BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//The Windward Institute - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:The Windward Institute
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:20260709T024137
CREATED:20260501T132632Z
LAST-MODIFIED:20260506T161900Z
UID:10000559-1784538000-1784548800@thewindwardinstitute.org
SUMMARY:Mathematics Vocabulary: What Do Words Have to Do With It?
DESCRIPTION:This workshop is part of the four-day institute Building Structure\, Fluency\, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \nMathematics vocabulary can be challenging for students\, especially those with mathematics difficulty\, because so many terms carry multiple meanings both across subjects and within math itself. Yet research consistently shows that strong math vocabulary is tightly linked to stronger math performance\, making it essential for helping students communicate their thinking\, make sense of word problems\, and engage confidently with new content. This session invites teachers to dig into the complexity of math language\, explore different types of vocabulary\, and understand why using precise terms (like numerator instead of “top number”) truly matters. Educators will learn how to identify high‑impact words using a database of critical math terms\, and learn five practical instructional routines designed to make vocabulary instruction more powerful and engaging. Through hands‑on practice\, collaborative planning\, and ready‑to‑use digital resources\, teachers will leave equipped to strengthen students’ mathematical language and elevate classroom discourse. \nKey Learning Objectives: \n\nExplain why mathematics vocabulary knowledge supports understanding of mathematics concepts\nExplain how to prioritize terms for instruction\nIdentify and learn practices for teaching and reviewing mathematics vocabulary\nPlan ways to implement and apply content learned in your instructional setting (e.g.\, classroom\, small group\, coaching)\n\nPresenter: Elizabeth Stevens\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/math-vocabulary/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260709T024137
CREATED:20260513T002315Z
LAST-MODIFIED:20260520T194937Z
UID:10000573-1784538000-1784646000@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 \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. \nNYCTLE credits: 6 hours for morning/virtual participation; 12 hours for full day/in-person 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:20260709T024137
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/
LOCATION:https://thewindwardschool-org.zoom.us/j/94228067578
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260721T090000
DTEND;TZID=America/New_York:20260721T090000
DTSTAMP:20260709T024137
CREATED:20260508T130931Z
LAST-MODIFIED:20260522T172729Z
UID:10000570-1784624400-1784624400@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 \nThere are two ways to take the full workshop: \n\n9 a.m. to 3 p.m.\, ET  in-person at our Westchester Lower School campus\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:20260721T090000
DTEND;TZID=America/New_York:20260721T120000
DTSTAMP:20260709T024137
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/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260722T000000
DTEND;TZID=America/New_York:20260723T235959
DTSTAMP:20260709T024137
CREATED:20260513T133346Z
LAST-MODIFIED:20260701T194203Z
UID:10000574-1784678400-1784851199@thewindwardinstitute.org
SUMMARY:2 Day Institute - The Thinking Classroom: Integrating AI With Intention
DESCRIPTION:Most professional development treats structured literacy\, executive functioning support and AI integration as separate challenges.  This institute brings them together. Participants will analyze the hidden demands inside real classroom tasks\, identify where students break down\, and redesign real assignments using targeted scaffolds and classroom-ready routines. Explore AI tools Brisk\, Kami\, SchoolAI\, Snorkl\, Google NotebookLM\, and Gemini\, curated because they support thinking\, communication\, understanding\, and independence without lowering rigor. This is not a general AI workshop. It is a learning design institute\, grounded in cognitive load theory\, science of learning principles\, and structured literacy-aligned practice.  Participants will leave with ready-to-use lesson materials\, annotation routines\, source-grounded study supports\, AI prompting structures\, and a full implementation plan for their own classrooms. \nDay 1: Using AI to Build Better Supports for Every Learner \nThis professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation\, planning\, and comprehension\, then learn how to design supports that actually meet those needs. In the afternoon\, in-person participants get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation\, deeper reading understanding\, pre‑writing\, and accessibility. \nKey Learning Objectives \n\nleverage AI as an instructional design partner to create and refine rigorous\, aligned learning tasks\ndesign differentiated supports to open access for diverse learners\nanalyze learner demands to identify barriers and plan targeted scaffolds for reading\, writing\, and task completion\nbuild coherent\, knowledge-rich learning experiences through text sets\, annotation\, and structured supports\napply and reflect on high-impact strategies to improve student understanding\n\nDay 2: AI as a Thinking Partner \nDay 2 focuses on moving from design to implementation\, helping educators translate AI-supported planning into student-facing instruction\, writing workflows\, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks\, embed supports across the writing process\, and create aligned assessment and feedback routines. During the afternoon session\, in-person participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies\, tools\, and supports centered on building student independence over time. \nKey Learning Objectives: \n\ndesign learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence\nmatch tools and supports to student needs\ndevelop effective assessment and feedback systems that monitor both process and product\ncreate a clear\, actionable classroom implementation plan for integrating tools\, routines\, and supports\nrevise instructional plans using peer feedback and reflection\n\nPresenter: Joan McGettigan\, Ed.D\nDate: July 22-23\nNYCTLE credits: 10 hours for full institute;  6 hours for all morning workshops \nThere are two ways to take the full institute: \n\n2 full days 9 a.m. to 3 p.m.\, in-person at our Westchester Lower School campus\n2 mornings\, 9 a.m. to 12 p.m.\, virtual\n\nBrowse individual workshops to register by session. \n 
URL:https://thewindwardinstitute.org/event/ai-with-intention/
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:20260722T090000
DTSTAMP:20260709T024137
CREATED:20260508T145714Z
LAST-MODIFIED:20260701T194308Z
UID:10000571-1784710800-1784710800@thewindwardinstitute.org
SUMMARY:Using AI to Build Better Supports for Every Learner
DESCRIPTION:This workshop is part of a two-day institute\, The Thinking Classroom: Integrating AI with Intention. Join us for this individual workshop\, join the full institute or mix and match days and  to build a personalized experience. \nThis professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation\, planning\, and comprehension\, then learn how to design supports that actually meet those needs. In the afternoon\, in-person attendees will get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation\, deeper reading understanding\, pre‑writing\, and accessibility. \nKey Learning Objectives \n\nleverage AI as an instructional design partner to create and refine rigorous\, aligned learning tasks\ndesign differentiated supports to open access for diverse learners\nanalyze learner demands to identify barriers and plan targeted scaffolds for reading\, writing\, and task completion\nbuild coherent\, knowledge-rich learning experiences through text sets\, annotation\, and structured supports\napply and reflect on high-impact strategies to improve student understanding\n\nPresenter: Joan McGettigan\, Ed.D\nDate: Wednesday\, July 22\nNYCTLE credits: 5 hours for full day;  3 hours for morning worksho
URL:https://thewindwardinstitute.org/event/ai-supports/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260722T090000
DTEND;TZID=America/New_York:20260722T120000
DTSTAMP:20260709T024137
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/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260723T090000
DTEND;TZID=America/New_York:20260723T090000
DTSTAMP:20260709T024137
CREATED:20260508T151319Z
LAST-MODIFIED:20260701T194232Z
UID:10000572-1784797200-1784797200@thewindwardinstitute.org
SUMMARY:AI as a Thinking Partner
DESCRIPTION:This workshop is part of a two-day institute\, The Thinking Classroom: Integrating AI with Intention. Join us for this individual workshop\, join the full institute or mix and match days and  to build a personalized experience. \nThis workshop focuses on moving from design to implementation\, helping educators translate AI-supported planning into student-facing instruction\, writing workflows\, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks\, embed supports across the writing process\, and create aligned assessment and feedback routines. During the afternoon session\, in-person participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies\, tools\, and supports centered on building student independence over time. \nKey Learning Objectives: \n\ndesign learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence\nmatch tools and supports to student needs\ndevelop effective assessment and feedback systems that monitor both process and product\ncreate a clear\, actionable classroom implementation plan for integrating tools\, routines\, and supports\nrevise instructional plans using peer feedback and reflection\n\nPresenter: Joan McGettigan\, Ed.D\nDate: Thursday\, July 23\nNYCTLE credits: 5 hours for full day;  3 hours for morning workshop
URL:https://thewindwardinstitute.org/event/ai-as-a-thinking-partner/
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:20260723T090000
DTEND;TZID=America/New_York:20260723T120000
DTSTAMP:20260709T024137
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/
LOCATION:
CATEGORIES:Summer Institutes,Workshops
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260811T090000
DTEND;TZID=America/New_York:20260811T090000
DTSTAMP:20260709T024137
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:20260709T024137
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:20260709T024137
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:20260709T024137
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
END:VCALENDAR