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DTSTART;TZID=America/New_York:20260720T090000
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DTSTAMP:20260403T190543
CREATED:20260326T133455Z
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UID:10000542-1784538000-1784646000@thewindwardinstitute.org
SUMMARY:The Science of Deep Reading: Morphology\, Syntax\, and Meaning-Making - In-Person Full Day
DESCRIPTION:This two-day institute equips educators with the linguistic tools that go beyond phonics — giving students the vocabulary knowledge\, morphological awareness\, and decoding strategies they need to recognize multisyllabic words accurately\, read fluently\, and unlock meaning independently. \nPresenters: Alison Leveque PhD\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nDate: July 20-21\, 9:00 a.m. – 3:00 p.m. (afternoon) ET\nLocation: In-Person\nAudience: 3-8\nCredits: NYCTLE credits – 5 hours per full-day workshop \nDay 1: Vocabulary\, Morphology\, and Multisyllable Word Reading  \nOn Day 1\, you’ll build a strong word-level foundation by exploring how vocabulary knowledge and morphological awareness — including the systematic study of prefixes\, suffixes\, and roots — help students decode multisyllabic words with confidence and unlock meaning across content areas. Leave with a toolkit of program agnostic frameworks and templates for vocabulary instruction in any content area. In the afternoon\, put learning into action by using those tools to plan a lesson that builds vocabulary routines\, supports comprehension\, and creates targeted opportunities for students to read and spell multisyllabic words fluently. \nKey Learning Objectives: \n\nexplain the role of vocabulary knowledge and morphological awareness in supporting accurate word recognition and deepening reading comprehension\nanalyze words using prefixes\, suffixes\, and roots to determine meaning and support decoding of multisyllabic words\napply instruction strategies to teach word parts\, including modeling\, guided practice\, and structured routines for word analysis\ndesign opportunities for students to read and spell multisyllabic words fluently\, integrating morphology-based decoding strategies\ndevelop a lesson plan that incorporates vocabulary instruction\, morphology routines\, and targeted fluency practices to strengthen both decoding and meaning-making\n\nDay 2: Bridging Word Level Skills to Text Comprehension \nBuilding directly on Day 1’s word-level foundation\, Day 2 connects vocabulary and morphology instruction to the comprehension processes students need to construct meaning from complex texts — including making inferences\, monitoring understanding\, and synthesizing information. You’ll leave with a clear framework for integrating decoding\, language\, and comprehension into a unified structured literacy approach\, along with comprehension scaffolds and strategies ready for immediate classroom use. In the afternoon\, develop a fully planned\, ready-to-implement lesson that includes specific teacher actions\, a student practice plan\, and exemplar student work to inform your feedback — so every student leaves your classroom a more strategic\, independent reader. \n Key Learning Objectives: \n\nexplain key comprehension processes\, including making inferences\, monitoring understanding\, and synthesizing information\, and their role in constructing meaning from complex text\napply explicit\, systematic instructional routines that support comprehension development\nintegrate word-level skills (vocabulary\, morphology\, multisyllabic decoding) into text-based instruction to strengthen overall comprehension\ndesign structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading\ndevelop and refine a comprehensive lesson plan that includes modeling of comprehension strategies\, aligned student tasks\, and exemplar student responses to guide feedback and assessment
URL:https://thewindwardinstitute.org/event/the-science-of-deep-reading-morphology-syntax-and-meaning-making-in-person-full-day/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260403T190543
CREATED:20260326T133422Z
LAST-MODIFIED:20260326T161742Z
UID:10000544-1784538000-1784646000@thewindwardinstitute.org
SUMMARY:The Science of Deep Reading: Morphology\, Syntax\, and Meaning-Making - Virtual Morning
DESCRIPTION:This two-day institute equips educators with the linguistic tools that go beyond phonics — giving students the vocabulary knowledge\, morphological awareness\, and decoding strategies they need to recognize multisyllabic words accurately\, read fluently\, and unlock meaning independently. \nPresenters: Alison Leveque PhD\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nDate: July 20-21\, 9:00 a.m. – 12:00 p.m. (morning) ET\nLocation: Virtual\nAudience: 3-8\nCredits: NYCTLE credits – 3 hours per full-day workshop \nDay 1: Vocabulary\, Morphology\, and Multisyllable Word Reading  \nOn Day 1\, you’ll build a strong word-level foundation by exploring how vocabulary knowledge and morphological awareness — including the systematic study of prefixes\, suffixes\, and roots — help students decode multisyllabic words with confidence and unlock meaning across content areas. Leave with a toolkit of program agnostic frameworks and templates for vocabulary instruction in any content area. In the afternoon\, put learning into action by using those tools to plan a lesson that builds vocabulary routines\, supports comprehension\, and creates targeted opportunities for students to read and spell multisyllabic words fluently. \nKey Learning Objectives: \n\nexplain the role of vocabulary knowledge and morphological awareness in supporting accurate word recognition and deepening reading comprehension\nanalyze words using prefixes\, suffixes\, and roots to determine meaning and support decoding of multisyllabic words\napply instruction strategies to teach word parts\, including modeling\, guided practice\, and structured routines for word analysis\ndesign opportunities for students to read and spell multisyllabic words fluently\, integrating morphology-based decoding strategies\ndevelop a lesson plan that incorporates vocabulary instruction\, morphology routines\, and targeted fluency practices to strengthen both decoding and meaning-making\n\nDay 2: Bridging Word Level Skills to Text Comprehension \nBuilding directly on Day 1’s word-level foundation\, Day 2 connects vocabulary and morphology instruction to the comprehension processes students need to construct meaning from complex texts — including making inferences\, monitoring understanding\, and synthesizing information. You’ll leave with a clear framework for integrating decoding\, language\, and comprehension into a unified structured literacy approach\, along with comprehension scaffolds and strategies ready for immediate classroom use. In the afternoon\, develop a fully planned\, ready-to-implement lesson that includes specific teacher actions\, a student practice plan\, and exemplar student work to inform your feedback — so every student leaves your classroom a more strategic\, independent reader. \n Key Learning Objectives: \n\nexplain key comprehension processes\, including making inferences\, monitoring understanding\, and synthesizing information\, and their role in constructing meaning from complex text\napply explicit\, systematic instructional routines that support comprehension development\nintegrate word-level skills (vocabulary\, morphology\, multisyllabic decoding) into text-based instruction to strengthen overall comprehension\ndesign structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading\ndevelop and refine a comprehensive lesson plan that includes modeling of comprehension strategies\, aligned student tasks\, and exemplar student responses to guide feedback and assessment
URL:https://thewindwardinstitute.org/event/the-science-of-deep-reading-morphology-syntax-and-meaning-making-virtual-morning/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260713T090000
DTEND;TZID=America/New_York:20260715T143000
DTSTAMP:20260403T190543
CREATED:20260326T154811Z
LAST-MODIFIED:20260326T160853Z
UID:10000548-1783933200-1784125800@thewindwardinstitute.org
SUMMARY:Multisensory Reading Instruction: PAF Summer 2026
DESCRIPTION:Date: July 13\, 14\, and July 15\, 2026\, 9:00 a.m. – 2:30 p.m. ET\nInstructor: Colleen McGlynn\, MsEd & Alison Leveque\, PhD.\nGrades: K-8\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY or virtual Price: $675 (PAF Manuals Included)\nCredentials: 16.5 Approved CTLE Hours \nDescription:\nThe Multisensory Reading Instruction: PAF Reading Program is a systematic\, structured program for teaching reading\, spelling\, and handwriting. It emphasizes explicit\, multisensory techniques highlighted by the National Reading Panel (2000) and supporting research and incorporates the theories and practices of Orton-Gillingham instruction. This program is applicable for all students when started in the early elementary grades and as an intervention program for struggling readers. \nKey Learning Objectives: \n\nUnderstand the current research on the instructional methodologies that supports reading development\nLearn a comprehensive instructional sequence that teaches a systematic approach to word reading\, spelling\, fluency\, and comprehension\nPractice planning daily lessons incorporating PAF strategies and resources\nIncorporate curriculum-based assessments to evaluate student progress and plan for instruction
URL:https://thewindwardinstitute.org/event/multisensory-reading-instruction-paf-summer-2026/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260713T090000
DTEND;TZID=America/New_York:20260714T120000
DTSTAMP:20260403T190543
CREATED:20260327T150046Z
LAST-MODIFIED:20260327T150046Z
UID:10000549-1783933200-1784030400@thewindwardinstitute.org
SUMMARY:From Fluency to Acceleration: Building Strong Foundations and Responsive Math Instruction
DESCRIPTION:Adaptable to your schedule! Join us for an individual session or both days. \nDate: July 13 and 14\nPresenters: Brian Poncy\, PhD\nGrades: 2-5\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per full-day workshop\, 6 hours for full institute \nThis two-day experience helps educators build strong math foundations through fluency and respond effectively to student needs. Day 1 focuses on embedding Tier 1 practices that promote accuracy\, efficiency\, and deeper understanding\, while Day 2 centers on using data to match and adjust interventions. Together\, the sessions provide practical tools to support all students in making meaningful progress. \nDay 1: From Fluency to Impact: Strengthening Math Foundations Through Practice and Tier 1 Support \nDescription \nHow do students move from basic understanding to confident\, flexible problem solving in math? It starts with fluency. In this session\, we’ll explore why accuracy and efficiency with foundational skills matter and how fluency supports deeper learning by reducing cognitive load\, increasing practice opportunities\, and strengthening retention. Participants will then translate research into action by planning practical Tier 1 routines that build fluency\, align across grade levels\, and support all learners. \nKey Learning Objectives \n\nexplain why fluency matters and how it supports student learning\, retention\, and transfer\nconnect fluency to deeper math understanding and success with more complex concepts\napply practical Tier 1 strategies to build fluency within daily instruction\nuse assessment to identify student needs and monitor progress\nplan for aligned and sustainable implementation across classrooms and grade levels\n\nDay 2: From Matching to Momentum: Using Data to Select and Strengthen Math Interventions \nDescription: \nHow can we ensure we’re choosing the right intervention—and know what to do when it’s not working? This session supports educators in using data to both match instruction to student needs and make thoughtful adjustments when progress stalls. Participants will explore the Instructional Hierarchy as a practical framework for identifying where students are in their learning (acquisition\, fluency\, generalization\, adaptation) and selecting targeted strategies to support them. Then\, we’ll build on this foundation with a clear\, step-by-step problem-solving process to troubleshoot non-responders—examining factors like skill selection\, instructional approach\, practice opportunities\, and student engagement. Teachers will leave with concrete tools and routines to confidently adjust instruction and accelerate student progress. \nKey Learning Objectives \n\nuse the Instructional Hierarchy to identify student skill stages and match appropriate interventions\nselect and apply targeted strategies (e.g.\, structured practice routines) to build accuracy\, fluency\, and generalization\nuse a data-based problem-solving process to identify why a student may not be responding to intervention\nadjust instruction strategically by examining skill alignment\, instructional methods\, practice (dose)\, and task difficulty\nset goals and monitor progress to evaluate effectiveness and ensure students are making meaningful gains\n\n 
URL:https://thewindwardinstitute.org/event/responsive-math-instruction/
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260706T090000
DTEND;TZID=America/New_York:20260709T150000
DTSTAMP:20260403T190543
CREATED:20260326T133342Z
LAST-MODIFIED:20260326T194134Z
UID:10000169-1783328400-1783609200@thewindwardinstitute.org
SUMMARY:The Strategic Classroom: Bridging Literacy and Executive Function - In-Person Full Day
DESCRIPTION:Adaptable to your schedule! Join us all four days or for a single session.  \nThis four-day institute gives educators a deep dive into the critical connection between literacy instruction and the executive functioning skills students need to plan\, adapt\, and persevere. You’ll leave with a curated set of ready-to-use scaffolds and practical techniques for addressing cognitive load\, identifying student sticking points\, and building self-regulation — all seamlessly layered into your existing curriculum without adding to your workload. Help your students develop the academic endurance and self-regulation skills they need to thrive. \nDate: July 6 – 9\, Monday – Thursday.\nPresenters: Alison Leveque\, PhD.\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nGrades: 3 – 8\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY\nCredits: NYCTLE credits – 5 hours per full-day workshop \nDay 1: Executive Functioning\, Language\, and Cognitive Supports for Independent Learners \nThis institute opens by building a strong foundation in executive functioning and its direct impact on student independence\, reading comprehension\, and academic success. You’ll leave with practical oral language and discourse routines to build cognitive flexibility and reduce potential challenges. This session emphasizes modeling\, structured talk\, and scaffolds that help students process ideas\, shift thinking\, and engage more deeply in learning.  Leave with an understanding of virtual tools such as Snorkl\, Mental Up\, and Padlet that can support student independence and learning. In the afternoon\, put it all into practice by analyzing a grade-level text\, identifying barriers\, and designing ready-to-use scaffolds to bring back to your classroom. \nKey Learning Objectives: \n\ndefine executive functioning (EF) and explain its role in student independence\, reading comprehension\, and overall academic success\nidentify classroom and task-based challenges that increase cognitive load and hinder students’ ability to manage tasks and sustain engagement\nexplore virtual tools to support planning like Canva\, ChatGPT and Snorkl and increase student independence through Padlet and Mental Up\napply strategies that integrate oral language and discourse routines\nlearn modeling and scaffolded language routines to make thinking visible and support students in processing\, organizing\, and expressing ideas\ndesign and plan aligned scaffolds and classroom routines that promote self-regulation\, reduce cognitive demand\, and increase student independence across tasks\n\nDay 2: Word Reading\, Reading Comprehension & Working Memory \nBuilding on Day 1’s executive functioning framework\, this session takes a deeper look at how working memory impacts word reading and comprehension — and how cognitive load can mask true reading difficulty. You’ll gain a toolkit of before\, during\, and after reading scaffolds\, including graphic organizers\, annotation strategies\, and discussion protocols\, and questioning techniques to support students in managing complex texts while strengthening decoding and meaning-making.  Leave with an understanding of digital tools like Google NotebookLM\, MindMeister\, Immersive Reader\, Quizlet\, and SchoolAi to support every learner. In the afternoon\, use a grade-level text to design and create classroom-ready graphic organizers and templates that maintain rigor while reducing cognitive overload. \n Key Learning Objectives: \n\nunderstand the role of working memory in reading and how it affects both decoding and comprehension\nidentify the cognitive load demands of complex texts\nlearn and apply scaffolds that reduce cognitive overload before\, during\, and after reading tasks\nstrengthen instructional approaches that support automaticity in word reading\nexplore virtual tools like Google NotebookLM\, MindMeister\, Immersive Reader\, Quizlet\, and SchoolAi to support planning and increase student independence\nutilize templates to design reading experiences that support students’ cognitive capacity while maintaining rigor\n\nDay 3: Structured Supports to Build Confident Writers \nWith a deepened understanding of cognitive load and comprehension from Days 1 and 2\, this session turns to writing — equipping educators with structured supports that guide students confidently through every stage of the writing process. You’ll gain an understanding of both daily and long-term writing compositions and how scaffolds such as graphic organizers\, explicit instruction routines\, and teacher modeling techniques can support organization and clarity in writing.  Leave with an understanding of digital tools like SchoolAi\, Trello\, and Todoist can build student independence from brainstorming through publishing. In the afternoon\, plan a grade-level writing task complete with a structured organizer\, modeled example\, and guided practice plan ready for immediate classroom use. \nKey Learning Objectives: \n\nunderstand how structured supports reduce cognitive load and increase student independence throughout the writing process\nlearn and apply tools such as graphic organizers and outlines to support students in planning\, organizing\, and developing their ideas\nuse explicit instruction and teacher modeling to demonstrate writing processes\ndesign scaffolded writing routines and practice opportunities that support students\nexplore virtual tools like SchoolAi\, Gemini\, Todoist\, and Trello to support planning and increase student independence\nplan targeted supports to address common student challenges\, ensuring all learners can engage successfully in writing tasks\n\nDay 4: Motivation\, Engagement & Self-Regulation \nThis session focuses on building student motivation and self-regulation to support sustained engagement and academic stamina. Participants will explore how classroom routines\, task design\, and teacher practices influence persistence and ownership of learning. You’ll leave with a toolkit of high-leverage strategies to support goal-setting\, progress monitoring\, and effort management- alongside digital tools like Habitaca\, Tiimo\, Streaks\, Forest\, and Moodnotes that help students monitor and manage their own learning. In the afternoon\, analyze a current lesson or unit and design embedded supports that strengthen student motivation and self-regulation for lasting\, long-term impact. \nKey Learning Objectives: \n\nunderstand the connection between motivation\, engagement\, and self-regulation\nlearn techniques to help students recognize their own learning needs and select appropriate strategies\nimplement routines that build stamina\, persistence\, and goal-directed behavior\nevaluate and refine classroom practices to better support sustained engagement\ngain toolkit of engagement strategies to use in any lesson\nexplore virtual tools like Habitaca\, Tiimo\, Streaks\, Forest\, and Moodnotes to help build student motivation\, engagement\, and self-regulation\nanalyze and adjust a lesson plan that can be used to strengthen student independence and engagement
URL:https://thewindwardinstitute.org/event/the-strategic-classroom-bridging-literacy-and-executive-function-in-person-full-day/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260706T090000
DTEND;TZID=America/New_York:20260709T120000
DTSTAMP:20260403T190543
CREATED:20260326T133314Z
LAST-MODIFIED:20260326T194240Z
UID:10000538-1783328400-1783598400@thewindwardinstitute.org
SUMMARY:The Strategic Classroom: Bridging Literacy and Executive Function - Virtual Morning
DESCRIPTION:Adaptable to your schedule! Join us all four days or for a single session.  \nThis four-day institute gives educators a deep dive into the critical connection between literacy instruction and the executive functioning skills students need to plan\, adapt\, and persevere. You’ll leave with a curated set of ready-to-use scaffolds and practical techniques for addressing cognitive load\, identifying student sticking points\, and building self-regulation — all seamlessly layered into your existing curriculum without adding to your workload. Help your students develop the academic endurance and self-regulation skills they need to thrive. \nDate: July 6 – 9\, Monday – Thursday\, 9:00 a.m.- 12:00 p.m. ET\nPresenters: Alison Leveque\, PhD.\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nGrades: 3 – 8\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per morning workshop \nDay 1: Executive Functioning\, Language\, and Cognitive Supports for Independent Learners \nThis institute opens by building a strong foundation in executive functioning and its direct impact on student independence\, reading comprehension\, and academic success. You’ll leave with practical oral language and discourse routines to build cognitive flexibility and reduce potential challenges. This session emphasizes modeling\, structured talk\, and scaffolds that help students process ideas\, shift thinking\, and engage more deeply in learning.  Leave with an understanding of virtual tools such as Snorkl\, Mental Up\, and Padlet that can support student independence and learning. In the afternoon\, put it all into practice by analyzing a grade-level text\, identifying barriers\, and designing ready-to-use scaffolds to bring back to your classroom. \nKey Learning Objectives: \n\ndefine executive functioning (EF) and explain its role in student independence\, reading comprehension\, and overall academic success\nidentify classroom and task-based challenges that increase cognitive load and hinder students’ ability to manage tasks and sustain engagement\nexplore virtual tools to support planning like Canva\, ChatGPT and Snorkl and increase student independence through Padlet and Mental Up\napply strategies that integrate oral language and discourse routines\nlearn modeling and scaffolded language routines to make thinking visible and support students in processing\, organizing\, and expressing ideas\ndesign and plan aligned scaffolds and classroom routines that promote self-regulation\, reduce cognitive demand\, and increase student independence across tasks\n\nDay 2: Word Reading\, Reading Comprehension & Working Memory \nBuilding on Day 1’s executive functioning framework\, this session takes a deeper look at how working memory impacts word reading and comprehension — and how cognitive load can mask true reading difficulty. You’ll gain a toolkit of before\, during\, and after reading scaffolds\, including graphic organizers\, annotation strategies\, and discussion protocols\, and questioning techniques to support students in managing complex texts while strengthening decoding and meaning-making.  Leave with an understanding of digital tools like Google NotebookLM\, MindMeister\, Immersive Reader\, Quizlet\, and SchoolAi to support every learner. In the afternoon\, use a grade-level text to design and create classroom-ready graphic organizers and templates that maintain rigor while reducing cognitive overload. \n Key Learning Objectives: \n\nunderstand the role of working memory in reading and how it affects both decoding and comprehension\nidentify the cognitive load demands of complex texts\nlearn and apply scaffolds that reduce cognitive overload before\, during\, and after reading tasks\nstrengthen instructional approaches that support automaticity in word reading\nexplore virtual tools like Google NotebookLM\, MindMeister\, Immersive Reader\, Quizlet\, and SchoolAi to support planning and increase student independence\nutilize templates to design reading experiences that support students’ cognitive capacity while maintaining rigor\n\nDay 3: Structured Supports to Build Confident Writers \nWith a deepened understanding of cognitive load and comprehension from Days 1 and 2\, this session turns to writing — equipping educators with structured supports that guide students confidently through every stage of the writing process. You’ll gain an understanding of both daily and long-term writing compositions and how scaffolds such as graphic organizers\, explicit instruction routines\, and teacher modeling techniques can support organization and clarity in writing.  Leave with an understanding of digital tools like SchoolAi\, Trello\, and Todoist can build student independence from brainstorming through publishing. In the afternoon\, plan a grade-level writing task complete with a structured organizer\, modeled example\, and guided practice plan ready for immediate classroom use. \nKey Learning Objectives: \n\nunderstand how structured supports reduce cognitive load and increase student independence throughout the writing process\nlearn and apply tools such as graphic organizers and outlines to support students in planning\, organizing\, and developing their ideas\nuse explicit instruction and teacher modeling to demonstrate writing processes\ndesign scaffolded writing routines and practice opportunities that support students\nexplore virtual tools like SchoolAi\, Gemini\, Todoist\, and Trello to support planning and increase student independence\nplan targeted supports to address common student challenges\, ensuring all learners can engage successfully in writing tasks\n\nDay 4: Motivation\, Engagement & Self-Regulation \nThis session focuses on building student motivation and self-regulation to support sustained engagement and academic stamina. Participants will explore how classroom routines\, task design\, and teacher practices influence persistence and ownership of learning. You’ll leave with a toolkit of high-leverage strategies to support goal-setting\, progress monitoring\, and effort management- alongside digital tools like Habitaca\, Tiimo\, Streaks\, Forest\, and Moodnotes that help students monitor and manage their own learning. In the afternoon\, analyze a current lesson or unit and design embedded supports that strengthen student motivation and self-regulation for lasting\, long-term impact. \nKey Learning Objectives: \n\nunderstand the connection between motivation\, engagement\, and self-regulation\nlearn techniques to help students recognize their own learning needs and select appropriate strategies\nimplement routines that build stamina\, persistence\, and goal-directed behavior\nevaluate and refine classroom practices to better support sustained engagement\ngain toolkit of engagement strategies to use in any lesson\nexplore virtual tools like Habitaca\, Tiimo\, Streaks\, Forest\, and Moodnotes to help build student motivation\, engagement\, and self-regulation\nanalyze and adjust a lesson plan that can be used to strengthen student independence and engagement
URL:https://thewindwardinstitute.org/event/the-strategic-classroom-bridging-literacy-and-executive-function-virtual-morning/
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
LOCATION:https://thewindwardschool-org.zoom.us/j/96429191773
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260625T150000
DTSTAMP:20260403T190543
CREATED:20260326T133527Z
LAST-MODIFIED:20260326T161820Z
UID:10000540-1782291600-1782399600@thewindwardinstitute.org
SUMMARY:Foundations for Reading Success: Oral Language to Print - In-Person Full Day
DESCRIPTION:This immersive two-day institute gives educators a deep dive into the building blocks of literacy — oral language\, vocabulary\, and phonemic awareness — all grounded in the latest reading research. You’ll leave with a toolkit of routines that connect sounds to print\, supporting students’ early reading and writing development through explicit\, engaging instruction. Through game-based learning and hands-on practice\, you’ll gain strategies that make foundational literacy skills accessible and exciting for every young learner. Walk away ready to implement purposeful literacy instruction that builds confident\, capable readers from the ground up. \nDate: June 24th-June 25th (2 Days)\, 9:00 a.m.- 3:00 p.m. ET\nPresenters: Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd\nGrades: PreK-2\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY\nCredits: CTLE credits – 5 hours per full-day workshop \nDay 1: Designing Powerful Early Literacy Instruction: From Research to Practice \nThis workshop equips early childhood educators with evidence-based strategies for building the foundational literacy skills young learners need to succeed. Deepen your understanding of how children develop oral language\, vocabulary\, and phonemic awareness — and walk away with practical instructional routines\, print-rich environment strategies\, and structured language practices that support the diverse needs of every learner in your classroom. In the afternoon\, put learning into action by planning student-centered activities — including read alouds and games — using ready-to-use templates you can bring back to your classroom immediately. \nKey Learning Objectives: \n\nstrengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills\nlearn and practice evidence-based approaches to vocabulary development\ndevelop and practice instructional routines for phonemic awareness\nlearn effective teacher modeling and structured language scaffolds to demonstrate thinking\, support student participation\, and build students’ confidence using academic language\ngain templates to plan read alouds and games to encourage and enhance oral language\n\nDay 2: From Sounds to Print: Integrating Phonological Awareness\, Reading\, and Writing \nBuilding on Day 1\, this session helps educators translate research into engaging\, print-based classroom practices — connecting sounds to print through game-based activities for early reading approaches that support decoding and meaning-making\, and developmentally appropriate approaches to building the gross and fine motor skills essential for early writing. Leave with a fully planned\, print-based literacy activity that integrates phonological awareness\, early reading\, and writing\, ready for immediate classroom implementation. \nKey Learning Objectives: \n\nstrengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge\, including letter identification\napply phonemic awareness skills to print-based activities that support early reading development\nlearn and implement early reading strategies that support decoding and meaning-making\ndevelop and practice instructional approaches that support early writing skills\ndesign integrated literacy activities that connect reading\, writing\, and play\, including planning a print-based lesson that incorporates phonological awareness\, early reading\, and writing\n\n 
URL:https://thewindwardinstitute.org/event/foundations-for-reading-success-oral-language-to-print-in-person-full-day/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260625T120000
DTSTAMP:20260403T190543
CREATED:20260326T133556Z
LAST-MODIFIED:20260326T161804Z
UID:10000543-1782291600-1782388800@thewindwardinstitute.org
SUMMARY:Foundations for Reading Success: Oral Language to Print - Virtual Morning
DESCRIPTION:This immersive two-day institute gives educators a deep dive into the building blocks of literacy — oral language\, vocabulary\, and phonemic awareness — all grounded in the latest reading research. You’ll leave with a toolkit of routines that connect sounds to print\, supporting students’ early reading and writing development through explicit\, engaging instruction. Through game-based learning and hands-on practice\, you’ll gain strategies that make foundational literacy skills accessible and exciting for every young learner. Walk away ready to implement purposeful literacy instruction that builds confident\, capable readers from the ground up. \nDate: June 24th-June 25th (2 mornings)\, 9:00 a.m.- 12:00 p.m. ET\nPresenters: Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd\nGrades: PreK-2\nLocation: Virtual\nCredits: CTLE credits – 3 hours per full-day workshop \nDay 1: Designing Powerful Early Literacy Instruction: From Research to Practice \nThis workshop equips early childhood educators with evidence-based strategies for building the foundational literacy skills young learners need to succeed. Deepen your understanding of how children develop oral language\, vocabulary\, and phonemic awareness — and walk away with practical instructional routines\, print-rich environment strategies\, and structured language practices that support the diverse needs of every learner in your classroom. In the afternoon\, put learning into action by planning student-centered activities — including read alouds and games — using ready-to-use templates you can bring back to your classroom immediately. \nKey Learning Objectives: \n\nstrengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills\nlearn and practice evidence-based approaches to vocabulary development\ndevelop and practice instructional routines for phonemic awareness\nlearn effective teacher modeling and structured language scaffolds to demonstrate thinking\, support student participation\, and build students’ confidence using academic language\ngain templates to plan read alouds and games to encourage and enhance oral language\n\nDay 2: From Sounds to Print: Integrating Phonological Awareness\, Reading\, and Writing \nBuilding on Day 1\, this session helps educators translate research into engaging\, print-based classroom practices — connecting sounds to print through game-based activities for early reading approaches that support decoding and meaning-making\, and developmentally appropriate approaches to building the gross and fine motor skills essential for early writing. Leave with a fully planned\, print-based literacy activity that integrates phonological awareness\, early reading\, and writing\, ready for immediate classroom implementation. \nKey Learning Objectives: \n\nstrengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge\, including letter identification\napply phonemic awareness skills to print-based activities that support early reading development\nlearn and implement early reading strategies that support decoding and meaning-making\ndevelop and practice instructional approaches that support early writing skills\ndesign integrated literacy activities that connect reading\, writing\, and play\, including planning a print-based lesson that incorporates phonological awareness\, early reading\, and writing\n\n 
URL:https://thewindwardinstitute.org/event/foundations-for-reading-success-oral-language-to-print-virtual-morning/
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
LOCATION:https://thewindwardschool-org.zoom.us/j/99948539167
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260622T090000
DTEND;TZID=America/New_York:20260624T143000
DTSTAMP:20260403T190543
CREATED:20260326T133651Z
LAST-MODIFIED:20260326T155400Z
UID:10000539-1782118800-1782311400@thewindwardinstitute.org
SUMMARY:Expository Writing Instruction Summer 2026
DESCRIPTION:Date: June 22\, 23\, and June 24\, 2026\, 9:00 a.m. – 2:30 p.m. ET\nInstructor: Betsy MacDermott-Duffy\, MsEd & Ann Spataro\, MsEd.\nGrades: K-12\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY or virtual Price: $650.00\nCredentials: 16.5 Approved CTLE Hours \nDescription: \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives: \n\nlearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing\nidentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing\ngain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay\ndevelop an overview of how to plan an expository reading lesson as springboard to writing
URL:https://thewindwardinstitute.org/event/expository-writing-instruction-summer-2026/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260514T090000
DTEND;TZID=UTC:20260514T110000
DTSTAMP:20260403T190543
CREATED:20251215T232028Z
LAST-MODIFIED:20260326T173104Z
UID:10000091-1778749200-1778756400@thewindwardinstitute.org
SUMMARY:Developing Argumentative Writing
DESCRIPTION:Date: Thursday\, May 14\, 9:00 a.m. – 11:00 a.m. EST\nInstructors: Betsy MacDermott- Duffy\, MsEd and Jill Fedele\, MsEd\nGrades: 4 – 9\nLocation: Hybrid\nPrice: $ 120.00\nCredentials: 2 Approved CTLE Hours \nDescription:  \nHelp your students write with confidence\, clarity\, and conviction! In this hands-on workshop\, you’ll walk away with a toolkit of proven frameworks — including CER\, RACES/Double RACES\, and “They Say\, I Say” — along with ready-to-use graphic organizers and strategies for teaching strong thesis development\, evidence selection\, and effective transitions. Designed for grades 4–9\, this workshop equips you with practical techniques to help students structure logical\, persuasive arguments grounded in credible evidence across multiple texts. Earn 3 approved CTLE hours while transforming the way your students approach argumentative writing — from planning to polished composition. \n  \nKey Learning Objectives: \n\nidentify the structure and necessary components of argumentative compositions\nutilize graphic organizers and outlines to plan and organize information\ngain various techniques for effective thesis and claim statements\nlearn to identify and incorporate relevant evidence effectively into writing\nincorporate precise vocabulary and transitions to strengthen claims\nexplore various frameworks like CER\, RACES/Double RACEs\, and “They say\, I say”
URL:https://thewindwardinstitute.org/event/developing-argumentative-writing/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/93207096809
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260513T163000
DTEND;TZID=America/New_York:20260513T180000
DTSTAMP:20260403T190543
CREATED:20260324T145949Z
LAST-MODIFIED:20260326T173208Z
UID:10000168-1778689800-1778695200@thewindwardinstitute.org
SUMMARY:Executive Function as a Developmental Path - What It Means and Why It Matters
DESCRIPTION:Date: Wednesday\, May 13th 4:30 p.m. -6:00 p.m. ET\nPresenter: Mark Bertin\, MD\, PLLC\nGrades: K-12\nLocation: Virtual\nPrice: $90.00\nCredentials: 1.5 Approved CTLE Hours \nDescription: \nA growing body of research highlights the importance of executive function (EF)\, a set of cognitive abilities responsible for self-monitoring\, life management\, and emotional regulation. EF plays a critical role in social development\, family relationships\, and academic success.  It also unfolds gradually across childhood\, offering a useful framework for both parents and teachers as children grow. While many parents first encounter EF through an ADHD diagnosis\, understanding it more broadly as a guide for general child development unlocks insights into everyday decisions around sleep routines\, technology\, discipline\, and even the benefits of mindfulness. This talk draws on current research to support wise\, practical choices from infancy through young adulthood\, helping children build resilience and truly thrive.  \nKey Learning Objectives:  \n\nExplain the role of executive function in social\, emotional\, and academic development across childhood. \nDescribe the relationship between executive function and ADHD\, and how this understanding informs effective support strategies at home and school. \nApply research-based strategies to strengthen executive function\, including informed decisions around discipline\, routines\, technology use\, and mindfulness. 
URL:https://thewindwardinstitute.org/event/executive-function-as-a-developmental-path-what-it-means-and-why-it-matters/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/97521482630
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260504T163000
DTEND;TZID=America/New_York:20260504T180000
DTSTAMP:20260403T190543
CREATED:20260323T183026Z
LAST-MODIFIED:20260326T173318Z
UID:10000166-1777912200-1777917600@thewindwardinstitute.org
SUMMARY:Building Oral Language Routines for Every Subject
DESCRIPTION:Date: Monday\, May 4\, 4:30 p.m. – 6:00 p.m.\nPresenter: Kinjal Nicholls\, MA\nGrades: 4-12\nLocation: Virtual\nPrice: $90.00\nCredentials: 1.5 Approved CTLE Hours \nDescription: \nEvery student deserves a voice in the classroom — and this workshop shows you how to make that happen! You’ll leave with a practical toolkit of research-based collaborative structures and instructional routines designed to elevate discussion and ensure equitable access for all learners\, including students with LBLD and multilingual learners (MLLs).  You’ll gain practical strategies for planning and leading rich\, inclusive discussions that work in any subject or grade level. Transform your classroom culture and close the participation gap — because when all students share their thinking\, everyone learns more. \nKey Learning Objectives:  \n\nunderstand the role and impact of classroom discussion \nlearn how to plan and structure effective discussions \ngain structures and scaffolds to make classroom talk equitable for your students \ngain applicable strategies and routines for any classroom 
URL:https://thewindwardinstitute.org/event/building-oral-language-routines-for-every-subject/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/97364359462
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260429T090000
DTEND;TZID=America/New_York:20260429T143000
DTSTAMP:20260403T190543
CREATED:20260309T184331Z
LAST-MODIFIED:20260326T194622Z
UID:10000108-1777453200-1777473000@thewindwardinstitute.org
SUMMARY:Expository Writing Instruction - Spring 2026
DESCRIPTION:Dates: Three Wednesdays\, April 15\, 22\, 29\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MSEd and Ann Spataro\, MsEd\nGrades: K-12\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY or virtual\nPrice: $650.00\nCredentials: 16.5 Approved CTLE Hours \nDescription: \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction-spring-2026/2026-04-29/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260427T163000
DTEND;TZID=America/New_York:20260427T180000
DTSTAMP:20260403T190543
CREATED:20260323T182712Z
LAST-MODIFIED:20260326T194657Z
UID:10000167-1777307400-1777312800@thewindwardinstitute.org
SUMMARY:The Power of Feedback
DESCRIPTION:Date: Monday\, April 27th\, 4:30-6:00 pm EST\nPresenter: Dana Carr-Ford\, MA\, MsEd\nGrades: K-12\nLocation: Virtual\nPrice: $90.00\nCredentials: 1.5 Approved CTLE Hours \nDescription: \nFeedback is one of the most powerful tools in your teaching toolkit — and this workshop helps you use it to its fullest potential. You’ll walk away knowing how to distinguish truly effective feedback from simple praise or evaluation\, and how to craft feedback that is specific\, actionable\, and aligned to learning goals. Drawing on key research\, you’ll examine the components of high-impact feedback\, practice refining your feedback language\, and learn how to plan intentional feedback loops that keep students moving forward. Leave ready to transform how your students receive\, process\, and act on feedback — building the independence and confidence they need to grow. \nKey Learning Objectives: \n\ndefine effective feedback and distinguish it from praise or evaluation\nidentify the key components of high-impact feedback\nadjust feedback language to make it more actionable and student-driven\nplan intentional feedback loops to utilize in an upcoming lesson\ndescribe key research that supports the use of feedback during student practice
URL:https://thewindwardinstitute.org/event/the-power-of-feedback/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/97251683174
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260422T090000
DTEND;TZID=America/New_York:20260422T143000
DTSTAMP:20260403T190543
CREATED:20260309T184331Z
LAST-MODIFIED:20260326T194622Z
UID:10000107-1776848400-1776868200@thewindwardinstitute.org
SUMMARY:Expository Writing Instruction - Spring 2026
DESCRIPTION:Dates: Three Wednesdays\, April 15\, 22\, 29\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MSEd and Ann Spataro\, MsEd\nGrades: K-12\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY or virtual\nPrice: $650.00\nCredentials: 16.5 Approved CTLE Hours \nDescription: \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction-spring-2026/2026-04-22/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260416T180000
DTEND;TZID=America/New_York:20260416T193000
DTSTAMP:20260403T190543
CREATED:20260227T145735Z
LAST-MODIFIED:20260324T172111Z
UID:10000105-1776362400-1776367800@thewindwardinstitute.org
SUMMARY:2026 Robert J Schwartz Memorial Lecture with Phil Capin
DESCRIPTION:Every child deserves to become a confident\, capable reader — but for many\, the path there is anything but straightforward. Dr. Phil Capin\, Assistant Professor at the Harvard Graduate School of Education and director of the BRIDGES Lab\, is at the forefront of changing that. This spring\, he brings his groundbreaking work to our community. Join us for the 2026 Robert J. Schwartz Memorial Lecture as Dr. Capin presents Unlocking Reading Comprehension in All Learners. \nFollowing the keynote\, attendees are invited to stay for a light reception\, where you’ll have the opportunity to interact with fellow attendees and Dr. Capin. \nJoin us virtually or in-person at The Windward School’s Westchester Middle School campus\, 40 W. Red Oak Lane\, White Plains\, NY. Doors open at 5:30 p.m.
URL:https://thewindwardinstitute.org/event/lecture-with-phil-capin/
LOCATION:Westchester Middle School campus\, 40 W. Red Oak Lane\, White Plains\, NY\, 10604\, United States
CATEGORIES:Webinar
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2026/02/Spring-Lecture-2026-Phil-Capin-1200-x-300-px.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260415T090000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260403T190543
CREATED:20260309T184331Z
LAST-MODIFIED:20260326T194622Z
UID:10000106-1776243600-1776263400@thewindwardinstitute.org
SUMMARY:Expository Writing Instruction - Spring 2026
DESCRIPTION:Dates: Three Wednesdays\, April 15\, 22\, 29\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MSEd and Ann Spataro\, MsEd\nGrades: K-12\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY or virtual\nPrice: $650.00\nCredentials: 16.5 Approved CTLE Hours \nDescription: \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction-spring-2026/2026-04-15/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260408T170000
DTEND;TZID=America/New_York:20260408T180000
DTSTAMP:20260403T190543
CREATED:20260313T153035Z
LAST-MODIFIED:20260326T171030Z
UID:10000164-1775667600-1775671200@thewindwardinstitute.org
SUMMARY:Two Part Webinar - Unlock Math Strategies for Teaching Fractions\, Decimals\, and Percentages
DESCRIPTION:Date: Wednesday\, April 8\, 5:00 p.m. – 6:00 p.m. ET; Monday\, April13\, 5:00 p.m. – 6:00 p.m. ET\nInstructor: Jonte Myers\, PhD\nGrades: 3 – 8\nLocation: Virtual Webinar; 2 sessions\nCredentials: 2 Approved CTLE Hours \nDescription:  \nSession 1\, April 8: Building Conceptual Understanding of Fractions and Decimals  \nThis session challenges the common approach of teaching fractions as “parts of shapes” and decimals as “numbers with dots.” Participants learn how to help students understand fractions and decimals as numbers on the number line with magnitude and position—laying the foundation for all future work with rational numbers. The session introduces the Concrete-Representational-Abstract (CRA) framework for building meaning before teaching procedures.  \nKey Learning Objectives  \n\nUnderstand why “parts of a whole” is insufficient for building fraction/decimal understanding\nExplain how place value connects whole numbers\, decimals\, and fractions Identify common student\n misconceptions about fractions and decimals (and why they persist) \nUse the CRA framework to build conceptual understanding before introducing procedures \nApply strategies for helping students see fractions and decimals as numbers with magnitude \n\nSession 2\, April 13: Connecting Fractions\, Decimals\, Percentages\, and Ratios  \nThis session builds on Session 1 by helping teachers see fractions\, decimals\, percentages\, and ratios as different representations of the same proportional relationships. Students who understand these connections can move flexibly between representations and apply proportional reasoning to real-world contexts. The session addresses both percentages (real-world applications like discounts\, tax\, and percent change) and ratios (multiplicative relationships\, unit rates\, and proportional thinking).  \nKey Learning Objectives  \n\nExplain how fractions\, decimals\, and percentages represent the same mathematical relationships \nTeach students to convert flexibly between fractions\, decimals\, and percentages (with understanding\, not just rules) \nUse ratio reasoning to solve problems involving unit rates\, scaling\, and proportional relationships \nAddress common student errors with percentages (e.g.\, percent increase/decrease\, finding the whole) \nApply strategies for teaching word problems involving ratios and percentages as sense-making (not keyword hunting) 
URL:https://thewindwardinstitute.org/event/two-part-webinar-from-parts-to-whole-making-fractions-decimals-and-ratios-click/2026-04-08/
CATEGORIES:Webinar
LOCATION:https://thewindwardschool-org.zoom.us/j/99848497788
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260407T180000
DTEND;TZID=America/New_York:20260407T190000
DTSTAMP:20260403T190543
CREATED:20260319T200154Z
LAST-MODIFIED:20260323T174335Z
UID:10000165-1775584800-1775588400@thewindwardinstitute.org
SUMMARY:The Reading Roadmap
DESCRIPTION: Every child has the potential to become a confident\, joyful reader — and knowing where to start makes all the difference. \nThis free session is your invitation to go behind the scenes of how children learn to read. We’ll share what the latest research tells us\, why some children hit bumps along the way\, and — most importantly — what you can do about it at home. \nWe’ll also walk you through reading screenings: simple\, short assessments that take the guesswork out of your child’s progress and give you a real window into how they’re developing as a reader. \nJoin instructors from The Windward Institute on Zoom — Monday\, April 7th at 6:00 p.m. \nCome curious. Leave confident.
URL:https://thewindwardinstitute.org/event/reading-roadmap/
CATEGORIES:Parent/Guardian Webinar
LOCATION:https://us06web.zoom.us/j/88079850500
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260311T163000
DTEND;TZID=America/New_York:20260311T180000
DTSTAMP:20260403T190543
CREATED:20251215T234213Z
LAST-MODIFIED:20260205T155444Z
UID:10000094-1773246600-1773252000@thewindwardinstitute.org
SUMMARY:Structured Quick Writes for Close Reading\, Do-Nows\, Exit Tickets\, and More!
DESCRIPTION:Date: Wednesday\, March 11\, 2026\, 4:30 – 6:00 p.m. EST\nInstructor: Betsy MacDermott- Duffy\, MsEd\nGrades: 2 – 8\nPrice: $ 90\nCredentials: 1.5 Approved CTLE Hours \nWhy this workshop: \nThis workshop explores how short\, structured writing tasks—such as quick writes\, close reading activities\, collaborative activities\, do- nows\, guided practice\, and exit tickets—can deepen student learning\, provide daily check-ins\, and strengthen classroom routines. Participants will learn strategies for designing prompts that spark reflection and critical thinking\, using these activities to activate prior knowledge\, check for understanding\, and guide instructional decisions. Educators will leave with adaptable templates and techniques for integrating quick\, purposeful writing across grade levels and subject areas. \nKey Learning Objectives: \n\nUnderstand the role of structured writing in promoting active learning and metacognition\nDesign effective quick write prompts that engage students and connect to lesson goals\nUse structured writing tasks (quick writes\, close reading\, do nows\, guided practice\, exit tickets) to deepen learning and strengthen routines.\nExplore variations of quick writes and exit tickets for different content areas and grade levels\nGain a toolkit of classroom-ready games that promote higher-level language skills across content areas
URL:https://thewindwardinstitute.org/event/structured-quick-writes-for-close-reading-do-nows-exit-tickets-and-more/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/Writing-Banner-W226-e1765907554366.png
LOCATION:https://thewindwardschool-org.zoom.us/j/94132017208
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260225T163000
DTEND;TZID=America/New_York:20260225T183000
DTSTAMP:20260403T190543
CREATED:20251211T235153Z
LAST-MODIFIED:20260225T194428Z
UID:10000087-1772037000-1772044200@thewindwardinstitute.org
SUMMARY:Making Complex Text Accessible: Instructional Practices to Lift Every Reader
DESCRIPTION:Date: Wednesday\, February 25\, 2026\, 4:30 pm- 6:30 pm. EST\nInstructor: Alison Leveque\, PhD\nGrades: 2-8\nPrice: $ 120 \nWhy This Workshop: \nEffective instruction ensures that all students\, regardless of reading ability\, can engage meaningfully with complex texts. This session introduces evidence-based before-\, during-\, and after-reading strategies that build comprehension\, maintain rigor\, and develop critical thinking skills. \n\nKey Learning Objectives:  \n\nImplement pre-reading strategies to activate prior knowledge\, set reading goals\, and prepare students for active reading\n\n\nUse during-reading strategies\, including structured annotation\, graphic organizers\, and questioning techniques to deepen comprehension\n\n\nDesign after-reading activities that promote synthesis\, critical thinking\, and text-based discussion\n\n\nExplore the role of teacher modeling and explicit strategy instruction in comprehension development\nUnderstand the role of comprehension monitoring and learn fix-up strategies to support struggling readers
URL:https://thewindwardinstitute.org/event/making-complex-text-accessible/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/banner-test-7-3-e1765812105656.png
LOCATION:https://thewindwardschool-org.zoom.us/j/93444105798
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Asia/Karachi:20260211T163000
DTEND;TZID=Asia/Karachi:20260211T183000
DTSTAMP:20260403T190543
CREATED:20251215T231700Z
LAST-MODIFIED:20260205T155020Z
UID:10000090-1770827400-1770834600@thewindwardinstitute.org
SUMMARY:Tech Tools to Support Self-Regulation at School and Home
DESCRIPTION:Date: Wednesday\, February 11\, 2026\, 4:30 p.m. – 6:30 p.m. EST\nInstructor: Joan McGettigan\, Ed.D.\nGrade: 2 – 8\nPrice: $ 120\nCredentials: 2 Approved CTLE Hours \nWhy This Workshop \nThis workshop explores how technology can strengthen students’ self-regulation skills such as managing time\, sustaining attention\, monitoring progress\, and navigating emotions around learning. Participants will discover digital tools and strategies that support task organization\, scheduling\, and goal setting\, as well as routines and prompts that help students start\, persist\, and finish work. The session emphasizes how tech-based approaches can promote independence and provide consistent structures for success at school and at home. Attendees will leave with a curated list of practical tools ready to use in both classroom and home settings. \nKey Learning Objectives \n\nLearn digital tools and strategies that help students organize tasks\, manage schedules\, and set achievable goals\nExplore routines and prompts that support students throughout long term assignments\nRecognize how tech-based approaches foster independence and provide consistent structures for success\nGain a curated toolkit of practical resources ready to implement in both classroom and home settings
URL:https://thewindwardinstitute.org/event/tech-tools-to-support-self-regulation-at-school-and-home/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/EF-Workshop-Banner-e1765911979314.png
LOCATION:https://thewindwardschool-org.zoom.us/j/98711597529
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Asia/Karachi:20260210T163000
DTEND;TZID=Asia/Karachi:20260210T183000
DTSTAMP:20260403T190543
CREATED:20251215T231323Z
LAST-MODIFIED:20260205T155130Z
UID:10000089-1770741000-1770748200@thewindwardinstitute.org
SUMMARY:Building Analytical Readers: Classroom Strategies that Work
DESCRIPTION:Date: Tuesday\, February 10\, 2026\, 4:30 pm- 6:30 pm. EST\nInstructor: Alison Leveque\, PhD\nGrades: 2 – 8\nPrice: $ 120\nCredentials: 2 Approved CTLE Hours \nWhy This Workshop: \nDeep comprehension and analytical thinking require more than surface-level reading. This session focuses on research-based strategies for structuring reading lessons and integrating writing to strengthen understanding. Participants will explore techniques for guiding students through multiple readings with distinct purposes and fostering critical discussions that build deeper engagement with texts. \nKey Learning Objectives:  \n\nDefine the role of structured reading in fostering deep comprehension and analytical thinking\nIntroduce annotation strategies for both expository and narrative texts\nDevelop structured response sheets to support targeted reading activities across content areas\nExamine techniques for collaborative reading and discussion activities\nExplore structured writing activities that reinforce comprehension and strengthen the reading–writing connection
URL:https://thewindwardinstitute.org/event/building-analytical-readers-classroom-strategies-that-work/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/banner-test-7-3-e1765812105656.png
LOCATION:https://thewindwardschool-org.zoom.us/j/95810257583
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260209T163000
DTEND;TZID=America/New_York:20260209T183000
DTSTAMP:20260403T190543
CREATED:20251217T021657Z
LAST-MODIFIED:20260218T145312Z
UID:10000098-1770654600-1770661800@thewindwardinstitute.org
SUMMARY:Promoting Executive Functioning through Time Management and Self-Regulation Strategies
DESCRIPTION:Date: Monday\, February 9\, 2026\, 4:30 p.m. – 6:30 p.m. EST\nInstructor: Jackie Britt-Friedman\, PsyD\nGrade: 1 – 6\nPrice: $ 120\nCredentials: 2 Approved CTLE Hours \nWhy This Workshop \nThis workshop helps teachers and caregivers equip children with the executive function skills they need to succeed—such as emotional regulation\, goal-setting\, problem-solving\, and the ability to initiate\, sustain\, and complete tasks. Participants will explore how time management connects to core EF processes including planning\, organization\, self-monitoring\, and persistence. Participants will leave with practical routines\, visual tools\, and suggested structures that make it easier for students to regulate themselves\, manage transitions\, and follow through on responsibilities. \nKey Learning Objectives \n\nUnderstand the relationship between time management and other key executive function skills\nExpand knowledge about practical routines and visual tools that support students in planning\, organizing\, and managing transitions more independently\nLearn goal‑setting strategies that guide students in breaking tasks into manageable steps and monitoring their own progress\nIdentify strategies to help students develop coping strategies and regulate emotions
URL:https://thewindwardinstitute.org/event/promoting-executive-functioning-through-time-management-and-self-regulation-strategies/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/95459855807
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260129T163000
DTEND;TZID=UTC:20260129T173000
DTSTAMP:20260403T190543
CREATED:20251215T225946Z
LAST-MODIFIED:20251217T001132Z
UID:10000088-1769704200-1769707800@thewindwardinstitute.org
SUMMARY:Games for Advanced Readers\, Writers\, and Spellers
DESCRIPTION:Date: Thursday\, January 29\, 2026\, 4:30 – 5:30 p.m. EST\nInstructor: Alison Leveque\, PhD\nGrades: 5 – 9\nPrice: $ 60\nCredentials: 1 Approved CTLE Hour \nWhy This Workshop \nEngage students in meaningful\, playful learning with games designed to strengthen advanced literacy skills. This workshop explores how interactive activities can reinforce word knowledge\, spelling patterns\, and vocabulary development for proficient readers and writers. Learn how to incorporate games that target multisyllabic word reading\, literacy knowledge\, and morphological awareness\, while fostering motivation and deep language comprehension. Leave with practical\, ready-to-use resources. \nKey Learning Objectives \n\nUnderstand how games can support advanced decoding\, spelling\, and vocabulary growth\nExplore strategies to incorporate morphology into any curriculum\nLearn to design games for multisyllable word reading\, spelling\, and literacy knowledge\nGain a toolkit of classroom-ready templates that promote higher-level language skills across content areas
URL:https://thewindwardinstitute.org/event/games-for-advanced-readers-writers-and-spellers/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/Literacy-Workshop-Banner-e1765907574640.png
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260128T090000
DTEND;TZID=UTC:20260128T143000
DTSTAMP:20260403T190543
CREATED:20251216T042027Z
LAST-MODIFIED:20251218T040443Z
UID:10000097-1769590800-1769610600@thewindwardinstitute.org
SUMMARY:Three Day Expository Writing Instruction
DESCRIPTION:Dates: Three Wednesdays\, January 14\, 21\, 28; Snow Day: Feb. 4\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MS Ed\nPrice: $650 (materials included) three day workshop\nGrades: K – 12\nCredentials: 16.5 approved CTLE Hours \nWhy This Workshop \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction/2026-01-28/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/Writing-Banner-W226-e1765907554366.png
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260121T090000
DTEND;TZID=UTC:20260121T143000
DTSTAMP:20260403T190543
CREATED:20251216T042027Z
LAST-MODIFIED:20251218T040443Z
UID:10000096-1768986000-1769005800@thewindwardinstitute.org
SUMMARY:Three Day Expository Writing Instruction
DESCRIPTION:Dates: Three Wednesdays\, January 14\, 21\, 28; Snow Day: Feb. 4\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MS Ed\nPrice: $650 (materials included) three day workshop\nGrades: K – 12\nCredentials: 16.5 approved CTLE Hours \nWhy This Workshop \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction/2026-01-21/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/Writing-Banner-W226-e1765907554366.png
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260114T090000
DTEND;TZID=UTC:20260114T143000
DTSTAMP:20260403T190543
CREATED:20251216T042027Z
LAST-MODIFIED:20251218T040443Z
UID:10000095-1768381200-1768401000@thewindwardinstitute.org
SUMMARY:Three Day Expository Writing Instruction
DESCRIPTION:Dates: Three Wednesdays\, January 14\, 21\, 28; Snow Day: Feb. 4\, 9:00 a.m. – 2:30 p.m. EST\nInstructor: Betsy M. Duffy\, MS Ed\nPrice: $650 (materials included) three day workshop\nGrades: K – 12\nCredentials: 16.5 approved CTLE Hours \nWhy This Workshop \nExpectations to meet rigorous writing standards begin in the early grades and extend through high school. In this course\, Betsy M. Duffy\, MS Ed\, Special Projects Advisor to the Windward Institute\, will present strategies for teaching expository writing in all content areas in grades K through 12. \nThis prominent writing program\, developed at The Windward School\, is based on large statistical research studies for best practices in writing and utilizes strategies outlined in publications such as the Elementary and Secondary Institute of Education Sciences (IES) Practice Guides (Graham\, et al.). Approaches from Teaching Basic Writing Skills (TBWS): Strategies for Effective Expository Writing Instruction by Judith C. Hochman and TBWS Templates by Betsy MacDermott-Duffy are incorporated with findings from Writing to Read: Evidence for How Writing Can Improve Reading (Graham & Hebert\, 2010) and “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-analysis” (Graham et al.\, 2017). This writing program can be implemented in general education and special education classrooms across grade K through 12. \nKey Learning Objectives \n\nLearn specific evidence-based techniques to add structure\, coherence\, and clarity to students’ expository writing.\nIdentify instructional guidelines for developing complex sentences\, outlining\, writing paragraphs and compositions\, and revising and editing.\nGain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.\nDevelop an overview of how to plan an expository reading lesson as springboard to writing.
URL:https://thewindwardinstitute.org/event/expository-writing-instruction/2026-01-14/
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/12/Writing-Banner-W226-e1765907554366.png
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251202T163000
DTEND;TZID=UTC:20251202T183000
DTSTAMP:20260403T190543
CREATED:20250815T184825Z
LAST-MODIFIED:20251021T212544Z
UID:10000066-1764693000-1764700200@thewindwardinstitute.org
SUMMARY:Progress Monitoring Made Simple: Tools and Strategies for Educators
DESCRIPTION:Price: $ 120  \nDate: Tuesday\, December 2nd from 4:30 p.m.-6:30 p.m. ET \nInstructors: MaryKate DeSantis\, EdM\, CAS & Alison Leveque\, PhD \nGrades: K-6 \nWhy this Workshop: \nOngoing progress monitoring is a powerful tool for educators\, offering real-time insights into student learning and instructional effectiveness. By consistently assessing students’ reading and spelling skills\, teachers can identify areas of strength and need\, adjust their strategies accordingly\, and ensure every learner is on the path to success. This workshop provides practical techniques to streamline the progress monitoring process\, helping educators track growth\, interpret data meaningfully\, and plan next steps for instruction. Participants will leave equipped with actionable methods to make assessment-driven instruction both efficient and impactful. \nKey Learning Objectives:  \n\nIdentify the foundational reading and spelling skills that are most important to monitor for instructional decision-making\nUnderstand which types of progress monitoring tools align best with specific skill areas (e.g.\, decoding\, encoding\, fluency\, comprehension)\nInterpret student progress data through case-based scenarios to recognize signs of growth\, stagnation\, or regression\nConnect assessment results to instructional planning by selecting strategies that address student needs and support targeted learning\nLeave with a practical “toolbox” of strategies to make assessment-informed instruction more efficient and impactful across grade levels and programs
URL:https://thewindwardinstitute.org/event/progress-monitoring-made-simple-tools-and-strategies-for-educators/
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20251112T163000
DTEND;TZID=UTC:20251112T183000
DTSTAMP:20260403T190543
CREATED:20250815T184314Z
LAST-MODIFIED:20250816T000935Z
UID:10000062-1762965000-1762972200@thewindwardinstitute.org
SUMMARY:Comprehension Strategies for Every Subject
DESCRIPTION:Price: $ 120 \nDate: Wednesday\, November 12th from 4:30 p.m. – 6:30 p.m. ET \nInstructors: Alison Leveque\, PhD and Sarah Martin\, EdD \nGrades: 2-8 \nWhy this Workshop:  \nStudents encounter complex texts across all subject areas. This workshop explores practical strategies to help learners analyze\, interpret\, and synthesize text-based information across various academic disciplines. Participants will learn practical strategies to strengthen students’ comprehension and reasoning skills\, while navigating challenging texts with greater purpose and precision.  \nKey Learning Objectives:  \n\nLearn before-\, during-\, and after-reading strategies that support comprehension across a variety of text types\n\n\nImplement effective vocabulary instruction for conceptual understanding\, retention\, and transfer\nIntegrate short\, purposeful writing tasks to reinforce understanding and build critical thinking skills\n\n\nLeave with a toolkit of strategies\, templates\, and checklists to make the most of content literacy across subjects
URL:https://thewindwardinstitute.org/event/comprehension-strategies-for-every-subject/
CATEGORIES:Workshops
END:VEVENT
END:VCALENDAR