The Windward Institute

Expository Writing Instruction - Spring 2026
2026-04-22 09:00 - 14:30, 2026-04-29 09:00 - 14:30 (America/New_York) | https://thewindwardschool-org.zoom.us/j/93306230002
Dates: Three Wednesdays, April 15, 22, 29, 9:00 a.m. – 2:30 p.m. EST
Instructor: Betsy M. Duffy, MSEd and Ann Spataro, MsEd
Grades: K-12
Location: In-person at the Windward Westchester Lower School Campus in White Plains, NY or virtual
Price: $650.00
Credentials: 16.5 Approved CTLE Hours
Description:
Expectations 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.
This 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.
Key Learning Objectives

Learn specific evidence-based techniques to add structure, coherence, and clarity to students’ expository writing.
Identify instructional guidelines for developing complex sentences, outlining, writing paragraphs and compositions, and revising and editing.
Gain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay.
Develop an overview of how to plan an expository reading lesson as springboard to writing.

The Power of Feedback
2026-04-27 16:30 - 18:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/97251683174
Date: Monday, April 27th, 4:30-6:00 pm EST
Presenter: Dana Carr-Ford, MA, MsEd
Grades: K-12
Location: Virtual
Price: $90.00
Credentials: 1.5 Approved CTLE Hours
Description:
Feedback 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.
Key Learning Objectives:

define effective feedback and distinguish it from praise or evaluation
identify the key components of high-impact feedback
adjust feedback language to make it more actionable and student-driven
plan intentional feedback loops to utilize in an upcoming lesson
describe key research that supports the use of feedback during student practice

Building Oral Language Routines for Every Subject
2026-05-04 16:30 - 18:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/97364359462
Date: Monday, May 4, 4:30 p.m. – 6:00 p.m.
Presenter: Kinjal Nicholls, MA
Grades: 4-12
Location: Virtual
Price: $90.00
Credentials: 1.5 Approved CTLE Hours
Description:
Every 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.
Key Learning Objectives:

understand the role and impact of classroom discussion
learn how to plan and structure effective discussions
gain structures and scaffolds to make classroom talk equitable for your students
gain applicable strategies and routines for any classroom

Executive Function as a Developmental Path - What It Means and Why It Matters
2026-05-13 16:30 - 18:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/97521482630
Date: Wednesday, May 13th 4:30 p.m. -6:00 p.m. ET
Presenter: Mark Bertin, MD, PLLC
Grades: K-12
Location: Virtual
Price: $90.00
Credentials: 1.5 Approved CTLE Hours
Description:
A 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.
Key Learning Objectives:

Explain the role of executive function in social, emotional, and academic development across childhood.
Describe the relationship between executive function and ADHD, and how this understanding informs effective support strategies at home and school.
Apply research-based strategies to strengthen executive function, including informed decisions around discipline, routines, technology use, and mindfulness.

Developing Argumentative Writing
2026-05-14 09:00 - 11:00 UTC | https://thewindwardschool-org.zoom.us/j/93207096809
Date: Thursday, May 14, 9:00 a.m. – 11:00 a.m. EST
Instructors: Betsy MacDermott- Duffy, MsEd and Jill Fedele, MsEd
Grades: 4 – 9
Location: Hybrid
Price: $ 120.00
Credentials: 2 Approved CTLE Hours
Description:
Help 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.

Key Learning Objectives:

identify the structure and necessary components of argumentative compositions
utilize graphic organizers and outlines to plan and organize information
gain various techniques for effective thesis and claim statements
learn to identify and incorporate relevant evidence effectively into writing
incorporate precise vocabulary and transitions to strengthen claims
explore various frameworks like CER, RACES/Double RACEs, and “They say, I say”

Making Reading Support Work: Connecting Core and Intervention for Struggling Readers
2026-05-18 17:00 - 18:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/95251937366
Date: May 18th, 5:00- 6 pm ET
Instructor: Elizabeth Stevens, PhD
Grades: 3 – 8
Location: Virtual Webinar; 1 session
Credentials: 1 Approved CTLE Hour
Students 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.
Learning Objectives:

Explain the benefits of aligned instruction to support students’ reading comprehension
Identify ways to align reading comprehension instruction across settings (e.g., core and supplemental instruction; content-area instruction)
Plan two action steps to increase instructional alignment for students with reading difficulty in your classroom and/or school

Executive Functioning, Language, and Cognitive Supports for Independent Learners
2026-07-06 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of the four-day literacy institute, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop, join the full institute, or mix and match days to build a personalized experience.
When 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.
Key Learning Objectives:

A clear framework for how executive functioning drives reading comprehension, task management, and student independence
Discussion moves that lead conversation about tasks, deepen thinking, and build cognitive flexibility during classroom talk
Language supports — including sentence frames, revoicing techniques, contrastive routines, and think-alouds — that make flexible thinking visible and repeatable for students
Practical experience with virtual tools that support planning, collaboration, and move to more student independence
Classroom-ready scaffolds and routines designed to promote self-regulation and independence across content areas

Time: 9 a.m. to 12 p.m. ET Virtual attendance
NYCTLE: 3 hours

4-Day Literacy Institute - The Strategic Classroom: Bridging Literacy and Executive Function
2026-07-06 09:00 - 2026-07-09 12:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/96429191773
This 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.
Day 1: Executive Functioning, Language, and Cognitive Supports for Independent Learners
When 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, in-person participants will analyze a grade-level text, anticipate barriers, and design ready-to-use scaffolds to bring back to your classroom.
Key Learning Objectives:

A clear framework for how executive functioning drives reading comprehension, task management, and student independence
Discussion moves that lead conversation about tasks, deepen thinking, and build cognitive flexibility during classroom talk
Language supports — including sentence frames, revoicing techniques, contrastive routines, and think-alouds — that make flexible thinking visible and repeatable for students
Practical experience with virtual tools that support planning, collaboration, and move to more student independence
Classroom-ready scaffolds and routines designed to promote self-regulation and independence across content areas

Day 2: Word Reading, Reading Comprehension & Working Memory
Building 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 participants use a grade-level text to design and create classroom-ready graphic organizers and templates that maintain rigor while reducing cognitive overload.
Key Learning Objectives:

understand the role of working memory in reading and how it affects both decoding and comprehension
identify the cognitive load demands of complex texts
learn and apply scaffolds that reduce cognitive overload before, during, and after reading tasks
strengthen instructional approaches that support automaticity in word reading
explore virtual tools like Google NotebookLM, MindMeister, Immersive Reader, Quizlet, and SchoolAi to support planning and increase student independence
utilize templates to design reading experiences that support students’ cognitive capacity while maintaining rigor

Day 3: Structured Supports to Build Confident Writers
With 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 plan a grade-level writing task complete with a structured organizer, modeled example, and guided practice plan ready for immediate classroom use.
Key Learning Objectives:

understand how structured supports reduce cognitive load and increase student independence throughout the writing process
learn and apply tools such as graphic organizers and outlines to support students in planning, organizing, and developing their ideas
use explicit instruction and teacher modeling to demonstrate writing processes
design scaffolded writing routines and practice opportunities that support students
explore virtual tools like SchoolAi, Gemini, Todoist, and Trello to support planning and increase student independence
plan targeted supports to address common student challenges, ensuring all learners can engage successfully in writing tasks

Day 4: Motivation, Engagement & Self-Regulation
This 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 analyze a current lesson or unit and design embedded supports that strengthen student motivation and self-regulation for lasting, long-term impact.
Key Learning Objectives:

understand the connection between motivation, engagement, and self-regulation
learn techniques to help students recognize their own learning needs and select appropriate strategies
implement routines that build stamina, persistence, and goal-directed behavior
evaluate and refine classroom practices to better support sustained engagement
gain toolkit of engagement strategies to use in any lesson
explore virtual tools like Habitaca, Tiimo, Streaks, Forest, and Moodnotes to help build student motivation, engagement, and self-regulation
analyze and adjust a lesson plan that can be used to strengthen student independence and engagement

Date: July 6 – 9, Monday – Thursday.
Presenters: Alison Leveque, PhD., Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Grades: 3 – 8
Location: In-person at the Windward Westchester Lower School Campus in White Plains, NY
Credits: NYCTLE credits – 5 hours per full-day workshop
There are two ways to take the full institute:

2 full days 9 a.m. to 3 p.m., ET in-person at our Westchester Lower School campus
2 mornings, 9 a.m. to 12 p.m. ET, virtual

Browse individual workshops to register by session.

Word Reading, Reading Comprehension, and Working Memory
2026-07-07 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of the four-day literacy institute, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop, join the full institute, or mix and match days and half-days to build a personalized experience.
Building 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.
Key Learning Objectives:

understand the role of working memory in reading and how it affects both decoding and comprehension
identify the cognitive load demands of complex texts
learn and apply scaffolds that reduce cognitive overload before, during, and after reading tasks
strengthen instructional approaches that support automaticity in word reading
explore virtual tools like Google NotebookLM, MindMeister, Immersive Reader, Quizlet, and SchoolAi to support planning and increase student independence
utilize templates to design reading experiences that support students’ cognitive capacity while maintaining rigor

Date: Tuesday, July 7
Time: 9 a.m. to 12 p.m. ET Virtual attendance
NYCTLE: 3 hours

Structured Supports to Build Confident Writers
2026-07-08 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of the four-day literacy institute, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop, join the full institute, or mix and match days to build a personalized experience.
With 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.
Key Learning Objectives:

understand how structured supports reduce cognitive load and increase student independence throughout the writing process
learn and apply tools such as graphic organizers and outlines to support students in planning, organizing, and developing their ideas
use explicit instruction and teacher modeling to demonstrate writing processes
design scaffolded writing routines and practice opportunities that support students
explore virtual tools like SchoolAi, Gemini, Todoist, and Trello to support planning and increase student independence
plan targeted supports to address common student challenges, ensuring all learners can engage successfully in writing tasks

Date: Wednesday, July 8
Time: 9 a.m. to 12 p.m. ET Virtual attendance
NYCTLE: 3 hours

Motivation, Engagement, and Self-regulation
2026-07-09 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
This workshop is part of the four-day literacy institute, The Strategic Classroom: Bridging Literacy and Executive Function. Join us for this individual workshop, join the full institute, or mix and match days to build a personalized experience.
This 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
Learning Objectives:

understand the connection between motivation, engagement, and self-regulation
learn techniques to help students recognize their own learning needs and select appropriate strategies
implement routines that build stamina, persistence, and goal-directed behavior
evaluate and refine classroom practices to better support sustained engagement
gain toolkit of engagement strategies to use in any lesson
explore virtual tools like Habitaca, Tiimo, Streaks, Forest, and Moodnotes to help build student motivation, engagement, and self-regulation
analyze and adjust a lesson plan that can be used to strengthen student independence and engagement

Date: Thursday, July 9
Time: 9 a.m. to 12 p.m. ET Virtual attendance
NYCTLE – 3 hours

Strengthening Math Fluency Foundations Through Practice and Tier 1 Support
2026-07-13 09:00 - 12:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/96336691248
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.
Description
How 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.
Key Learning Objectives

explain why fluency matters and how it supports student learning, retention, and transfer
connect fluency to deeper math understanding and success with more complex concepts
apply practical Tier 1 strategies to build fluency within daily instruction
use assessment to identify student needs and monitor progress
plan for aligned and sustainable implementation across classrooms and grade levels

From Matching to Momentum: Using Data to Select and Strengthen Math Interventions
2026-07-14 09:00 - 12:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/96336691248
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.
Description:
How 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.
Key Learning Objectives

select and apply targeted strategies (e.g., structured practice routines) to build accuracy, fluency, and generalization
use the Instructional Hierarchy to identify student skill stages and match appropriate interventions
use a data-based problem-solving process to identify why a student may not be responding to intervention
adjust instruction strategically by examining skill alignment, instructional methods, practice (dose), and task difficulty
set goals and monitor progress to evaluate effectiveness and ensure students are making meaningful gains

Mathematics Vocabulary: What Do Words Have to Do With It?
2026-07-20 09:00 - 12:00 (America/New_York)
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.
Mathematics 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.
Key Learning Objectives:

Explain why mathematics vocabulary knowledge supports understanding of mathematics concepts
Explain how to prioritize terms for instruction
Identify and learn practices for teaching and reviewing mathematics vocabulary
Plan ways to implement and apply content learned in your instructional setting (e.g., classroom, small group, coaching)

Presenter: Elizabeth Stevens, PhD
Grades: 3-8

Vocabulary, Morphology, and Multisyllable Word Reading
2026-07-20 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
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 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.
Key Learning Objectives:

explain the role of vocabulary knowledge and morphological awareness in supporting accurate word recognition and deepening reading comprehension
analyze words using prefixes, suffixes, and roots to determine meaning and support decoding of multisyllabic words
apply instruction strategies to teach word parts, including modeling, guided practice, and structured routines for word analysis
design opportunities for students to read and spell multisyllabic words fluently, integrating morphology-based decoding strategies
develop a lesson plan that incorporates vocabulary instruction, morphology routines, and targeted fluency practices to strengthen both decoding and meaning-making

Presenters: Alison Leveque PhD, Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Audience: Grades 3-8 educators
Way to take the morning institute:

9 a.m. to 12 p.m. ET, virtual

2 Day Literacy Institute - The Science of Deep Reading: Morphology, Syntax, and Meaning-Making
2026-07-20 09:00 - 2026-07-21 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
Day 1: Vocabulary, Morphology, and Multisyllable Word Reading
On 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.
Key Learning Objectives:

explain the role of vocabulary knowledge and morphological awareness in supporting accurate word recognition and deepening reading comprehension
analyze words using prefixes, suffixes, and roots to determine meaning and support decoding of multisyllabic words
apply instruction strategies to teach word parts, including modeling, guided practice, and structured routines for word analysis
design opportunities for students to read and spell multisyllabic words fluently, integrating morphology-based decoding strategies
Full day attendees develop a lesson plan that incorporates vocabulary instruction, morphology routines, and targeted fluency practices to strengthen both decoding and meaning-making

Day 2: Bridging Word Level Skills to Text Comprehension
Building 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.
Key Learning Objectives:

explain key comprehension processes, including making inferences, monitoring understanding, and synthesizing information, and their role in constructing meaning from complex text
apply explicit, systematic instructional routines that support comprehension development
integrate word-level skills (vocabulary, morphology, multisyllabic decoding) into text-based instruction to strengthen overall comprehension
design structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading
Full 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

Presenters: Alison Leveque PhD, Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Audience: Grades 3-8 educators
Way to take the full institute:

2 mornings, 9 a.m. to 12 p.m. ET, virtual

Browse individual workshops to register by session.
NYCTLE credits: 6 hours for morning/virtual participation

4-DAY MATH INSTITUTE: Building Structure, Fluency, and Mathematical Reasoning
2026-07-20 09:00 - 2026-07-23 12:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/94228067578
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!
Dates: July 20-23, 9:00 am- 12:00 pm EST
Location: Virtual
Credits: NYCTLE credits – 3 hours per workshop

Day 1: Mathematics Vocabulary: What do words have to do with it?
Presenter: Elizabeth Stevens, PhD
Description:
Mathematics 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.
Key Learning Objectives:

Explain why mathematics vocabulary knowledge supports understanding of mathematics concepts
Explain how to prioritize terms for instruction
Identify and learn practices for teaching and reviewing mathematics vocabulary
Plan ways to implement and apply content learned in your instructional setting (e.g., classroom, small group, coaching)

Day 2: A Structured Approach to Solve Addition Math Word Problems
Presenter: Elizabeth Hughes, PhD
Description:
This 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.
Key Learning Objectives:

understand what schema-based instruction is and why it supports deeper mathematical comprehension
identify and explore the four major additive problem types
gain strategies for helping students recognize problem structure rather than relying on keywords
gain practical ways to use visual models to represent thinking and support problem-solving
explore how worked examples can build conceptual clarity and reduce cognitive load for learners

Day 3: The Power of Structure: Understanding Multiplicative Thinking
Presenter: Jonté Meyers, PhD
Description:
This 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.
Key Learning Objectives:

understanding how multiplicative reasoning fundamentally differs from additive reasoning, and why this shift matters for students’ mathematical development
familiarity with major multiplicative structures, including equal groups, “times as many” comparison problems, arrays/area models, and rate situations
insight into how learners build composite units and how to support this critical cognitive move
strategies for using representations that reveal multiplicative structure, helping students see and make sense of relationships
explore worked examples that connect visual models to formal procedures, building conceptual and procedural fluency

Day 4: The Science of Math: Turning Research into High-Impact Classroom Practices
Presenter: Paul Riccomini, PhD
Description:
This 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.
Key Learning

explain key cognitive processes related to memory and retention within math concepts
identify and understand the research supported techniques of Spaced learning, Interleaved Practice, and Practice Test Retrieval
analyze how retention strategies can vertically align with K–12 mathematics instruction
apply evidence-based techniques to authentic classroom scenarios by designing lesson components, tasks, and review routines
gain a toolkit of instructional scaffolds that integrate into math lessons

A Structured Approach to Solve Addition Math Word Problems
2026-07-21 09:00 - 12:00 (America/New_York)
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.
This 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.
Key Learning Objectives:

understand what schema-based instruction is and why it supports deeper mathematical comprehension
identify and explore the four major additive problem types
gain strategies for helping students recognize problem structure rather than relying on keywords
gain practical ways to use visual models to represent thinking and support problem-solving
explore how worked examples can build conceptual clarity and reduce cognitive load for learners

Presenter: Elizabeth Hughes, PhD
Grades: 3-8

Bridging Word Level Skills to Text Comprehension
2026-07-21 09:00 - 12:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
Connect 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.
Key Learning Objectives:

explain key comprehension processes, including making inferences, monitoring understanding, and synthesizing information, and their role in constructing meaning from complex text
apply explicit, systematic instructional routines that support comprehension development
integrate word-level skills (vocabulary, morphology, multisyllabic decoding) into text-based instruction to strengthen overall comprehension
design structured opportunities for student practice and discourse that promote active meaning-making and strategic thinking during reading
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

Presenters: Alison Leveque PhD, Dana Carr-Ford, MA, MsEd, Kinjal Nicholls, MA
Audience: Grades 3-8 educators
Way to take the full workshop:

9 a.m. to 12 p.m. ET, virtual

The Power of Structure: Understanding Multiplicative Thinking
2026-07-22 09:00 - 12:00 (America/New_York)
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.
This 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.
Key Learning Objectives:

understanding how multiplicative reasoning fundamentally differs from additive reasoning, and why this shift matters for students’ mathematical development
familiarity with major multiplicative structures, including equal groups, “times as many” comparison problems, arrays/area models, and rate situations
insight into how learners build composite units and how to support this critical cognitive move
strategies for using representations that reveal multiplicative structure, helping students see and make sense of relationships
explore worked examples that connect visual models to formal procedures, building conceptual and procedural fluency

Presenter: Jonté Meyers, PhD
Grades: 3-8

The Science of Math: Turning Research into High-Impact Classroom Practices
2026-07-23 09:00 - 12:00 (America/New_York)
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.
This 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.
Key Learning

explain key cognitive processes related to memory and retention within math concepts
identify and understand the research supported techniques of Spaced learning, Interleaved Practice, and Practice Test Retrieval
analyze how retention strategies can vertically align with 3–8 mathematics instruction
apply evidence-based techniques to authentic classroom scenarios by designing lesson components, tasks, and review routines
gain a toolkit of instructional scaffolds that integrate into math lessons

Presenter: Paul Riccomini, PhD
Grades: 3-8

Designing Powerful Early Literacy Instruction: From Research to Practice
2026-08-11 09:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
Designed 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.
Key Learning Objectives:

strengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills

learn and practice evidence-based approaches to vocabulary development

develop and practice instructional routines for phonemic awareness

learn effective teacher modeling and structured language scaffolds to demonstrate thinking, support student participation, and build students’ confidence using academic language

gain templates to plan read alouds and games to encourage and enhance oral language

Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Location: Hybrid
Credits: CTLE credits – 6 hours per full-day workshop, 3 hours per morning session
Participate 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.

2 Day Literacy Institute – Foundations for Reading Success: Oral Language to Print
2026-08-11 09:00 - 2026-08-12 15:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
Day 1: Designing Powerful Early Literacy Instruction: From Research to Practice
This 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.
Key Learning Objectives:

strengthen understanding of the role of oral language in early literacy and learn instructional routines that intentionally build students’ listening and speaking skills
learn and practice evidence-based approaches to vocabulary development
develop and practice instructional routines for phonemic awareness
learn effective teacher modeling and structured language scaffolds to demonstrate thinking, support student participation, and build students’ confidence using academic language
In-person attendees gain templates to plan read alouds and games to encourage and enhance oral language

Day 2: From Sounds to Print: Integrating Phonological Awareness, Reading, and Writing
Building 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.
Key Learning Objectives:

strengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge, including letter identification
apply phonemic awareness skills to print-based activities that support early reading development
learn and implement early reading strategies that support decoding and meaning-making
develop and practice instructional approaches that support early writing skills
In-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

Date: June 24th-June 25th (2 Days), 9:00 a.m.- 3:00 p.m. ET
Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Credits: CTLE credits – 5 hours per full-day workshop
There are two ways to take the full institute:

2 full days 9 a.m. to 3 p.m., ET in-person at our Westchester Lower School campus
2 mornings, 9 a.m. to 12 p.m. ET, virtual

Browse individual workshops to register by session.

From Sounds to Print: Integrating Phonological Awareness, Reading, and Writing
2026-08-12 09:00 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
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.
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.
Key Learning Objectives:

strengthen early foundational skills instruction by implementing routines that build sound–spelling knowledge, including letter identification
apply phonemic awareness skills to print-based activities that support early reading development
learn and implement early reading strategies that support decoding and meaning-making
develop and practice instructional approaches that support early writing skills
design integrated literacy activities that connect reading, writing, and play, including planning a print-based lesson that incorporates phonological awareness, early reading, and writing

Presenters: Kinjal Nicholls, MA; Dana Carr-Ford, MA, MsEd
Grades: PreK-2
Location: Hybrid
Credits: CTLE credits – 6 hours per full-day workshop, 3 hours per morning session
Participate 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.

Expository Writing Instruction Summer 2026
2026-08-18 09:00 - 2026-08-20 14:30 (America/New_York) | Westchester Lower School Campus, 1275 Mamaroneck Avenue, White Plains, NY, 10605, United States
Date: August 18, 19, and 20, 2026, 9:00 a.m. – 2:30 p.m. ET
Instructor: Betsy MacDermott-Duffy, MsEd & Ann Spataro, MsEd.
Grades: K-12
Location: In-person at the Windward Westchester Lower School Campus in White Plains, NY or virtual
Price: $650.00
Credentials: 16.5 Approved CTLE Hours
Description:
Expectations 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.
This 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.
Key Learning Objectives:

learn specific evidence-based techniques to add structure, coherence, and clarity to students’ expository writing
identify instructional guidelines for developing complex sentences, outlining, writing paragraphs and compositions, and revising and editing
gain examples that explicitly demonstrate how to teach foundational and organizational skills necessary to write an argumentative essay
develop an overview of how to plan an expository reading lesson as springboard to writing

2-DAY MATH INSTITUTE - From Fluency to Acceleration: Building Strong Foundations and Responsive Math Instruction
2026-08-27 09:00 - 2026-08-31 12:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/96336691248
Date: July 13 and 14
Presenters: Brian Poncy, PhD
Grades: 2-5
Location: Virtual
Credits: NYCTLE credits – 3 hours per full-day workshop, 6 hours for full institute
This 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.
Day 1: From Fluency to Impact: Strengthening Math Foundations Through Practice and Tier 1 Support
Description
How 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.
Key Learning Objectives

explain why fluency matters and how it supports student learning, retention, and transfer
connect fluency to deeper math understanding and success with more complex concepts
apply practical Tier 1 strategies to build fluency within daily instruction
use assessment to identify student needs and monitor progress
plan for aligned and sustainable implementation across classrooms and grade levels

Day 2: From Matching to Momentum: Using Data to Select and Strengthen Math Interventions
Description:
How 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.
Key Learning Objectives

use the Instructional Hierarchy to identify student skill stages and match appropriate interventions
select and apply targeted strategies (e.g., structured practice routines) to build accuracy, fluency, and generalization
use a data-based problem-solving process to identify why a student may not be responding to intervention
adjust instruction strategically by examining skill alignment, instructional methods, practice (dose), and task difficulty
set goals and monitor progress to evaluate effectiveness and ensure students are making meaningful gains

Teaching Morphemes: Affixes, Roots, and Practical Classroom Strategies
2026-10-06 16:30 - 18:30 (America/New_York) | https://thewindwardschool-org.zoom.us/j/95317215339
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.
Key Learning Objectives:

Define morphology as the study of the structure of words and explain how a morpheme functions as the smallest unit of meaning.

Distinguish between free morphemes (which can stand alone) and bound morphemes (which require a partner), and identify subcategories including prefixes, roots, and suffixes.

Differentiate 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.

Apply 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.

Implement 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

Date: Tuesday, Oct. 6, 4:30- 6:30 pm EST
Instructor: Kinjal Nicholls, MA
Grades: 3-8
Location: Virtual
Price: $120
Credentials: 2 Approved CTLE Hours

4 Day Multisensory Reading Instruction: PAF Fall 2026
2026-10-08 09:00 - 13:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/92417691753
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.
Key Learning Objectives:

Understand the current research on the instructional methodologies that supports reading development.
Learn a comprehensive instructional sequence that teaches a systematic approach to word reading, spelling, fluency, and comprehension.
Practice planning daily lessons incorporating PAF strategies and resources
Incorporate curriculum-based assessments to evaluate student progress and plan for instruction.

The PAF Reading Program manual is included and will be shipped directly to participants.
Instructors: Colleen McGlynn, MsEd and Kelly Schmidt, MPS
Dates: Thursdays, Oct 8, 15, 22, 29, 9:00 a.m. – 1:00 p.m. EST
Grades: K- 5
Price: $675.00 (PAF manuals included)
Credits: NYCTLE hours: 16

Register by September 24 to lock in the price above.

Registrations after September 24 will incur an additional fee of $25.00 for expedited handling and shipping of materials

Teachers as Agents: Using Ai to Create, Plan and Assess
2026-10-14 16:30 - 18:30 (America/New_York) | https://thewindwardschool-org.zoom.us/j/95547337597
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.
The 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.
Key Learning Objectives:

Direct AI as a design partner to create rigorous, standards-aligned lessons and student-facing resources from your own curriculum.

Prompt 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.

Generate and audit assessment materials, rubrics, targeted feedback, and leveled questions, keeping professional judgment at the center.

Use and adapt reusable Gemini Gems (via edugems.ai) for scaffolds, differentiation, and grading routines you will reach for weekly.

Know when to reach for Diffit, Snorkl, and SchoolAI to level texts, hear student reasoning, and guide supported practice.

Date: Wednesday, October 14, 4:30-6:30 pm EST
Instructor: Joan McGettigan, Ed.D
Grades: K-12
Price: $120
Credentials: 2 Approved CTLE Hours
