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DTSTART;TZID=America/New_York:20260622T090000
DTEND;TZID=America/New_York:20260624T143000
DTSTAMP:20260403T183200
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=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260625T120000
DTSTAMP:20260403T183200
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:20260624T090000
DTEND;TZID=America/New_York:20260625T150000
DTSTAMP:20260403T183200
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:20260706T090000
DTEND;TZID=America/New_York:20260709T120000
DTSTAMP:20260403T183200
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:20260706T090000
DTEND;TZID=America/New_York:20260709T150000
DTSTAMP:20260403T183200
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:20260713T090000
DTEND;TZID=America/New_York:20260714T120000
DTSTAMP:20260403T183200
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:20260713T090000
DTEND;TZID=America/New_York:20260715T143000
DTSTAMP:20260403T183200
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:20260720T090000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260403T183200
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:20260720T090000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260403T183200
CREATED:20260326T133455Z
LAST-MODIFIED:20260326T161532Z
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:20260723T150000
DTSTAMP:20260403T183200
CREATED:20260326T133224Z
LAST-MODIFIED:20260327T135526Z
UID:10000545-1784538000-1784818800@thewindwardinstitute.org
SUMMARY:Math Institute: Building Structure\, Fluency\, and Mathematical Reasoning
DESCRIPTION:Adaptable to your schedule!  \nJoin us for this four-day institute with leading researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \nDates: July 20-23\, 9:00 am- 12:00 pm EST\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per workshop \nDay 1: Building Mathematical Vocabulary and Discourse \nPresenter: Elizabeth Stevens\, PhD \nDescription:\nThis session focuses on helping educators strengthen students’ mathematical vocabulary and deepen discourse across the classroom. Participants will explore how to build a consistent set of practices and routines that support students in using precise mathematical language with confidence. Educators will explore strategies for fostering both oral and written explanations\, encouraging students to articulate their reasoning\, ask meaningful questions\, and engage in productive mathematical conversations. Through modeled routines\, practical examples\, and collaborative activities\, educators will learn how to create a classroom culture where mathematical talk is intentional\, accessible\, and an essential part of daily learning. \nKey Learning Objectives: \n\nlearn how vocabulary instruction can be incorporated into your mathematics instruction\nexplore routines and structures that strengthen mathematical vocabulary and daily discourse\ngain strategies to support clear oral and written math explanations\ngain techniques that promote student-to-student mathematical conversations\nexplore ways to foster a classroom culture where precise math language is used confidently\n\n Day 2: A Structured Approach to Solve Addition Math Word Problems \nPresenter: Elizabeth Hughes\, PhD \nDescription:\nThis session introduces participants to the principles of schema-based instruction\, an approach that helps students make sense of word problems by recognizing underlying mathematical structures rather than relying on superficial keywords. We will explore the major additive problem types\, including join\, separate\, part–part–whole\, and compare\, and discuss how to guide students in identifying these structures across varied contexts. Participants will learn how to use visual models to represent thinking\, support problem comprehension\, and strengthen conceptual understanding. The session will also include a brief introduction to worked examples as an effective tool for building clarity and reducing cognitive load as students internalize problem schemas. \nKey Learning Objectives: \n\nunderstand what schema-based instruction is and why it supports deeper mathematical comprehension\nidentify and explore the four major additive problem types\ngain strategies for helping students recognize problem structure rather than relying on keywords\ngain practical ways to use visual models to represent thinking and support problem-solving\nexplore how worked examples can build conceptual clarity and reduce cognitive load for learners\n\n  \nDay 3: The Power of Structure: Understanding Multiplicative Thinking \nPresenter: Jonté Meyers\, PhD \nDescription:\nThis session will deepen participants’ understanding of multiplicative reasoning and how it differs fundamentally from additive reasoning. We will explore key multiplicative structures\, including equal groups\, comparison situations using “times as many\,” arrays and fundamental differences\, rate problems\, to build a solid conceptual foundation. Participants will examine how students form composite units and why this shift in thinking is essential for fluent multiplication and division. The session will highlight a range of representations that make multiplicative structure visible\, supporting stronger reasoning and problem solving. Finally\, we will look at worked examples that clearly connect visual models to procedures\, helping learners internalize the logic behind efficient strategies. \nKey Learning Objectives: \n\nunderstanding how multiplicative reasoning fundamentally differs from additive reasoning\, and why this shift matters for students’ mathematical development\nfamiliarity with major multiplicative structures\, including equal groups\, “times as many” comparison problems\, arrays/area models\, and rate situations\ninsight into how learners build composite units and how to support this critical cognitive move\nstrategies for using representations that reveal multiplicative structure\, helping students see and make sense of relationships\nexplore worked examples that connect visual models to formal procedures\, building conceptual and procedural fluency\n\nDay 4: The Science of Math: Turning Research into High-Impact Classroom Practices \nPresenter: Paul Riccomini\, PhD \nDescription:\nThis workshop covers spaced learning\, varied practice types\, and information recall\, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning\, educators will learn to incorporate these strategies into mathematics instruction. \nKey Learning  \n\nexplain key cognitive processes related to memory and retention within math concepts\nidentify and understand the research supported techniques of Spaced learning\, Interleaved Practice\, and Practice Test Retrieval\nanalyze how retention strategies can vertically align with K–12 mathematics instruction\napply evidence-based techniques to authentic classroom scenarios by designing lesson components\, tasks\, and review routines\ngain a toolkit of instructional scaffolds that integrate into math lessons
URL:https://thewindwardinstitute.org/event/math-institute-building-structure-fluency-and-mathematical-reasoning/
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
LOCATION:https://thewindwardschool-org.zoom.us/j/94228067578
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T090000
DTEND;TZID=America/New_York:20260812T120000
DTSTAMP:20260403T183200
CREATED:20260326T133129Z
LAST-MODIFIED:20260327T135339Z
UID:10000547-1786352400-1786536000@thewindwardinstitute.org
SUMMARY:Building Your First ELA Unit with Structured Writing Activities - Virtual Morning
DESCRIPTION:Adaptable to your schedule! Join us for all three mornings or a single session. \nDate: August 10 -August 12; 9:00 a.m. – 12:00 p.m.\nPresenters: Alison Leveque\, PhD; Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd; Betsy Duffy MsEd\nGrades: 3-9\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per full-day workshop \nDescription: \nThis three-day institute guides educators through the process of designing a coherent\, standards-aligned ELA unit from the ground up — one that intentionally connects reading\, discussion\, and writing to build the deep literacy skills students need to think critically\, write confidently\, and engage meaningfully with complex texts. \nDay 1: Laying the Foundation for a Coherent ELA Unit \nDay 1 establishes the blueprint for a strong ELA unit by helping educators set clear learning goals\, develop essential questions\, and select meaningful texts that anchor instruction and build student knowledge from the start. Educators will explore how to plan scaffolds that support students before\, during\, and after instruction — ensuring every learner has access to the curriculum from day one. In the afternoon\, participants begin drafting their own ELA unit by identifying priority standards\, defining learning goals\, and selecting the central text or text set that will drive their instructional sequence. \nKey Learning Objectives \n\nexplain the core components of an effective ELA unit\, including learning goals\, essential questions\, and scaffolds to support student success\nanalyze students’ prior knowledge and identify opportunities to build background knowledge while addressing potential misconceptions\nalign unit planning with foundational skills programs\, writing curricula\, and standards-aligned texts\nplan text analysis routines that incorporate reading\, discussion\, and writing tasks to support comprehension and meaning-making\nbegin drafting a coherent ELA unit by defining learning goals\, creating essential questions\, and choosing central texts or text sets\n\nDay 2: The Heart of the Matter: Integrating Writing and Deep Comprehension \nBuilding on Day 1’s unit framework\, Day 2 shifts to the practical\, day-to-day work of moving students beyond surface-level reading and into critical analysis — using the powerful connection between reading and writing as the engine for deeper thinking. Educators will design scaffolded reading experiences that build skills progressively\, craft text-dependent writing prompts that challenge students to synthesize and reflect\, and develop graphic organizers and templates that help all learners organize their thinking and express ideas with clarity. You’ll learn scaffolds to deepen student understanding\, foster higher-order thinking\, and create a learning environment where reading and writing meaningfully inform one another. In the afternoon\, participants continue drafting their unit with ready-to-use scaffolds and tools that support every student on the path from teacher-led modeling to independent application. \nKey Learning Objectives: \n\nlearn strategies for using the writing process as a tool to process complex texts and check for understanding\ncreate “Close Reading” sequences that move students from literal comprehension to inferential analysis\ndevelop scaffolds to transition from teacher-led modeling to collaborative practice and independent application\ncraft an “Essential Question” and a “Culminating Task” that drive the unit’s instructional path\nidentify and select diverse texts and supplementary materials based to supports the unit’s end goal\ndevelop text-dependent writing prompts that demonstrate their learning\n\n Day 3: Authentic Assessment & Reflective Practice \nWith a fully drafted unit in hand\, Day 3 focuses on closing the loop — equipping educators with the assessment tools and reflective practices needed to measure student growth\, respond to real-time data\, and continuously strengthen instruction. Participants will develop rigorous summative assessments\, student-friendly rubrics\, and a bank of formative quick-checks that keep every student’s progress visible and actionable. Educators leave with a complete\, ready-to-implement ELA unit — including assessments\, scaffolds\, and a structured reflection protocol — so students are set up for success from the very first day of school. \nKey Learning Objectives: \n\nunderstand summative assessments that demonstrate mastery\nexplore how graphic organizers and other writing scaffolds promote deep comprehension and learning\ncreate a toolkit with quick\, actionable ways to pivot instruction based on real-time student data\ndevelop clear\, student-friendly rubrics that streamline grading and maximize growth\ndesign a summative performance task that directly connects with the learning goals\ncreate a rubric and a bank of formative assessment “quick-checks” to monitor student progress in real-time\ndevelop a post-instructional reflection protocol to evaluate the overall effectiveness of any unit
URL:https://thewindwardinstitute.org/event/building-your-first-ela-unit-with-structured-writing-activities-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:20260810T090000
DTEND;TZID=America/New_York:20260812T150000
DTSTAMP:20260403T183200
CREATED:20260326T133039Z
LAST-MODIFIED:20260327T135412Z
UID:10000546-1786352400-1786546800@thewindwardinstitute.org
SUMMARY:Building Your First ELA Unit with Structured Writing Activities - In-Person Full Day
DESCRIPTION:Adaptable to your schedule! Join us for an individual session or all three days. \nDate: August 10th-August 12th\nPresenters: Alison Leveque\, PhD; Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd; Betsy Duffy MsEd\nGrades: 3-9\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY\nCredits: NYCTLE credits – 5 hours per full-day workshop \nDescription: \nThis three-day institute guides educators through the process of designing a coherent\, standards-aligned ELA unit from the ground up — one that intentionally connects reading\, discussion\, and writing to build the deep literacy skills students need to think critically\, write confidently\, and engage meaningfully with complex texts. \nDay 1: Laying the Foundation for a Coherent ELA Unit \nDay 1 establishes the blueprint for a strong ELA unit by helping educators set clear learning goals\, develop essential questions\, and select meaningful texts that anchor instruction and build student knowledge from the start. Educators will explore how to plan scaffolds that support students before\, during\, and after instruction — ensuring every learner has access to the curriculum from day one. In the afternoon\, participants begin drafting their own ELA unit by identifying priority standards\, defining learning goals\, and selecting the central text or text set that will drive their instructional sequence. \nKey Learning Objectives \n\nexplain the core components of an effective ELA unit\, including learning goals\, essential questions\, and scaffolds to support student success\nanalyze students’ prior knowledge and identify opportunities to build background knowledge while addressing potential misconceptions\nalign unit planning with foundational skills programs\, writing curricula\, and standards-aligned texts\nplan text analysis routines that incorporate reading\, discussion\, and writing tasks to support comprehension and meaning-making\nbegin drafting a coherent ELA unit by defining learning goals\, creating essential questions\, and choosing central texts or text sets\n\nDay 2: The Heart of the Matter: Integrating Writing and Deep Comprehension \nBuilding on Day 1’s unit framework\, Day 2 shifts to the practical\, day-to-day work of moving students beyond surface-level reading and into critical analysis — using the powerful connection between reading and writing as the engine for deeper thinking. Educators will design scaffolded reading experiences that build skills progressively\, craft text-dependent writing prompts that challenge students to synthesize and reflect\, and develop graphic organizers and templates that help all learners organize their thinking and express ideas with clarity. You’ll learn scaffolds to deepen student understanding\, foster higher-order thinking\, and create a learning environment where reading and writing meaningfully inform one another. In the afternoon\, participants continue drafting their unit with ready-to-use scaffolds and tools that support every student on the path from teacher-led modeling to independent application. \nKey Learning Objectives: \n\nlearn strategies for using the writing process as a tool to process complex texts and check for understanding\ncreate “Close Reading” sequences that move students from literal comprehension to inferential analysis\ndevelop scaffolds to transition from teacher-led modeling to collaborative practice and independent application\ncraft an “Essential Question” and a “Culminating Task” that drive the unit’s instructional path\nidentify and select diverse texts and supplementary materials based to supports the unit’s end goal\ndevelop text-dependent writing prompts that demonstrate their learning\n\n Day 3: Authentic Assessment & Reflective Practice \nWith a fully drafted unit in hand\, Day 3 focuses on closing the loop — equipping educators with the assessment tools and reflective practices needed to measure student growth\, respond to real-time data\, and continuously strengthen instruction. Participants will develop rigorous summative assessments\, student-friendly rubrics\, and a bank of formative quick-checks that keep every student’s progress visible and actionable. Educators leave with a complete\, ready-to-implement ELA unit — including assessments\, scaffolds\, and a structured reflection protocol — so students are set up for success from the very first day of school. \nKey Learning Objectives: \n\nunderstand summative assessments that demonstrate mastery\nexplore how graphic organizers and other writing scaffolds promote deep comprehension and learning\ncreate a toolkit with quick\, actionable ways to pivot instruction based on real-time student data\ndevelop clear\, student-friendly rubrics that streamline grading and maximize growth\ndesign a summative performance task that directly connects with the learning goals\ncreate a rubric and a bank of formative assessment “quick-checks” to monitor student progress in real-time\ndevelop a post-instructional reflection protocol to evaluate the overall effectiveness of any unit
URL:https://thewindwardinstitute.org/event/building-your-first-ela-unit-with-structured-writing-activities-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
END:VCALENDAR