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DTSTART;TZID=America/New_York:20260407T180000
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DTSTAMP:20260509T061648
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/
LOCATION:https://us06web.zoom.us/j/88079850500
CATEGORIES:Parent/Guardian Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260415T090000
DTEND;TZID=America/New_York:20260415T143000
DTSTAMP:20260509T061648
CREATED:20260309T184331Z
LAST-MODIFIED:20260420T154325Z
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/08/Screenshot-2025-08-25-at-9.30.35-PM.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260416T180000
DTEND;TZID=America/New_York:20260416T193000
DTSTAMP:20260509T061648
CREATED:20260227T145735Z
LAST-MODIFIED:20260409T195357Z
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:20260422T090000
DTEND;TZID=America/New_York:20260422T143000
DTSTAMP:20260509T061648
CREATED:20260309T184331Z
LAST-MODIFIED:20260420T154325Z
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/08/Screenshot-2025-08-25-at-9.30.35-PM.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260427T163000
DTEND;TZID=America/New_York:20260427T180000
DTSTAMP:20260509T061648
CREATED:20260323T182712Z
LAST-MODIFIED:20260423T142658Z
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/97251683174
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260429T090000
DTEND;TZID=America/New_York:20260429T143000
DTSTAMP:20260509T061648
CREATED:20260309T184331Z
LAST-MODIFIED:20260420T154325Z
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/93306230002
CATEGORIES:Workshops
ATTACH;FMTTYPE=image/png:https://thewindwardinstitute.org/wp-content/uploads/2025/08/Screenshot-2025-08-25-at-9.30.35-PM.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260504T163000
DTEND;TZID=America/New_York:20260504T180000
DTSTAMP:20260509T061648
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/97364359462
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260513T163000
DTEND;TZID=America/New_York:20260513T180000
DTSTAMP:20260509T061648
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/97521482630
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260514T090000
DTEND;TZID=UTC:20260514T110000
DTSTAMP:20260509T061648
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/93207096809
CATEGORIES:Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260518T170000
DTEND;TZID=America/New_York:20260518T180000
DTSTAMP:20260509T061648
CREATED:20260406T143458Z
LAST-MODIFIED:20260421T144447Z
UID:10000550-1779123600-1779127200@thewindwardinstitute.org
SUMMARY:Making Reading Support Work: Connecting Core and Intervention for Struggling Readers
DESCRIPTION:Date: May 18th\, 5:00- 6 pm ET\nInstructor: Elizabeth Stevens\, PhD\nGrades: 3 – 8\nLocation: Virtual Webinar; 1 session\nCredentials: 1 Approved CTLE Hour \nStudents with reading difficulties often work twice as hard\, moving between core instruction and intervention\, yet the two experiences rarely connect. Different skills\, materials\, pacing\, language\, and even different teachers can leave students confused and unable to apply what they’ve learned across classes. Aligned instruction changes that by giving students a consistent set of comprehension strategies\, shared vocabulary\, and a clear progression of skills no matter where they are or what they’re reading. This boosts practice\, reduces cognitive overload\, and helps students actually transfer their learning. In this session\, we’ll unpack why misalignment gets in students’ way\, look at research showing how alignment improves comprehension\, and explore practical examples across ELA\, social studies\, science\, math\, and intervention. Participants will walk away with concrete ways to strengthen alignment in their own classrooms and time to plan simple\, high‑impact next steps they can put into action right away. \nLearning Objectives: \n\nExplain the benefits of aligned instruction to support students’ reading comprehension\nIdentify ways to align reading comprehension instruction across settings (e.g.\, core and supplemental instruction; content-area instruction)\nPlan two action steps to increase instructional alignment for students with reading difficulty in your classroom and/or school
URL:https://thewindwardinstitute.org/event/making-reading-support-work-connecting-core-and-intervention-for-struggling-readers/
LOCATION:https://thewindwardschool-org.zoom.us/j/95251937366
CATEGORIES:Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260624T150000
DTSTAMP:20260509T061648
CREATED:20260506T181148Z
LAST-MODIFIED:20260506T181814Z
UID:10000563-1782291600-1782313200@thewindwardinstitute.org
SUMMARY:Designing Powerful Early Literacy Instruction: From Research to Practice
DESCRIPTION:Part of a two-day institute\, Foundations for Reading Success: Oral Language to Print\, this workshop gives educators a deep dive into the building blocks of literacy — oral language\, vocabulary\, and phonemic awareness — all grounded in the latest reading research. \nDesigned for early childhood educators\, it equips participants 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 \n\n\nlearn and practice evidence-based approaches to vocabulary development \n\n\ndevelop and practice instructional routines for phonemic awareness \n\n\nlearn effective teacher modeling and structured language scaffolds to demonstrate thinking\, support student participation\, and build students’ confidence using academic language \n\n\ngain templates to plan read alouds and games to encourage and enhance oral language  \n\nPresenters: Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd\nGrades: PreK-2\nLocation: Hybrid\nCredits: CTLE credits – 6 hours per full-day workshop\, 3 hours per morning session \nParticipate in-person (9 a.m.–3 p.m. ET) on our Westchester Lower School campus or virtually (9 a.m.–12 p.m. ET)  Flexible options designed to fit your schedule.
URL:https://thewindwardinstitute.org/event/early-literacy-instruction/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260624T150000
DTSTAMP:20260509T061648
CREATED:20260506T193018Z
LAST-MODIFIED:20260506T193533Z
UID:10000564-1782291600-1782313200@thewindwardinstitute.org
SUMMARY:From Sounds to Print: Integrating Phonological Awareness\, Reading\, and Writing
DESCRIPTION:Part of a two-day institute\, Foundations for Reading Success: Oral Language to Print\, this workshop gives educators a deep dive into the building blocks of literacy — oral language\, vocabulary\, and phonemic awareness — all grounded in the latest reading research. \nThis 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
URL:https://thewindwardinstitute.org/event/from-sounds-to-print/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T090000
DTEND;TZID=America/New_York:20260625T120000
DTSTAMP:20260509T061648
CREATED:20260326T133556Z
LAST-MODIFIED:20260508T135746Z
UID:10000543-1782291600-1782388800@thewindwardinstitute.org
SUMMARY:2 Morning Literacy Institute - 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/
LOCATION:https://thewindwardschool-org.zoom.us/j/99948539167
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:20260625T150000
DTSTAMP:20260509T061648
CREATED:20260326T133527Z
LAST-MODIFIED:20260508T135834Z
UID:10000540-1782291600-1782399600@thewindwardinstitute.org
SUMMARY:2 Day Literacy Institute - 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:20260706T150000
DTSTAMP:20260509T061648
CREATED:20260507T124235Z
LAST-MODIFIED:20260508T135119Z
UID:10000565-1783328400-1783350000@thewindwardinstitute.org
SUMMARY:Executive Functioning\, Language\, and Cognitive Supports for Independent Learners
DESCRIPTION:This workshop is part of the four-day literacy institute\, The Strategic Classroom: Bridging Literacy and Executive Function.  Take this individual workshop — or mix and match days and half-days — to build a personalized experience\, or join the full institute. \nWhen educators put the right language routines and cognitive supports in place\, students gain the tools to tackle challenging texts\, sustain focus\, and think flexibly on their own. This session connects executive functioning\, oral language\, and literacy to give you a research-grounded toolkit for building student independence. You’ll practice discussion moves that lead conversation about tasks\, explore language supports that build cognitive flexibility — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — and get hands-on time with virtual tools like Snorkl\, Padlet\, Canva\, ChatGPT\, and MentalUP. In the afternoon\, you’ll analyze a grade-level text\, anticipate barriers\, and design ready-to-use scaffolds to bring back to your classroom.   \n Key Learning Objectives:  \n\nA clear framework for how executive functioning drives reading comprehension\, task management\, and student independence  \nDiscussion moves that lead conversation about tasks\, deepen thinking\, and build cognitive flexibility during classroom talk  \nLanguage supports — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — that make flexible thinking visible and repeatable for students  \nPractical experience with virtual tools that support planning\, collaboration\, and move to more student independence  \nClassroom-ready scaffolds and routines designed to promote self-regulation and independence across content areas \n\nTime:       9 a.m. to 12 p.m. ET Virtual attendance\n9 a.m. to 3 p.m. ET In-Person attendance\nNYCTLE: 3 or 6 hours depending on attendance
URL:https://thewindwardinstitute.org/event/ef-language-and-cognitive-supports/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260706T090000
DTEND;TZID=America/New_York:20260709T120000
DTSTAMP:20260509T061648
CREATED:20260326T133314Z
LAST-MODIFIED:20260508T131725Z
UID:10000538-1783328400-1783598400@thewindwardinstitute.org
SUMMARY:4 Morning Literacy Institute - 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 \nWhen educators put the right language routines and cognitive supports in place\, students gain the tools to tackle challenging texts\, sustain focus\, and think flexibly on their own. This session connects executive functioning\, oral language\, and literacy to give you a research-grounded toolkit for building student independence. You’ll practice discussion moves that lead conversation about tasks\, explore language supports that build cognitive flexibility — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — and get hands-on time with virtual tools like Snorkl\, Padlet\, Canva\, ChatGPT\, and MentalUP. In the afternoon\, you’ll analyze a grade-level text\, anticipate barriers\, and design ready-to-use scaffolds to bring back to your classroom.   \n Key Learning Objectives:  \n\nA clear framework for how executive functioning drives reading comprehension\, task management\, and student independence \nDiscussion moves that lead conversation about tasks\, deepen thinking\, and build cognitive flexibility during classroom talk \nLanguage supports — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — that make flexible thinking visible and repeatable for students \nPractical experience with virtual tools that support planning\, collaboration\, and move to more student independence \nClassroom-ready scaffolds and routines designed to promote self-regulation and independence across content areas \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/
LOCATION:https://thewindwardschool-org.zoom.us/j/96429191773
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:20260709T150000
DTSTAMP:20260509T061648
CREATED:20260326T133342Z
LAST-MODIFIED:20260508T131538Z
UID:10000169-1783328400-1783609200@thewindwardinstitute.org
SUMMARY:4 Day Literacy Institute - 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 \nWhen educators put the right language routines and cognitive supports in place\, students gain the tools to tackle challenging texts\, sustain focus\, and think flexibly on their own. This session connects executive functioning\, oral language\, and literacy to give you a research-grounded toolkit for building student independence. You’ll practice discussion moves that lead conversation about tasks\, explore language supports that build cognitive flexibility — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — and get hands-on time with virtual tools like Snorkl\, Padlet\, Canva\, ChatGPT\, and MentalUP. In the afternoon\, you’ll analyze a grade-level text\, anticipate barriers\, and design ready-to-use scaffolds to bring back to your classroom.   \n Key Learning Objectives:  \n\nA clear framework for how executive functioning drives reading comprehension\, task management\, and student independence \nDiscussion moves that lead conversation about tasks\, deepen thinking\, and build cognitive flexibility during classroom talk  \nLanguage supports — including sentence frames\, revoicing techniques\, contrastive routines\, and think-alouds — that make flexible thinking visible and repeatable for students  \nPractical experience with virtual tools that support planning\, collaboration\, and move to more student independence  \nClassroom-ready scaffolds and routines designed to promote self-regulation and independence across content areas \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:20260707T090000
DTEND;TZID=America/New_York:20260707T150000
DTSTAMP:20260509T061648
CREATED:20260507T132318Z
LAST-MODIFIED:20260508T132253Z
UID:10000566-1783414800-1783436400@thewindwardinstitute.org
SUMMARY:Word Reading\, Reading Comprehension\, and Working Memory
DESCRIPTION:This workshop is part of the four-day literacy institute\, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop — or mix and match days and half-days — to build a personalized experience\, or join the full institute. \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\, in-person attendees use a grade-level text to design and create classroom-ready graphic organizers and templates that maintain rigor while reducing cognitive overload. \nKey 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\nDate: Tuesday\, July 7\nTime: 9 a.m. to 12 p.m. ET Virtual attendance\n           9 a.m. to 3 p.m. ET In-Person attendance\nNYCTLE:  3 or 6 hours depending on attendance\n 
URL:https://thewindwardinstitute.org/event/word-reading/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260708T090000
DTEND;TZID=America/New_York:20260708T150000
DTSTAMP:20260509T061648
CREATED:20260507T133914Z
LAST-MODIFIED:20260508T132454Z
UID:10000567-1783501200-1783522800@thewindwardinstitute.org
SUMMARY:Structured Supports to Build Confident Writers
DESCRIPTION:This workshop is part of the four-day literacy institute\, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop — or mix and match days and half-days — to build a personalized experience. \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\, in-person attendees will 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\nDate:       Wednesday\, July 8\nTime:       9 a.m. to 12 p.m. ET Virtual attendance\n9 a.m. to 3 p.m. ET In-Person attendance\nNYCTLE: 3 or 6 hours depending on attendance
URL:https://thewindwardinstitute.org/event/structured-supports/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260709T090000
DTEND;TZID=America/New_York:20260709T120000
DTSTAMP:20260509T061648
CREATED:20260507T162944Z
LAST-MODIFIED:20260508T132737Z
UID:10000568-1783587600-1783598400@thewindwardinstitute.org
SUMMARY:Motivation\, Engagement\, and Self-regulation
DESCRIPTION:This workshop is part of the four-day literacy institute\, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop — or mix and match days and half-days — to build a personalized experience. \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\, in-person attendees will analyze a current lesson or unit and design embedded supports that strengthen student motivation and self-regulation for lasting\, long-term impact \nLearning 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\n\nDate:       Thursday\, July 9\nTime:       9 a.m. to 12 p.m. ET Virtual attendance\n9 a.m. to 3 p.m. ET In-Person attendance\nNYCTLE: 3 or 6 hours depending on attendance
URL:https://thewindwardinstitute.org/event/motivation-engagement-and-self-regulation/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260713T090000
DTEND;TZID=America/New_York:20260713T120000
DTSTAMP:20260509T061648
CREATED:20260425T185007Z
LAST-MODIFIED:20260506T161340Z
UID:10000557-1783933200-1783944000@thewindwardinstitute.org
SUMMARY:Strengthening Math Fluency Foundations Through Practice and Tier 1 Support
DESCRIPTION:This workshop is part of the Math Institute From Fluency to Acceleration: Building Strong Foundations and Responsive Math Instruction\, a two-day experience that helps educators build strong math foundations through fluency and respond effectively to student needs. This workshop 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. \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
URL:https://thewindwardinstitute.org/event/math-foundations/
LOCATION:https://thewindwardschool-org.zoom.us/j/96336691248
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260713T090000
DTEND;TZID=America/New_York:20260714T120000
DTSTAMP:20260509T061648
CREATED:20260327T150046Z
LAST-MODIFIED:20260501T145353Z
UID:10000549-1783933200-1784030400@thewindwardinstitute.org
SUMMARY:2-DAY MATH INSTITUTE - 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/
LOCATION:https://thewindwardschool-org.zoom.us/j/96336691248
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:20260509T061648
CREATED:20260326T154811Z
LAST-MODIFIED:20260420T152838Z
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:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260714T090000
DTEND;TZID=America/New_York:20260714T120000
DTSTAMP:20260509T061648
CREATED:20260427T131029Z
LAST-MODIFIED:20260506T161057Z
UID:10000558-1784019600-1784030400@thewindwardinstitute.org
SUMMARY:From Matching to Momentum: Using Data to Select and Strengthen Math Interventions
DESCRIPTION:This workshop is part of the Math Institute From Fluency to Acceleration: Building Strong Foundations and Responsive Math Instruction\, a two-day experience that helps educators build strong math foundations through fluency and respond effectively to student needs. This workshop focuses on using data targeted strategies to match and adjust interventions\, while Day 1 centers embedding Tier 1 practices that promote accuracy\, efficiency\, and deeper understanding. Together\, the sessions provide practical tools to support all students in making meaningful progress. \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\nselect and apply targeted strategies (e.g.\, structured practice routines) to build accuracy\, fluency\, and generalization\nuse the Instructional Hierarchy to identify student skill stages and match appropriate interventions\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
URL:https://thewindwardinstitute.org/event/data-driven-interventions/
LOCATION:https://thewindwardschool-org.zoom.us/j/96336691248
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260720T120000
DTSTAMP:20260509T061648
CREATED:20260501T132632Z
LAST-MODIFIED:20260506T161900Z
UID:10000559-1784538000-1784548800@thewindwardinstitute.org
SUMMARY:Mathematics Vocabulary: What Do Words Have to Do With It?
DESCRIPTION:This workshop is part of the four-day institute Building Structure\, Fluency\, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \nMathematics vocabulary can be challenging for students\, especially those with mathematics difficulty\, because so many terms carry multiple meanings both across subjects and within math itself. Yet research consistently shows that strong math vocabulary is tightly linked to stronger math performance\, making it essential for helping students communicate their thinking\, make sense of word problems\, and engage confidently with new content. This session invites teachers to dig into the complexity of math language\, explore different types of vocabulary\, and understand why using precise terms (like numerator instead of “top number”) truly matters. Educators will learn how to identify high‑impact words using a database of critical math terms\, and learn five practical instructional routines designed to make vocabulary instruction more powerful and engaging. Through hands‑on practice\, collaborative planning\, and ready‑to‑use digital resources\, teachers will leave equipped to strengthen students’ mathematical language and elevate classroom discourse. \nKey Learning Objectives: \n\nExplain why mathematics vocabulary knowledge supports understanding of mathematics concepts\nExplain how to prioritize terms for instruction\nIdentify and learn practices for teaching and reviewing mathematics vocabulary\nPlan ways to implement and apply content learned in your instructional setting (e.g.\, classroom\, small group\, coaching)\n\nPresenter: Elizabeth Stevens\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/math-vocabulary/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260720T150000
DTSTAMP:20260509T061648
CREATED:20260508T125755Z
LAST-MODIFIED:20260508T131112Z
UID:10000569-1784538000-1784559600@thewindwardinstitute.org
SUMMARY:Vocabulary\, Morphology\, and Multisyllable Word Reading
DESCRIPTION:This workshop is part of the two-day literacy institute The Science of Deep Reading: Morphology\, Syntax\, and Meaning-making. Join us for a morning\, a full day\, or both days — adaptable to your schedule! \nBuild 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\, in-person attendees will 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
URL:https://thewindwardinstitute.org/event/vocab-morphology-and-multisyllable/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260509T061648
CREATED:20260326T133422Z
LAST-MODIFIED:20260508T140840Z
UID:10000544-1784538000-1784646000@thewindwardinstitute.org
SUMMARY:2 Morning Literacy Institute - 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:20260509T061648
CREATED:20260326T133455Z
LAST-MODIFIED:20260508T140739Z
UID:10000542-1784538000-1784646000@thewindwardinstitute.org
SUMMARY:2 Day Literacy Institute - 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:20260509T061648
CREATED:20260326T133224Z
LAST-MODIFIED:20260501T134123Z
UID:10000545-1784538000-1784818800@thewindwardinstitute.org
SUMMARY:4-DAY 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 \n  \nDay 1: Mathematics Vocabulary: What do words have to do with it? \nPresenter: Elizabeth Stevens\, PhD \nDescription:\nMathematics vocabulary can be challenging for students\, especially those with mathematics difficulty\, because so many terms carry multiple meanings both across subjects and within math itself. Yet research consistently shows that strong math vocabulary is tightly linked to stronger math performance\, making it essential for helping students communicate their thinking\, make sense of word problems\, and engage confidently with new content. This session invites teachers to dig into the complexity of math language\, explore different types of vocabulary\, and understand why using precise terms (like numerator instead of “top number”) truly matters. Educators will learn how to identify high‑impact words using a database of critical math terms\, and learn five practical instructional routines designed to make vocabulary instruction more powerful and engaging. Through hands‑on practice\, collaborative planning\, and ready‑to‑use digital resources\, teachers will leave equipped to strengthen students’ mathematical language and elevate classroom discourse. \nKey Learning Objectives: \n\nExplain why mathematics vocabulary knowledge supports understanding of mathematics concepts\nExplain how to prioritize terms for instruction\nIdentify and learn practices for teaching and reviewing mathematics vocabulary\nPlan ways to implement and apply content learned in your instructional setting (e.g.\, classroom\, small group\, coaching)\n\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\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/
LOCATION:https://thewindwardschool-org.zoom.us/j/94228067578
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260721T090000
DTEND;TZID=America/New_York:20260721T120000
DTSTAMP:20260509T061648
CREATED:20260501T133051Z
LAST-MODIFIED:20260506T161950Z
UID:10000560-1784624400-1784635200@thewindwardinstitute.org
SUMMARY:A Structured Approach to Solve Addition Math Word Problems
DESCRIPTION:This workshop is part of the four-day institute Building Structure\, Fluency\, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \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\nPresenter: Elizabeth Hughes\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/math-word-problems/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
END:VCALENDAR