach for, and support reading behaviors in individual children • Explore how to assess and group children into temporary guided reading groups • Learn how to plan for effective guided reading lessons • Learn how to monitor student progress over time

Participants: Elementary teachers Facilitator: Dr. Molly Ness Date: 11/15/22 | 9:00 am – 12:00 pm Cost: $157 members / $181 non-members

Patterns of Power and Wonder: Inviting Emergent Writers into the Conventions of Language (PreK & 1) Meaning is made when reading and writing crash together in the conventions of language. Explore ways to support composition and comprehension with your youngest writers by harnessing these language conventions. Enjoy the curiosity and wonder young children have around what writers do while supporting meaning and effect, in both oral and written language. Engage in brainbased, practical ways to use the reading-writing connection to teach grammar and editing in a way that grows even our youngest writers and readers.

Participants: Pre-K & 1 Educators Facilitator: Whitney La Rocca Date: 11/30/22 | 9:00 am – 3:00 pm Cost: $321 members/ $369 non-members

Participants: K-8 Teachers, reading specialists, special education teachers, and literacy coaches Facilitator: Jane Jones, Heinemann Date: 12/5/22 | 9:00 am – 3:00 pm Cost: $337 members/ $387 non-members 26

HUMANITIES | PROFESSIONAL LEARNING

Modeling Metacognition: Building Reading Comprehension in K-5 Classrooms Purposeful readers think about their own reading as they navigate through a text. Join this workshop to learn how to build students' comprehension and metacognition. Participants will focus on think alouds, and learn an easy-to-implement three-step planning process. Make the most of your read alouds by thinking big so your students will internalize reading strategies! At the end of this workshop, participants will: • Be versed in the research supporting think alouds and understand the theoretical • framework underpinning think alouds • Evaluate and differentiate between effective think alouds and not-so-effective think alouds • Learn a three-step process to planning effective think alouds • Apply each step to authentic literature to plan their own think aloud across grade level, text genre, and content areas.

Participants: K – 5 Educators Facilitator: Dr. Molly Ness Date: 2/2/23 | 9:00 am – 12:00 pm Cost: $157 members / $181 non-members

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HUMANITIES | PROFESSIONAL LEARNING

Social Studies How to Recognize and Build Quality Constructed Response Questions for Grade 9 and Grade 10 Global History and Geography

Civics Seal 6 - 8 Join fellow educators to explore middle school social studies in New York State and how Civics and Citizenship are found throughout the New York State Social Studies Framework's Key Ideas/ Conceptual Understandings, Practices, and Standards. This learning opportunity will be broken into three main components:

During this multi-day learning series social studies teachers and leaders will examine and analyze constructed response questions on administered Regents Examinations in Global History and Geography, work one-on-one or in small groups with the facilitator to work through challenges experienced while developing constructed response questions and rubrics, and receive feedback/ constructive criticism to help the participants tweak and improve their questions and rubrics.

Fully developed and vetted constructed response questions will be housed in the “CRQ Sandbox” folder for all participants to use. Participants will be encouraged to provide information about how the questions work with students so that continuous adjustments and improvements can be made to the questions in the “Sandbox.” Participants will have access to a folder, “the Sandbox” that contains CRQs for grades 9 & 10 Global History and Geography.

1. Setting the Foundation - Civics, The Framework, and the Seal of Readiness 2. Building a Civics Focus to Support Student Engagement 3. Envisioning Middle School (Grades 7 and 8) Civics Capstone Projects.

Participants will examine the Civic Seal of Readiness and 4+1 Pathway and how it can change social studies education. Focus will be spent on shifting practices from implicit to explicit instruction and how this can benefit students K-12. Participants will examine the New York State Social Studies Framework for their own grade level and identify opportunities to explicitly teach the Standards, Practices, and Content related to Civics and Citizenship. Grade-banded breakout sessions will allow educators to collaborate, connect, and explore opportunities to bring Civics into the classroom on a regular basis as they begin designing social studies lessons and experiences which support Civics and the Civic Seal of Readiness. All materials developed will be shared out with the group in a folder that will allow for continued collaboration. *Middle School teams are encouraged to attend*

*Pairs or teams of teachers are encouraged to attend* Participants: Global History and Geography 9 & 10 teachers and social studies department leaders Facilitator: Donna Merlau Dates: 10/17/2022 | 8:30 am – 3:00 pm 11/2/2022 |8:30 am – 11:30 am 11/15/2022 |8:30 am – 3:00 pm Cost: $562 members / $647 non-members

Participants: 6 – 8 Social studies teachers Facilitator: Greg Fredricks Date: 10/17/22 | 12:00pm – 3:00 pm Cost: $95 members / $109 non-members 28

HUMANITIES | PROFESSIONAL LEARNING

Building a Foundation of Civic Readiness in the Elementary Classroom K-5

Preparing and Supporting Students for Greater Success on the New US History Regents

Join fellow educators to explore elementary social studies in New York State and how Civics and Citizenship are found throughout the New York State Social Studies Framework's Key Ideas/ Conceptual Understandings, Practices, and Standards. This learning opportunity will be broken into three main components:

Using specific examples from the first two administrations of the new US History Regents, this workshop will encourage social studies teachers and leaders to re-examine the requirements of each of the assessment tasks as well as the instructional strategies used in preparing students to respond to these tasks. Instructional strategies will focus on supporting students with disabilities, English language learners, and other students with unique learning needs. Special emphasis will be given to Parts II (Short Essay) and Part III (Civic Issues Essay) with a focus on analysis vs. description.

1. Setting the Foundation - Civics, The Framework, and the Seal of Readiness 2. Building a Civics Focus to Support Student Engagement 3. Designing Elementary Civics Social Studies Experiences.

Participants: US History and Government teachers, special educators, and social studies teachers Facilitator: Greg Fredricks and Alice Grant Date: 10/26/22 | 8:30 am – 3:00 pm Cost: $224 members / $258 non-members

Participants will examine the Civic Seal of Readiness and 4+1 Pathway, and how it can change social studies education. Focus will be spent on shifting practices from implicit to explicit instruction and how this can benefit students K-12. Participants will examine the New York State Social Studies Framework for their own grade level and identify opportunities to explicitly teach the Standards, Practices, and Content related to Civics and Citizenship. Grade-banded breakout sessions will allow educators to collaborate, connect, and explore opportunities to bring Civics into the classroom on a regular basis as they begin designing social studies lessons and experiences which support Civics and the Civic Seal of Readiness. All materials developed will be shared out with the group in a folder that will allow for continued collaboration.

Participants: Elementary teachers Facilitator: Greg Fredricks Date: 10/18/2022 Cost: $95 members / $109 non-members

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HUMANITIES | PROFESSIONAL LEARNING

Grades 7 - 11 Vertical Articulation of Social Studies Practices and Skills Instruction

Preparing for the Civic Issues Essay on the US History and Government Regents: Creating Tasks Related to Civil Rights, Women's Rights, Voting Rights

Since the social studies Regents exams represent an audit on district effectiveness in teaching the social studies practices, vertical alignment within a secondary department is imperative. This workshop will focus on the specific social studies practices that are assessed in the Regents tasks and assist participants in developing a vertical alignment for teaching these historical reasoning skills in grades 7-11. Participants will have the opportunity to work collaboratively with their district and regional colleagues to design 7th and 8th grade learning experiences that will replicate the Regents tasks.

This workshop will assist participants in creating learning experiences related to the Civic Issues Task with a focus on Civil Rights, Women's Rights, and Voting Rights. Social studies teachers and leaders will be guided through the process of creating a Civic Issues task and then work collaboratively to design tasks within these focal areas. All participant created tasks will be shared with the group.

Participants: US History and Government teachers, special educators, and social studies teachers Facilitator: Greg Fredricks and Alice Grant Date: 1/24/23 | 8:30 am – 11:30 am Cost: $128 members / $148 non-members

Participants: US History and Government teachers, special educators, and social studies teachers Facilitator: Greg Fredricks and Alice Grant Date: 11/9/22 | 8:30 am – 3:00 pm Cost: $244 members / $281 non-members

Preparing for the Civic Issues Essay on the US History and Government Regents: Creating Tasks Related to Labor, the Environment, and Immigration This workshop will assist participants in creating learning experiences related to the Civic Issues Task with a focus on Labor, the Environment, and Immigration. Social studies teachers and leaders will be guided through the process of creating a Civic Issues task and then work collaboratively to design tasks within these focal areas. All participant created tasks will be shared with the group.

Participants: US History and Government teachers, special educators, and social studies teachers Facilitator: Greg Fredricks and Alice Grant Date: 1/24/23 | 12:00 pm – 3:00 pm Cost: $128 members / $148 non-members

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HUMANITIES | PROFESSIONAL LEARNING

How to Recognize and Build Quality Enduring Issue Essays for Grade 9 and 10 Global History and Geography During this multi-day learning series social studies teachers and leaders will examine and analyze two enduring issues essays on administered Regents Examinations in Global History and Geography.

Time will be provided for participants to work one on one or in small groups with the facilitators to work through challenges experienced while developing an enduring issue essay and rubric. Feedback/ constructive criticism will be offered to help the participants tweak and improve their essay and rubric. Fully developed and vetted essays will be housed in an “Enduring Essay Sandbox” folder for all participants to use. Participants will be encouraged to provide information about how these essays are working with students so that continuous adjustments and improvements can be made to the essays in the “Sandbox.” Participants will have access to a folder, “the Sandbox” that contains enduring issue essays for grades 9 & 10 Global History and Geography. *Pairs or teams of teachers are encouraged to attend* Participants: Global History and Geography 9 & 10 teachers and social studies department leaders Facilitator: Donna Merlau and Nancy Maguire Dates: 3/15/2023 | 8:30 am – 3:00 pm 3/28/2023 |8:30 am – 11:30 am 4/18/2023 |8:30 am – 3:00 pm Cost: $592 members /$680 non-members

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MATHEMATICS & SCIENCES With the rollout of the Next Generation Mathematics Standards, the New York State Science Learning Standards, and the instructional and assessment shifts that accompany the standards, the PNW BOCES Curriculum Center has a variety of offerings to meet the needs of elementary and secondary teachers in the field of Science and Mathematics. Each learning opportunity is designed to support you in developing high quality learning experiences for your students, while strengthening your instructional and assessment practices.

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Math Elementary Student-Centered Math Classrooms

Student-Centered Secondary Math Classrooms

Student-Centered Math (SCMath) designs instruction around the student perspective.

SCMath leverages instructional strategies such as Project Based Learning, inquiry, blended/ flipped learning, & cooperative learning. SCMath classrooms have all students making sense of problems while incorporating the 21st Century Skills of Communication, Collaboration, Critical Thinking & Creativity. SCMath leverages student interests and prior knowledge to meet them where they are and pushes, confirms and/or remediates their understanding to scaffold access to gradelevel content.

Student-Centered Math (SCMath) designs instruction around the student perspective.

SCMath leverages instructional strategies such as Project Based Learning, inquiry, blended/ flipped learning, & cooperative learning. SCMath classrooms have all students making sense of problems while incorporating the 21st Century Skills of Communication, Collaboration, Critical Thinking & Creativity. SCMath leverages student interests and prior knowledge to meet them where they are and pushes, confirms and/or remediates their understanding to scaffold access to gradelevel content.

Over the course of four half-day sessions, learning will center dynamic tools for the SCMath elementary classroom, developing number sense & fluency in the SCMath elementary classroom, leveraging spreadsheets to strengthen math understanding, and making math more accessible to English language learners.

Over the course of four half-day sessions, learning will center on dynamic tools for the SCMath Secondary Classroom, Engaging Students in Mathematical Thinking & Problem Solving, utilizing spreadsheets to make math relevant, and making math more accessible to English language learners.

Participants: Secondary math teachers, math teacher leaders, and supervisors Facilitator: Kiker Learning Dates: 10/7/22, 10/21/22, 10/27/22, 11/3/22 8:30 am – 11:30 am Cost: $443 members / $509 non-members

Participants: Secondary math teachers, math teacher leaders, and supervisors Facilitator: Kiker Learning Dates: 10/7/22, 10/21/22, 10/27/22, 11/3/22 12:00 pm – 3:00 pm Cost: $443 members / $509 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Including Every Student through EquityBased Mathematics Teaching Practices

Supporting the Whole Child through Culturally Responsive Mathematical Practices (K – 5)

All students deserve access to high quality instruction where they can attain high levels of mathematics. Teaching through equity-based teaching practices (Aguirre, et al, 2013) allows students to be active participants in their own learning. In this professional learning opportunity, we will engage in mathematics as we develop an awareness of these practices and explore how our identities, classroom structures, and the type of tasks we choose affect student engagement and achievement. Using the Equity Based Mathematics Teaching Practices (Aguirre, Mayfield-Ingram, & Martin, 2013) as a guiding framework, we will work collaboratively with teachers to consider high quality mathematics learning and teaching connected to the New York State guidelines for culturally responsive-sustaining education.

In this two-day workshop, elementary teachers will experience a variety of activities that will support the whole child through culturally responsive mathematical practices. Participants will leave this workshop with instructional practices to incorporate in their classroom that connect the Standards for Mathematical Practices, New York State’s Social-Emotional Learning Benchmarks and Culturally Responsive Sustaining Education, regardless of what curriculum they use. Participants will be actively engaged in mathematics and will quickly see how to support the whole child through mathematics.

Facilitator: Sharon Forman Dates: 11/29/22 | 8:30 am – 3:00 pm 1/10/23 | 8:30 am – 3:00 pm Cost: $412 members/$474 non-members

This workshop is offered in partnership with Center for Professional Development and Education Reform at the University of Rochester Participants: Grades 5 – 12 mathematics teachers, special education teachers teaching mathematics, district instructional coaches, and administrators Facilitators: Jennifer Kruger & Melissa Staloff Dates: 10/25/22 | 8:30 am - 11:30 am 11/16/22 | 12:00 pm - 3:00 pm 01/10/23 | 8:30 am - 11:30 am 02/07/23 | 12:00 pm - 3:00 pm 03/01/23 | 8:30 am - 11:30 am Cost:$691 members / $795 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Engaging and Supporting the Whole Child through Culturally Responsive Mathematical Practices (6 - 12)

Using Stations to Effectively Differentiate and Meet the Needs of All Learners in the Math Classroom

Throughout this learning opportunity, specifically designed for secondary math teachers, participants will experience a variety of activities that will engage and support the whole child through culturally responsive mathematical practices. Participants will leave this workshop with instructional practices to incorporate in their classroom that connect the Standards for Mathematical Practices, New York State’s Social-Emotional Learning Benchmarks and Culturally Responsive Sustaining Education.

Participants will be actively engaged in mathematics and will quickly see how to support the whole child through mathematics.

During this learning opportunity, teachers will expand their instructional strategies by first engaging in various math activities and stations, to garner a student’s perspective, and then reflect and engage in discussion about the potential uses of the activities and stations in their own classroom.

Through this discussion, teachers will come away with ideas for how these instructional strategies can facilitate learning in their own classroom. This inspiration will culminate in the creation of stations that teachers can develop collaboratively and use in their classrooms, regardless of what curriculum they are using.

Facilitator: Sharon Forman Dates: 11/30/22 | 8:30 am – 3:00 pm 1/11/23 | 8:30 am – 3:00 pm Cost: $412 members/$474 non-members

Facilitator: Sharon Forman Dates: 1/26/23 | 8:30 am – 3:00 pm 3/1/23 | 8:30 am – 3:00 pm Cost: $412 members/$474 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Science

Science for the 21st Century: What administrators need to know about the New York State Science Learning Standards The first administration of the new elementary and intermediate science assessments will be in June 2024, followed by the administration of the Biology and Earth and Space Sciences Regents Exams in June 2025. This half-day workshop will help administrators become aware of the paradigm shifts in teaching and learning expected with NYSSLS. They will gain an understanding that this approach involves less memorization of science facts and that students learn the disciplinary content by using the Science and Engineering Practices, viewed through the lenses of the Crosscutting Concepts.

Administrators will gain an understanding of what phenomenon-based learning that engages students in sense-making, observations, and constructing their own understandings will look like in the NYSSLS classroom. Included will be: • How these standards differ from previous standards; • The importance of coherence across the grade bands; • 21st Century expectations of teaching and learning; • Engaging in activities during which participants will develop an awareness of the Standards' three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) and teaching approaches; • Viewing a lesson aligned with the Standards; • Discussion, with examples, of the difference between assessments aligned with the three-dimensional pedagogy of the NYSSLS and traditional assessments.

Participants: Principals and Assistant Principals, district level curriculum leaders, and supervisors of science Facilitator: Brian Vorwald Date: 09/30/2022 8:30 am | 11:30 am Cost: $188 members / $216 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Science Education Equity Study Group

Supporting Students with Disabilities in the Science 21 Elementary Classroom

Looking at science instruction through an equity lens can be a challenging journey and we are all at different points along the journey. How can we move further in this journey? This monthly study group will incorporate discussion and sense-making around the topics of equity, diversity, and science education.

This professional learning series will provide participants with a deeper understanding of how to employ the three dimensions of the new science learning standards: Science and Engineering Practices; Disciplinary Core Ideas; and Cross Cutting Concepts, into a variety of settings that support students with disabilities. Special education teachers will explore Science 21 lessons and ways to develop accommodations, adaptations, and/ or modifications to enhance and ensure student learning in the classroom. Teachers will discover advantages that this planning, pedagogy, and implementation provide for students with IEPs to learn science while addressing IEP goals. Each session will familiarize special education teachers with applications of the Science 21 curriculum and provide time and space for participants to work in grade-level groups and create multiple adaptations, accommodations, and/or modifications, with help from the facilitators, that will support students with special needs in general education classrooms.

We invite teachers and leaders to outline actionable steps that teachers can take in classrooms to improve secondary science education. The goal of this study group is to share and discuss best practices that are aligned with NYSSLS as well as pedagogy, research, and experiences from leaders throughout the field of education. Study group members will increase purposeful planning to address areas of diversity, equity, accessibility and inclusion and any other situation in which students do not see themselves as included.

Knowing that each district and classroom represent different population diversity, members of this study group are supported to improve inclusivity in their planning and implementing instruction.

This group's discussions will be grounded in the research and the writing of thought leaders in the areas of diversity, equity, and inclusivity.

Teachers registering for this workshop should have already completed a Science 21 professional learning series at any grade-level.

For each session, there will be pre-session reading or media assignments. During the session, the first segment will be a text-based discussion. The second segment will focus on applications in classroom planning. The third segment reflects an opportunity to brainstorm actionable steps to include in planning and implementing in the classroom setting.

Participants: Elementary special education teachers of Science 21 Facilitators: Nancy Michael and Linda Reich Dates: 10/17/22, 12/16/22 | 8:30 am – 3:00 pm Cost: $475 members/$546 non-members

Participants: Grades K – 12 science educators and supervisors Dates: 10/4/22, 12/6/22, 2/7/23, 4/4/23, 6/6/23 | 8:30 AM – 10:00 AM Facilitators: David Jacob & Harry Rosvally Cost: Free 38

MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Regional Science Forum

NYSSLS 101: Introduction to the New York State P-12 Science Learning Standards

This forum will specifically focus on the implementation of the New York State P-12 Science Learning Standards at the district level. Building leaders, and district administrators participating in the forum sessions will have the opportunity to: • share effective implementation strategies; • discuss challenges; and • contemplate next steps with other district leaders.

This is an introduction to and unpacking of the elements of the new science standards and expected change in pedagogy. This workshop is designed to help science teachers understand: • assessment of student understanding through Performance Expectations (PEs); • student fluency in the Science and Engineering Practices (SEPs) during instruction; • student use of Crosscutting Concepts (CCCs) as a sensemaking lens; • change in focus from content to Disciplinary Core Ideas (DCIs); and • the purpose of phenomenon-based instruction.

Forum participants will also be introduced to other reference documents to help inform current and future decision-making regarding science teaching and learning.

Along with helping districts address implementation challenges, the forum will allow district participants to generate questions that may be common to the region and facilitate regional partnerships and solutions.

At the end of the session, teachers will have a basic understanding of the elements of the new science standards, as well as a conceptual understanding of the pedagogical shifts.

Participants: Building and district level leaders Facilitator: David Jacob Dates: 10/19/22, 4/18/23 | 8:30 am – 11:30 am Cost: $226 members/$260 non-members

NOTE: Participation in this workshop will prepare participants for subsequent NYSSLS offerings this year.

Participants: Grades 6 – 12 science teachers, teacher leaders, and supervisors of science Facilitators: David Jacob & Harry Rosvally Date: 10/24/22 | 8:30 am – 3:00 pm Cost: $234 members / $269 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Engaging Students Using Phenomena–Based Science Instruction

For each session, participants will spend the first half of each seminar learning about the pedagogical shifts of the standards and the second half engaged in supervised lesson/unit design.

The structure of this workshop is to reinforce the iterative nature of design thinking for individual teachers or teams of science teachers as they construct lessons and units to achieve the goals of the new standards.

The three-dimensional approach of the New York State Science Learning Standards (NYSSLS) places an emphasis on phenomenon-based learning in which students use observations of the natural world to construct their own explanations (for science) or to solve problems (for engineering).

Selecting observable, interesting, motivating, and complex phenomenon can drive student inquiry.

A goal is student-directed, but teacher-facilitated, instruction that embeds the three-dimensions in the NYSSLS. This sense-making process facilitates all students building deeper and more useable knowledge of the three dimensions. We will consider the phenomenon-based strategies that will transform instruction of current curricula to the NYSSLS approach of three-dimensional learning.

Teachers in this Life Sciences: Biology (formerly Living Environment) workshop will use a variety of documents to: • identify the SEPs and CCCs that students will employ to make sense of the DCIs; • identify unit and lesson DCI-based phenomena so that students will make sense of scientific ideas using the identified SEPs and CCCs; and • design sensemaking tasks for students using clarification statements and assessment boundaries in the PEs to ensure fidelity to the specifications of the DCIs.

Participants: Grades K – 12 science educators, teacher leaders and supervisors of science Facilitator: Brian Vorwald Date: 10/25/22 | 8:30 am – 3:00 pm Cost: $297members/$342 non-members

NOTE: This is not an introductory workshop.

Participants are expected to be conversant in the aforementioned concepts and practices.

Secondary Life Sciences: New York State P-12 Science Learning Standards Lesson Design Workshop

Participants: Grades 8 – 12 science teachers, teacher leaders, and supervisors of science Facilitator: David Jacob Date: 11/10/22, 12/14/22 | 8:30 am – 3:00 pm Cost: $422 members / $485 non-members

This workshop is designed for teachers of 8th grade or high school Regents science courses with familiarity of the three dimensions of the NYS P-12 Science Learning Standards. Teachers in this workshop are ready to design phenomenonbased, student-centered lessons and units in which students engage in sensemaking of phenomena, based on course-delineated core science ideas.

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Secondary Earth and Space Sciences: New York State P-12 Science Learning Standards Lesson Design Workshop This workshop is designed for teachers of 8th grade or high school Regents science courses with familiarity of the three dimensions of the NYS P-12 Science Learning Standards. Teachers in this workshop are ready to design phenomenon-based, student-centered lessons and units in which students engage in sensemaking of phenomena, based on course-delineated core science ideas.

For each session, participants will spend the first half of each seminar learning about the pedagogical shifts of the standards and the second half engaged in supervised lesson/unit design. The structure of this workshop is to reinforce the iterative nature of design thinking for individual teachers or teams of science teachers as they construct lessons and units to achieve the goals of the new standards.

Teachers in this Earth and Space Sciences (formerly Earth Science) workshop will use a variety of documents to: • identify the SEPs and CCCs that students will employ to make sense of the DCIs; • identify unit and lesson DCI-based phenomena so that students will make sense of scientific ideas using the identified SEPs and CCCs; and • design sensemaking tasks for students using clarification statements and assessment boundaries in the PEs to ensure fidelity to the specifications of the DCIs. NOTE: This is not an introductory workshop. Participants are expected to be conversant in the aforementioned concepts and practices.

Participants: Grades 8 – 12 science teachers, teacher leaders, and supervisors of science Facilitator: Harry Rosvally Date: 11/15/22, 12/16/22 | 8:30 am – 3:00 pm Cost: $422 members / $485 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Use a NYSSLS Approach to Engage Students in Your High School Living Environment Course

Use a NYSSLS Approach to Engage Students in Your High School Earth Science Course

With the first administration of the NYSSLS based Biology Regents scheduled for June 2025, teachers have only a few years to make a thoughtful and measured transition to a NYSSLS based regents Biology course. It is possible to transition to the pedagogy that supports the three-dimensional approach of the NYSSLS while continuing to teach science aligned to the Living Environment Core Curriculum. Having students make connections between the three dimensions of scientific knowledge can better prepare them for the Living Environment Regents exam while they develop a coherent and scientifically based view of the world. Start with the complex phenomena or problems and let students ask questions, explore, and use the Science and Engineering Practices, and Crosscutting Concepts to construct their own understandings of the disciplinary core ideas.

With the first administration of the NYSSLS-based Earth and Space Science (ESS) Regents scheduled for June 2025, teachers have only a few years to make a thoughtful and measured transition to a NYSSLS based Regents Earth Science course. It is possible to transition to the pedagogy that supports the three-dimensional approach of the NYSSLS while continuing to teach science aligned to the Physical Setting/Earth Science core curriculum.

Having students make connections between the three dimensions of scientific knowledge can better prepare them for the Physical Setting/Earth Science Regents exam while they develop a coherent and scientifically based view of the world. Start with the complex phenomena or problems and let students ask questions, explore, and use the Science and Engineering Practices, and Crosscutting Concepts to construct their own understandings of the disciplinary core ideas.

Participants: Grades 8 – 12 science educators, teacher leaders, and supervisors of science Facilitator: Glen Cochrane Date: 11/17/22 | 8:30 am – 3:00 pm Cost: $297 members/$342 non-members

Participants: Grades 8 – 12 science educators, teacher leaders, and supervisors of science Facilitator: Brian Vorwald Date: 1/10/23 | 8:30 am – 3:00 pm Cost: $297 members/$342 non-members

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MATHEMATICS & SCIENCES | PROFESSIONAL LEARNING

Explore the New Vision for NYSSLS Science Assessments

Examples of how the CCCs can be highlighted in your lessons will illustrate their importance in the three-dimensional instruction of the New York State Science Learning Standards, while still maintaining fidelity to the Life Science Key Ideas and to The Living Environment core curriculum.

Assessment thinking has expanded to a System of Assessment. Methods are used that inform both teachers and students so that instructional strategies can be formulated that support student learning. We will review the standard format for performance-based tasks and use assessment screeners to evaluate summative assessment examples. The difference between assessments aligned with the three-dimensional pedagogy of the New York State Science Learning Standards (NYSSLS) and traditional assessments will be considered. Learning will focus on components of a system of assessments, principles of Evidencebased Assessment, using NGSS Evidence Statements for writing assessments, formatting for 3D assessment tasks, and evaluating assessments using task screeners.

Participants: Grades 6 – 12 science educators, teacher leader,s and supervisors of science Facilitator: Glen Cochrane Date: 2/9/23 | 8:30 am – 11:30 am Cost: $183 members/$211 non-members

Discover the Magic of the Crosscutting Concepts in Your Earth Science Lessons The Crosscutting Concepts (CCCs) provide students with the mental tools needed to help engage in and make sense of complex phenomena from a scientific point of view or to solve problems in engineering. They are essential in understanding the Disciplinary Core Ideas (content) and that different CCCs align with different science and engineering practices. We will view sample phenomena through the lens of the CCCs to demonstrate how students can use them when constructing their own understandings.

Examples of how the CCCs can be highlighted in your lessons will illustrate their importance in the three-dimensional instruction of the New York State Science Learning Standards, while still maintaining fidelity to the Earth Science Key Ideas of the intermediate-level science core curriculum and to the Physical Setting/ Earth Science core curriculum.

Participants: Grades 6 – 12 science educators, teacher leaders, and supervisors of science Facilitator: Glen Cochrane Date: 1/19/23 | 8:30 am – 11:30 am Cost: $183 members/$211 non-members

Discover the Magic of the Crosscutting Concepts in Your Life Science Lessons The Crosscutting Concepts (CCCs) provide students with the mental tools needed to help engage in and make sense of complex phenomena from a scientific point of view or to solve problems in engineering. They are essential in understanding the Disciplinary Core ideas (content) and that different CCCs align with different science and engineering practices. We will view sample phenomena through the lens of the CCCs to demonstrate how students can use them when constructing their own understandings.

Participants: Grades 6 – 12 science educators, teacher leaders, and supervisors of science Facilitator: Brian Vorwald Date: 3/30/23 | 8:30 am– 3:00 pm Cost: $297members/$342 non-members

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Onsite Consultants Our robust team of on-site consultants are here to customize professional learning opportunities in your district. This team of lead learners are ready to support you and your teachers in a number of different content areas and areas of expertise.

Please contact Gina Pullissio at gpullissio@pnwboces.org or 914-248-2338 for contracting and rates.

Judy Barbera: Curriculum, Leadership Jeff Benson: Leadership Danielle Colangelo: Literacy Diane Cunningham: Curriculum and Assessment Design Patricia P. Cyganovich: Leadership Vanessa DeFonce: Scheduling Myron Dueck: Assessment Sharon Forman: Mathematics Mary Keenan Foster: Leadership Greg Fredricks: Social Studies Alice Grant: Social Studies Mike Hibbard: Leadership Samantha Hirsh: Mathematics Melissa Iamonico: Diversifying and Developing Library Collections David Jacob: Science Nancy Maguire: Social Studies Donna Merlau: Social Studies Metamorphosis: Mathematics MeTEOR Education: Technology, Learning Space Design, and Teaching Practices Dr. Michael Rettig: Scheduling Dr. Harry Rosvally: Science Karen Scher: Facing History and Ourselves Carrie Ann Sipos: Pre-K, Literacy, Leadership Amy Stern: SEL Deborah Weisel: Leadership, APPR

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Judy Barbera is an experienced educator with a passion for facilitating learning. During her forty-year career in a suburban New York State school district, she developed a systemic instructional perspective through her service as a high school mathematics teacher, an elementary school principal, and an assistant superintendent for instruction. As a consultant with the McKay Consulting Group, Judy provides regional- and district-level services around leadership development with an emphasis on supervision and evaluation of professional practice. She also facilitates professional learning designed to strengthen student engagement, and is a consultant and staff developer affiliated with AVID Center.

Educational Psychology from Marist College, and a CAS in Educational Administration at the State University at New Paltz.

Jessica Butts has been teaching health at various levels for 20 years. For the last 16 years, Jessica has been the middle school health teacher at PVC Middle School, Croton Harmon Schools. She is the facilitator of PNW BOCES Health Collegial Circle as well as a regional "Health Heroes" consortium of Health and PE teachers. Jessica strives to provide comprehensive, inclusive, engaging, and supportive Health Education. Jessica believes Health Education is a vital component to a child's educational experience that can enable and empower them to become happy, productive, and confident young people.

Harriet Barnett is a retired world language teacher who taught in Dobbs Ferry for thirty-five years.

She was co-chair of the Foreign Language in the Elementary School Committee of the New York State Association of Foreign Language Teachers and was state and regional representative of the National Network of Early Language Learning.

Harriet was a staff member of the American Council of the Teaching of Foreign Languages focused on outreach, and, for the past decade, has facilitated the PNW BOCES World Language Chairs. She was a methodology instructor at Manhattanville College, a presenter at conferences, has authored articles and books, and has been honored with prestigious awards.

Meghan Cabral is currently serving as the District Director of Music in Carmel. Meghan taught middle school band for over 15 years before becoming director. Meghan has been running PD for BOCES for 5 years, and has been a presenter at countless state, regional, national, and local professional development clinics.

Glen Cochrane retired after thirty-seven years of teaching all levels of high school science. Since 2004, he has served as an educational specialist for NYSED, participating in multiple phases of developing the Living Environment Regents, and was part of the team writing the life science section of the draft NYS Science Learning Standards (NYSSLS). Glen has conducted many workshops for teachers on strategies to teach the Living Environment and, more recently, on the transition and implementation of the NYSSLS. As a member of the NYS Science Education Consortium, he has contributed to several statewide projects.

Kathy Barpoulis is the K-6 Mathematics Coordinator for the White Plain City School District, in addition to supporting STEM Enrichment and Science for grades K-5. Previously, she was a classroom teacher, science facilitator, and Mathematics Intervention Services teacher in the Rhinebeck Central School District. In addition to my work in public education, I served as adjunct professor of Elementary and Middle (K-8) Mathematics in the Marist College Graduate School of Education and as Accreditation Administrator. I received a BA in Mathematics from Vassar College, a MS in

Danielle Colangelo is the Coordinator of Literacy and Teacher Center Services at PNW BOCES. With experience as a first-grade teacher, instructional coach, and assistant principal, she shares this

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experience and a passion for literacy through professional learning. She is a certified New York State Building and School District Leader, and holds a Master of Science degree in literacy from Fordham University.

Specialist for Stark County Schools in Ohio. He is a Google Education Trainer and Innovator, and provides training to schools and conferences across the country. Eric runs the award-winning blog www.ControlAltAchieve.com where all his edtech resources can be found and is the author of the book "Control Alt Achieve: Rebooting Your Classroom with Creative Google Projects".

Jen Coughlin has been a teacher in the Carmel Central School District since 1999. During that time, she has taught Kindergarten, 1st, and 3rd grades. She has also been a math specialist and K-5 instructional math coach. Jen is the CCSD mentor coordinator and co-facilitator of the PNW BOCES Elementary Math Leaders Collegial Circle.

She has presented at Ten County Math Conference and the NYC Mathematics Project Conference. She enjoys facilitating study groups and collaborating with her colleagues on her preferred topics of math and technology.

Patricia Cyganovich spent over thirty years as a teacher and administrator in the North Salem School district. Together with Mike Hibbard, Pat has published Thinking It Through: A Parent Guide to a Mindful Approach for Solving Problems and Thinking It Through: Coaching Students to Be Problem-Solvers. Pat’s consulting work is grounded in supporting teachers and districts at all grade levels for continuous improvement in instruction, leadership, and learning, together with the advancement of personal and professional growth, and self-efficacy through problem-solving thinking.

Douglas Cronk has been an English teacher at WPHS for 27 years, and he has served as the district's English Coordinator & AVID District Director for the past 11 years. During this time he has been a co-teacher; taught all academic levels, including dual-enrollment courses; created new courses; worked on curriculum; and run multiple program reviews. He has also been a proud member of the Secondary ELA Chairs Collegial Circle.

Vanessa DeFonce has been consulting with districts regarding their master schedules at both the middle school and high school levels for the past five years.

I have my certification in administration and have worked in education since 2001.

Robin DeGrasse is the MTSS Coordinator for the Hendrick Hudson School District. She holds certifications in ELA 5-12 and SWD 7-12 and awaits NYS approval of her pending Literacy certification. Robin is always in pursuit of ways to help every student find success and as such is currently enrolled in the Educational Leadership Program at Stony Brook University and is a doctoral candidate at The Literacy Program at The University at Albany.

Dr. Diane Cunningham facilitates professional learning for teachers and leaders using workshop, coaching and inquiry models. Her programs focus on curriculum design (using state standards, national standards, 21st Century Skills, SEL competencies), instructional practices, diversified assessment practices, authentic project design, feedback practices, questioning for discussion, collaborative action research and adult learning/ facilitation. She places a high value on reflective practice and embeds a cycle of design, action, and reflection in all her programs.

Myron Dueck has been in education for over twentyfour years. During this time, he has developed numerous grading, assessment, and reporting systems with his classes in which students have greater opportunity to show what they understand,

Eric Curts has been in education for 30 years, and currently serves as a Technology Integration

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adapt to feedback, and play a significant role in the reporting of their learning. Myron incorporates his practitioner and leadership experience as he shares his stories, tools, and first-hand experiences with educators around the world. Recently his presentations have diverged to include global education trends and change. Myron's published work includes numerous journal articles and his best-selling books 'Grading Smarter, Not Harder' and ‘Giving Students a Say'.

Dr. Amy Fox is a thirty-year veteran Mathematics and Computer Science teacher in the Valhalla UFSD and was a Technology Integration Specialist for the district for 10+ years. She is founder and vice president of the Computer Science Teachers Association and sat for two years on the Board of Directors for CSTA. Amy holds several degrees in mathematics and computer science and earned her doctorate of Professional Studies in Computing from Pace University. Amy is also a public speaker and dedicated advocate for Computer Science education for all students.

Paul Forbes is an anti-bias and educational equity consultant, who has dedicated his professional life to working with students and families from historically underrepresented neighborhoods and communities. In his most recent role as executive director for educational equity, anti-bias and diversity, Paul provided oversight and support for the effective implementation and continuous development of the Implicit Bias/CRE initiative.

Greg Fredricks has been an educator in New York for more than 15 years and is the Regional Coordinator for Social Studies and Blended Learning at PNW BOCES. In his current role, Greg oversees the SS/ELA Curriculum and is also the administrator for OC21, a regional blended learning high school program. Greg is currently pursuing his Ed.D. at Manhattanville College with a research focus on the successful implementation of the Civic Seal of Readiness.

Sharon Forman is a Mathematics and Educational Consultant. She offers a variety of highly engaging and interactive Professional Learning opportunities for K - 12 math educators. Before transitioning to this role, Sharon taught middle and high school mathematics for 30 years, was a K - 12 Mathematics Instructional Coach and department chair for 6 - 12 Mathematics. Sharon has a passion for mathematics, teaching, and learning. Her enthusiasm and love of mathematics is extremely contagious.

Alice D. Grant was the secondary social studies department chair in Pelham. A consultant to the College Board in AP United States and European History instruction, Alice has taught graduate level courses for AP history teachers and methods courses for pre-service teachers, and has facilitated numerous regional workshops. Honored by both the Westchester and New York State Councils for Social Studies with the Distinguished Social Studies Educator Award, Alice is also a charter member of the New York State Academy of Teaching and Learning. Alice’s experience as a teacher, and national and state consultant have prepared her to assist departments in aligning their inquirybased instruction.

Dr. Mary Keenan Foster is currently working as the Interim Assistant Superintendent for the Carmel Central School District. She holds a BA and MA from Loyola University, Baltimore, Maryland, and a Doctorate in Educational Leadership from Manhattanville, Purchase, NY. Her career in both private and public education spans 40 years and includes teaching as a special educator, elementary building principal, Interim Superintendent and Assistant Superintendent. Dr. Foster's areas of study and research include: special education, literacy, and teaching English as a New Language.

Selina Hedigan has been an instructional coach and mathematics specialist for 18 years. She has taught in elementary and middle schools in both New York City and Westchester. She is passionate about

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making mathematics accessible to all students. As a lifelong learner, she is always looking for ways to improve her practice as an instructional coach.

educational technology solutions designed for educators focused on the success of all learners.

Using face to face, hybrid, and online models, we focus on meeting the needs of learners with inquiry-based blended PD, product and process differentiation, and learner-centered customization.

Mike Hibbard, PH.D spent 47 years in public school education. He is a Staff Developer for ASCD, EdLeader 21, TriState Consortium, and many school districts in the United States and abroad. He has published numerous articles and two books with Patricia Cyganovich, Ed.D., Thinking It Through: Coaching Students to Be Problem-Solvers. Our Problem to Solve: How can we all collaborate to help all students become self-confident problem-solvers?

Jennifer Kruger is the Director of Mathematics Education Outreach at the Center for Professional Development and Education Reform at the University of Rochester. Through professional learning experiences, Kruger supports mathematics educators as they deepen their content and pedagogical knowledge related to researchbased mathematics instruction. She brings 17+ years of classroom and professional development experience as a middle school mathematics teacher and instructional leader, and holds teaching certificates in secondary mathematics education, elementary education, and special education.

Melissa Iamonico is a school librarian who is passionate about developing collections that shine a light on the experiences of all students. She also works to update and diversify curricula. She holds master’s degrees in Library and Information Science and Educational Leadership from Long Island University, an advanced graduate certificate in Education for Sustainability from Manhattanville College, and is currently a doctoral student in Educational Leadership at Manhattanville College.

Melissa is active in several professional library organizations and serves on the board of GLSEN Lower Hudson Valley.

David Leis is a passionate, driven, and focused educator focused on delivering real-time actionable data to the teachers and administrators charged with providing our students with the skills to become leaders and problem solvers in our global community. Bringing his robust experience to the districts he serves, it has been his mission to support and build structures and capacity that serve all our learners and most importantly the professionals that commit themselves to preparing the next generation of change agents.

David Jacob is the Regional Science Coordinator for PNW BOCES. He is the coordinator for the elementary science program “SCIENCE 21”. Prior to joining BOCES, David worked in Clarkstown Central School District as a teacher, building, and district administrator. David started his educational career in the US Army, working in medical research and training at the Uniformed Services University of the Health Sciences, Washington, DC. This was his first exposure to pure science. He has years of experience developing innovative science curriculum and professional learning courses.

Laurie Levine is an educational consultant in the areas of IEP Development, Specially Designed Instruction, and Literacy for special education students and transition. Prior to retiring she was a Lower Hudson regional special education training specialist, and has worked as a special education teacher, educational evaluator, and special education administrator. She and her colleagues co-authored an article, “Lessons from Bhutan; Embrace Cultural Differences to Effect Change,”

Kiker Learning is a Google for Education Partner delivering professional development and

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in the Journal of Staff Development, published by the National Staff Development Council. Laurie has a master’s degree in learning disabilities from Teachers College, Columbia University, and a master’s degree in supervision and administration from College of New Rochelle.

Nancy Michael is a veteran educator and certified "Teacher Leader in Science." In 2016, Nancy was Teacher of the Year in Danbury, CT. She spearheaded students’ participation in the Invention Convention, a K-12 program that builds skills in the Science & Engineering practices. She is dedicated to STEM education. Nancy, a Fellow in the Connecticut Science Teachers' Association, holds a BA from the University of Michigan and an MA in Special Education from Washington University.

Nancy Maguire is retired from the Cornwall Central School District where she taught high school social studies and coordinated the district teacher mentor program. Nancy holds a certificate of advanced study from SUNY New Paltz focusing on curriculum design, and holds National Board Certification in Adolescent and Young Adult Social Studies.

Nancy has served as a consultant to the New York State Education Department since 1995 and has participated in multiple phases of developing Global History curriculum and assessments. She is also currently a consultant for the Putnam | Northern Westchester BOCES SS/ELA program.

MeTEOR Education offers a wide variety of support services that align to school improvement efforts. Expert facilitators work with schools to build capacity, transform instruction, and revolutionize learning ecosystems. MeTEOR regularly provides coaching, strategic visioning, curriculum alignment support, and focused learning walks.

Their goal is to help districts create future ready schools, teachers, and students using innovative learning spaces, and instructional practices, that are research based.

Chris McCaffrey is the Instructional Technology Specialist and a Google for Education Certified Trainer and Coach. Chris taught high school math and computer science for 10 years and for the past 13 years has worked with teachers in helping them leverage technology. He has supported teachers in shifting instructional practices towards a more student-centered 21st Century learning environment. When students create authentic products through collaboration and engage in solving problems.

Danielle Michielini is the art teacher at C.V. Starr Intermediate School in Brewster, and works for a pre-college program called the New York State Summer School of the Arts. Danielle is an artist and maker who uses the influence of the landscape where she grew up and her love of tactile art to create her various fiber art pieces.

Danielle completed her bachelor of fine arts from Manhattanville College and her master of arts and teaching from Manhattanville College in 2008. In June of 2016, she was selected as one of the recipients for Governor Cuomo's Empire State Excellence in Teaching Awards.

Donna Merlau taught secondary social studies for 22 years. She served as the K- 12 social studies department chair in a small district in Central New York. Donna worked for 14 years at the New York State Education Department in the Office of Assessment before retiring. She has a strong understanding of how classrooms function and a deep knowledge of social studies content and its practices. She can model social studies practices and connect them to social studies content and trade literature.

Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator.

She spent 16 years as an associate professor at Fordham University. In 2019, Molly began the End Book Deserts podcast to bring attention to the issue of book access and equity. Molly serves on

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the Board of Directors for the International Literacy Association and on the elementary advisory panel for Penguin Random House. In 2022, Dr. Ness joined Learning Ally as the Vice President of Academic Content.

Michael Rettig is the founder of School Scheduling Associates, LLC. Dr. Rettig has served as a consultant on school scheduling issues in 43 states with over 1000 schools nationally, and internationally in Bermuda, Canada, Dubai, Germany, Japan, The Netherlands, Thailand, Saudi Arabia, Singapore, and the United Kingdom. He also has conducted hundreds of workshops and has authored or coauthored numerous articles and books on school scheduling and related topics.

Alison Porcelli has been an educator for 25 years. She is a district-wide instructional coach who focuses primarily on supporting teachers with literacy and the integration of racial and social justice practices into their curriculum. Alison was an early childhood teacher, a consultant for TCRWP, and an administrator in NYC and in Westchester County.

Jill Rogovic has been a teacher at Concord Road Elementary School in Ardsley for 23 years. She currently teaches 2nd grade and is the K-4 social studies curriculum leader.

Pam Raines is currently the Co-Director of the Edgemont Phaedrus Alternative School - School of Choice. She has been working in the field of alternative education for over 28 years. She is a certified administrator and social studies teacher at Edgemont Jr/Sr HS, and as such, is knowledgeable about the workings of a traditional school program. Throughout her teaching career, helping students feel empowered and allowing them to have a voice in their education has been at the center of her long-term goals for students.

Pam believes very strongly in student-centered programs that work in and out of the classroom

Harry Rosvally, Jr., EdD is a former electrical engineer by training, and spent 30 years teaching secondary mathematics, chemistry, physics, aerospace, science research, and principles of engineering in New York and Connecticut. As a former school district STEM administrator, Dr. Rosvally oversaw K – 12 mathematics, science, and career and technical education. He is currently the science curriculum and staff development specialist at Putnam | Northern Westchester BOCES. Cynthia Sandler is the Library Media Specialist at North Salem MS/HS in North Salem, NY and is currently pursuing a doctoral degree in Education focusing on critical media literacy education. Cynthia is an ISTE Certified Teacher, an ISTE Certified Librarian, a Google for Education Certified Innovator, and a recipient of the Empire State Excellence in Teaching Award. She has presented nationally and locally and facilitates and leads professional learning in and beyond her district. Cynthia is passionate about creating and collaborating on authentic projects that empower students to engage beyond the walls of their classrooms.

Linda Reich has been teaching Science using Science 21 since its beginnings over 30 years ago.

Given the opportunity during her final years in the classroom, Linda helped write the updated Grade 3 curriculum based on the standards and piloted the program in her Consultant Model Classroom.

Finding the means and ways to teach Science to students with disabilities has always been a priority for her. Linda has been a consultant for Science 21 since 2019. She helped modify the curriculum for remote learning during the 2019-2020 school year and has been leading virtual Professional Learning cohorts since 2020. Linda wholeheartedly believes in the positive impact teaching Science with the three dimensions in mind will have.

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Karen Scher is a senior program associate in the New York Facing History office. She works directly with teachers as a facilitator at Facing History workshops and seminars, as well as through direct outreach and follow-up with teachers as they design and implement curriculum. She is also a member of Facing History Program Team for Equity and Justice.

Collegial Circle for Secondary Mathematics and is passionate about supporting lifelong learning for students and teachers alike.

Patricia Viggiano is currently a director of curriculum for science K-12 and ELA K-5 in the Lakeland Central School District. She serves as cochair of the Hudson River Teacher Center Policy Board, and is a member of the Science Content Advisory Panel at The New York State Department of Education. She has led and participate in trainings in the New York Science Standards and leads the Science Collegial Circle through PNWBOCES.

Melissa Staloff an Associate Director of Mathematics Education Outreach in the Center for Professional Development and Education Reform at the University of Rochester. Staloff works with local schools to support teachers in providing research-based mathematics instruction through professional learning and content focused coaching. Staloff taught high school mathematics for over a decade in the Rochester area. During that time, Staloff taught using research-based curricular materials and facilitated professional learning locally.

Brian Vorwald taught Earth Science for 35 years in Long Island’s Sayville Public Schools and was Science Department Chairperson for the middle school and high school. He is an Adjunct Associate Professor in Earth and Space Sciences at Suffolk County Community College and is a past president of the Science Teachers Association of NY State and still serves on its board of directors. Brian was a member of the NY State Education Department’s New York State Statewide Leadership Team for the Next Generation Science Standards.

Amy Stern is a teacher educator and social and emotional learning (SEL) consultant with PNW BOCES. With over 23 years of experience as a classroom teacher, curriculum coordinator, and professional development coach, Ms. Stern is also an adjunct instructor at Manhattanville College School of Education and a doctoral student at Hunter College School of Education. She also earned her BA from Cornell University and her MS Ed from the Bank Street School of Education.

Deborah Weisel is a dedicated educator, who brings her thirty-two years of experience to champion student learning every day. She holds degrees in special education, literacy, and administration and is a fellow of the Institute of Educational Leadership. As a successful principal, Deborah has had many opportunities to facilitate adult learning, collaborate with staff, and develop, design, and implement in-service and training courses for both teachers and administrators. She has earned the reputation of being committed to creating, leading, and sustaining a learning environment of excellence; one that provides children with a solid foundation, and a strong sense of themselves.

Dr. Gregory Stephens has been the mathematics chair for Hastings High School and Farragut Middle School for the past eighteen years, while teaching high school mathematics. Greg's doctoral work explored the ways in which mathematics teachers learn informally from each other, which came directly from his own experience learning from other teachers throughout his teaching career, and is central to the professional development work he does in his own district and through PNW BOCES. Greg serves as the facilitator of the regional

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PuTnam | Northern Westchester BOCES 200 BOCES Drive Yorktown Heights, NY 10598