BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//The Windward Institute - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://thewindwardinstitute.org
X-WR-CALDESC:Events for The Windward Institute
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20270314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20271107T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260720T120000
DTSTAMP:20260826T050840
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/
CATEGORIES:Summer Institutes,Workshops
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260720T120000
DTSTAMP:20260826T050840
CREATED:20260508T125755Z
LAST-MODIFIED:20260716T194409Z
UID:10000569-1784538000-1784548800@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 this individual workshop\, join the full institute or mix and match days and  to build a personalized experience. \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\n\nPresenters: Alison Leveque PhD\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nAudience: Grades 3-8 educators \nWay to take the morning institute: \n\n9 a.m. to 12 p.m. ET\, virtual
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:20260721T120000
DTSTAMP:20260826T050840
CREATED:20260513T002315Z
LAST-MODIFIED:20260716T194124Z
UID:10000573-1784538000-1784635200@thewindwardinstitute.org
SUMMARY:2 Day Literacy Institute - The Science of Deep Reading: Morphology\, Syntax\, and Meaning-Making
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. \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\, in-person attendees 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\nFull day attendees develop 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\, in-person attendees 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. \nKey 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\nFull day attendees develop and refine a comprehensive lesson plan that includes modeling of comprehension strategies\, aligned student tasks\, and exemplar student responses to guide feedback and assessment\n\nPresenters: Alison Leveque PhD\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nAudience: Grades 3-8 educators \nWay to take the full institute: \n\n2 mornings\, 9 a.m. to 12 p.m. ET\, virtual\n\nBrowse individual workshops to register by session. \nNYCTLE credits: 6 hours for morning/virtual participation \n 
URL:https://thewindwardinstitute.org/event/science-of-deep-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:20260720T090000
DTEND;TZID=America/New_York:20260723T120000
DTSTAMP:20260826T050840
CREATED:20260326T133224Z
LAST-MODIFIED:20260609T144423Z
UID:10000545-1784538000-1784808000@thewindwardinstitute.org
SUMMARY:4-DAY MATH INSTITUTE: Building Structure\, Fluency\, and Mathematical Reasoning
DESCRIPTION:Join 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. Adaptable to your schedule!  \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/
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:20260721T090000
DTEND;TZID=America/New_York:20260721T120000
DTSTAMP:20260826T050840
CREATED:20260501T133051Z
LAST-MODIFIED:20260522T172514Z
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/
CATEGORIES:Summer Institutes,Workshops
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260721T090000
DTEND;TZID=America/New_York:20260721T120000
DTSTAMP:20260826T050840
CREATED:20260508T130931Z
LAST-MODIFIED:20260716T194328Z
UID:10000570-1784624400-1784635200@thewindwardinstitute.org
SUMMARY:Bridging Word Level Skills to Text Comprehension
DESCRIPTION:This workshop is part of the two-day literacy institute The Science of Deep Reading: Morphology\, Syntax\, and Meaning-making. Join us for this individual workshop\, join the full institute or mix and match days and  to build a personalized experience. \nConnect 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\, in-person attendees will 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\n\nPresenters: Alison Leveque PhD\, Dana Carr-Ford\, MA\, MsEd\, Kinjal Nicholls\, MA\nAudience: Grades 3-8 educators \nWay to take the full workshop: \n\n9 a.m. to 12 p.m. ET\, virtual
URL:https://thewindwardinstitute.org/event/word-level-skills/
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:20260722T090000
DTEND;TZID=America/New_York:20260722T120000
DTSTAMP:20260826T050840
CREATED:20260501T133411Z
LAST-MODIFIED:20260506T162023Z
UID:10000561-1784710800-1784721600@thewindwardinstitute.org
SUMMARY:The Power of Structure: Understanding Multiplicative Thinking
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 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\nPresenter: Jonté Meyers\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/multiplicative-thinking/
CATEGORIES:Summer Institutes,Workshops
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260723T090000
DTEND;TZID=America/New_York:20260723T120000
DTSTAMP:20260826T050840
CREATED:20260501T133726Z
LAST-MODIFIED:20260506T162111Z
UID:10000562-1784797200-1784808000@thewindwardinstitute.org
SUMMARY:The Science of Math: Turning Research into High-Impact Classroom Practices
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 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 3–8 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\n\nPresenter: Paul Riccomini\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/the-science-of-math/
CATEGORIES:Summer Institutes,Workshops
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260811T090000
DTEND;TZID=America/New_York:20260811T090000
DTSTAMP:20260826T050840
CREATED:20260506T181148Z
LAST-MODIFIED:20260622T180014Z
UID:10000563-1786438800-1786438800@thewindwardinstitute.org
SUMMARY:Designing Powerful Early Literacy Instruction: From Research to Practice
DESCRIPTION:This workshop is part of a two-day institute\, Foundations for Reading Success: Oral Language to Print. Join us for this individual workshop\, join the full institute or mix and match days and  to build a personalized experience. \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:20260811T090000
DTEND;TZID=America/New_York:20260812T150000
DTSTAMP:20260826T050840
CREATED:20260514T165249Z
LAST-MODIFIED:20260622T172756Z
UID:10000576-1786438800-1786546800@thewindwardinstitute.org
SUMMARY:2 Day Literacy Institute – Foundations for Reading Success: Oral Language to Print
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. \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\nIn-person attendees gain 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\nIn-person attendees design integrated literacy activities that connect reading\, writing\, and play\, including planning a print-based lesson that incorporates phonological awareness\, early reading\, and writing\n\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\nCredits: CTLE credits – 5 hours per full-day workshop \nThere are two ways to take the full institute: \n\n2 full days 9 a.m. to 3 p.m.\, ET  in-person at our Westchester Lower School campus\n2 mornings\, 9 a.m. to 12 p.m. ET\, virtual\n\nBrowse individual workshops to register by session.
URL:https://thewindwardinstitute.org/event/2-day-literacy-institute-foundations-for-reading-success-oral-language-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:20260812T090000
DTEND;TZID=America/New_York:20260812T090000
DTSTAMP:20260826T050840
CREATED:20260506T193018Z
LAST-MODIFIED:20260622T180125Z
UID:10000564-1786525200-1786525200@thewindwardinstitute.org
SUMMARY:From Sounds to Print: Integrating Phonological Awareness\, Reading\, and Writing
DESCRIPTION:This workshop is part of a two-day institute\, Foundations for Reading Success: Oral Language to Print. Join us for this individual workshop\, join the full institute or mix and match days to build a personalized experience. \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\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/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:20260818T090000
DTEND;TZID=America/New_York:20260820T143000
DTSTAMP:20260826T050840
CREATED:20260326T133651Z
LAST-MODIFIED:20260420T153656Z
UID:10000539-1787043600-1787236200@thewindwardinstitute.org
SUMMARY:Expository Writing Instruction Summer 2026
DESCRIPTION:Date: August 18\, 19\, and 20\, 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\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-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:20261006T163000
DTEND;TZID=America/New_York:20261006T183000
DTSTAMP:20260826T050840
CREATED:20260810T183046Z
LAST-MODIFIED:20260810T184637Z
UID:10000584-1791304200-1791311400@thewindwardinstitute.org
SUMMARY:Teaching Morphemes: Affixes\, Roots\, and Practical Classroom Strategies
DESCRIPTION:For struggling readers\, longer words pose a significant challenge. Morphology instruction addresses this by building connections between words\, supporting spelling\, word recognition\, comprehension\, and vocabulary development at the word\, sentence\, and passage level. It’s also embedded in most content-area knowledge\, making it a valuable tool across subjects. Participants will explore the research behind this approach and leave with practical\, classroom-ready techniques for teaching it.  \nKey Learning Objectives:  \n\nDefine morphology as the study of the structure of words and explain how a morpheme functions as the smallest unit of meaning.  \n\n\nDistinguish between free morphemes (which can stand alone) and bound morphemes (which require a partner)\, and identify subcategories including prefixes\, roots\, and suffixes.  \n\n\nDifferentiate between inflectional suffixes\, which change tense or number without altering part of speech\, and derivational suffixes\, which change the meaning or part of speech of a base word.  \n\n\nApply a grade-level morphology progression — beginning with inflectional suffixes in first grade and advancing through Greek and Latin roots in upper elementary — to sequence instruction appropriately for students.  \n\n\nImplement evidence-based morphology instruction using a structured sequence that includes reviewing previously taught affixes\, introducing new content with student-friendly definitions and examples\, and providing repeated exposures through word building and independent practice \n\nDate: Tuesday\, Oct. 6\, 4:30- 6:30 pm EST\nInstructor: Kinjal Nicholls\, MA\nGrades: 3-8\nLocation: Virtual\nPrice: $120\nCredentials: 2 Approved CTLE Hours 
URL:https://thewindwardinstitute.org/event/teaching-morphemes-affixes-roots-and-practical-classroom-strategies/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/95317215339
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261008T090000
DTEND;TZID=America/New_York:20261008T130000
DTSTAMP:20260826T050840
CREATED:20260811T192054Z
LAST-MODIFIED:20260818T190416Z
UID:10000593-1791450000-1791464400@thewindwardinstitute.org
SUMMARY:4 Day Multisensory Reading Instruction: PAF Fall 2026
DESCRIPTION:The 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.\n\nThe PAF Reading Program manual is included and will be shipped directly to participants.\nInstructors: Colleen McGlynn\, MsEd and Kelly Schmidt\, MPS\nDates: Thursdays\, Oct 8\, 15\, 22\, 29\, 9:00 a.m. – 1:00 p.m. EST\nGrades: K- 5\nPrice: $675.00 (PAF manuals included)\nCredits: NYCTLE hours: 16 \n\nRegister by September 24 to lock in the price above.\n\n\nRegistrations after September 24 will incur an additional fee of $25.00 for expedited handling and shipping of materials
URL:https://thewindwardinstitute.org/event/multisensory-reading-instruction-paf-fall-2026/2026-10-08/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92417691753
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261014T163000
DTEND;TZID=America/New_York:20261014T183000
DTSTAMP:20260826T050840
CREATED:20260810T190153Z
LAST-MODIFIED:20260824T155251Z
UID:10000592-1791995400-1792002600@thewindwardinstitute.org
SUMMARY:Teachers as Agents: Using Ai to Create\, Plan and Assess
DESCRIPTION:This workshop is built around one idea: the teacher as an agent. Before any AI tool goes in front of a student\, the educator sits in the designer’s seat\, directing the tool and deciding what is worth keeping. This is not a general AI overview. Every segment is a build\, and participants bring one real assignment and one content-area text to work with throughout the day.  \nThe focus is on the three things teachers ask for most: creating classroom resources\, streamlining grading and feedback\, and supporting students who need scaffolds to show what they know. Participants build with Claude for Teachers\, Brisk\, and Gemini with Gems\, then get oriented on Diffit\, Snorkl\, and SchoolAI for leveling texts\, hearing student reasoning\, and guiding supported practice. By the end\, participants leave with materials ready to use the next morning\, plus a curated resource bank for continued learning.  \n Key Learning Objectives:  \n\nDirect AI as a design partner to create rigorous\, standards-aligned lessons and student-facing resources from your own curriculum. \n\n\nPrompt Claude to generate interactive\, web-based games and activities that run in the chat window\, with no coding knowledge: math mini-games\, vocabulary match-ups\, science simulations\, interactive timelines\, grammar and fact detectives\, and role-play interviews. \n\n\nGenerate and audit assessment materials\, rubrics\, targeted feedback\, and leveled questions\, keeping professional judgment at the center. \n\n\nUse and adapt reusable Gemini Gems (via edugems.ai) for scaffolds\, differentiation\, and grading routines you will reach for weekly. \n\n\nKnow when to reach for Diffit\, Snorkl\, and SchoolAI to level texts\, hear student reasoning\, and guide supported practice. \n\nDate: Wednesday\, October 14\, 4:30-6:30 pm EST\nInstructor: Joan McGettigan\, Ed.D\nGrades: K-12\nPrice: $120\nCredentials: 2 Approved CTLE Hours 
URL:https://thewindwardinstitute.org/event/teachers-as-agents-using-ai-to-create-plan-and-assess/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/95547337597
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T090000
DTEND;TZID=America/New_York:20261015T130000
DTSTAMP:20260826T050840
CREATED:20260811T192054Z
LAST-MODIFIED:20260818T190416Z
UID:10000594-1792054800-1792069200@thewindwardinstitute.org
SUMMARY:4 Day Multisensory Reading Instruction: PAF Fall 2026
DESCRIPTION:The 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.\n\nThe PAF Reading Program manual is included and will be shipped directly to participants.\nInstructors: Colleen McGlynn\, MsEd and Kelly Schmidt\, MPS\nDates: Thursdays\, Oct 8\, 15\, 22\, 29\, 9:00 a.m. – 1:00 p.m. EST\nGrades: K- 5\nPrice: $675.00 (PAF manuals included)\nCredits: NYCTLE hours: 16 \n\nRegister by September 24 to lock in the price above.\n\n\nRegistrations after September 24 will incur an additional fee of $25.00 for expedited handling and shipping of materials
URL:https://thewindwardinstitute.org/event/multisensory-reading-instruction-paf-fall-2026/2026-10-15/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92417691753
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261021T163000
DTEND;TZID=America/New_York:20261021T183000
DTSTAMP:20260826T050840
CREATED:20260810T185432Z
LAST-MODIFIED:20260824T155145Z
UID:10000585-1792600200-1792607400@thewindwardinstitute.org
SUMMARY:Building Early Reading Strategies
DESCRIPTION:This session helps educators translate research into engaging\, print-based classroom practices — connecting sounds to print through game-based activities for early reading approaches and developmentally appropriate approaches to building 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.  \n Key Learning Objectives  \n\nStrengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge\, including letter identification. \n\n\nApply phonemic awareness skills to print-based activities that support early reading development.  \n\n\nLearn and implement early reading strategies that support decoding and meaning-making. \n\n\nDevelop and practice instructional approaches that support early writing skills.   \n\n\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\nDate: Wednesday\, Oct. 21\, 4:30 – 6:30 pm EST\nInstructor: Dana Carr-Ford\, MA\, MEd\nGrades: PreK-2\nLocation: Virtual\nPrice: $ 120\nCredentials: 2 Approved CTLE Hours
URL:https://thewindwardinstitute.org/event/building-early-reading-strategies/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92061637460
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261022T090000
DTEND;TZID=America/New_York:20261022T130000
DTSTAMP:20260826T050840
CREATED:20260811T192054Z
LAST-MODIFIED:20260818T190416Z
UID:10000595-1792659600-1792674000@thewindwardinstitute.org
SUMMARY:4 Day Multisensory Reading Instruction: PAF Fall 2026
DESCRIPTION:The 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.\n\nThe PAF Reading Program manual is included and will be shipped directly to participants.\nInstructors: Colleen McGlynn\, MsEd and Kelly Schmidt\, MPS\nDates: Thursdays\, Oct 8\, 15\, 22\, 29\, 9:00 a.m. – 1:00 p.m. EST\nGrades: K- 5\nPrice: $675.00 (PAF manuals included)\nCredits: NYCTLE hours: 16 \n\nRegister by September 24 to lock in the price above.\n\n\nRegistrations after September 24 will incur an additional fee of $25.00 for expedited handling and shipping of materials
URL:https://thewindwardinstitute.org/event/multisensory-reading-instruction-paf-fall-2026/2026-10-22/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92417691753
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261022T163000
DTEND;TZID=America/New_York:20261022T180000
DTSTAMP:20260826T050840
CREATED:20260810T185901Z
LAST-MODIFIED:20260824T155052Z
UID:10000586-1792686600-1792692000@thewindwardinstitute.org
SUMMARY:Graphic Organizers to Boost Reading\, Writing and Vocabulary
DESCRIPTION:Graphic organizers are powerful tools that help students organize ideas\, uncover connections\, and tackle complex concepts with confidence. In this workshop\, participants learn how to use visual frameworks\, such as story maps\, vocabulary grids\, concept webs\, and semantic maps\, to make abstract ideas concrete and accessible. Through hands-on activities\, discover practical techniques to scaffold instruction\, boost engagement\, and foster independent thinking. Leave with a ready-to-use collection of graphic organizers.  \nKey Learning Objectives     \n\nUnderstand the role of graphic organizers in literacy to support comprehension\, critical thinking\, and writing development.  \n\n\nLearn how to use story maps\, vocabulary frameworks\, concept and semantic maps to enhance student learning. \n\n\nDiscover practical strategies for using these tools to implement in all aspects of your literacy lesson: before\, during and after instruction.  \n\n\nGain techniques to make abstract concepts accessible and promote independence for diverse learners. \n\nDate: Thursday\, Oct. 22\, 4:30 pm- 6:00 pm. EST  \nInstructors: Alison Leveque\, PhD and Alicia Kempin\, MS  \nGrades: 2 – 8 \nPrice: $  90   \nCredentials: 1.5 Approved CTLE Hours 
URL:https://thewindwardinstitute.org/event/graphic-organizers-to-boost-reading-writing-and-vocabulary-2/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92375246540
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261027T163000
DTEND;TZID=America/New_York:20261027T180000
DTSTAMP:20260826T050840
CREATED:20260810T190114Z
LAST-MODIFIED:20260824T155001Z
UID:10000587-1793118600-1793124000@thewindwardinstitute.org
SUMMARY:Think\, Play\, Solve: Math Games for Growing Young Mathematicians
DESCRIPTION:Engaging math games can transform K–5 classrooms by building number sense\, strengthening problem-solving skills\, and fostering mathematical thinking. Educators will explore how to use high‑impact games to reinforce essential concepts across elementary grades. Experience games firsthand and discover how to use playful practice to promote reasoning\, fluency\, and student discourse. Leave with a toolkit of ready‑to‑use games that make math meaningful\, active\, and fun.   \n  Key Learning Objectives:    \n\nUnderstand how math games support number sense\, fluency\, and conceptual understanding.   \n\n\nGain strategies for selecting and adapting games to meet diverse student needs and skill levels.   \n\n\nGain practical routines for integrating games into whole group\, small group\, and independent practice.   \n\n\nExplore techniques for using games to promote student discourse\, reasoning\, and collaboration.   \n\n\nObtain a collection of easy-to-implement games for your classroom \n\nDate: Tuesday\, Oct. 27\, 4:30- 6:00 pm EST\nPresenter: Samantha Downey\nGrade: K- 5 \nLocation: Virtual \nPrice: $90\nCredentials: 1.5 Approved CTLE Hours
URL:https://thewindwardinstitute.org/event/think-play-solve-math-games-for-growing-young-mathematicians/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/97353328449
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261029T090000
DTEND;TZID=America/New_York:20261029T130000
DTSTAMP:20260826T050840
CREATED:20260811T192054Z
LAST-MODIFIED:20260818T190416Z
UID:10000596-1793264400-1793278800@thewindwardinstitute.org
SUMMARY:4 Day Multisensory Reading Instruction: PAF Fall 2026
DESCRIPTION:The 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.\n\nThe PAF Reading Program manual is included and will be shipped directly to participants.\nInstructors: Colleen McGlynn\, MsEd and Kelly Schmidt\, MPS\nDates: Thursdays\, Oct 8\, 15\, 22\, 29\, 9:00 a.m. – 1:00 p.m. EST\nGrades: K- 5\nPrice: $675.00 (PAF manuals included)\nCredits: NYCTLE hours: 16 \n\nRegister by September 24 to lock in the price above.\n\n\nRegistrations after September 24 will incur an additional fee of $25.00 for expedited handling and shipping of materials
URL:https://thewindwardinstitute.org/event/multisensory-reading-instruction-paf-fall-2026/2026-10-29/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/92417691753
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261109T163000
DTEND;TZID=America/New_York:20261109T180000
DTSTAMP:20260826T050840
CREATED:20260810T185335Z
LAST-MODIFIED:20260824T154911Z
UID:10000588-1794241800-1794247200@thewindwardinstitute.org
SUMMARY:The Power of the Quick-Write: Fast\, Purposeful Writing Strategies for All Subjects
DESCRIPTION:Quick-writes are short responses to structured prompts that can be used in all content-area classes at any point during a learning opportunity. Grounded in the reading-writing connection\, this workshop explores how structured quick-writes support long-term retention and recall\, progressive skill development\, and fluency in thinking and writing. Drawing on research showing that sentence-level instruction leads to better\, faster sentence construction\, reduces cognitive load\, and ultimately frees up resources for idea generation and organization.  Participants will learn to design writing tasks that build composition fluency and leave with ready-to-use strategies and templates that are adaptable to any subject or grade level.  \n Key Learning Objectives:   \n\nUnderstand and articulate the reading-writing connection and how it encourages knowledge through the discovery of new ideas.  \n\n\nApply sentence-level writing instruction within a contextualized skill framework so students can see how complex sentences are used in relation to real academic tasks across subjects such as science\, social studies\, math\, and the arts.  \n\n\nDesign and implement structured quick-write for use as Do-Nows\, guided practice\, exit tickets\, and formative assessments.  \n\n\nUse the Sentence Doctor’s three-step protocol to help students diagnose sentence-level problems\, choose a treatment\, and revise their writing\, framing revision as problem-solving rather than criticism.  \n\n\nLeverage quick-writes as formative assessment tools that increase student progress by focusing on daily learning\, clear misunderstandings\, create rigor\, and improve motivation and engagement. \n\nDate: Monday\, Nov. 9\, 4:30 PM-6:00 pm EST\nInstructor: Betsy MacDermott- Duffy\, MsEd\nGrades: 3-8\nLocation: Virtual\nPrice: $90\nCredentials: 1.5 Approved CTLE Hours
URL:https://thewindwardinstitute.org/event/the-power-of-the-quick-write-fast-purposeful-writing-strategies-for-all-subjects/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/96742246782
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261116T163000
DTEND;TZID=America/New_York:20261116T183000
DTSTAMP:20260826T050840
CREATED:20260810T185632Z
LAST-MODIFIED:20260824T154818Z
UID:10000589-1794846600-1794853800@thewindwardinstitute.org
SUMMARY:Close Reading Across the Disciplines
DESCRIPTION:Close reading is a powerful instructional approach that helps students engage deeply with complex texts\, develop critical thinking skills\, and support their ideas with evidence. In this interactive workshop\, participants will explore the what\, why\, when\, and how effective close reading instruction through research-based practices and live modeling. Through hands-on practice and disciplinary examples\, attendees will leave with a practical toolkit for planning and implementing close reading experiences that strengthen comprehension\, analysis\, and evidence-based thinking across content areas.  \nKey Learning Objectives:  \n\nUnderstand the purpose and essential components of close reading and how it supports comprehension\, critical thinking\, and evidence-based analysis. \n\n\nLearn how to select appropriate complex texts\, anticipate knowledge demands\, and plan scaffolds that maintain rigor while supporting student success. \n\n\nDevelop effective close reading lessons using text-dependent questions\, purposeful annotation strategies\, and formative assessment practices. \n\n\nApply close reading techniques across disciplines and leave with a toolkit of classroom-ready strategies to deepen student engagement and understanding of complex texts. \n\nDate: Monday\, Nov. 16; 4:30- 6:30 pm EST\nInstructor: Dana Carr-Ford\, MA\, MEd\nGrades:  3-8\nLocation: Virtual\nPrice: $120\nCredentials: 2 CTLE credits
URL:https://thewindwardinstitute.org/event/close-reading-across-the-disciplines/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/95005294378
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261201T163000
DTEND;TZID=America/New_York:20261201T180000
DTSTAMP:20260826T050840
CREATED:20260810T185957Z
LAST-MODIFIED:20260824T154723Z
UID:10000590-1796142600-1796148000@thewindwardinstitute.org
SUMMARY:Game on: Literacy Games for All Readers
DESCRIPTION:Make learning fun! Imagine phonics drills replaced by games your students actually ask to play again. This course shows you how to make that shift\, grounding playful\, competitive activities in the Science of Reading so every round builds real reading fluency\, executive function\, and motivation. Participants leave with a full toolkit of hands-on activities\, group games\, and curated virtual resources ready for Monday morning.  \n Key Learning Objectives:  \n\nFacilitate collaborative and competitive educational games—including Magic Square\, Suffix Extravaganza\, and Homophone Roller—to reinforce complex language patterns. \n\n\nUtilize virtual platforms and generators such as Wordwall\, digital interactive whiteboards\, and custom puzzle makers to differentiate and scale literacy games. \n\n\nAlign classroom game implementation with the Word Recognition and Language Comprehension strands of Scarborough’s Reading Rope and explicit instruction models. \n\n\nCreate structured vocabulary lessons that explicitly teach letter-sound correspondence\, Greek and Latin roots\, affixes\, and word-building matrices to enhance advanced decoding and spelling. \n\nDate: Tuesday\, Dec. 1\, 4:30 PM -6:00 pm EST\nInstructor: Kinjal Nicholls\, MA\nGrades: Prek-3\nLocation: Virtual\nPrice: $90\nCredentials: 1.5 Approved CTLE Hours 
URL:https://thewindwardinstitute.org/event/game-on-literacy-games-for-all-readers/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/99893240748
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261202T130000
DTEND;TZID=America/New_York:20261202T140000
DTSTAMP:20260826T050840
CREATED:20260818T185731Z
LAST-MODIFIED:20260824T154628Z
UID:10000583-1796216400-1796220000@thewindwardinstitute.org
SUMMARY:Supporting Executive Function at Home: Building Time Management\, Self-Regulation\, and Independence
DESCRIPTION:Executive function skills play a critical role in helping children manage responsibilities\, regulate emotions\, and navigate daily challenges with greater independence. In this session\, caregivers will explore practical strategies to strengthen key executive function skills\, including time management\, planning\, organization\, task initiation\, and self-monitoring. Participants will learn how to establish routines\, use visual supports\, and implement goal-setting practices that help children manage tasks\, transitions\, and expectations at home. The session will also focus on developing emotional regulation and coping skills to support positive behavior and resilience. Caregivers will leave with actionable strategies they can immediately use to foster independence\, self-regulation\, and success at home and in school.  \n Key Learning Objectives:   \n\nUnderstand the connection between time management\, self-regulation\, and other essential executive function skills that support student success.  \n\n\nLearn practical routines\, visual supports\, and home-based strategies that help children plan\, organize\, initiate tasks\, and manage transitions more independently.  \n\n\nExplore goal-setting and progress-monitoring techniques that enable children to break tasks into manageable steps and build ownership of their learning.  \n\n\nIdentify effective strategies for supporting emotional regulation\, coping skills\, and positive behavior management at home.  \n\n\nExamine appropriate use of digital tools and technology resources that can help children develop executive function skills\, manage responsibilities\, and build independence. \n\nDate: Wednesday\, Dec. 2\, 1:00- 2:00 pm EST\nInstructor: Jackie Britt- Friedman\, PsyD\nGrades: Grades 2–8\nLocation: Virtual\nPrice: $60\nCredentials: 1 Approved CTLE hours 
URL:https://thewindwardinstitute.org/event/supporting-executive-function-at-home-building-time-management-self-regulation-and-independence/
CATEGORIES:Workshops
LOCATION:
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261203T163000
DTEND;TZID=America/New_York:20261203T183000
DTSTAMP:20260826T050840
CREATED:20260810T190036Z
LAST-MODIFIED:20260819T132940Z
UID:10000591-1796315400-1796322600@thewindwardinstitute.org
SUMMARY:Using Progress Monitoring to Drive Reading Instruction
DESCRIPTION:Effective reading instruction depends on understanding what students know\, where they are struggling\, and how to respond. In this interactive session\, participants explore the role of progress monitoring in daily reading instruction and learn how to use efficient\, research-based assessment tools to measure word reading\, language\, and reading comprehension. Through the analysis of student case studies\, educators examine formative and summative assessment data\, identify instructional implications\, and determine appropriate next steps for learning. Participants leave with a practical teacher toolbox of assessment-informed instructional strategies that can be applied across a variety of reading programs and curricula to support student growth and achievement.  \n Key Learning Objectives:  \n\nUnderstand the purpose of progress monitoring in the context of daily reading instruction through materials that align with targeted outcomes  \n\n\nLearn the most effective and feasible tools for word reading progress monitoring  \n\n\nIdentify the distinct roles of language and reading comprehension measures  \n\n\nEngage with student case studies to collaboratively analyze formative and summative assessment results and determine implications for instruction  \n\n\nTake away a “teacher toolbox” filled with instructional strategies that align with progress monitoring data\, ready to be implemented across various curricula \n\nDate: Thursday\, Dec. 3\, 4:30-6:30 pm EST\nInstructor: Alison Leveque\, PhD and Dana Carr-Ford\, MA\, MEd\nGrades: K-8\nLocation: Virtual\nPrice: $120\nCredentials: 2 Approved CTLE Hours
URL:https://thewindwardinstitute.org/event/using-progress-monitoring-to-drive-reading-instruction/
CATEGORIES:Workshops
LOCATION:https://thewindwardschool-org.zoom.us/j/96626443722
END:VEVENT
END:VCALENDAR