Summer PD 2026  

This three-day (16.5-hour) course introduces participants to the Wilson Reading System (WRS) and serves as the prerequisite for WRS Level I Certification Training.

What you’ll learn

Participants examine intensive intervention reading instruction for students in grade 2 and above with persistent and significant phonological-coding deficits. The course builds understanding of dyslexia (indicators, misconceptions, neurobiological aspects, and prevalence), typical versus atypical reading acquisition, and appropriate student identification and placement. Participants learn key components and principles of WRS instruction, including how to teach phonology (including phonemic awareness), morphology, and orthography in an integrated, explicit, systematic, and multisensory way.

Participants explore the standard ten-part WRS Lesson Plan and practice planning, delivering, and individualizing a WRS lesson while receiving modeling and feedback from a Wilson Credentialed Trainer (W.C.T.).

Course objectives

By the end of the course, participants will be able to:

• Define dyslexia and describe its prevalence and impact on reading development and related cognitive processes.

• Explain how to identify students with language-based learning disabilities (including dyslexia) and other indicators that suggest the need for intensive multisensory instruction using WRS.

• Describe the Response to Intervention (RTI) model and key considerations for implementation.

• Demonstrate understanding of the core components of WRS instruction (alphabetic knowledge; rapid naming/word retrieval; sound-symbol relationships; word identification; accuracy; automaticity; phonology; morphology; orthography; fluency; vocabulary; comprehension).

• Demonstrate understanding of WRS instructional principles (direct, explicit, structured, sequential, integrated, multisensory, synthetic/analytical, diagnostic/prescriptive, mastery/automaticity, cumulative, metacognitive, emotionally sound).

• Identify lesson components and procedures for WRS Lesson Blocks 1, 2, and 3.

• Prepare and practice a ten-part WRS Lesson Plan.

Enrollment Note

Participants may enroll in WRS Level I Certification Training within five years of completing a WRS Introductory Course.

This three-day course explores a proven framework for creating respectful, well-managed classrooms where expectations are taught, not simply enforced.

What you’ll learn

Participants learn how consistent routines and effective teacher language can prevent misbehavior and foster self-control and cooperation. These sessions include practice with strategies for responding to misbehavior in ways that preserve dignity and strengthen relationships.

This four-day course helps educators observe, reflect, and plan instruction that supports all learners.

What you’ll learn

Using multiple lenses and real-life case studies, participants learn to identify student strengths and challenges, deepen understanding of learning and behavior, and select strategies that support a range of learner needs. Educators expand their instructional toolbox to strengthen engagement and achievement.

This three-day professional development focuses on multisensory techniques for teaching reading, spelling, and handwriting in the primary grades.

What you’ll learn

Participants explore research-based practices that build accurate decoding and fluent reading through direct, explicit instruction. The sessions also address building vocabulary and comprehension, lesson planning, and using assessment to guide instruction.

This full-day workshop helps educators build practical, classroom-ready workflows using AI tools available today.

What you’ll learn

Participants learn by doing, with a focus on the full arc of teaching: designing an assignment, giving feedback, analyzing student work, and planning next steps. The workshop emphasizes tools connected to Google Workspace for Education, including Gemini and NotebookLM. The afternoon includes dedicated time to build something meaningful with facilitator support.

Audience

Yeshiva educators at any experience level with AI.

This three-day (15-hour) course provides strategies, modeling, and guided practice to strengthen implementation of WRS in a small-group setting.

What you’ll learn

Participants focus on the critical aspects of WRS small-group instruction, including effective delivery of WRS Lesson Blocks 1, 2, and 3. The course also explores advanced and differentiated instructional approaches that support students’ vocabulary, comprehension, and fluency development. Participants learn how to monitor progress and use data to inform instruction.

Outcome

This course prepares participants to implement WRS in a small-group setting and serves as the prerequisite for the WRS Group Mastery Practicum.

This two-day course designed for high school Biology and Earth Science teachers, provides a clear, practical roadmap for Regents-aligned instruction. Gain a strong understanding of the NY State Science Learning Standards, required investigations, and what effective “3D” classrooms should look like in practice.

Through real examples and guided exploration of NYSED resources, participants will learn how to align standards, instruction, and assessment to better prepare students for success on the new Regents exams.

What You’ll Learn

• What the new science standards really look like in Biology and Earth and Space Sciences classrooms

• How to confidently implement required Investigations to support Regents readiness

• What effective 3D instruction looks like—and how to bring it into your classroom

• How to use NYSED guidance and assessments to plan instruction with clarity and purpose

• Practical strategies to strengthen alignment between standards, teaching, and assessment

School leaders are constantly balancing competing priorities while guiding staff, students, and families through ongoing change. This session is designed specifically for principals and school leaders who want practical strategies for leading improvement efforts with clarity, confidence, and buy-in from all stakeholders. Participants will explore how to create and communicate a strong vision for growth, navigate resistance constructively, and leverage trusting relationships to support meaningful and sustainable change. Through research-based frameworks and real-world leadership scenarios, attendees will leave with actionable tools to strengthen collaboration, increase engagement, and move school initiatives forward effectively.

This day-long workshop provides the practice and guidance needed to begin teaching the Fundations Level K curriculum with fidelity in a Tier 1 setting.

Course objectives

By the end of the workshop, participants will be able to:

• Identify the skills taught in Fundations, including print awareness; phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; phonics; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting; spelling; and punctuation.

• Describe the principles of instruction, including explicit, sequential, cumulative instruction that engages multiple learning modalities through multisensory routines, repetition, and immediate, specific feedback.

• Identify and use materials in the Fundations Teacher’s Kit and access extended resources in the Prevention/Early Intervention Learning Community for Fundations (membership included).

• Use the Teacher’s Manual to prepare daily learning plans and practice lesson routines and procedures.

• Visualize the flow and pace of a full Fundations lesson taught with fidelity.

This session guides elementary educators and leaders through a strategic approach to curriculum mapping that prioritizes clarity, coherence, and intentional alignment.

What you’ll learn

Participants explore how to design and refine essential questions that drive inquiry while aligning standards, learning goals, and success criteria. The session emphasizes embedding differentiation within the mapping process to meet diverse learner needs without sacrificing rigor. Through practical frameworks and reflective protocols, attendees examine how to create vertically aligned experiences that build foundational skills across grades 3–5.

Outcomes

Participants leave with adaptable tools and protocols to evaluate and strengthen curriculum maps and instructional planning.

This day-long workshop provides the practice and guidance needed to begin teaching the Fundations Level 1 curriculum with fidelity in a Tier 1 setting.

Course objectives

By the end of the workshop, participants will be able to:

• Identify the skills taught in Fundations, including print awareness; phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; phonics; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting; spelling; and punctuation.

• Describe the principles of instruction, including explicit, sequential, cumulative instruction that engages multiple learning modalities through multisensory routines, repetition, and immediate, specific feedback.

• Identify and use materials in the Fundations Teacher’s Kit and access extended resources in the Prevention/Early Intervention Learning Community for Fundations (membership included).

• Use the Teacher’s Manual to prepare daily learning plans and practice lesson routines and procedures.

• Visualize the flow and pace of a full Fundations lesson taught with fidelity.

This two-day, hands-on training helps educators design flexible instruction that engages all learners and supports student success.

What you’ll learn

Participants explore practical differentiated instruction strategies and structures they can use immediately. Educators leave with a toolbox of classroom-ready approaches, customized to their subject area and grade level.

This session is designed for secondary educators and administrators, this session strengthens curriculum mapping practices to ensure alignment, rigor, and responsiveness to diverse learners.

What you’ll learn

Participants analyze how to develop and refine essential questions that promote critical thinking and disciplinary depth while aligning skills, assessments, and success criteria across courses and grade levels. The session also examines how differentiation can be systematically embedded within curriculum maps to support varied readiness levels and learning pathways. Attendees engage with high-leverage frameworks for evaluating alignment and coherence, with an emphasis on preparing students for complex, real-world applications.

This day-long workshop provides the practice and guidance needed to begin teaching the Fundations Level 2 curriculum with fidelity in a Tier 1 setting.

Course objectives

By the end of the workshop, participants will be able to:

• Identify the skills taught in Fundations, including print awareness; phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; phonics; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting; spelling; and punctuation.

• Describe the principles of instruction, including explicit, sequential, cumulative instruction that engages multiple learning modalities through multisensory routines, repetition, and immediate, specific feedback.

• Identify and use materials in the Fundations Teacher’s Kit and access extended resources in the Prevention/Early Intervention Learning Community for Fundations (membership included).

• Use the Teacher’s Manual to prepare daily learning plans and practice lesson routines and procedures.

• Visualize the flow and pace of a full Fundations lesson taught with fidelity.

This session covers building computational fluency through reasoning, discourse, and strategic thinking.

What you’ll learn

This session introduces Number Talks as a short, high-impact daily routine that develops computational fluency through reasoning, strategy sharing, and mathematical conversation. Participants explore what makes Number Talks effective, including short, focused problems, intentional problem strings, and the cultivation of a classroom culture where students explain their thinking and learn from one another. The session models the six-step structure, highlights the teacher’s role in facilitating discourse, and reinforces key understandings such as composing, decomposing, and connecting numbers.

Course Objectives

Participants will leave with:

• Practical strategies for facilitating Number Talks

• Sample prompts and problem strings

• Clarity on how to embed Number Talks into the daily math block

This day-long workshop provides the practice and guidance needed to begin teaching the Fundations Level 3 curriculum with fidelity.

Course objectives

By the end of the workshop, participants will be able to:

• Identify the skills taught in Fundations, including print awareness; phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; phonics; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting; spelling; and punctuation.

• Describe the principles of instruction, including explicit, sequential, cumulative instruction that engages multiple learning modalities through multisensory routines, repetition, and immediate, specific feedback.

• Identify and use materials in the Fundations Teacher’s Kit and access extended resources in the Prevention/Early Intervention Learning Community for Fundations (membership included).

• Use the Teacher’s Manual to prepare daily learning plans and practice lesson routines and procedures.

• Visualize the flow and pace of a full Fundations lesson taught with fidelity.

This session covers building computational fluency through reasoning, discourse, and strategic thinking.

What you’ll learn

This session introduces Number Talks as a short, high-impact daily routine that develops computational fluency through reasoning, strategy sharing, and mathematical conversation. Participants explore what makes Number Talks effective, including short, focused problems, intentional problem strings, and the cultivation of a classroom culture where students explain their thinking and learn from one another. The session models the six-step structure, highlights the teacher’s role in facilitating discourse, and reinforces key understandings such as composing, decomposing, and connecting numbers.

Course Objectives

Participants will leave with:

• Practical strategies for facilitating Number Talks

• Sample prompts and problem strings

• Clarity on how to embed Number Talks into the daily math block

This session covers building computational fluency through reasoning, discourse, and strategic thinking.

What you’ll learn

This session introduces Number Talks as a short, high-impact daily routine that develops computational fluency through reasoning, strategy sharing, and mathematical conversation. Participants explore what makes Number Talks effective, including short, focused problems, intentional problem strings, and the cultivation of a classroom culture where students explain their thinking and learn from one another. The session models the six-step structure, highlights the teacher’s role in facilitating discourse, and reinforces key understandings such as composing, decomposing, and connecting numbers.

Course Objectives

Participants will leave with:

• Practical strategies for facilitating Number Talks

• Sample prompts and problem strings

• Clarity on how to embed Number Talks into the daily math block

This half day workshop is highly interactive and designed to allow for teacher input and active engagement via activities and discussions throughout as they develop competence with a research-based approach grounded in the science of reading. 

The Fundations® Levels 4–5 Set Up for Success Launch introduces participants to a structured literacy approach to supporting upper elementary students’ continued development as skilled and confident readers, spellers, and writers. 

The Launch provides teachers with an overview of the Fundations Levels 4 and 5 curriculum and instructional activities, allowing them to delve into the materials and resources needed to teach the program and learn how to use the Teacher’s Manual, Student Skills Book, FUN HUB®, and Lesson Delivery Tool to plan and deliver effective lessons. Upon completion, participants will be equipped with the knowledge and skills to implement Fundations Levels 4 and 5 in their classrooms with confidence, helping students extend foundational skills into advanced word study, morphology, vocabulary, syntax, fluency, comprehension, and written expression. 

This session covers designing responsive instruction that meets the needs of diverse learners.

What you’ll learn

This session explores differentiated instruction and how teachers can adjust content, process, and product to maximize learning for all students. Participants examine how readiness, interest, and learning profile shape instructional decisions, and why student variability across subjects and over time requires flexible planning. The session highlights evidence-based strategies, including tiered tasks, varied materials, scaffolding, learning centers, and structured choice (such as menus and tic-tac-toe boards).

Outcomes

Participants will leave with:

• Practical strategies for differentiating instruction

• Tools for designing responsive and equitable learning experiences

• Approaches for meeting the needs of diverse learners, including students with disabilities

This session covers designing responsive instruction that meets the needs of diverse learners.

What you’ll learn

This session explores differentiated instruction and how teachers can adjust content, process, and product to maximize learning for all students. Participants examine how readiness, interest, and learning profile shape instructional decisions, and why student variability across subjects and over time requires flexible planning. The session highlights evidence-based strategies, including tiered tasks, varied materials, scaffolding, learning centers, and structured choice (such as menus and tic-tac-toe boards).

Outcomes

Participants will leave with:

• Practical strategies for differentiating instruction

• Tools for designing responsive and equitable learning experiences

• Approaches for meeting the needs of diverse learners, including students with disabilities

This session covers designing responsive instruction that meets the needs of diverse learners.

What you’ll learn

This session explores differentiated instruction and how teachers can adjust content, process, and product to maximize learning for all students. Participants examine how readiness, interest, and learning profile shape instructional decisions, and why student variability across subjects and over time requires flexible planning. The session highlights evidence-based strategies, including tiered tasks, varied materials, scaffolding, learning centers, and structured choice (such as menus and tic-tac-toe boards).

Outcomes

Participants will leave with:

• Practical strategies for differentiating instruction

• Tools for designing responsive and equitable learning experiences

• Approaches for meeting the needs of diverse learners, including students with disabilities