The Windward Institute

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

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

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

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.

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

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

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”

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.

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

Expository Writing Instruction - Spring 2026
2026-04-29 09:00 - 14:30, 2026-04-22 09:00 - 14:30, 2026-04-15 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

2026 Robert J Schwartz Memorial Lecture with Phil Capin
2026-04-16 18:00 - 19:30 (America/New_York) | Westchester Middle School campus, 40 W. Red Oak Lane, White Plains, NY, 10604, United States
Every child deserves to become a confident, capable reader — but for many, the path there is anything but straightforward. Dr. Phil Capin, Assistant Professor at the Harvard Graduate School of Education and director of the BRIDGES Lab, is at the forefront of changing that. This spring, he brings his groundbreaking work to our community. Join us for the 2026 Robert J. Schwartz Memorial Lecture as Dr. Capin presents Unlocking Reading Comprehension in All Learners.
Following the keynote, attendees are invited to stay for a light reception, where you’ll have the opportunity to interact with fellow attendees and Dr. Capin.
Join us virtually or in-person at The Windward School’s Westchester Middle School campus, 40 W. Red Oak Lane, White Plains, NY. Doors open at 5:30 p.m.

The Reading Roadmap
2026-04-07 18:00 - 19:00 (America/New_York) | https://us06web.zoom.us/j/88079850500
Every child has the potential to become a confident, joyful reader — and knowing where to start makes all the difference.
This free session is your invitation to go behind the scenes of how children learn to read. We’ll share what the latest research tells us, why some children hit bumps along the way, and — most importantly — what you can do about it at home.
We’ll also walk you through reading screenings: simple, short assessments that take the guesswork out of your child’s progress and give you a real window into how they’re developing as a reader.
Join instructors from The Windward Institute on Zoom — Monday, April 7th at 6:00 p.m.
Come curious. Leave confident.

Structured Quick Writes for Close Reading, Do-Nows, Exit Tickets, and More!
2026-03-11 16:30 - 18:00 (America/New_York) | https://thewindwardschool-org.zoom.us/j/94132017208
Date: Wednesday, March 11, 2026, 4:30 – 6:00 p.m. EST
Instructor: Betsy MacDermott- Duffy, MsEd
Grades: 2 – 8
Price: $ 90
Credentials: 1.5 Approved CTLE Hours
Why this workshop:
This workshop explores how short, structured writing tasks—such as quick writes, close reading activities, collaborative activities, do- nows, guided practice, and exit tickets—can deepen student learning, provide daily check-ins, and strengthen classroom routines. Participants will learn strategies for designing prompts that spark reflection and critical thinking, using these activities to activate prior knowledge, check for understanding, and guide instructional decisions. Educators will leave with adaptable templates and techniques for integrating quick, purposeful writing across grade levels and subject areas.
Key Learning Objectives:

Understand the role of structured writing in promoting active learning and metacognition
Design effective quick write prompts that engage students and connect to lesson goals
Use structured writing tasks (quick writes, close reading, do nows, guided practice, exit tickets) to deepen learning and strengthen routines.
Explore variations of quick writes and exit tickets for different content areas and grade levels
Gain a toolkit of classroom-ready games that promote higher-level language skills across content areas

Making Complex Text Accessible: Instructional Practices to Lift Every Reader
2026-02-25 16:30 - 18:30 (America/New_York) | https://thewindwardschool-org.zoom.us/j/93444105798
Date: Wednesday, February 25, 2026, 4:30 pm- 6:30 pm. EST
Instructor: Alison Leveque, PhD
Grades: 2-8
Price: $ 120
Why This Workshop:
Effective instruction ensures that all students, regardless of reading ability, can engage meaningfully with complex texts. This session introduces evidence-based before-, during-, and after-reading strategies that build comprehension, maintain rigor, and develop critical thinking skills.

Key Learning Objectives:

Implement pre-reading strategies to activate prior knowledge, set reading goals, and prepare students for active reading

Use during-reading strategies, including structured annotation, graphic organizers, and questioning techniques to deepen comprehension

Design after-reading activities that promote synthesis, critical thinking, and text-based discussion

Explore the role of teacher modeling and explicit strategy instruction in comprehension development
Understand the role of comprehension monitoring and learn fix-up strategies to support struggling readers

Tech Tools to Support Self-Regulation at School and Home
2026-02-11 16:30 - 18:30 (Asia/Karachi) | https://thewindwardschool-org.zoom.us/j/98711597529
Date: Wednesday, February 11, 2026, 4:30 p.m. – 6:30 p.m. EST
Instructor: Joan McGettigan, Ed.D.
Grade: 2 – 8
Price: $ 120
Credentials: 2 Approved CTLE Hours
Why This Workshop
This workshop explores how technology can strengthen students’ self-regulation skills such as managing time, sustaining attention, monitoring progress, and navigating emotions around learning. Participants will discover digital tools and strategies that support task organization, scheduling, and goal setting, as well as routines and prompts that help students start, persist, and finish work. The session emphasizes how tech-based approaches can promote independence and provide consistent structures for success at school and at home. Attendees will leave with a curated list of practical tools ready to use in both classroom and home settings.
Key Learning Objectives

Learn digital tools and strategies that help students organize tasks, manage schedules, and set achievable goals
Explore routines and prompts that support students throughout long term assignments
Recognize how tech-based approaches foster independence and provide consistent structures for success
Gain a curated toolkit of practical resources ready to implement in both classroom and home settings

Building Analytical Readers: Classroom Strategies that Work
2026-02-10 16:30 - 18:30 (Asia/Karachi) | https://thewindwardschool-org.zoom.us/j/95810257583
Date: Tuesday, February 10, 2026, 4:30 pm- 6:30 pm. EST
Instructor: Alison Leveque, PhD
Grades: 2 – 8
Price: $ 120
Credentials: 2 Approved CTLE Hours
Why This Workshop:
Deep comprehension and analytical thinking require more than surface-level reading. This session focuses on research-based strategies for structuring reading lessons and integrating writing to strengthen understanding. Participants will explore techniques for guiding students through multiple readings with distinct purposes and fostering critical discussions that build deeper engagement with texts.
Key Learning Objectives:

Define the role of structured reading in fostering deep comprehension and analytical thinking
Introduce annotation strategies for both expository and narrative texts
Develop structured response sheets to support targeted reading activities across content areas
Examine techniques for collaborative reading and discussion activities
Explore structured writing activities that reinforce comprehension and strengthen the reading–writing connection

Promoting Executive Functioning through Time Management and Self-Regulation Strategies
2026-02-09 16:30 - 18:30 (America/New_York) | https://thewindwardschool-org.zoom.us/j/95459855807
Date: Monday, February 9, 2026, 4:30 p.m. – 6:30 p.m. EST
Instructor: Jackie Britt-Friedman, PsyD
Grade: 1 – 6
Price: $ 120
Credentials: 2 Approved CTLE Hours
Why This Workshop
This workshop helps teachers and caregivers equip children with the executive function skills they need to succeed—such as emotional regulation, goal-setting, problem-solving, and the ability to initiate, sustain, and complete tasks. Participants will explore how time management connects to core EF processes including planning, organization, self-monitoring, and persistence. Participants will leave with practical routines, visual tools, and suggested structures that make it easier for students to regulate themselves, manage transitions, and follow through on responsibilities.
Key Learning Objectives

Understand the relationship between time management and other key executive function skills
Expand knowledge about practical routines and visual tools that support students in planning, organizing, and managing transitions more independently
Learn goal‑setting strategies that guide students in breaking tasks into manageable steps and monitoring their own progress
Identify strategies to help students develop coping strategies and regulate emotions

Games for Advanced Readers, Writers, and Spellers
2026-01-29 16:30 - 17:30 UTC
Date: Thursday, January 29, 2026, 4:30 – 5:30 p.m. EST
Instructor: Alison Leveque, PhD
Grades: 5 – 9
Price: $ 60
Credentials: 1 Approved CTLE Hour
Why This Workshop
Engage students in meaningful, playful learning with games designed to strengthen advanced literacy skills. This workshop explores how interactive activities can reinforce word knowledge, spelling patterns, and vocabulary development for proficient readers and writers. Learn how to incorporate games that target multisyllabic word reading, literacy knowledge, and morphological awareness, while fostering motivation and deep language comprehension. Leave with practical, ready-to-use resources.
Key Learning Objectives

Understand how games can support advanced decoding, spelling, and vocabulary growth
Explore strategies to incorporate morphology into any curriculum
Learn to design games for multisyllable word reading, spelling, and literacy knowledge
Gain a toolkit of classroom-ready templates that promote higher-level language skills across content areas

Three Day Expository Writing Instruction
2026-01-28 09:00 - 14:30, 2026-01-21 09:00 - 14:30, 2026-01-14 09:00 - 14:30 UTC
Dates: Three Wednesdays, January 14, 21, 28; Snow Day: Feb. 4, 9:00 a.m. – 2:30 p.m. EST
Instructor: Betsy M. Duffy, MS Ed
Price: $650 (materials included) three day workshop
Grades: K – 12
Credentials: 16.5 approved CTLE Hours
Why This Workshop
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.

Progress Monitoring Made Simple: Tools and Strategies for Educators
2025-12-02 16:30 - 18:30 UTC | NY
Price: $ 120
Date: Tuesday, December 2nd from 4:30 p.m.-6:30 p.m. ET
Instructors: MaryKate DeSantis, EdM, CAS & Alison Leveque, PhD
Grades: K-6
Why this Workshop:
Ongoing progress monitoring is a powerful tool for educators, offering real-time insights into student learning and instructional effectiveness. By consistently assessing students’ reading and spelling skills, teachers can identify areas of strength and need, adjust their strategies accordingly, and ensure every learner is on the path to success. This workshop provides practical techniques to streamline the progress monitoring process, helping educators track growth, interpret data meaningfully, and plan next steps for instruction. Participants will leave equipped with actionable methods to make assessment-driven instruction both efficient and impactful.
Key Learning Objectives:

Identify the foundational reading and spelling skills that are most important to monitor for instructional decision-making
Understand which types of progress monitoring tools align best with specific skill areas (e.g., decoding, encoding, fluency, comprehension)
Interpret student progress data through case-based scenarios to recognize signs of growth, stagnation, or regression
Connect assessment results to instructional planning by selecting strategies that address student needs and support targeted learning
Leave with a practical “toolbox” of strategies to make assessment-informed instruction more efficient and impactful across grade levels and programs

Comprehension Strategies for Every Subject
2025-11-12 16:30 - 18:30 UTC | NY
Price: $ 120
Date: Wednesday, November 12th from 4:30 p.m. – 6:30 p.m. ET
Instructors: Alison Leveque, PhD and Sarah Martin, EdD
Grades: 2-8
Why this Workshop:
Students encounter complex texts across all subject areas. This workshop explores practical strategies to help learners analyze, interpret, and synthesize text-based information across various academic disciplines. Participants will learn practical strategies to strengthen students’ comprehension and reasoning skills, while navigating challenging texts with greater purpose and precision.
Key Learning Objectives:

Learn before-, during-, and after-reading strategies that support comprehension across a variety of text types

Implement effective vocabulary instruction for conceptual understanding, retention, and transfer
Integrate short, purposeful writing tasks to reinforce understanding and build critical thinking skills

Leave with a toolkit of strategies, templates, and checklists to make the most of content literacy across subjects

Laying the Foundation: Phonemic Awareness Routines That Work
2025-11-12 09:00 - 11:30 UTC | https://thewindwardinstitute.org/event/laying-the-foundation-phonemic-awareness-routines-that-work/
Price: $ 150
Date: Wednesday, November 12th from 9:00 a.m. – 11:30 a.m. ET
Instructors: Nicole Berkowitz, MS, CCC-SLP and Diane Happas, MA CCC-SLP
Grades: PK-3
Why this Workshop:
Phonemic awareness is essential for early reading success, yet many students struggle with sound recognition, blending, and segmentation. This interactive workshop will help educators understand the role of phonemic awareness in literacy development and provide actionable ways to support it in daily instruction. The session will highlight engaging activities that benefit all learners and can be easily incorporated into any early literacy program. Participants will explore common challenges—such as difficulty distinguishing similar sounds or manipulating phonemes—as well as effective scaffolding and intervention strategies.

Key Learning Objectives:

Understand the role of phonemic awareness in early literacy and its connection to decoding, spelling, and fluent reading
Identify common areas of difficulty—including sound discrimination, blending, and segmentation—and recognize how these challenges may appear in student performance
Explore a variety of adaptable routines and games to build phonemic awareness across student skill levels
Gain ready-to-use tools and routines that align with phonemic awareness goals and fit within any curriculum

Emotionally Regulated and Empowered: Supporting Executive Functioning and Self-Management
2025-10-27 16:30 - 18:00 UTC | NY
Price: $ 90
Date: Monday, October 27th from 4:30 p.m. – 6:00 p.m. ET
Instructors: Mark Bertin, MD
Grades: K-8

Why this Workshop:

Are you seeking practical, research-informed techniques to help children thrive emotionally and academically? Join us for an engaging session designed for parents, educators, and caregivers eager to foster resilience, self-management, and executive functioning skills in young people. This interactive workshop will illuminate the essential connection between emotional regulation and the cognitive skills that drive planning, focus, and adaptability—equipping you with tools to make a lasting impact both at home and in the classroom.
Key Learning Objectives:

Understand the interconnectedness between executive functioning and emotional regulation across child and adolescent development
Examine the role of emotional regulation in children and adolescents with ADHD
Learn concrete strategies for supporting emotional regulation at home and in the classroom that calm the nervous system and manage academic demands including co-regulation techniques, mindfulness, self-compassion and language tools
Gain an array of habits at home and school to enhance planning, transitions, time management
Practice using mindfulness and self-compassion coaching sequences to support self-regulation and resilience

Teaching with Clarity: Understanding by Design in Everyday Planning
2025-09-01 16:30 - 18:30 UTC | NY
Price: $ 120
Date: Thursday, October 16th, 4:30 p.m. – 6:30 p.m. ET
Instructors: Joan McGettigan, EdD
Grades: K – 8

Why This Workshop:
Even the most thoughtfully developed curriculum can fall short if students don’t understand the “why” behind what they’re learning. This workshop introduces a practical approach to using Understanding by Design (UbD) principles to bring more clarity, focus, and intentionality to classroom planning (Wiggins & McTighe, 2005). Participants will learn how to anchor instruction in big ideas and essential questions that promote deeper thinking, support long-term retention, and encourage transfer across content areas. Participants will discover how to break down unit planning into manageable steps, use time-saving templates, and ensure alignment between instruction and learning objectives.
Key Learning Objectives:

Learn how to identify and use big ideas and essential questions to frame instruction that deepens understanding and promotes knowledge transfer
Use backward design strategies to clarify learning goals and align them with daily lessons and formative assessments
Apply practical planning tools to streamline instructional decision-making and highlight what matters most in a unit
Strengthen the connection between learning objectives, student tasks, and assessment, making learning more purposeful and transparent for students
