2013-14ProfessionalDevelopmentCatalog

• Network Team Training 

• Race to the Top: APPR 

• Race to the Top: Common Core Standards 

• Race to the Top: Assessment and Data 

• Improving Results for Every Student 

• Leadership 

• Literacy and Language Arts 

• Science, Technology, Engineering and Mathematics 

• Social Studies 

• World Languages

September 2013 

Dear Colleague, 

The Putnam/Northern Westchester BOCES Curriculum Center is looking forward to providing teachers, 

teacher leaders and administrators with a comprehensive set of professional development opportunities 

to support quality instruction and leadership in the 2013 - 2014 school year. 

This year, we continue to support districts with the implementation of Race to the Top, including Common 

Core Standards implementation, evidence-based teacher evaluation, and data-driven inquiry. In 

addition, the 2013 - 2014 NYS Metrics and Expectations will be addressed. The Curriculum Center is also 

offering programs to enhance quality curriculum, instruction and assessment. In addition, we continue 

to support our districts to build their own capacity for job-embedded professional development with 

blended offerings and leadership program designs, along with networking through regional teacher 

leadership groups in face-to-face formats. 

This year’s programs will provide our region with the opportunity to work with outstanding presenters with 

expertise in areas such as leadership, assessment, literacy, mathematics, science, and social studies. 

National presenters include Karen Bailey, Giselle Martin-Kniep, Diane Cunningham, Candi McKay, Jim 

Mathews and a growing cadre of regional experts. 

Many thanks to the Curriculum Council comprised of assistant superintendents, superintendents, and deputy 

superintendents for curriculum and instruction and other curriculum leaders from our member districts that 

worked with us to design these quality staff development opportunities. Member districts are: Ardsley, 

Bedford, Brewster, Briarcliff, Byram Hills, Carmel, Chappaqua, Croton-Harmon, Dobbs Ferry, Eastchester, 

Elmsford, Garrison, Haldane, Harrison, Hastings, Hendrick Hudson, Irvington, Katonah-Lewisboro, Lakeland, 

Mahopac, Mamaroneck, North Salem, Ossining, Peekskill, Pocantico Hills, Putnam Valley, Scarsdale, Somers, 

Tarrytown, Valhalla, White Plains, Yorktown, and Putnam/Northern Westchester BOCES. 

It is our pleasure to work with you throughout the 2013 – 2014 school year. 

Sincerely, 

MARLA GARDNER, DIRECTOR, CURRICULUM AND INSTRUCTIONAL SERVICES, P/NW BOCES 

TIM KALTENECKER, PRESIDENT, P/NW BOCES CURRICULUM COUNCIL 

FRED ENDE, ASSISTANT DIRECTOR, CURRICULUM AND INSTRUCTIONAL SERVICES, P/NW BOCES 

All local BOCES provide professional development and support services and you should 

check with your local BOCES to see what is offered. These offerings are not intended 

to take the place of similar offerings provided by your own BOCES.

• NYSED Network Team Turnkey Training • 

• Race to the Top: APPR • 

• Race to the Top: Common Core Standards • 

• Race to the Top: Assessment and Data • 

• Improving Results for Every Student • 

• Leadership • 

• Literacy and Language Arts • 

• Science, Technology, Engineering and Mathematics • 

• Social Studies • 

• World Languages •

Table of Contents 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

14 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

27 

29 

30 

31 

NYSED Network Team Turnkey Training 

NYSED Network Team Turnkey Series for Certification for Lead Evaluators 

NYSED Network Team Turnkey Series for Recertification of Lead Evaluators 

– Annual Training Required of all Administrators for APPR Implementation 

race to the top: appr 

Understanding the Framework for Teaching 

Building District Capacity to Implement The Framework: A Turnkey Training for Teacher Leaders 

Digging Deeper: Selecting Evidence for Domains 1 and 4 

Lessons from the Field: Tips for Streamlining Your APPR Process 

You Don’t Have to Be Bad to Get Better: Practical Ideas and Leadership Strategies for Improving Teaching 

Calibrating Classroom Observations: Improving Reliability and Consistency 

Enhancing Observation Skills Using the Danielson Framework 

Thoughtful Conversations for Teacher Learning and School Improvement 

race to the top: common core standards 

Newest NYSED Curriculum Modules for English Language Arts from EngageNY 

Newest NYSED Curriculum Modules for Math from EngageNY 

Working with the CCLS Algebra 

Getting Ready for the CCLS Geometry for 2014 - 2015 

The New Common Core Regents Exam in ELA 

Unpacking the Common Core Standards 

Common Core for School Leaders 

Meeting the CCLS for Mathematical Practices with Engaging Curriculum Materials 

Success with the CCLS and the NYS Story of Ratios and Proportions Curriculum 

CCLS Algebra II Analysis 

Got an Opinion? Want to Argue? W.1 CCSS for Writing is for You! 

race to the top: assessment and data 

Delving Deeper into Data: Access, Analysis, and Action Steps in ELA 

Delving Deeper into Data: Access, Analysis, and Action Steps in Math 

Leading and Sustaining a Data-Informed Culture 

Writing Quality SLOs to Maximize Student Learning 

Regional Pre and Post Test Development for Global History I (Grade 9) Based on the New Framework for Social Studies

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

54 

55 

56 

57 

58 

60 

61 

62 

63 

64 

65 

67 

68 

70 

72 

73 

74 

75 

76 

77 

Improving Student Performance in Mathematics: Using The Common Core Practices and Progressions to Develop Classroom-Based 

Assessments for Grades K - 4 

Student Engaged Assessment: How Formative Assessment Improves Student Learning and Targets Instruction 

Aligning LOTE with Student Learning Objectives (SLOs) 

Improving Student Performance in Mathematics: Using The Common Core Practices and Progressions to 

Develop Classroom-Based Assessments for Grades 5 - 8 

Developing Essential Questions that Energize Data Teams and Build the Culture of Data to Enhance Student Performance 

Looking at Student Work as a Vital Data Source 

improving results for every student 

Advanced Co-Teaching: It Takes Two 

Mindset: The Critical Role of Motivation in Learning 

Questioning as a Practice 

Teaching the Tornado in Grades 3-12: Teacher Strategies to Effectively Instruct and Manage the Behaviors of Students with ADHD 

Connecting Literacy and Math Strategies 

The Common Core and RTI: Quality Audit for School Leaders 

leadership 





Supporting Teacher Growth Through Inquiry 

Managing Mandates and Integrating Initiatives: Making Connections Within Race to the Top 




literacy and language arts 


Bringing the ELA Core to Life with the Structure of Argument and Debate 

English Language Arts Chairs’ Meeting 

Elementary ELA Leaders Professional Learning Community 

Accessing Complex Text in the Common Core for Primary Grades 



Academic Vocabulary 

Accessing Complex Text in the Common Core for Intermediate Grades 



science, technology, engineerig and mathmatics 




Education for Sustainability Web-based Curriculum Re-launch for Grades K - 12 

Meetings for Mathematics Chairs/Directors/Coordinators 2013- 2014 

Preparing for the New Science Standards: What is New, What is Different, and What This Means for You 

Science Coordinators’ Meeting 

Meetings for Special Education Leaders Supervising Mathematics 2013 - 2014 

Bring Your Own Devices: A Thought Session for Administrators and Teachers 


Develop Classroom-Based Assessments for Grades K - 4

78 

79 

80 

81 

82 

83 

84 

85 

86 

87 

88 

89 

90 

91 

92 

93 

94 

95 

96 

97 

98 

99 

100 

101 

102 

103 

104 

105 

113 

113 

Math/Science Collaborative for Lesson Development - Year Three 

Getting Ready for the CCLS Geometry for 2014-2015 

Elementary Math Leaders Series 

Preparing for the New Science Standards: A Focus on the Science Practices of Modeling, Explanation and Argument 

Engineering Practices For Next Generation Science Students 


Develop Classroom-Based Assessments for Grades 5 - 8 

Integrating Math Common Core Standards into the Next Generation Science Classroom 

Stop Counting by Ones or Else! 

Preparing for the New Science Standards: Planning Instruction, Integrating Science Practices, Core Ideas and Crosscutting Concepts 


Elementary Level Science (ELS) Performance Test Training 



Intermediate Level Science (ILS) Assessment Training 

social studies 

Implementing the Integrated Social Studies/English Language Arts (SS/ELA) Curriculum Grades K-6 

Meetings for Social Studies Chairs/Directors/Coordinators/Lead Teachers 

Regional Pre and Post Test Development for Global History I (Grade 9) Based on the New Framework for Social Studies 

Elementary Social Studies Ledership Series 2013-2014 

Teaching American History Continued 

Virtual Economics Lessons for all Social Studies Classes with Correlated Common Core Ties 

Addressing Historical Thinking Skills in Regents and 

Advanced Placement History Courses 7-12 

world languages 


Meetings for Foreign Language Chairs/Directors/Coordinators/Lead Teachers 

Integrating the Teaching of Reading and Writing in the Foreign Language Class 

Effective Practices for Languages Other Than English (LOTE) K-12 

Teaching ALL Students in a Foreign Language Class 

On-Site Consultants: Putnam/Northern Westchester BOCES 

Putnam/Northern Westchester Curriculum Council 2013-2014 

directions

2013-2014 Professional Development opportunities 

Putnam/Northern Westchester BOCES 

Curriculum Center 

TO REGISTER: 

Go to MyLearningPlan at www.PNWboces.org/catalog 

Select “Curriculum Center” and click on “View Now” 

Scroll to view workshop offerings 

Click on the workshop name and select the “Click to Enroll” button to register 

If you are a new user, you will create an account with a login and password 

Districts will be billed based on registration unless cancelled 7 days prior to workshop. 

If your district does not approve your attendance, please withdraw your registration online 

prior to the 7–day cancellation period or contact jdelvecchio@PNWboces.org 

Curriculum Center 

200 BOCES Drive 

Yorktown Heights, NY 10598 

(914) 238-2330 

1

Register at www.pnwboces.org/catalog 


How can we inspire teachers to use the APPR process to improve student learning? 

This is a required training for new administrators as defined in the APPR requirements. Participants will learn 

the components of the APPR system by reviewing their district approved teacher practice rubric, local 

assessment, student learning objectives and state growth scores. Focus will be given to implementation of 

the Common Core Standards and data driven decision making using assessment data. NYS Metrics and 

Expectations will be addressed and will provide a framework for discussion. This series allows districts to 

certify participants as lead evaluators prior to completing final teacher evaluations in the spring of 2014. 

Certificates will list the dates attended and the nine components addressed. Districts are encouraged to 

send a team, if possible. 


PARTICIPANTS: Administrators 

DATE/TIME: Sep 20 2013; Nov 6 2013; Jan 15 2014 8:30AM - 3:00PM 

COST: $414 for Curriculum Center Members; $476 Curriculum Center Non Members 

LOCATION: Putnam/Northern Westchester BOCES; Yorktown Heights, NY; School Services Building 

FACILITATOR: Karen Bronson is a former principal and secondary teacher of English. She does extensive PD 

work with teams of teachers and administrators both upstate and downstate on all aspects of Instructional 

Leadership and RTTT implementation including APPR, Common Core, SLOs and Lead Evaluator Training. 

She is also an adjunct instructor for SUNY Oneonta and a member of the NYS Educator Leader Cadre 

for the PARCC Assessments and a member of the P/NW BOCES Network Team. She is available for 

consultation in your district. 

Jackie Taylor is the recently retired Superintendent of the Byram Hills School District. She previously 

served as Assistant Superintendent for the Lakeland School District in the areas of special education and 

curriculum, instruction and assessment. Her doctoral studies were in the area of organizational learning 

and professional development. Dr. Taylor has taught students with disabilities from preschool through 

high school and has been a college instructor. Dr. Taylor is a Network Trainer for P/NW BOCES. Dr. Taylor is 

available for onsite consultation in the areas of leadership and RTTT initiatives. 

REGISTRATION REQUIRED BY: 9/6/2013 

2




How can we build the capacity of teachers and administrators using the required APPR components? 

This required training program for lead evaluators is designed to reflect on the experience of year 1 

implementation of APPR requirements. Participants will work to refine observation skills and conversations 

with colleagues on improved student learning. The implementation of the Common Core standards will be 

emphasized, as will using assessment to improve instruction. The APPR tools of Student Learning Objectives 

and local assessments will be a basis of discussion. Framed in terms of the required components of 

the lead evaluator training, this series enables districts to certify participants as lead evaluators prior to 

completing final teacher evaluations in the spring of 2014. Districts are encouraged to attend as teams. 

NYS Metrics and Expectations will be addressed and will provide a framework for discussion. 

PARTICIPANTS: Lead evaluators and administrators 

DATE/TIME: Nov 21 2013; Jan 16 2014 8:30AM - 3:00AM 

















3


Understanding the Framework for Teaching 

What are the major concepts and structure of the Framework for Teaching? 

This one day workshop provides an overview of Framework for Teaching. The Framework may be used 

for many purposes, but its full value is realized as the foundation for professional conversations among 

practitioners as they seek to enhance their skill in the complex task of teaching. Participants will explore 

and deepen their understanding of the components, elements and rubrics, engage in professional 

conversations and begin to think about the role of the framework as a tool for teacher evaluation and 

professional growth. Cost includes a copy of the text, Enhancing Professional Practice: A Framework for 

Teaching (ASCD, 2007). 

PARTICIPANTS: Building and district administrators and teacher leaders 

DATE/TIME: Sep 18 2013 8:30AM - 3:00PM 

Race to the Top: APPR 



FACILITATOR: Candi McKay is a national consultant and President of McKay Consulting, LLC, which 

provides customized consultation and training related to teacher quality and professional learning to 

school districts and state service agencies around the country. She is the author of You Don’t Have to 

Be Bad to Get Better, A Leader’s Guide to Improving Teacher Quality (Corwin, 2013) and co-author of 

Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool 

(ASCD, 2009). Ms. McKay facilitates the design and implementation of teacher evaluation systems and 

professional learning plans that are customized to the needs of teachers at every stage of their careers. 

She works extensively with school leadership teams to enhance their skills in classroom observation, 

collegial conversation, and professional learning. 


4


Building District Capacity to Implement The Framework: 

A Turnkey Training for Teacher Leaders 

How can a district build capacity for helping teachers understand the components 

and performance levels of the Framework for Teaching? 

Districts using the Framework for Teaching rubrics for teacher evaluation and professional growth need 

to provide training for teachers and school leaders that develop their understanding of the domains, 

components, elements and performance levels. 

This three day training series will prepare teachers and school leaders to deliver this training to colleagues 

in their own district. Participants will receive activities, materials and leader notes that will enable them 

to lead the training throughout the year. Using a “mini-lesson” approach, each session will prepare 

participants to deliver two learning activities, which may be conducted at monthly faculty, grade level 

or department meetings throughout the year. Training sessions will include tips for presenters on the best 

strategies to engage adult learners and time for district teams to plan for the training in their buildings. 

Cost includes two required texts: Enhancing Professional Practice: A Framework for Teaching (ASCD 

2007) and Implementing the Framework for Teaching (ASCD, 2009). 

PARTICIPANTS: Administrators and teacher leaders 

DATE/TIME: Oct 28 2013; Dec 3 2013; Jan 7 2014 8:30AM - 3:00PM 














5


Digging Deeper: Selecting Evidence for Domains 1 and 4 

What evidence should teachers select for demonstrating their skills in Domains 1 and 4? 

Not all components of teaching can be measured through classroom observations. This half day 

session for teachers focuses on the collection of artifacts of teaching and learning in areas that extend 

beyond the classroom, capturing the tools, strategies and resources created as part of their practice. 

Participants will use the ASCD Action Tool, Implementing the Framework for Teaching, to generate specific 

examples of artifacts and evidence as required for review and scoring as part of their Annual Professional 

Performance Review (APPR). Cost of workshop includes the required text. 

PARTICIPANTS: Teachers and administrators 

DATE/TIME: Oct 29 2013 12:00PM - 3:00PM 














6


Lessons from the Field: Tips for Streamlining Your APPR Process 

What are some practical strategies to make the APPR process 

more meaningful and manageable? 

Schools that have implemented a new APPR process want to know if there are ways to reduce the 

amount of time it takes to complete a teacher evaluation. In this half-day session, participants will learn 

specific strategies that can streamline the process, making it more efficient, and at the same time, more 

effective. Bring your district’s APPR document, along with the team of educators responsible for its design, 

and be ready to learn some lessons from the field! 

PARTICIPANTS: Building and District Administrators 

DATE/TIME: Oct 29 2013 8:30AM - 11:30AM 














7


You Don’t Have to Be Bad to Get Better: 

Practical Ideas and Leadership Strategies for Improving Teaching 

What do school leaders need to know and do to improve teacher quality? 

How are they able to effect changes in teaching practices that have 

remained virtually the same for decades? 


This practical session offers school leaders at every level the guidance, specific tools and resources they 

need to increase teacher and student success. School leaders will develop: 

• Strategies for transitioning from a culture of fear and criticism to a culture of learning 

• Essential skills that move teaching from good to great 

• Professional conversation strategies that impact teaching and learning 

• A blueprint that builds capacity for continuous teacher learning and collaboration. 

Research shows that the most important factor in student learning is the quality of the teacher in the 

classroom. Bring out the best in your teachers through strong instructional leadership and watch 

student learning soar! Cost of workshop includes required text: You Don’t Have to Be Bad to Get Better 

(Corwin, 2013). 

PARTICIPANTS: Building and district administrators as well as instructional supervisors who observe teachers 

DATE/TIME: Nov 7 2013 8:30AM - 3:00PM 













8


Calibrating Classroom Observations: Improving Reliability and Consistency 

How can our district improve reliability and consistency in conducting 

and scoring classroom observations? 

In this two day session, participants will deepen their understanding of how the components in Domains 

2 and 3 of the Framework are evidenced in classroom observations. They will sharpen their skills in using 

evidence based observation techniques to collect, interpret and score evidence of teaching using video 

practice and peer conversations. 

Specifically on day two, participants will have additional practice applying their observation skills to 

review and calibrate classroom observations using a scoring rubric designed specifically for this purpose. 

As a result, participants will be able to review and score completed observation reports to determine their 

reliability and accuracy. 

PARTICIPANTS: Administrators and teacher leaders 

DATE/TIME: Nov 8 2013; Dec 4 2013 8:30AM - 3:00PM 














9


Enhancing Observation Skills Using the Danielson Framework 

How can we develop a reliable observation process that respects teacher work, 

improves student learning and develops administrative skills? 

This workshop is intended to develop the skills of administrators to provide high quality feedback to 

teachers, continuous improvement of administrative skills and attention to inter-rater reliability.It is 

intended for new administrators or recertified administrators who have not had two years of observation 

experience in using the state approved rubric. Participants will observe instruction and work in small 

groups to score lessons and attend to inter rater reliability. Emphasis will be on analyzing evidence to 

support the observation rating and providing high quality conversations with teachers to support their 

learning and the learning of their students. Participants will examine appropriate tools from the NYS Metrics 

and Expectations that support quality instruction. Teams of administrators from districts are encouraged to 

attend to enhance district inter-rater reliability. 

PARTICIPANTS: New or recertified administrators 


DATE/TIME: Nov 13 2013; Feb 4 2014 8:30AM - 3:00PM 
















10


Thoughtful Conversations for Teacher Learning and School Improvement 

How can conversations among teachers impact the quality of 

teaching and learning in a school? 

This one day session engages educators at all levels in how to lead and engage in reflective conversations 

that focus on teaching and learning. Using the big ideas, skills and topics of conversation presented in 

Danielson’s book, Talk about Teaching, participants will enhance their ability to provide feedback, ask the 

right questions and promote teacher reflection and learning. This session is suited for teams of teachers, 

instructional coaches, and building administrators. The cost of the workshop includes the required text. 

PARTICIPANTS: Teachers, teacher leaders, instructional coaches, administrators 

DATE/TIME: Jan 8 2014 8:30AM - 3:00PM 














11



How can the new NYSED modules help teachers meet the instructional 

demands of the Common Core State Standards within their ELA Curriculum? 

Race to the Top: Common Core Standards 

These full day workshops will review the newest materials presented at the Network Team Institute (NTI) 

trainings that will take place during the 2013-2014 school year. The workshops have been organized into 

four series to reflect the information presented in the July 2013 institute (Series I), November institute, (Series 

II), February institute (Series III) and May institute (Series IV).Participants will be able to plan how these 

materials can be integrated into current ELA curricula with grade-level teams, and reflect on any module 

work done so far. Workshop participants will: 

• Review materials 

• See models of, and experiment with, modules 

• Connect materials to the instructional shifts 

• Explore how writing and assessment are addressed 

• Learn how to use NYS Metrics and Expectations tools. 

PARTICIPANTS: Administrators, English language arts teachers, special educators, library media specialists, 

reading teachers, staff developers and instructional coaches 

COST PER WORKSHOP: $128 for Curriculum Center Members; $148 for Curriculum Center Non-Members 

LOCATION: Putnam/Northern Westchester BOCES: Yorktown Heights, NY: School Services Building 

SERIES I 

GRADES K – 2 

DATE/TIME: Sep 20 2013 8:30AM – 3:00PM 

FACILITATOR: Lauren Benjamin 

SERIES II 


DATE/TIME: Dec 6 2013 8:30AM – 3:00PM 


GRADES 3 – 5 

DATE/TIME: Oct 2 2013 8:30AM – 3:00PM 

FACILITATOR: Marilyn Tropiano 






FACILITATOR: Lucretia Pannozzo 




12



DATE/TIME: Nov 20 2013 8:30AM – 3:00PM 


SERIES III 


SERIES IV 


DATE/TIME: May 22 2014 8:30AM – 3:00PM 



DATE/TIME: Mar 14 2014 8:30 AM – 3:00PM 



DATE/TIME: Mar 28 2014 8:30AM – 3:00PM 

FACILITATOR: Shari Robinson 


DATE/TIME: Feb 11 2014 8:30AM – 3:00PM 





DATE/TIME: May 21 2014: 8:30AM – 3:00PM 







DATE/TIME: Feb 14 2013 8:30AM – 3:00PM 


13



How can the elementary math modules be implemented to ensure the CCLS are being met? 

These full day workshops will review the newest materials presented at the Network Team Institute (NTI) trainings 

that will take place during the 2013-2014 school year. The workshops have been organized into four series 

to reflect the information presented in the July 2013 institute (Series I), November institute, (Series II), February 

institute (Series III) and May institute (Series IV). Workshop participants will examine the lesson structure of the 

modules, the types of assessments, and the ways to meet the needs of diverse learners. Participants will gain 

the knowledge and tools necessary to implement the instructional shifts and mathematical practices. In 

addition, participants will learn how to use NYS Metrics and Expectations tools. 

PARTICIPANTS: Administrators, math teachers, special educators, staff developers and instructional coaches 


COST: $155 for Curriculum Center Members; $179 for Curriculum Center Non-Members 


SERIES I 

SERIES II 





FACILITATOR: Sandy Oringel 










FACILITATOR: Eleanore Livesey 


DATE/TIME: Nov 20, 2013 8:30AM – 3:00PM 








14


SERIES III 




SERIES IV 























15



Are you ready for the new mapping of the CCLS Algebra? 

Participants will review the new NYSED algebra curriculum online, revise it to our needs, explore tasks 

previously identified in the CCLS curriculum maps and review the most current curriculum modules 

available. In addition, participants will have the opportunity to review assessment questions. Work 

completed will be shared with all participants. 


PARTICIPANTS: Teachers of Algebra 




FACILITATOR: Eleanore Livesey, Putnam/Northern Westchester BOCES Math Consultant, taught math 

methods and supervised student teachers and graduate interns at Pace University. A former math 

teacher (elementary, middle, and high school) and math supervisor at middle and high school levels, 

she has worked as a math consultant throu ghout New York. Mrs. Livesey is the past president of the 

Association of Mathematics Teachers of New York State (AMTNYS), NYS Association of Mathematics 

Educators (NYSAMS), and Ten County Mathematics Education Association (TCMEA). Mrs. Livesey is 

available for onsite consultation. 


16


Getting Ready for the CCLS Geometry for 2014 -2015 

What are the essential differences in the old and new Geometry courses? 

Participants will review the new NYSED geometry curriculum online, revise it to our needs, find tasks that 

support the shifts and incorporate the mathematical practices as well as review assessment questions. 

PARTICIPANTS: Secondary teachers of mathematics, building and district mathematics coordinators 

DATE/TIME: Oct 30 2013 8:30AM - 3:00PM 






she has worked as a math consultant throughout New York. Mrs. Livesey is the past president of the 






17



What are the instructional implications in high school English based on the 

blueprint of the new ELA Regents? 


What? The Critical Lens Essay is gone? Yes, and there are many more changes as we can see in the 

blueprint for the New English Regents. To prepare for the new administration of the New ELA Regents, 

participants will study the most current information from SED, including NYS Metrics and Expectations tools, 

and a draft of the new ELA Regents Exam addressing the CCLS. Some districts are modeling their own 

local assessments on it prior to the required date of testing. This workshop will support ELA teachers of 

grades 9-11 to adjust their instruction in the following areas: 

• CCLS Standards that are addressed 

• Development of multiple choice questions 

• Guidelines for text selection 

• New rubrics for writing from sources and 

• Tools to determine text complexity 

• Text analysis. 

PARTICIPANTS: Secondary English teachers, special education teachers, reading specialists, library media 

specialists, and administrators 



Or 

DATE/TIME: Mar 10 2014 8:30AM - 3:00PM 

REGISTRATION REQUIRED BY: 2/24/2014 



FACILITATOR: Lucretia Pannozzo comes with more than thirty-five years of experience in public education 

as a teacher of English in middle and high school, Instructional Leader for English, Director of Humanities, 

and secondary staff development coordinator, including for new teacher and mentoring programs. 

Lucretia Pannozzo was one of the first ninety National Board Certified Teachers in ELA/ Early Adolescence. 

She served for five years as a teacher representative on New York State’s Professional Standards and 

Practices Board. She has taught graduate courses in reading for ELA and content areas. Lucretia 

Pannozzo has worked extensively in districts around literacy, Common Core, formative assessment, 

curriculum development and mapping. She is part of the Network Team Institute. She is available for 


18



What does “unpacking” a standard actually mean, and how do we do it? 

This full day workshop will focus upon five concrete steps to turn standards into teachable learning targets 

for improved student understanding and achievement. Transforming a standard into a well-articulated 

set of statements about what students need to learn and be able to do is an essential step toward 

development of meaningful formative assessment. Participants will leave with an understanding of the 

five step process, helpful templates to simplify the process, and examples of unpacked standards for 

elementary, middle and high school grade levels. 

PARTICIPANTS: Teachers, curriculum developers/coordinators, administrators 

DATE/TIME: Dec 9 2013 8:30AM - 3:00PM 











19



What is the principal’s role in implementing the Common Core Standards? 


This workshop will focus on the major understandings that leaders need to promote CCLS implementation 

in their buildings. An identification of the ‘big ticket’ items in Common Core with accompanying 

steps and strategies for leaders will be the framework of the session. Common myths and obstacles to 

implementation will also be addressed. NYS Metrics and Expectations will be addressed and will provide a 

framework for discussion. 

PARTICIPANTS: Building leaders, district-wide coordinators and administrators 











20



How do we successfully get our students to make sense of problems, persevere in solving them, 

reason abstractly and quantitatively, construct viable arguments, model with mathematics, attend to 

precision, find and make use of structure, and find and express regularity in repeated reasoning? 

The CCLS for Mathematical Practices gets to the real core of what education should be about. In fact, 

if the word mathematics is deleted, the standards for mathematical practice could be the core for any 

subject area. The standards for mathematics require deep understanding of concepts and the ability to 

use this understanding to solve problems. In this workshop we will explore a rich collection of problems for 

middle school mathematics students that connect number and operation, geometry, and algebra as well 

as the eight mathematics practice standards. We will discuss the mathematical richness of the problems 

and share methods of using this material to differentiate instruction. This workshop will assist teachers in 

designing and integrating learning experiences that will support students as real-world problem solvers 

while continuing to develop their mathematical understanding and fluency. 

PARTICIPANTS: Teachers of mathematics in grades 6-8 




FACILITATOR: Jim Matthews has been a faculty member at Siena College where he teaches mathematics, 

computer science, and courses for the education department. Mr. Matthews has given conference 

presentations and written articles based on ideas for improving the teaching of mathematics. He has 

also co-directed successful grant projects on integrating the teaching of mathematics and science 

and is currently the principal investigator on a $1.2 million grant to Siena from the National Science 

Foundation with the goal of improving the preparation of mathematics and science teachers, especially 

for high-needs school districts. Mr. Matthews helped develop undergraduate and graduate programs 

for mathematics and science teachers at Rensselaer Polytechnic Institute. He served as president of 

the Association of Mathematics Teachers of New York State and continues to be an active member of 

this association along with the National Council of Teachers of Mathematics, and the Mathematical 

Association of America. 



21



How do we develop deep understanding of ratios and proportions, 

and how do we help our students develop their proportional reasoning abilities? 


In this workshop participants will explore and discuss rich curriculum material and ways it can be 

employed to increase achievement levels of all students. The workshop will employ a hands-on approach 

by posing a variety of questions and then having participants form hypotheses, collect data, and analyze 

the data. While there will be a heavy emphasis on proportional relations and the K-8 capstone goal of 

developing proportional reasoning, we will make connections to common middle school topics including 

fractions, decimals, measurement, percentages, and algebra. Using these common topics, participants 

will develop ways they can incorporate this hands-on material into their school mathematics programs. 

Increase the benefit of this workshop by attending with mathematics and science colleagues. 


DATE/TIME: Feb 3 2014 8:30AM - 3:00PM 















22



How will we transition Algebra II and Pre Calc for acceleration at the HS? 

Participants will analyze the changes in the specific content standards and discuss the implementation 

of an honors program to allow students to accelerate in AB calculus as seniors. Both the Progressions 

document and PARCC Model Content Frameworks document will be used to identify what needs to be in 

place to prepare students for the CCLS Algebra II Regents in June 2015. Scope and sequence documents 

will be shared with participants. Participants will research tasks that model the mathematical practices 

and standards. Participants should bring resources to share and a flash drive to save work created. 

PARTICIPANTS: Secondary teachers of mathematics, department chairs, and coordinators 





methods and supervised student teachers and graduate interns at Pace University. A former math teacher 

(elementary, middle, and high school) and math supervisor at middle and high school levels, she has 

worked as a math consultant throughout New York. Mrs. Livesey is the past president of the Association of 

Mathematics Teachers of New York State (AMTNYS), NYS Association of Mathematics Educators (NYSAMS), 

and Ten County Mathematics Education Association (TCMEA). Mrs. Livesey is available for consultation in 

your district. 



23



What are instructional strategies to teach students to write opinion and argumentative pieces? 


The Common Core has revolutionized the emphasis on writing, in all formats. The foremost instructional shift 

of the CCSS in Standard 1 is to increase opinion writing (to grade 5) and argumentative writing (grades 6 

and above). This workshop will look at the research behind argumentative writing, explore argumentative 

readings and websites, and review samples of lessons and rubrics for argumentative writing from the new 

NYSED Expeditionary Learning and Odell curricula. We will also explore formats and rubrics for this genre of 

writing. Participants are encouraged to bring a unit of study that could envelop Standard 1 writing. 

PARTICIPANTS: Elementary teachers in grades 3-5, secondary teachers of English 6-8, literacy coaches, 

instructional leaders responsible for ELA 














24



How can we use data to inform instruction and model best practices? 

This one-day workshop will provide educators with an opportunity to review student data from the 2013 

NYSED ELA tests. Participants will review the steps necessary to access student data and will take a 

deep-dive into the data to identify trends of student performance. Participants will use the data to inform 

decisions on instructional strategies. 

Steps will include: 

• Review how to access data 

• Identify and evaluate trends within the data sets 

• Learn potential instructional strategies to improve student achievement 

• Revisit “in-district” data and make instructional decisions 


PARTICIPANTS: District teams of teachers and administrators (teams should have three to five members) 



FACILITATOR: Marilyn Tropiano and Kathy Conley 




FACILITATOR: Lucretia Pannozzo and Kathy Conley 

Race to the Top: Assessment and Data 


COST: $158/person for Curriculum Center Members; $182/person Curriculum Center Non Members 


Continued on next page... 

25




FACILITATOR: Marilyn Tropiano is a literacy support consultant with secondary and elementary classroom 

teaching experience. Mrs. Tropiano is also a reading specialist, and has organized and conducted 

turn-key NYS ELA Scorer Leader training for Grades 3-8 testing in district and at BOCES. She also helped 

develop the new teacher Mentor program and was the Mentor Coordinator for the Hendrick Hudson 

School District. She is currently working at Pace University as a Clinical Supervisor monitoring and assessing 

student teachers. Mrs. Tropiano is a member of the Putnam/Northern Westchester BOCES Network Team. 


Lucretia Pannozzo comes with more than thirty-five years of experience in public education as a 

teacher of English in middle and high school, Instructional Leader for English, Director of Humanities, and 

secondary staff development coordinator, including for new teacher and mentoring programs. Lucretia 

Pannozzo was one of the first ninety National Board Certified Teachers in ELA/ Early Adolescence. She 

served for five years as a teacher representative on New York State’s Professional Standards and Practices 

Board. She has taught graduate courses in reading for ELA and content areas. Lucretia Pannozzo 

has worked extensively in districts around literacy, Common Core, formative assessment, curriculum 

development and mapping. She is part of the Network Team Institute. She is available for consultation in 


Kathy Conley has been an educator for the past twenty-eight years. Prior to that time, she was employed 

by a local bio-medical instrument manufacturer as a data analyst. She has held various administrative 

positions including principal, Director of Pupil Personnel Services, and Assistant Superintendent for 

Curriculum, Instruction and Professional Personnel. She is currently the Assistant Executive Director 

of the Lower Hudson Regional Information Center (LHRIC). Kathy’s passion for using data to inform 

decision-making led the way to an evolving relationship with the LHRIC going back to the time when 

data warehousing was first being conceptualized in this region. Over the past eight years, Kathy has 

done extensive analysis of student and district data and has facilitated data inquiry teams to inform and 

enhance classroom instruction. In her current position, she supervises the Data Analysis, Data Warehouse, 

Test Scoring, State Reporting and Instructional Technology departments. 

26





NYSED Math tests. Participants will review the steps necessary to access student data and will take a 









PARTICIPANTS: District teams of teachers and administrators are recommended (teams should have three 

to five members) 



FACILITATOR: Sandy Oringel and Kathy Conley 




FACILITATOR: Eleanore Livesey and Kathy Conley 




DATE/TIME: Nov 15 2013 8:30AM -3:00PM 



Continued on next page... 

27







FACILITATOR: Sandy Oringel was formerly the math enrichment specialist, staff developer, and consultant 

teacher at the Putnam Valley Elementary School for more than 20 years. She is the author of teacher 

resource books published by ETA/Cuisenaire, including Math Activities with Dominoes and several books 

in the Math Super Source series. She works as a math consultant throughout the region, and until recently 

was a math curriculum specialist with a major educational publishing company. Mrs. Oringel has led the 

regional elementary math leaders to share best practices and research-based strategies. Mrs. Oringel is a 

member of the Putnam/Northern Westchester BOCES Network Team. Mrs. Oringel is available to provide 

professional development and onsite support in your district. 

Eleanore Livesey, Putnam/Northern Westchester BOCES Math Consultant, taught math methods and 

supervised student teachers and graduate interns at Pace University. A former math teacher (elementary, 

middle, and high school) and math supervisor at middle and high school levels, she has worked as a math 

consultant throughout New York. Mrs. Livesey is the past president of the Association of Mathematics 

Teachers of New York State (AMTNYS), NYS Association of Mathematics Educators (NYSAMS), and Ten 

County Mathematics Education Association (TCMEA). Mrs. Livesey is available to provide professional 

development and onsite support in your district. 











28



What are the leadership actions needed to support student learning 

through the implementation of data-informed school and district cultures? 

Never before have the demands for academic achievement been as pressing for educators and as 

imperative for students. In the Common Core Standards-driven curriculum, instruction, and assessment 

environment, research overwhelmingly verifies that the most powerful way to increase student learning 

and motivation is through the implementation of data-informed decision making. This full day session is 

designed as an overview of the rationale for and leadership actions required for building, leading and 

sustaining a data-informed culture within your school. During this full day session, participants will: 

• Explore the rationale for creating and sustaining a data-informed culture that supports real-world, 

student-involved learning and achievement 

• Recognize that in order to be a data-informed culture, educators must identify the intended Depth of 

Knowledge (DOK) found within each standard and use that to align instruction and assessment 

• Determine the need for a school/building-wide balanced assessment system including formative and 

summative assessments used by and with students to chart progress toward standards 

• Understand that in order to sustain a data-informed culture, educators must build and execute a plan 

for all stakeholders that includes a well articulated, multi-phased approach to standards, assessment, 

and learning for all. 

PARTICIPANTS: Building and district administrators, teacher leaders 




FACILITATOR: Karen Bailey is an educational consultant who presents extensively throughout the United 

States and Canada. Her experience began with classroom teaching and teacher mentoring, curriculum 

and assessment writing, and instructional coaching. While at Measured Progress, one of the major 

national assessment and professional development providers, Ms. Bailey was trained by Dr. Rick Stiggins 

of ETS/ATI. She created and delivered training sessions and workshops, as well as long-term assessment 

planning and development programs with districts nationwide. She has worked at the national, state, 

provincial, district, and school levels to implement long-term professional development programming, 

establish education best practices, and assist in the creation and implementation of classroom-based 

formative and summative assessments. As a project manager for an English Language Learner (ELL) 

13 state consortium, she supervised the creation of ELL standards, piloted and field-tested assessment 

items, and assisted in the creation of a high-stakes assessment. She worked for Solution Tree on the 

implementation of Professional Learning Communities, Curriculum Mapping and 21st Century Learning, 

and is now the President of Bailey Educational Consulting. 



29


Writing Quality SLOs to Maximize Student Learning 

How can we build upon previous work with SLOs to increase their effectiveness? 

This workshop is designed to support educators in refining the development of SLOs from 2012-13. It 

will help improve target setting, pre-assessment decisions and SLO results analysis. The tools that will 

be available will come from the NYSED Network Team Training to assure appropriate compliance. 

Some of these tools include an annotated SLO, assessment design tool and quality target setting tool. 

A commitment to high quality crafting of SLOs for improved student learning will be emphasized. NYS 

Metrics and Expectations will be addressed and will provide a framework for discussion. 


PARTICIPANTS: Building and central office administrators, staff developers, instructional coaches and 

teacher leaders 







She is also an adjunct instructor for SUNY Oneonta and a member of the NYS Educator Leader Cadre for 

the PARCC Assessments and a member of the P/NW BOCES Network Team. She is available to provide 









30


Regional Pre and Post Test Development for Global History I (Grade 9) 

Based on the New Framework for Social Studies 

How can we ensure a reliable and valid pre- and post-test for the new Global I course? 

This is a two-year project based on the new NYS Framework for Social Studies. A regional test for Global I 

is strongly recommended by NYSED since there will be no Regents for this required course. Many teachers 

will need a pre- and post-test for their SLO. 

YEAR I 2013-2014 

Fall/Winter: Development of the pre-test (depending on Board of Regents adoption of the curriculum and 

roll out) (3 days) 

• Review new Social Studies Framework for Grade 9 and the Common Core connection 

• Design the multiple choice and writing components of the pre-test aligned with the standards, key 

ideas, skills, and Common Core 

Early Spring: Develop post-test (2 days) 

YEAR II 2014-2015 

The second year of the project (dates and cost to be determined) would ask teachers to administer the 

pre-test in their districts and then return to BOCES to analyze their data and revise the pre- and posttests 

if necessary. 

PARTICIPANTS: Teachers of Global History I 

DATE/TIME: Oct 17 2013; Oct 18 2013; Nov 13 2013; Apr 2 2014; May 1 2014 8:30AM - 3:00PM 




FACILITATOR: Mirla Morrison has published articles, presented at conferences, consulted in districts, 

and trained and mentored teachers throughout New York State. For the past twelve years as a P/ 

NW BOCES consultant, Mrs. Morrison has worked with districts on elementary curriculum development 

projects. She retired from Ossining High School where she taught high school social studies and was the 

department chairperson for eight years. While in Ossining, she created law-related education electives, 

instituted Advanced Placement U. S. History, drafted curriculum for Master Learning, Cluster Learning, 

European Cultures, Economics and Participation in Government, and directed the Ossining Law Project 

that included in service training for teachers. Due to her K-12 depth of content knowledge, Mrs. Morrison 

has worked with teachers collaboratively to develop a regional social studies/English language arts 

curriculum at grades K-6. In addition, she has worked with K-12 teachers to develop a regional curriculum 

in sustainability through the integration of sustainability content into existing curriculum. Mrs. Morrison is 

available for onsite work. 


31


Improving Student Performance in Mathematics: Using The Common Core Practices 

and Progressions to Develop Classroom-Based Assessments for Grades K - 4 

How do I design classroom-based assessments to inform instruction, support 

mathematical learning and improve student performance? 

During this session participants will work to understand how to use the Common Core Practices 

and Content Progressions to design classroom-based assessments that inform our instruction and 

provide feedback to our students. Using an analytic set of criteria founded on accuracy, reasoning, 

representation and communication, teachers will create a framework for collecting and analyzing 

examples of strong math performance that aligns with the New York State Assessments and researchbased 

practices. 


PARTICIPANTS: Administrators, math teachers, staff developers and instructional coaches 




FACILITATOR: Dr. Brenda Myers is currently the Superintendent of the Valhalla Union Free School District. 

Previously, Dr. Myers served as Superintendent of the Groton Central School District. She also previously 

served as Deputy Superintendent of Broome-Tioga BOCES. Currently, Dr. Myers serves on the New York 

State Assessment Committee. She is well known for her work across New York State in the areas of 

leadership development, instructional theory, and assessment design. Dr. Myers previously served on the 

New York State Association of Women in Administration (NYSAWA) and was the recipient of the 

Ann Myers Award. 


32


Student Engaged Assessment: How Formative Assessment Improves 

Student Learning and Targets Instruction 

How can formative assessment Improve student learning? 

With the adoption of the CCLS and the implementation of APPR, teachers need to have methods for 

more frequent, formative assessments before high-stakes testing. Helping students participate in the 

formative assessment process promotes understanding and refines instruction. Participants will learn 

about: 

• A balanced approach to assessment 

• Learning Targets as a method of connecting standards to student self-assessment and instruction 

• Quick methods of checking for understanding during instruction 

• Descriptive feedback through rubrics 

• Development of student-engaged strategies in the EngageNY ELA curriculum for grades 3-8 

• NYS Metrics and Expectations tools. 

PARTICIPANTS: Teachers of English Language Arts in grades 3-8 















33



How can my LOTE lessons and instruction be designed to best support my SLOs? 

During this workshop, participants will discuss alignment of curriculum and instruction to their Student 

Learning Objectives and examine ways to support teaching and learning in a Languages Other Than 

English classroom or program. 

PARTICIPANTS: Teachers of Languages Other than English 





FACILITATOR: Harriet Barnett is a retired Languages Other Than English (LOTE) teacher who taught in Dobbs 

Ferry School District. She is the co-chair of the Early Foreign Language Committee of the New York State 

Association of Foreign Language Teachers (NYSAFLT) and former state and regional representative of 

the National Network for Early Language Learning (NNELL). Ms. Barnett serves as a consultant to school 

districts and was an education consultant to the American Council on the Teaching of Foreign Languages 

(ACTFL). She is an instructor at Manhattanville College as well as a presenter and author. 


34


Improving Student Performance in Mathematics: Using The Common Core Practices and 

Progressions to Develop Classroom-Based Assessments for Grades 5 - 8 








practices. 














35


Developing Essential Questions that Energize Data Teams and Build the Culture of 

Data to Enhance Student Performance 

How do data teams use essential questions to energize their work? 

Data teams are a requirement of the Race To The Top Initiative. This workshop is designed to energize 

data teams with the development of meaningful essential questions that can guide their work and inspire 

continuous improvement. NYS Metrics and Expectations will be addressed and will provide a framework 

for discussion. 

Day 1 will include developing essential questions for data teams and the identification of data to be used 

by building teams that supports their essential question. 


Day 2 will include skills in the communication of data, connecting data to curriculum and revising 

instruction based on student data. This will include a framework to revise instruction. Data teams are 

encouraged to attend this workshop together to build a learning community and support the culture of 

data awareness and use. 

PARTICIPANTS: Teachers and administrators 

DATE/TIME: Dec 3 2013; Mar 12 2014 8:30AM - 3:00PM 







for the PARCC Assessments and a member of the P/NW BOCES Network Team. She is also available to 

provide on-site consultation for districts. 






available for on-site consultation in the areas of leadership and RTTT initiatives. 


36


Looking at Student Work as a Vital Data Source 

What is the value and benefit of looking at student work samples, 

and how can an effective systematic approach be implemented? 

Student work is a vital, but often overlooked, source of data to inform instruction and decision making. 

This workshop will identify protocols, norms and strategies to mine this rich source of learning in a way that 

benefits teachers and students. Participants are asked to bring samples of student work to the workshop 

to use as examples. 

PARTICIPANTS: Teachers, curriculum designers and coordinators, building leaders 

DATE/TIME: Feb 12 2014 8:30AM -3:00PM 







for the PARCC Assessments and a member of the P/NW BOCES Network Team. She is also available to 

provide on-site consultation for districts. 



37


Advanced Co-Teaching: It Takes Two 

How can all students benefit from a co-teaching classroom? 

This workshop is designed for those who have taken a beginning workshop on co-teaching. Hands-on 

practical information using various models of co-teaching will be the focus of this workshop. Participants 

will have the opportunity to work with their co-teacher on relationship building, essential components of 

co-teaching and developing lesson plans. Sample lesson plans, using co-teaching models, will be shared. 

Participants will have time to plan upcoming lessons/units with their co-teacher. Facilitators will assist with 

planning and give suggestions to teams. 

Improving Results for Every Student 

PARTICIPANTS: All secondary level (MS/HS) regular education and special education teachers who currently 

co-teach or may co-teach in the future. Co-Teaching teams are encouraged to attend together. 



Or 





FACILITATOR: Kristin Doherty has been teaching special education in New York State for the past 21 

years. She has been co-teaching for 17 years. Currently, she is is the Department Chairperson for Special 

Education at North Salem MS/HS. 

Melissa Ruffler has been teaching mathematics in New York State for the past 21 years. She has been coteaching 

with Ms. Doherty for the past 12 years. 

38



What effect does a student’s belief system about intelligence have on his or her academic 

performance? What can teachers do to influence a student’s mindset about learning? 

As hard as we may work to prepare our students for the rigorous demands of the Common Core State 

Standards and assessments, our efforts may be in vain if our students possess belief systems that undermine 

their ability to persevere in the face of challenges. Stanford professor, Dr. Carol Dweck, has described two 

categories of belief about ability: fixed mindset and growth mindset. Students with a fixed mindset believe that 

their mental abilities are static and that their intelligence and abilities cannot be altered with effort. In contrast, 

students with a growth mindset believe that their intelligence and abilities can be expanded with effort. 

Dr. Dweck and other researchers have demonstrated that students with a growth mindset academically 

outperform peers with fixed mindsets—and that a growth mindset can be taught. This workshop will offer: 

• Background information (both text- and video-based) on the research defining fixed and growth 

mindsets in students 

• Specific strategies for teachers to use in different areas of the curriculum to support the development of 

growth mindsets in students 

• Opportunities for teachers to reflect on the impact of this research on their own belief systems about 

students and themselves as learners 

• A list of print, video, and on-line resources for teachers to use as they return to their classrooms 

PARTICIPANTS: K-8 classroom teachers, special educators, librarians, RtI specialists, staff developers, 

literacy and math coaches, administrators, and others with an interest in this topic 

DATE/TIME: November 18 2013 8:30AM - 3:00PM 

COST: $144 for Curriculum Center Members; $166 Curriculum Center Non Members. Participants will 

receive a copy of the book, Mindsets in the Classroom: Building a Culture of Success and Student 

Achievement in Schools by Mary Cay Ricci 



FACILITATOR: Dr. Shari Robinson brings a wealth of diverse experiences from over thirty-five years as an 

educator. She has taught grades 3-6 in public elementary schools, as well as college level courses in 

language arts and interactive educational technology. As a Literacy Coach, she supported teachers in 

grades 4-8 and collaborated on the creation of a complete reading and writing curriculum for grades 

K-8. In addition, Dr. Robinson has held leadership roles in several corporations and non-profit organizations, 

focusing on the design, implementation, and evaluation of technology-based curricula (e.g., The Second 

Voyage of the Mimi at Bank Street College) and comprehensive school reform (e.g., ATLAS Communities 

at EDC). She received a BA in Psychology from Stanford University, an MA in Language Education and 

Reading from Florida State University, and an EdD in Human Development from the Harvard Graduate 

School of Education. She is also available to provide on-site consultation for districts. 


39



How does questioning impact the thinking and learning of others and ourselves? 


There is no doubt that the questions we ask define the thinking we elicit. Questions play a significant role 

in promoting higher order thinking but they play an equally important role in scaffolding students’ ability 

to understand increasingly complex texts, in broadening what students attend to, in democratizing the 

discourse in a class, and in uncovering how students are making sense of new material. Refining our 

ability to ask different kinds of questions and helping students become better questioners themselves, can 

greatly assist teachers in addressing the Common Core Standards and many other learning outcomes. 

This workshop will provide teachers with a variety of hands-on experiences and concrete strategies 

for broadening their questioning repertoire.Resulting from this program, teachers will deepen their 

understanding and use of effective questioning by: 

• Exploring the roles and connections among essential, guiding, text-based and reflective questions as 

they relate to Common Core Standards 

• Identifying and using scaffolding techniques and questions to support students’ engagement 

with different kinds of texts and media 

• Designing questions that attend to different levels of thinking and depth of knowledge 

• Exploring strategies for teaching students to develop and respond to their own questions. 

Learning activities will include input sessions, analysis of video segments, review of lessons, and work with a 

variety of questioning tools and protocols. 

PARTICIPANTS: Teacher leaders, instructional coaches, and administrators who are responsible for 

curriculum and assessment development 




FACILITATOR: Giselle Martin-Kniep is the President of Learner-Centered Initiatives and the Founder 

of Communities for Learning: Leading Lasting Change®, two different organizations that promote 

sustained school improvement. Dr. Martin-Kniep has a strong background in organizational change and 

several graduate degrees from Stanford University. She has worked with thousands of schools nationally 

and internationally in the areas of curriculum and assessment, adult learning, school improvement, and 

action research. Her books include Why am I doing this?; Becoming a Better Teacher: Eight Innovations 

that Work; Capturing the Wisdom of Practice; Developing Learning Communities Through Teacher 

Expertise; Communities that Learn, Lead and Last; and Changing the Way You Teach, Improving the 

Way Students Learn. 


40


Teaching the Tornado in Grades 3-12: 

Teacher Strategies to Effectively Instruct and Manage the Behaviors of Students with ADHD 

How can I more effectively teach students with ADHD? 

Revisions are coming to the clinical diagnosis of Attention-Deficit-Hyperactivity Disorder (ADHD), and 

these changes will directly impact schools. In response, teachers who have students with ADHD in their 

classrooms will want to update their repertoire of techniques to better manage this condition. The full-day 

workshop provides a toolkit for teachers in grades 3-12 to help them to more effectively teach students 

with ADHD. The workshop ties all strategies to the Response to Intervention model and, where appropriate, 

makes connections to Common Core Standards. 

The training is divided into 3 parts: 

• The training will present instructional strategies that can help the ADHD student to improve focus and 

learning in the classroom. 

• Participants will review behavior-management techniques, including student self-monitoring, that can 

increase compliance and reduce off-task behaviors. 

• The workshop will provide ideas to boost the motivation of ADHD students and encourage them to take 

greater responsibility for their own learning. 

PARTICIPANTS: Building and district administrators, teacher leaders, teachers 




FACILITATOR: Jim Wright is a national trainer and consultant to schools and organization on a broad 

range of topics relating to school improvement. Mr. Wright is a certified school psychologist and school 

administrator in central New York State and has over 18 years of experience in public education, in urban 

and suburban settings. Mr. Wright has particular expertise as a consultant and trainer on issues relating to 

Response to Intervention, the Common Core learning Standards, and academic/behavioral interventions 

and assessments for struggling students. He has worked with a variety of schools in New York and other 

parts of the country, helping them both to map out steps for improving their educational practices and 

to motivate their staff to support those positive changes. Mr. Wright is also the creator of Intervention 

Central, a popular website with free intervention and assessment resources for teachers in grades K-12. 



41


Connecting Literacy and Math Strategies 

How can teaching literacy in mathematics help 

students delineate difficult Common Core questions? 

In this workshop, we will model how to incorporate reading, writing, speaking, listening, and critical 

thinking in mathematics instruction. These skills will provide students with opportunities to develop literacy 

in mathematics while deepening their mathematical knowledge, conceptual understanding, and skills. 

Mathematically literate students are able to analyze, reason, and communicate ideas effectively as they 

pose, formulate, solve and interpret mathematical problems in a variety of situations. 


PARTICIPANTS: All secondary level (MS/HS) regular education and special education teachers 




FACILITATOR: Kristin Doherty has been teaching special education in New York State for the past 21 

years. She has been co-teaching for 17 years. Currently, she is is the Department Chairperson for Special 

Education at North Salem MS/HS. 

Melissa Ruffler has been teaching mathematics in New York State for the past 21 years. She has been 

co-teaching with Ms. Doherty for the past 12 years. 


42


The Common Core and RTI: Quality Audit for School Leaders 

How well are we implementing and integrating RTI and CCLS? 

Schools working to improve student academic performance must integrate two major initiatives--the 

Common Core Learning Standards (CCLS) and Response to Intervention (RTI). These two approaches 

complement one another; while the Common Core sets clear, ambitious goals for learning outcomes, RTI 

provides the “intervention toolkit” to help struggling students to attain those goals. This full-day workshop 

provides a blue-print for integrating CCLS and RTI as a unified school-wide effort to improve student 

academic performance. The training will demonstrate for school leaders how to conduct a self-audit to 

evaluate the quality of their district’s implementation of CCLS and RTI to date. In particular, the training 

focuses on how to fix these potential CCLS/RTI problem areas: 

• Student problem identification--participants will review teacher-friendly checklists to pinpoint common 

student learning problems 

• Classroom interventions--the training will review a package to guide teachers in the selection and 

implementing of classroom interventions. This package will include documentation forms, a suggested 

structure for efficient problem-solving meetings, and a starter set of research-based ideas for intervention 

• Supplemental intervention programs--the workshop will provide guidance on how to verify that tier 2/3 

interventions are research-based, as well as advice on scheduling these supplemental interventions and 

expanding the school’s pool of interventionists 

• School-wide screening tools--participants will learn what screening tools are recommended, which are 

approved for both RTI and CCLS/APPR purposes, how to use screening information to make efficient TIER 

2 student placement decisions, and how screening tools change at the middle and high school level 

• Defining the non-responding student--the workshop offers guidelines for determining whether a 

particular student is making adequate progress toward the Standards with RTI support or should be 

referred to the Committee on Special Education (CSE). 

PARTICIPANTS: Building and district administrators, teacher leaders, teachers 




FACILITATOR: Jim Wright is a national trainer and consultant to schools and organization on a broad 

range of topics relating to school improvement. Mr. Wright is a certified school psychologist and school 

administrator in central New York State and has over 18 years of experience in public education, in urban 

and suburban settings. Mr. Wright has particular expertise as a consultant and trainer on issues relating to 

Response to Intervention, the Common Core learning Standards, and academic/behavioral interventions 

and assessments for struggling students. He has worked with a variety of schools in New York and other 

parts of the country, helping them both to map out steps for improving their educational practices and 

to motivate their staff to support those positive changes. Mr. Wright is also the creator of Intervention 

Central, a popular website with free intervention and assessment resources for teachers in grades K-12. 



43



How can we inspire teachers to use the APPR process to improve student learning? 

This is a required training for new administrators as defined in the APPR requirements. Participants 

will learn the components of the APPR system by reviewing their district approved teacher practice 

rubric, local assessment, student learning objectives and state growth scores. Focus will be given to 

implementation of the Common Core Standards and data driven decision making using assessment 

data. NYS Metrics and Expectations will be addressed and will provide a framework for discussion. 

This series allows districts to certify participants as lead evaluators prior to completing final teacher 

evaluations in the spring of 2014. Certificates will list the dates attended and the nine components 

addressed. Districts are encouraged to send a team, if possible. NYS Metrics and Expectations will be 

addressed and will provide a framework for discussion. 

PARTICIPANTS: Administrators 

DATE/TIME: Sep 20 2013; Nov 6 2013; Jan 15 2014 8:30AM - 3:00PM 

Leadership 
















44




How can we build the capacity of teachers and administrators 

using the required APPR components? 

This required training program for lead evaluators is designed to reflect on the experience of year 1 

implementation of APPR requirements. Participants will work to refine observation skills and conversations 

with colleagues on improved student learning. The implementation of the Common Core standards will be 

emphasized, as will using assessment to improve instruction. The APPR tools of Student Learning Objectives 

and local assessments will be a basis of discussion. Framed in terms of the required components of 

the lead evaluator training, this series enables districts to certify participants as lead evaluators prior to 

completing final teacher evaluations in the spring of 2014. Districts are encouraged to attend as teams. 

NYS Metrics and Expectations will be addressed and will provide a framework for discussion. 

PARTICIPANTS: Lead evaluators and administrators 

DATE/TIME: Nov 21 2013; Jan 16 2014 8:30AM - 3:00AM 



Leadership 














45



What are the leadership actions needed to support student learning through 

the implementation of data-informed school and district cultures? 

Leadership 

Never before have the demands for academic achievement been as pressing for educators and as 

imperative for students. In the Common Core Standards-driven curriculum, instruction, and assessment 

environment, research overwhelmingly verifies that the most powerful way to increase student learning 

and motivation is through the implementation of data-informed decision making. This full day session is 

designed as an overview of the rationale for and leadership actions required for building, leading and 

sustaining a data-informed culture within your school. During this full day session, participants will: 

• Explore the rationale for creating and sustaining a data-informed culture that supports real-world, 

student-involved learning and achievement 

• Recognize that in order to be a data-informed culture, educators must identify the intended Depth of 

Knowledge (DOK) found within each standard and use that to align instruction and assessment 

• Determine the need for a school/building-wide balanced assessment system including formative and 

summative assessments used by and with students to chart progress toward standards 

• Understand that in order to sustain a data-informed culture, educators must build and execute a plan 

for all stakeholders that includes a well articulated, multi-phased approach to standards, assessment, 

and learning for all. 

PARTICIPANTS: Building and district administrators, teacher leaders 




FACILITATOR: Karen Bailey is an educational consultant who presents extensively throughout the United 

States and Canada. Her experience began with classroom teaching and teacher mentoring, curriculum 

and assessment writing, and instructional coaching. While at Measured Progress, one of the major 

national assessment and professional development providers, Ms. Bailey was trained by Dr. Rick Stiggins 

of ETS/ATI. She created and delivered training sessions and workshops, as well as long-term assessment 

planning and development programs with districts nationwide. She has worked at the national, state, 

provincial, district, and school levels to implement long-term professional development programming, 

establish education best practices, and assist in the creation and implementation of classroom-based 

formative and summative assessments. As a project manager for an English Language Learner (ELL) 

13 state consortium, she supervised the creation of ELL standards, piloted and field-tested assessment 

items, and assisted in the creation of a high-stakes assessment. She worked for Solution Tree on the 

implementation of Professional Learning Communities, Curriculum Mapping and 21st Century Learning, 

and is now the President of Bailey Educational Consulting. 


46


Supporting Teacher Growth Through Inquiry 

How do we support teacher growth through inquiry? 

As educators across the state navigate the complexity of new teacher-evaluation processes, it is 

imperative that schools focus on professional development experiences that support teachers’ 

learning and work in the service of student learning. This program focuses on a teacher- and studentcentered 

approach to professional learning that allows for individualized and targeted professional 

development opportunities to meet both teacher and student needs. It will guide teachers in using a 

self-assessment (through the lens of the Danielson Framework, and more specifically through a focus on 

Components a, b, d, and e of Domain 4, and other teacher evaluation tools) and/or student learning 

data to generate an action-oriented inquiry plan. 

PARTICIPANTS: K-12 teachers 

DATE/TIME: Nov 4 2013; Feb 4 2014; Apr 23 2014 8:30AM - 3:00PM 



FACILITATOR: Diane Cunningham is the Director of Consultant Support for Learner-Centered Initiatives 

and the Director of Program and Facilitation Support for Communities for Learning. A strong advocate of 

collegial inquiry and action research, she has authored numerous articles and is widely recognized for her 

expertise in guiding educators through the process of developing curriculum and assessment. 

Leadership 


47


Managing Mandates and Integrating Initiatives: Making Connections Within Race to the Top 

How can building and district leaders integrate important school goals with mandates 

from the Regents Reform Agenda to promote school improvement? 

The goal of this workshop is to enable district or school teams to create an action plan that promotes 

strategic work related to the New York State mandates by prioritizing the integration of related initiatives. 

Teams will begin by assessing the status of their current implementation of the Annual Professional 

Performance Review, Common Core Curriculum and Assessment and Data Inquiry within the context of 

district and/or school goals. Participants will identify potential next steps and define connections for the 

purpose of reducing the sense of “initiative fatigue.” 

PARTICIPANTS: District and building administrators. Districts may school to send a full district or school team 

to the session or to send representatives who will turnkey the process back in district. 



Leadership 


FACILITATOR: Judy Barbera recently retired as an administrator after a 40 year career in education. 

She has served in various roles where she gained a systemic instructional perspective as a high school 

mathematics teacher, an elementary school principal and the Assistant Superintendent for Instruction. 

Ms. Barbera has expertise in the supervision and evaluation of teachers and administrators. She has 

extensive training and experience with Charlotte Danielson’s Components of Professional Practice 

and the Learner-Centered Initiative Multidimensional Principal Performance Rubric and can facilitate 

work related to Professional Goal Setting, Instructional Rounds, classroom observations and summative 

evaluation with teachers and administrators. In the area of curriculum and assessment design, Ms. 

Barbera promotes the Wiggins and McTigue Understanding by Design curriculum development model 

and Heidi Hayes-Jacob’s approach to curriculum mapping. She is proficient in the use of Rubicon 

Atlas, a digital curriculum mapping platform. She embraces a “balanced assessment plan” model and 

is interested in supporting the refinement of mandated Student Learning Objectives. Judy Barbera is 

available for on-site consultation. 


48



What effect does a student’s belief system about intelligence have on his or her academic 

performance? What can teachers do to influence a student’s mindset about learning? 

As hard as we may work to prepare our students for the rigorous demands of the Common Core State 

Standards and assessments, our efforts may be in vain if our students possess belief systems that undermine 

their ability to persevere in the face of challenges. Stanford professor, Dr. Carol Dweck, has described two 

categories of belief about ability: fixed mindset and growth mindset. Students with a fixed mindset believe 

that their mental abilities are static and that their intelligence and abilities cannot be altered with effort. 

In contrast, students with a growth mindset believe that their intelligence and abilities can be expanded 

with effort. Dr. Dweck and other researchers have demonstrated that students with a growth mindset 

academically outperform peers with fixed mindsets—and that a growth mindset can be taught. This 

workshop will offer: 

• Background information (both text- and video-based) on the research defining fixed and growth 

mindsets in students 

• Specific strategies for teachers to use in different areas of the curriculum to support the development of 

growth mindsets in students 

• Opportunities for teachers to reflect on the impact of this research on their own belief systems about 

students and themselves as learners 

• A list of print, video, and on-line resources for teachers to use as they return to their classrooms 

PARTICIPANTS: K-8 classroom teachers, special educators, librarians, RtI specialists, staff developers, 

literacy and math coaches, administrators, and others with an interest in this topic 

DATE/TIME: November 18 2013 8:30AM - 3:00PM 

Leadership 

COST: $144 for Curriculum Center Members; $166 Curriculum Center Non Members. Participants will 

receive a copy of the book, Mindsets in the Classroom: Building a Culture of Success and Student 

Achievement in Schools by Mary Cay Ricci 


FACILITATOR: Dr. Shari Robinson brings a wealth of diverse experiences from over thirty-five years as an 

educator. She has taught grades 3-6 in public elementary schools, as well as college level courses in 

language arts and interactive educational technology. As a Literacy Coach, she supported teachers in 

grades 4-8 and collaborated on the creation of a complete reading and writing curriculum for grades 

K-8. In addition, Dr. Robinson has held leadership roles in several corporations and non-profit organizations, 

focusing on the design, implementation, and evaluation of technology-based curricula (e.g., The Second 

Voyage of the Mimi at Bank Street College) and comprehensive school reform (e.g., ATLAS Communities 

at EDC). She received a BA in Psychology from Stanford University, an MA in Language Education and 

Reading from Florida State University, and an EdD in Human Development from the Harvard Graduate 

School of Education. She is also available to provide on-site consultation for districts. 


49



How does questioning impact the thinking and learning of others and ourselves? 

Leadership 

There is no doubt that the questions we ask define the thinking we elicit. Questions play a significant role 

in promoting higher order thinking but they play an equally important role in scaffolding students’ ability 

to understand increasingly complex texts, in broadening what students attend to, in democratizing the 

discourse in a class, and in uncovering how students are making sense of new material. Refining our 

ability to ask different kinds of questions and helping students become better questioners themselves, can 

greatly assist teachers in addressing the Common Core Standards and many other learning outcomes. 

This workshop will provide teachers with a variety of hands-on experiences and concrete strategies 

for broadening their questioning repertoire.Resulting from this program, teachers will deepen their 

understanding and use of effective questioning by: 

• Exploring the roles and connections among essential, guiding, text-based and reflective questions as 

they relate to Common Core Standards 

• Identifying and using scaffolding techniques and questions to support students’ engagement 

with different kinds of texts and media 

• Designing questions that attend to different levels of thinking and depth of knowledge 

• Exploring strategies for teaching students to develop and respond to their own questions. 

Learning activities will include input sessions, analysis of video segments, review of lessons, and work with a 

variety of questioning tools and protocols. 

PARTICIPANTS: Teacher leaders, instructional coaches, and administrators who are responsible for 

curriculum and assessment development 




FACILITATOR: Giselle Martin-Kniep is the President of Learner-Centered Initiatives and the Founder 

of Communities for Learning: Leading Lasting Change®, two different organizations that promote 

sustained school improvement. Dr. Martin-Kniep has a strong background in organizational change and 

several graduate degrees from Stanford University. She has worked with thousands of schools nationally 

and internationally in the areas of curriculum and assessment, adult learning, school improvement, and 

action research. Her books include Why am I doing this?; Becoming a Better Teacher: Eight Innovations 

that Work; Capturing the Wisdom of Practice; Developing Learning Communities Through Teacher 

Expertise; Communities that Learn, Lead and Last; and Changing the Way You Teach, Improving the 

Way Students Learn. 


50



What is the principal’s role in implementing the Common Core Standards? 

This workshop will focus on the major understandings that leaders need to promote CCLS implementation 

in their buildings. An identification of the ‘big ticket’ items in Common Core with accompanying 

steps and strategies for leaders will be the framework of the session. Common myths and obstacles to 

implementation will also be addressed. NYS Metrics and Expectations will be addressed and will provide a 

framework for discussion. 

PARTICIPANTS: Building leaders, district-wide coordinators and administrators 




FACILITATOR: Karen Bronson is a former principal and secondary teacher of English. She does extensive 

PD work with teams of teachers and administrators both upstate and downstate on all aspects of 

Instructional Leadership and RTTT implementation including APPR, Common Core, SLOs and Lead 

Evaluator Training. She is also an adjunct instructor for SUNY Oneonta and a member of the NYS 

Educator Leader Cadre for the PARCC Assessments and a member of the P/NW BOCES Network Team. 

She is also available for on-site consultation. 

Leadership 


51



How can the new NYSED modules help teachers meet the instructional demands of the 

Common Core State Standards within their ELA Curriculum? 

These full day workshops will review the newest materials presented at the Network Team Institute (NTI) 

trainings that will take place during the 2013-2014 school year. The workshops have been organized into 

four series to reflect the information presented in the July 2013 institute (Series I), November institute, (Series 

II), February institute (Series III) and May institute (Series IV).Participants will be able to plan how these 

materials can be integrated into current ELA curricula with grade-level teams, and reflect on any module 

work done so far. Workshop participants will: 

• Review materials 

• See models of, and experiment with, modules 

• Connect materials to the instructional shifts 

• Explore how writing and assessment are addressed 


Literacy and Language Arts 

PARTICIPANTS: Administrators, English language arts teachers, special educators, library media specialists, 

reading teachers, staff developers and instructional coaches 

COST PER WORKSHOP: $128 for Curriculum Center Members; $148 for Curriculum Center Non-Members 


SERIES I 




SERIES II 






FACILITATOR: Marilyn Tropiano 










52





SERIES III 


DATE/TIME: Mar 14 2014 8:30 AM – 3:00PM 



DATE/TIME: Mar 28 2014 8:30AM – 3:00PM 

FACILITATOR: Shari Robinson 




SERIES IV 








DATE/TIME: May 21 2014: 8:30AM – 3:00PM 







DATE/TIME: Feb 14 2013 8:30AM – 3:00PM 


53


Bringing the ELA Core to Life with the Structure of Argument and Debate 

How can students be engaged in meaningful learning activities, 

which will meet Common Core ELA Standards? 

The structure of traditional debate provides a framework for bringing the Common Core to life by 

developing rigorous skills in the context of engaging, meaningful learning. In this workshop, teachers in 

Grades 6-12 across disciplines will benefit from understanding how to support students in making effective 

arguments in written and spoken discourse. This program will guide teachers in using a self-assessment 

(through the lens of the Danielson Framework, and more specifically through a focus on Components a, b, 

d, and e of Domain 4, and other teacher evaluation tools) and/or student learning data to generate an 

action-oriented inquiry plan. 


Teachers in this program will be guided, step-by-step, as they identify a meaningful focus, generate inquiry 

questions, implement new strategies, collect and analyze classroom data, reflect upon the success of 

their interventions and document the process. Essentially, the teacher will investigate his/her practice and 

the impact it has on student learning. Participants are encouraged to come in pairs or small teams. 

PARTICIPANTS: Teachers, supervisors, and administrators in grades 6-12 responsible for English Language 

Arts or Literacy across the Content Areas 




FACILITATOR: Walter Woodhouse recently retired from the position of Assistant Superintendent of 

Instruction for Nyack Public Schools. Mr. Woodhouse served as English Department Chair, Coordinator 

of English and Social Studies, and Director of Secondary Education for Nyack before his appointment 

as Assistant Superintendent. As an English teacher for 23 years, Mr. Woodhouse was also a successful 

debate coach for Nycack and Rockland Country Day School, where he worked prior to joining Nyack. 

Throughout his career, Mr. Woodhouse has been dedicated to providing challenging, meaningful, and 

engaging learning experiences for students and teachers. As a consultant, his goal is to help teachers 

make sense of the Common Core in the context of best practices for teaching and learning. 


54


English Language Arts Chairs’ Meeting 

What are current best practices for ELA leaders? 

During the four English Chairs meetings, we will pursue topics, which are of importance and interest to 

the group. We select both timely topics and age-old concerns. The agendas are shaped by what the 

participants find relevant and useful. The meetings are a great opportunity to share wonderful ideas, 

improve programs, and hear how different schools approach various issues. We exchange valuable 

information and ideas not only at these meetings but also through our listserv and our wiki. 

PARTICIPANTS: Middle school administrators, high school administrators, high school teachers, English 

Language Arts teachers 

DATE/TIME: Oct 1 2013; Dec 4 2013; Mar 27 2014 1:00PM - 3:00PM 



FACILITATOR: Brian Gutherman has been teaching nineteen years, seventeen of which have been at 

Ardsley HS. He has served as Ardsley’s English department curriculum leader for the past fourteen years. 

He has taught the AP English Language and Composition course for the past fourteen years and has 

served as an AP Reader for the College Board. Additionally, he has presented both technology and ELA 

workshops at Putnam/Northern Westchester BOCES. Brian has also been awarded a NYSEC Best Teacher 

of the Year award. 



55


Elementary ELA Leaders Professional Learning Community 

How can we best assist in implementing CCLS into our curriculum? 

Please join us this year in creating an ELA learning community; a series of four sessions have been planned. 

Our collegial conversations will include timely topics such as: 

• Sharing best practices that continue the transition/alignment of ELA curriculum to the Common Core 

Learning Standards 

• Revisiting the 6 ELA instructional shifts and how they are reflected in K-5 units and lessons 

• Investigating the new--and optional-- NYS K-2 and 3-5 Model ELA Curricula 

• The latest information from the state including the NYS Metrics and Expectations tools 

• And the newest in children’s informational and literature texts. 


PARTICIPANTS: ELA, reading, and special education teachers, coaches, professional developers, 

administrators providing professional development in grades K-5 

DATE/TIME: Oct 7 2013 ; Nov 19 2013; Mar 13 2014; May 20 2014 8:30AM - 11:30AM 



FACILITATOR: Lauren Benjamin taught for many years both in New York City and Westchester County. 

Throughout her classroom experience, Ms. Benjamin worked with diverse populations of students and 

taught both primary and upper grades. Her classroom served as a lab where teachers and administrators 

from around the country could view elementary literacy instruction. Now, as a consultant, she conducts 

workshops and teaches graduate level courses in literacy. She guides teacher planning and analysis, 

forms study groups, and delivers workshops. In addition, Lauren has presented at many national and state 

level conferences. 

Ms. Benjamin’s classroom was an integral part of two of Tony Stead’s videos on nonfiction literacy 

instruction entitled Time for Nonfiction and Bridges to Independence: Guided Reading with Nonfiction. 

In addition, she co-authored an article on the nonfiction read aloud that was published by School Talk in 

the spring of 2005. She is currently writing a book on content integration throughout the literacy block. 

Ms. Benjamin is available to provide professional development and on-site consultation. 


56


Accessing Complex Text in the Common Core for Primary Grades 

How can teachers promote close reading in the primary grades? 

New Common Core Standards promote the use of close reading of more challenging text to develop 

students’ reading comprehension. This workshop addresses the question of how to make this complex text 

accessible to primary grade students. Participants are asked to bring at least one short piece of rich fiction 

and one piece of non-fiction that they will be teaching. Participants will: 

• Define the terms close reading, complex text, annotation and scaffolding 

• Practice appropriate strategies for close reading in the classroom 

• Develop questions to encourage close reading of any text 

• Become familiar with a repertoire of mini-lesson for close reading. 

In session two, participants will: 

• Share how they have implemented close reading in their classrooms 

• Create one or more lesson plans for text that will be used in the classroom. 

PARTICIPANTS: Teachers of English Language Arts, reading, and special education in the primary grades 

and administrators 

DATE/TIME: Nov 4 2013 8:30 AM - 3:00 PM; Dec 11 2013 8:30 AM - 11:30AM 


LOCATION: Putnam/Northern Westchester BOCES; Yorktown Heights, NY; Projects Building 

FACILITATOR: Barbara Gill has been a public-school educator for thirty-eight years. She retired from 

the Hendrick Hudson School District in Westchester, N.Y. where she served as an elementary building 

principal and reading teacher specializing in Early Intervention. Prior to that, Barbara was an elementary 

principal in Pawling, an assistant principal in Carmel, and a reading coordinator. Her teaching career 

spanned grades kindergarten through grade twelve. She has extensive experience with implementing 

new reading assessments and instructional programs. In addition, Ms. Gill has had a special interest in the 

implementation of new state and federal programs over the last three decades. Her education includes 

a Certificate of Advanced Study from SUNY New Paltz in School District Administration, an M.S. in Reading 

from Western Connecticut State College, and a B.A. in English from Marist College. She holds certification 

in building and district administration, reading K-12, elementary N-12, and English 7-12. Ms. Gill is available 

for onsite consultation. 



57





NYSED ELA tests. Participants will review the steps necessary to access student data and will take a 










PARTICIPANTS: District teams of teachers and administrators (teams should have three to five members) 



FACILITATOR: Marilyn Tropiano and Kathy Conley 




FACILITATOR: Lucretia Pannozzo and Kathy Conley 




58


FACILITATOR: Marilyn Tropiano is a literacy support consultant with secondary and elementary classroom 

teaching experience. Mrs. Tropiano is also a reading specialist, and has organized and conducted 

turn-key NYS ELA Scorer Leader training for Grades 3-8 testing in district and at BOCES. She also helped 

develop the new teacher Mentor program and was the Mentor Coordinator for the Hendrick Hudson 

School District. She is currently working at Pace University as a Clinical Supervisor monitoring and 

assessing student teachers. Mrs. Tropiano is a member of the Putnam/Northern Westchester BOCES 

Network Team. 

Lucretia Pannozzo comes with more than thirty-five years of experience in public education as a 

teacher of English in middle and high school, Instructional Leader for English, Director of Humanities, and 

secondary staff development coordinator, including for new teacher and mentoring programs. Lucretia 

Pannozzo was one of the first ninety National Board Certified Teachers in ELA/ Early Adolescence. 






Kathy Conley has been an educator for the past twenty-eight years. Prior to that time, she was 

employed by a local bio-medical instrument manufacturer as a data analyst. She has held various 

administrative positions including principal, Director of Pupil Personnel Services, and Assistant 

Superintendent for Curriculum, Instruction and Professional Personnel. She is currently the Assistant 

Executive Director of the Lower Hudson Regional Information Center (LHRIC). Kathy’s passion for using 

data to inform decision-making led the way to an evolving relationship with the LHRIC going back to 

the time when data warehousing was first being conceptualized in this region. Over the past eight 

years, Kathy has done extensive analysis of student and district data and has facilitated data inquiry 

teams to inform and enhance classroom instruction. In her current position, she supervises the Data 

Analysis, Data Warehouse, Test Scoring, State Reporting and Instructional Technology departments. 


59



What are the instructional implications in high school English based on the 

blueprint of the new ELA Regents? 

What? The Critical Lens Essay is gone? Yes, and there are many more changes as we can see in the 

blueprint for the New English Regents. To prepare for the new administration of the New ELA Regents, 

participants will study the most current information from SED and a draft of the new ELA Regents Exam 

addressing the CCLS. Some districts are modeling their own local assessments on it prior to the required 

date of testing. This workshop will support ELA teachers of grades 9-11 to adjust their instruction in the 

following areas: 

• CCLS Standards that are addressed 

• Development of multiple choice questions 

• Guidelines for text selection 

• Tools to determine text complexity 

• New rubrics for writing from sources and 

• Text analysis 



PARTICIPANTS: Secondary English teachers, special education teachers, reading specialists, library media 

specialists, and administrators 



Or 














60


Academic Vocabulary 

What is academic vocabulary and how do we integrate it into our Common Core work? 

This full day workshop will explore ELA/Literacy Shift Six in depth: defining academic vocabulary, identifying 

Tier 2 words in text, and sharing strategies to teach and assess those words in ways that are different from 

traditional approaches to vocabulary instruction. Participants are encouraged to bring samples of text 

from their grade level(s) to use in the workshop. 

PARTICIPANTS: Teachers, ELA coaches, curricular leaders, department coordinators and chairs 




FACILITATOR: Karen Bronson is a former principal and secondary teacher of English. She does extensive 

PD work with teams of teachers and administrators both upstate and downstate on all aspects of 

Instructional Leadership and RTTT implementation including APPR, Common Core, SLOs and Lead 

Evaluator Training. She is also an adjunct instructor for SUNY Oneonta and a member of the NYS 

Educator Leader Cadre for the PARCC Assessments and a member of the P/NW BOCES Network Team. 

She is also available for onsite consultation. 



61


Accessing Complex Text in the Common Core for Intermediate Grades 

How can teachers promote close reading in the primary grades? 


New Common Core Standards promote the use of close reading of more challenging text to develop 

students’ reading comprehension. This workshop addresses the question of how to make this complex text 

accessible to intermediate grade students. Participants are asked to bring at least one short piece of rich 

fiction and one piece of non-fiction that they will be teaching. Participants will: 

• Define the terms close reading, complex text, annotation and scaffolding 

• Practice appropriate strategies for close reading in the classroom 

• Develop questions to encourage close reading of any text 

• Become familiar with a repertoire of mini-lesson for close reading. 

In session two, participants will: 

• Share how they have implemented close reading in their classrooms 

• Create one or more lesson plans for text that will be used in the classroom. 

PARTICIPANTS: Teachers of English Language Arts, reading, and special education in the intermediate 

grades 3-5 and administrators 

DATE/TIME: Nov 26 2013 8:30 AM - 3:00 PM; Dec 12 2013 8:30AM - 11:30AM 



FACILITATOR: Barbara Gill has been a public-school educator for thirty-eight years. She retired from 

the Hendrick Hudson School District in Westchester, N.Y. where she served as an elementary building 

principal and reading teacher specializing in Early Intervention. Prior to that, Barbara was an elementary 

principal in Pawling, an assistant principal in Carmel, and a reading coordinator. Her teaching career 

spanned grades kindergarten through grade twelve. She has extensive experience with implementing 

new reading assessments and instructional programs. In addition, Ms. Gill has had a special interest in the 

implementation of new state and federal programs over the last three decades. Her education includes 

a Certificate of Advanced Study from SUNY New Paltz in School District Administration, an M.S. in Reading 

from Western Connecticut State College, and a B.A. in English from Marist College. She holds certification 

in building and district administration, reading K-12, elementary N-12, and English 7-12. Ms. Gill is available 

for onsite consultation. 


62



What does “unpacking” a standard actually mean, and how do we do it? 

This full day workshop will focus upon five concrete steps to turn standards into teachable learning targets 

for improved student understanding and achievement. Transforming a standard into a well-articulated 

set of statements about what students need to learn and be able to do is an essential step toward 

development of meaningful formative assessment. Participants will leave with an understanding of the 

five step process, helpful templates to simplify the process, and examples of unpacked standards for 

elementary, middle and high school grade levels. 

PARTICIPANTS: Teachers, curriculum developers/coordinators, administrators 












63



What are instructional strategies to teach students to write opinion and argumentative pieces? 

The Common Core has revolutionized the emphasis on writing, in all formats. The foremost instructional shift 

of the CCSS in Standard 1 is to increase opinion writing (to grade 5) and argumentative writing (grades 6 

and above). This workshop will look at the research behind argumentative writing, explore argumentative 

readings and websites, and review samples of lessons and rubrics for argumentative writing from the new 

NYSED Expeditionary Learning and Odell curricula. We will also explore formats and rubrics for this genre of 

writing. Participants are encouraged to bring a unit of study that could envelop Standard 1 writing. 

PARTICIPANTS: Elementary teachers in grades 3-5, secondary teachers of English 6-8, literacy coaches, 

instructional leaders responsible for ELA 















64



How can the elementary math modules be implemented to ensure the CCLS are being met? 

These full day workshops will review the newest materials presented at the Network Team Institute (NTI) trainings 

that will take place during the 2013-2014 school year. The workshops have been organized into four series 

to reflect the information presented in the July 2013 institute (Series I), November institute, (Series II), February 

institute (Series III) and May institute (Series IV). Workshop participants will examine the lesson structure of the 

modules, the types of assessments, and the ways to meet the needs of diverse learners. Participants will gain 

the knowledge and tools necessary to implement the instructional shifts and mathematical practices. In 

addition, participants will learn how to use NYS Metrics and Expectations tools. 

PARTICIPANTS: Administrators, math teachers, special educators, staff developers and instructional coaches 

COST: $155 for Curriculum Center Members; $179 for Curriculum Center Non-Members 


SERIES I 

SERIES II 
















DATE/TIME: Nov 20, 2013 8:30AM – 3:00PM 



Science, Technology, Engineering and Mathematics 







65


SERIES III 



SERIES IV 
























66



Are you ready for the new mapping of the CCLS Algebra? 

Participants will review the new NYSED algebra curriculum online, revise it to our needs, explore tasks 

previously identified in the CCLS curriculum maps and review the most current curriculum modules 

available. In addition, participants will have the opportunity to review assessment questions. Work 

completed will be shared with all participants. 

PARTICIPANTS: Teachers of Algebra 













67






NYSED Math tests. Participants will review the steps necessary to access student data and will take a 









PARTICIPANTS: District teams of teachers and administrators are recommended (teams should have three 

to five members) 



FACILITATOR: Sandy Oringel and Kathy Conley 


GRADES 6-8 





DATE/TIME: Nov 15 2013 8:30AM -3:00PM 



68
















Teachers of New York State (AMTNYS), NYS Association of Mathematics Educators (NYSAMS), and Ten 

County Mathematics Education Association (TCMEA). Mrs. Livesey is available to provide professional 

development and onsite support in your district. 












69


Education for Sustainability Web-based Curriculum Re-launch for Grades K - 12 

How can I implement the Education for Sustainability (EfS) Curriculum in my classroom? 


Come to the re-launch of the web-based Education for Sustainability (EfS) Curriculum! The various 

grade level units have been updated to infuse the Common Core, include up to date data, and 

replace out of date links to technology and texts. This training is free to districts that subscribe to 

the Education for Sustainabilty Curriculum. The nine Education for Sustainability standards will be reintroduced, 

and the training will prepare the teachers to integrate Sustainabity standards into the 

subject areas of English Language Arts, Social Studies, Mathematics, Science, and the Arts, not as an 

add-on but as a lens to build on what they already do. 

PARTICIPANTS: Teachers wanting to address Education for Sustainablity in the classroom. Free for 

districts subscribing to the Education for Sustainability Curriculum. Contact the Curriculum Center for 

subscription fees. 



Grades K – 2 

DATE/TIME: Oct 2 2013 8:30AM -11:30AM 



DATE/TIME: Oct 2 2013 12:00PM – 3:00PM 





DATE/TIME: Oct 4 2013 12:00PM – 3:00PM 



70













in sustainability through the integration of sustainability content into existing curriculum. She is available for 

onsite consultation in your district. 

Helen Pashley’s strong science background originated in England where she was born and raised. In 

addition to her teaching experience at the high school level in England, Helen also worked with younger 

students as they experienced hands-on science. Dr. Pashley developed popular and successful science 

enrichment programs for several school districts in the region. Dr. Pashley currently serves as a science 

consultant, curriculum designer and trainer, and a consultant to the P/NW BOCES SCIENCE 21 program. 

Two of her NGSS aligned lessons were recently published in Science for the Next Generation by the 

National Science Teachers Association (NSTA). She is available for onsite consultation in your district. 


71


Meetings for Mathematics Chairs/Directors/Coordinators 2013- 2014 

How can we effectively lead mathematics education in our region? 


Over the course of three meetings, participants will share materials, plan agendas, and stay in contact 

with one another and the consultant via a listserv hosted by Putnam/Northern Westchester BOCES.Topics 

for the year will include: 

• Common Core Standards for Mathematics 

• Assessments and sample tests 

• Middle and high school course design 

• Response to Intervention in mathematics 

• State Education Department updates 

• Topics suggested by participants 


PARTICIPANTS: Chairs, directors, and coordinators of mathematics 










available for on-site consultation. 


72


Preparing for the New Science Standards: 

What is New, What is Different, and What This Means for You 

What can you do now to begin aligning your instruction with NGSS and to 

plan for full implementation? 

To align with the Next Generation Science Standards and the Framework for K-12 Science Education, 

there will need to be a fundamental change in the way we teach science. To help you get ready, this 

workshop will focus on the important features of both the Framework and the new standards, including 

the conceptual shifts, the implications of these shifts for curriculum and instruction, the eight Science and 

Engineering Practices that clarify inquiry, and the new Performance Expectations. After an introduction 

to the Framework and the Standards, participants will choose one topic in their teaching area for an indepth 

study. Working collaboratively, attendees will be guided as they: 

• Identify the essential knowledge in the pertinent core idea and share findings with other 

collaborative groups 

• Review the relevant performance expectations, which integrate scientific practices, core ideas and 

cross-cutting concepts 

• Plan modifications in your current instructional practice and assessment techniques for your topic. 

PARTICIPANTS: Elementary teachers, science teachers, science curriculum coordinators/directors 




FACILITATOR: Myrna Klotzkin is a scientist and science educator, who served as the K-12 Science Director 

at the North Shore School District for 13 years. She is Emeritus Professor of Chemistry (Manhattanville 

College), with a Ph.D. from Rensselaer Polytechnic Institute, and is the author of several research 

publications. At North Shore Schools, Dr. Klotzkin chaired the high school and middle school science 

departments and supervised teachers at all levels. She guided her teachers in the development of a fully 

articulated K-12 science curriculum, and provided staff development at all levels of science instruction. 

Presently, Dr. Klotzkin teaches professional development workshops and is a Putnam/Northern Westchester 

BOCES on-site consultant in all areas of science education, focusing this year on preparing teachers for 

the Next Generation Science Standards. She is available for onsite consultation. 



73


Science Coordinators’ Meeting 

What are some of the current best practices for science teachers and leaders? 


Let’s talk about all things Science Education! The goals of this year’s meetings are to continue building 

the network of science leaders throughout the Putnam/Westchester region and to explore and discuss 

any topics of interest to the group. Three meetings will be held with participant driven agendas that will 

include current topics as well as perennial favorites. Participants will be contacted in advance for input 

towards the meeting’s discussion topics, and will be able to communicate with the facilitator and other 

participants via a science leaders listserv. 

Member generated agenda items have included the following: 

• APPR/SLOs 

• Curriculum mapping 

• AP enrollment 

• Latest technology for science classrooms 


• Potential grant funding 

• Science competitions (local/regional/national) 

• New course offerings 

• Industry internships/awards/visitations 

• Scholarships 

• Teacher mentoring 

• STANYS. 

PARTICIPANTS: Elementary, middle, high school and district administrators and science and technology 

DATE/TIME: Oct 15 2013; Jan 16 2014; May 14 2014 1:00PM -3:00PM 



FACILITATOR: Bruce Ludovicy has been a science teacher in the region for 18 years and in that time has 

taught all core science subjects from 7-12 grade as well as AP Biology, AP Physics and various electives. 

He is currently the K-12 Curriculum Coordinator for Putnam Valley CSD. 


74


Meetings for Special Education Leaders Supervising Mathematics 2013- 2014 

How can we effectively lead mathematics education in our region? 

Participants in this series of meetings will share materials, plan agendas, and stay in contact with one 

another and the consultant via a listserv hosted by Putnam/Northern Westchester BOCES.Topics will be 

tailored to support success in mathematics for students with disabilities. Topics for the year will include: 

• Common Core Standards for Mathematics 

• Assessments and sample tests 

• Middle and high school course design 

• Response to Intervention in mathematics 


• Topics suggested by participants 


PARTICIPANTS: Supervisors, coordinators, directors, chairpersons in specal education 









and Ten County Mathematics Education Association (TCMEA). She is available for on-site consutation. 



75


Bring Your Own Devices: A Thought Session for Administrators and Teachers 

How can schools leverage the potential of “Bring Your Own Device” policies? 


“Bring Your Own Device” (BYOD) is a term that describes how major organizations and sectors of society 

have harnessed the proliferation of mobile devices in the consumer marketplace, and have welcomed 

them into the organizational culture. For many districts, it represents a desire to shift the experience of the 

student as they make their way through the school day, the grade levels and the district. What happens 

when districts purposefully and thoughtfully decide to encourage students and teachers to bring their own 

Smartphones, tablets and laptops, and how can we design for the best possible outcome? This half day 

session will address common questions districts ask themselves when considering a BYOD implementation 

such as: 

• What are some examples of well written policies for BYOD? 

• What kind of teaching and learning becomes accessible when every student and teacher brings their 

own device? 

• What planning tools are available to assist in developing a roadmap for a BYOD environment? 

During this session, participants will interact via their own personal devices in activities and discussions that 

illustrate the true potential of helping students form a new kind of relationship with their device beyond 

surfing, texting and gaming. The session is designed specifically for administrators and teaching faculty for 

grades 6-12. 

PARTICIPANTS: Teachers and administrators in grades 6-12 




FACILITATOR: Leslie Accardo has been the architect and coordinator of the LHRIC Model Schools program 

for almost 20 years. In this capacity, she has served as a lead professional developer for component 

districts in Rockland, Putnam, and Westchester counties, focusing on all aspects of instructional 

technology including hardware, software, pedagogy and methods. She also supports various instructional 

technology systems and services which can be accessed from the LHRIC Model Schools website. During 

the course of her time at LHRIC she has presented at local and national conferences on various topics 

related to instruction and technology. 


76



Progressions to Develop Classroom-Based Assessments for Grades K - 4 








practices. 














77


Math/Science Collaborative for Lesson Development - Year Three 

How can we integrate math and science curriculum to promote long-term learning? 

Our math/science colleagues are invited to do further collaborative work on math/science lessons 

that integrate the CCLS Math and the Next Generation Science Standards (NGSS). Essential questions 

that accommodate the shifts in learning required by the Common Core and NGSS will be the focus of 

this year’s work, as well as the opportunity to develop further lessons for grades 6 - high school courses. 

Teams can also choose to develop Common Core model questions for use with their students that 

incorporate real world science data. This data may be collected in hands-on activities or selected from 

multimedia sources. 


Teams of a math and science teacher from each district are encouraged to attend a two day writing 

workshop in the fall and one day in the spring when they will refine the lessons or questions that were 

developed and implemented within the school year. New participants are encouraged to join this three 

year collaborative effort to make modeling in mathematics and science a reality. All participants have 

access to the bank of math/science model lessons already on the wiki. 

PARTICIPANTS: Secondary Math and Science teachers 

DATE/TIME: Oct 21 2013; Oct 24 2013; Mar 20 2014 8:30AM - 3:00PM 








and Ten County Mathematics Education Association (TCMEA). Mrs. Livesey is available to provide onsite 

support in your district. 






Two of her NGSS aligned lessons were recently published in Science for the Next Generation by the National 

Science Teachers Association (NSTA). Dr. Pashley is available to provide onsite support in your district. 


78


Getting Ready for the CCLS Geometry for 2014 -2015 

What are the essential differences in the old and new Geometry courses? 

Participants will review the new NYSED geometry curriculum on line, revise it to our needs, find tasks that 

support the shifts and incorporate the mathematical practices as well as review assessment questions. 

PARTICIPANTS: Secondary teachers of mathematics, building and district mathematics coordinators 













79


Elementary Math Leaders Series 

How will you play a leadership role in the teaching and learning of mathematics in your school? 

How will you stay current with curriculum and practices? 

How can math leaders facilitate these changes? 


To get answers to these questions, join the Elementary Math Leaders! The goal of this professional learning 

community of elementary math teacher leaders is to address the challenges and issues inherent in 

teaching and learning mathematics. The Elementary Math Leaders group is comprised of math lead 

teachers, math specialists, coaches, classroom teachers, and district math coordinators who have a math 

leadership role in their schools. The Series will be held three half days and provide a forum for participants 

to be informed, stimulated, and kept current with the latest curriculum and practices in elementary 

mathematics along with NYSED resources and tools. In turn, the leaders share their knowledge and 

experience with their districts. Participants of the Leaders group play an active and integral role in the 

focus of each meeting. A listserv is maintained by the facilitator which affords the opportunity for on-going 

communication among the participants. 

PARTICIPANTS: Elementary teachers of mathematics, coaches, professional developers, administrators 

DATE/TIME: Nov 7 2013; Feb 11 2014; May 20 2014 8:30AM - 11:30AM 












80


Preparing for the New Science Standards: 

A Focus on the Science Practices of Modeling, Explanation and Argument 

What do the science practices of modeling, explanation, and argument from evidence, 

look like in the classroom and how can I design activities to implement these 

practices in my instruction? 

To align with the the Next Generation Science Standards (NGSS) and the Framework for K-12 Science 

Education, there will need to be a fundamental change in the way we teach science.A major change in 

instruction will involve a new emphasis on the process of science, with the integration of the eight Science 

Practices with the Core Ideas. These Science Practices have clarified the elements of scientific inquiry 

and are part of the Performance Expectations described in the NGSS. This workshop will address three of 

the Science Practices in depth: Developing and Using Models, Constructing Explanations, and Engaging 

in Argument from Evidence. After a brief introduction to the Framework and NGSS, teachers will: 

• Learn about the practices of modeling, explanation, and argument, and what these practices look like 

in the classroom 

• Design a CER activity (claim, evidence, and reasoning) that includes argument and also involves 

students in using a model 

• Choose one core idea in the new Standards that is appropriate for their grade level and develop 

activities linked to their core idea that involve these three practices. 













the Next Generation Science Standards. She is available to provide onsite consultation. 



81


Engineering Practices For Next Generation Science Students 

How can engineering be successfully integrated into the K-8 science curriculum? 


The Framework for K-12 Science Education and the Next Generation Science Standards firmly 

place engineering in the science classroom. But what do students need to know if they are to 

demonstrate mastery? 

There are eight essential elements of engineering practices: 

1. Defining problems 

2. Developing and using models 

3. Planning and carrying out investigations 

4. Analyzing and interpreting data 

5. Using mathematics and computational thinking 

6. Designing solutions 

7. Engaging in argument from evidence 

8. Obtaining, evaluating and communicating information. 

In this workshop participants will learn the language of engineering and practices as they build solutions 

to a variety of design challenges including “Mint Mobile,” racing cars, roller coasters, and a cooler. 

Ways to integrate technology, mathematics and Common Core ELA Standards into these activities will 

be modeled. Participants will leave with many exemplary lessons and resources that can be used in the 

K-8 classroom. 

PARTICIPANTS: Elementary teachers, middle school science teachers, and science coordinators 




FACILITATOR: Helen Pashley’s strong science background originated in England where she was born and 

raised. In addition to her teaching experience at the high school level in England, Helen also worked 

with younger students as they experienced hands-on science. Dr. Pashley developed popular and 

successful science enrichment programs for several school districts in the region. Dr. Pashley currently 

serves as a science consultant, curriculum designer and trainer, and a consultant to the P/NW BOCES 

SCIENCE 21 program. Two of her NGSS aligned lessons were recently published in Science for the Next 

Generation by the National Science Teachers Association (NSTA). Dr. Pashley is available to provide 

onsite support in your district. 


82



Progressions to Develop Classroom-Based Assessments for Grades 5 - 8 

How do I design classroom-based assessments to inform instruction, support mathematical 

learning and improve student performance? 






practices. 














83


Integrating Math Common Core Standards into the Next Generation Science Classroom 

How can my science curriculum align with the Next Generation Science Standards 

and have Common Core Math infusion? 

During this workshop participants will review the requirements of the Next Generation Science Standards 

(NGSS). They will explore model science lessons that integrate the NGSS and Math Common Core 

Learning Standards (CCLS) and practices into student learning in science. Examples will include authentic 

measurement, data collection, graphing and real world problem solving. 


Participants will identify and share lessons from their own curricula which may be modified later using the 

template distributed. Such lessons can be used to meet the SED requirement for a unit of study integrating 

CCLS into science curriculum. Resources will be distributed for those content areas in NGSS which are 

novel to elementary grade levels. Participants will then identify and develop a plan to address gaps in 

their curriculum. They will apply this experience to analyze and identify the key elements necessary to 

meet NGSS expectations in their district. 

PARTICIPANTS: Teachers of elementary level mathematics and science, elementary level administrators 

and curriculum developers 

















Two of her NGSS aligned lessons were recently published in Science for the Next Generation by the National 

Science Teachers Association (NSTA). Dr. Pashley is available to provide onsite support in your district. 


84


Stop Counting by Ones or Else! 

What strategies can we employ to help our students better understand the number system? 

Once our students understand cardinality of a set, and that one more means the next counting number, 

we teach them to “count on”. But that is where many of them get stuck! Unless we teach them 

intermediate strategies to use before they have all of their facts memorized, they will continue to count on 

by ones. Teaching them to use five frames, ten frames, and then use the base ten system to decompose 

and recompose numbers gives them strategies they can use not only in “basic fact” numbers but greater 

numbers as well. The connection to multiplication and “counting by multiples” is a natural extension of 

counting by ones. It slows them down and keeps them using their fingers. This workshop will address the 

unintended consequences of counting strategies in the four basic operations and offer alternatives that 

allow for better understanding of the operations and of our number system. 

PARTICIPANTS: K - 5 educators (regular and special education) 




FACILITATOR: Mary Altieri taught in the Lakeland School District for over 30 years. She began her career 

as an elementary classroom teacher, experiencing children with a wide range of preparation and grade 

levels. In 1993, Ms. Altieri received the Presidential Award for Excellence in Mathematics Teaching. She 

is a certified secondary mathematics teacher and has taught at the middle and high school levels 

as well. Currently, Ms. Altieri works as a consultant with P/NW BOCES. Ms. Altieri is available to provide 

mathematics professional development and onsite support. 



85


Preparing for the New Science Standards: Planning Instruction, Integrating Science Practices, 

Core Ideas and Crosscutting Concepts 

What steps can we take to prepare for the Next Generation Science Standards? 


To align with the the Next Generation Science Standards and the Framework for K-12 Science Education, 

there will need to be a fundamental change in the way we teach science. After a brief introduction 

to the Framework and NGSS, this workshop will focus on guiding teachers in developing instructional 

materials that emphasize the process of science and integrate the Science Practices and Crosscutting 

Concepts with the Core Ideas, preparing students for assessments based on the Performance 

Expectations. Teachers will choose one topic and one or more Performance Expectations that are 

appropriate for their grade level. They will work collaboratively to: 

• Describe the learning goal and the acceptable evidence for achievement of this goal 

• Develop a “conceptual flow”, (i.e. an instructional sequence) for the topic 

• Plan activities that involve the science practices and crosscutting concepts and lead students to an 

understanding of the core idea. 













the Next Generation Science Standards. She is available for onsite consultation. 


86



How do we successfully get our students to make sense of problems, persevere in solving them, 

reason abstractly and quantitatively, construct viable arguments, model with mathematics, attend to 

precision, find and make use of structure, and find and express regularity in repeated reasoning? 

The CCLS for Mathematical Practices gets to the real core of what education should be about. In fact, 

if the word mathematics is deleted, the standards for mathematical practice could be the core for any 

subject area. The standards for mathematics require deep understanding of concepts and the ability to 

use this understanding to solve problems. In this workshop we will explore a rich collection of problems for 

middle school mathematics students that connect number and operation, geometry, and algebra as well 

as the eight mathematics practice standards. We will discuss the mathematical richness of the problems 

and share methods of using this material to differentiate instruction. This workshop will assist teachers in 

designing and integrating learning experiences that will support students as real-world problem solvers 

while continuing to develop their mathematical understanding and fluency. 


















87


Elementary Level Science (ELS) Performance Test Training 

What skills and knowledge are assessed using the NYS Elementary Level Science Test? 


This one day workshop will prepare participants to set up, administer, and score the current version (Form 

A) of the New York State Elementary Level Science test. This workshop is limited to no more than twentyfour 

participants. As a result of this workshop, educators will: 

• Identify Grades K-4 Learning Standards and core major understandings that are being addressed in the 

ELS assessment 

• Become familiar with how to set up the three task stations for the performance test 

• Acquire helpful tips for the setup and administration of the performance test 

• Be able to administer, and learn how to score, the performance portion of the ELS test 

• Turnkey train other elementary level teachers who will be administering and scoring the 

performance component 

• Share strategies and ideas for developing parallel tasks and learning activities. 

PARTICIPANTS: Educators new to the facilitation and setup of the Elementary Level Science test 

(administrators, elementary teachers, special educators, staff developers, and instructional coaches). 




FACILITATOR: Fred Ende is the Assistant Director of Curriculum and Instructional Services for Putnam/ 

Northern Westchester BOCES. Prior to this role, Mr. Ende served as the Regional Science Coordinator 

and Director of SCIENCE 21 at P/NW BOCES, and worked for ten years in Chappaqua as a middle school 

science teacher and department chair. He was also a facilitator for the American Museum of Natural 

History’s online professional development program and has both written and reviewed manuscripts for the 

National Science Teachers Association and ASCD. 


88



How do we develop deep understanding of ratios and proportions, 

and how do we help our students develop their proportional reasoning abilities? 

In this workshop participants will explore and discuss rich curriculum material and ways it can be 

employed to increase achievement levels of all students. The workshop will employ a hands-on approach 

by posing a variety of questions and then having participants form hypotheses, collect data, and analyze 

the data. While there will be a heavy emphasis on proportional relations and the K-8 capstone goal of 

developing proportional reasoning, we will make connections to common middle school topics including 

fractions, decimals, measurement, percentages, and algebra. Using these common topics, participants 

will develop ways they can incorporate this hands-on material into their school mathematics programs. 

Increase the benefit of this workshop by attending with mathematics and science colleagues. 


















89



How will we transition Algebra II and Pre Calc for acceleration at the HS? 


Participants will analyze the changes in the specific content standards and discuss the implementation 

of an honors program to allow students to accelerate in AB calculus as seniors. Both the Progressions 

document and PARCC Model Content Frameworks document will be used to identify what needs to be in 

place to prepare students for the CCLS Algebra II Regents in June 2015. Scope and sequence documents 

will be shared with participants. Participants will research tasks that model the mathematical practices 

and standards. Participants should bring resources to share and a flash drive to save work created. 

PARTICIPANTS: Secondary teachers of mathematics, department chairs, and coordinators 









and Ten County Mathematics Education Association (TCMEA). Mrs. Livesey is available for consultation in 



90


Intermediate Level Science (ILS) Assessment Training 

What skills, knowledge, and experiences should students have in order to perform well 

on the NYS Intermediate Level Science test? 

This one day workshop will prepare participants to set up, administer, and score the performance test 

(Part D) of the ILS (Intermediate Level Science) assessment that was first administered in the spring of 2001. 

As a result of this workshop, educators will: 

• Ientify Grades 5-8 MST Learning Standards and core major understandings that are being assessed 

• Become familiar with how to set up the three task stations for the performance test 

• Acquire helpful tips for the setup and administration of the performance test 

• Be able to administer the performance test portion of the ILS assessment 

• Learn how to score the performance test portion of the ILS exam 

• Turnkey train other middle level science teachers who will be scoring the performance test component 

of the ILS assessment 

• Share strategies and ideas for developing parallel tasks and learning activities. 

PARTICIPANTS: Educators new to the facilitation and setup of the Intermediate Level Science test (middle 

level administrators, science teachers, special educators, staff developers, and instructional coaches) 




FACILITATOR: Fred Ende is the Assistant Director of Curriculum and Instructional Services for Putnam/ 

Northern Westchester BOCES. Prior to this role, Mr. Ende served as the Regional Science Coordinator 

and Director of SCIENCE 21 at P/NW BOCES, and worked for ten years in Chappaqua as a middle school 

science teacher and department chair. He was also a facilitator for the American Museum of Natural 

History’s online professional development program and has both written and reviewed manuscripts for the 

National Science Teachers Association and ASCD. 



91


Implementing the Integrated Social Studies/English Language Arts (SS/ELA) 

Curriculum Grades K-6 

How can I implement Integrated Social Studies/English Language Arts in my classroom? 

Welcome to the Elementary Integrated Social Studies/English Language Arts Curriculum. Your district has 

subscribed to the program, but you may be new to it or have been transferred to a new grade level. Part 

of the district subscription allows two new teachers per grade level to be sent for implementation training 

at no additional cost. You will learn how to navigate the website, note the alignment to the new Social 

Studies Standards and the Common Core, view methods to incorporate Reading Informational Text and 

Writing, and experience the new technology that has been incorporated into the lessons. Everything but 

read-alouds is provided on the site. You are encouraged to bring your own laptop or iPad, but if it is not 

available, we will provide a laptop so you can explore the site. 

PARTICIPANTS: Teachers new to the web-based SS/ELA Curriculum. Free for districts subscribing to the 

Integrated SS/ELA Curriculum. Contact the Curriculum Center for subscription fees. 

Social Studies 

GRADES K - 1 



GRADES 2-3 






GRADE 6 















in sustainability through the integration of sustainability content into existing curriculum. She is available for 

onsite consultation in your district. 

92


Meetings for Social Studies Chairs/Directors/Coordinators/Lead Teachers 

What are best practices for leaders of social studies? 

There has been no period during the past half century in which the urgency for social studies 

administrators/leaders/teachers to gain a collective understanding of the changing landscape of social 

studies education on both the state and national level has been greater than now. During its fall and 

spring session, P/NWBOCES social studies leaders has discussed issues as diverse as social studies Training 

with local university and college departmental liaisons; the implications for the Common Core and 

APPR on social studies education; social studies and the NYSED initiative in Distance Learning; regional 

development of pre-assessments; and NYSED and local district decisions regarding potential scope and 

sequence changes. The group will continue to monitor these and other NYSED and national changes and 

requirements as they introduced. 

PARTICIPANTS: Social studies teachers and curriculum administrators 

DATE/TIME: Oct 15 2013; Mar 18 2014 8:00AM - 12:00PM 



FACILITATOR: Greg Varley has facilitated this group for more than decade. He has taught and 

coordinated social studies for more than 40 years, the last 30 in the Lakeland School District. He also 

coached interscholastic debate for more than 25 years, culminating in election to the Ohio, New York, 

and national Coaches Halls of Fame. He has assisted in the development of local debate programs and 

has helped incorporate debate into the social studies classroom. He has presented at local and regional 

conferences, been an advisor to the Teaching American History program, and currently serves as a social 

studies onsite consultant for P/NWBOCES. 



93


Regional Pre and Post Test Development for Global History I (Grade 9) 

Based on the New Framework for Social Studies 

How can we ensure a reliable and valid pre- and post-test for the new Global I course? 

This is a two-year project based on the new NYS Framework for Social Studies. A regional test for Global I 

is strongly recommended by NYSED since there will be no Regents for this required course. Many teachers 

will need a pre- and post-test for their SLO. 

YEAR I 2013-2014 

Fall/Winter: Development of the pre-test (depending on Board of Regents adoption of the curriculum and 

roll out) (3 days) 

• Review new Social Studies Framework for Grade 9 and the Common Core connection 

• Design the multiple choice and writing components of the pre-test aligned with the standards, key 

ideas, skills, and Common Core 

Early Spring: Develop post-test (2 days) 


YEAR II 2014-2015 

The second year of the project (dates and cost to be determined) would ask teachers to administer the 

pre-test in their districts and then return to BOCES to analyze their data and revise the pre- and post-tests 

if necessary. 

PARTICIPANTS: Teachers of Global History I 

DATE/TIME: Oct 17 2013; Oct 18 2013; Nov 13 2013; Apr 2 2014; May 1 2014 8:30AM - 3:00PM 














available for onsite work. 


94


Elementary Social Studies Ledership Series 2013-2014 

Why teach social studies in the elementary grades given the demands of the Common Core? 

Join the conversation! Elementary-level teacher leaders meet three times a year to discuss best practices 

and curriculum/instruction issues in social studies. How do we keep social studies relevant in the 21st 

Century? How do we incorporate the Common Core Reading Informational Text and Writing Standards 

without abandoning social studies beyond the ELA Modules? Participants will continue to explore the new 

Social Studies Standards, discuss how to use formative and summative assessments and performance 

assessments to evaluate student learning, and how to integrate technology beyond mere projection and 

word processing. The three meetings are enormously stimulating, jam-packed with new resources, and 

feature a presentation from an outside expert during one session. Participants are encouraged to bring 

their own laptops or tablets. If one is not available we will provide one. 

PARTICIPANTS: Elementary Social Studies leaders and teacher leaders 

DATE/TIME: Oct 24 2013 ; Jan 8 2014; Jun 4 2014 8:30AM - 11:30AM 

















95


Teaching American History Continued 

How can we continue to grow as American History teachers after the TAH Grant has ended? 

Do you teach United States History at the 7th, 8th or 11th grade level? Continue learning and interacting 

with people who share your interests. All those who have participated in the P/NWBOCES Teaching 

American History (TAH) Grants years 1-4 are invited to spend two full days at BOCES during 2013-2014. 

Each morning noted historians will share their expertise with us and discuss their latest research. Then we 

will draw on the expertise of our own teachers, or their contacts, who will engage us in their individual 

passions. There will be time for classroom connections, an update on what is new in New York State social 

studies, and technology integration. Even if you were not able to participate in TAH, you may sign up to 

join us. 

PARTICIPANTS: United States History teachers at the 7th, 8th, or 11th grade level 

DATE/TIME: Nov 14 2013; Apr 23 2014 8:30 AM - 3:00PM 
















Greg Varley has facilitated this group for more than decade. He has taught and coordinated social 

studies for more than 40 years, the last 30 in the Lakeland School District. He also coached interscholastic 

debate for more than 25 years, culminating in election to the Ohio, New York, and national Coaches 

Halls of Fame. He has assisted in the development of local debate programs and has helped incorporate 

debate into the social studies classroom. He has presented at local and regional conferences, been 

an advisor to the Teaching American History program, and currently serves as a social studies onsite 

consultant for P/NW BOCES. 


96


Introduction to the New Social Studies Framework: Grades 9-12 

How does the new Social Studies Framework apply to grades 9-12? 

This workshop will present an overview of the new NYSED Social Studies Framework as it applies to 

grades 9-12. To be of assistance to those planning curriculum revision, special emphasis will be placed 

on examining the new elements: the ten unifying Themes, the five Social Studies Practices, and the 

Common Core Reading and Writing Standards. Mrs. Grant will share instructional strategies related to 

these new elements. 

PARTICIPANTS: Social studies teachers 9-12, social studies department chairs, special educators, directors 

of curriculum 




FACILITATOR: Alice D. Grant was Social Studies Department Chair (6-12) at Pelham Memorial High School 

in Pelham, New York. A consultant to the College Board in AP United States and European History and 

Pre AP Social Studies instruction, Ms. Grant has taught graduate level courses for AP history teachers and 

methods courses for pre-service teachers and has presented numerous workshops on pre AP, AP, and 

Regents teaching strategies throughout the region. Honored by both the Westchester and New York 

State Councils for Social Studies with the Distinguished Social Studies Educator Award, she is also a charter 

member of the New York State Academy of Teaching and Learning. Ms. Grant’s experience as an 

Advanced Placement History teacher and her on-going work as a College Board consultant in Advanced 

Placement History and Pre AP/Vertical Teams programs prepare her to assist districts to respond to the 

higher standards articulated in the Common Core in History/Social Sciences. Ms. Grant is available to 

provide onsite consultation in your district. 



97


Virtual Economics Lessons for all Social Studies Classes with Correlated Common Core Ties 

How can an economic way of thinking improve the rigor and relevance 

to existing curricula across disciplines? 

This workshop will provide the latest information about what is currently taking place at SED with regard to 

the impact of the Common Core standards on Social Studies. The Common Core standards emphasize 

close reading of text and making an argument. How will Social Studies play into the literacy standards? 

How will context as well as text be developed? What will the new assessments look like? Mr. Young will 

show ways in which you can implement rigor and relevance using social studies materials to satisfy the 

Common Core Standards in your lessons. Teachers from K-12 will have access to publications for their 

grade level in math, science, ELA and all social studies courses. Part of the session will deal with our 

website, EconedLink, and another 1000+ plus lessons for K-12 educators. 

All attendees will get a free copy of the Virtual Economics program. 


PARTICIPANTS: Central office and building-level administrators, K-12 teachers of math and/or social 

studies, special educators, staff developers 




FACILITATOR: Douglas Young is the Director of the National Center for the Council for Economic Education 

(CEE) located in New York City. He is responsible for creating and running workshops for teachers 

around economic and personal finance issues. Prior to CEE, Mr. Young was a classroom teacher of 

economics and personal finance for over 35 years at Croton-Harmon and Dobbs Ferry High Schools. He 

was recognized as High School Teacher of the Year and has been a member of the New York Federal 

Reserve’s Education Board. He has been a contributing reviewer for McDougal Littell and has presented 

nationwide on many issues related to education, economics, and personal finance. 


98


Addressing Historical Thinking Skills in Regents and 

Advanced Placement History Courses 7-12 

How do we build historical thinking skills in our students? 

Both the new Advanced Placement United States History and the proposed NYSED Social Studies 

Framework (included in the five Social Studies Practices) emphasize the intentional teaching of historical 

thinking skills. This workshop will present instructional strategies to employ in assisting students to acquire 

these thinking skills. 

PARTICIPANTS: Social studies teachers 7-12, including teachers of Advanced Placement History courses, 

social studies department chairs, directors of curriculum 




FACILITATOR: Alice D. Grant was Social Studies Department Chair (6-12) at Pelham Memorial High School 

in Pelham, New York. A consultant to the College Board in AP United States and European History and 

Pre AP Social Studies instruction, Ms. Grant has taught graduate level courses for AP history teachers and 

methods courses for pre-service teachers and has presented numerous workshops on pre AP, AP, and 

Regents teaching strategies throughout the region. Honored by both the Westchester and New York 

State Councils for Social Studies with the Distinguished Social Studies Educator Award, she is also a charter 

member of the New York State Academy of Teaching and Learning. Ms. Grant’s experience as an 

Advanced Placement History teacher and her on-going work as a College Board consultant in Advanced 

Placement History and Pre AP/Vertical Teams programs prepare her to assist districts to respond to the 

higher standards articulated in the Common Core in History/Social Sciences. Ms. Grant is available to 

provide on-site consultation in your district. 



99



How can my LOTE lessons and instruction be designed to best support my SLOs? 

During this workshop, participants will discuss alignment of curriculum and instruction to their Student 

Learning Objectives and examine ways to support teaching and learning in a Languages Other Than 

English classroom or program. 

PARTICIPANTS: Teachers of Languages Other than English 




World Languages 








100


Meetings for Foreign Language Chairs/Directors/Coordinators/Lead Teachers 

What are best practices for foreign language leaders? 

Come to Putnam/Northern Westchester BOCES to meet with other chairpeople and share experiences, 

expertise, successes, and challenges. There will be a series of three meetings this year. As a participant, 

you will be included in a listserv that fosters communication among members and with the facilitator 

throughout the year. Topics will include, but not be limited to articulation, rubrics, use of target language, 

curriculum writing, connecting to other disciplines, assessments, updates on ACTFL, NYSAFLT, State 

Education Department, Regional affiliates, curriculum and programmatic resources, exam administration 

and aligning with the new Common Core Learning Standards. 

PARTICIPANTS: Administrators, World Language teachers 

DATE/TIME: Nov 8 2013; Jan 28 2014; Apr 10 2014 1:00PM - 3:00PM 











101


Integrating the Teaching of Reading and Writing in the Foreign Language Class 

What are the best practices for teaching reading and writing in the foreign language class? 

Teaching a foreign language includes the teaching of reading and writing. However, most foreign 

language methods courses do no include methods of teaching these skills. Participants will understand 

what is involved in reading and writing, how to teach the skills involved, how to include reading and 

writing in foreign language instruction and in the curriculum, and how to align reading and writing with the 

Common Core Learning Standards for Literacy. 

PARTICIPANTS: Teachers of Languages other than English 












102


Effective Practices for Languages Other Than English (LOTE) K-12 

What are the best, latest and most effective practices for instruction 

and assessment in World Language classes? 

K-12 LOTE teachers have challenges, concerns and questions that are unique to their particular 

instructional level. At the same time, it is important for them to know and understand the foreign language 

experiences that precede and follow their level. Participants will explore various age appropriate 

methods, materials, activities and assessments. The workshop will provide an opportunity to share 

experiences and learn about topics such as: Advanced Placement and Regents level curriculum and 

assessments, performance-based assessments, rubrics, technology, communicative approaches, inclusive 

strategies, materials and resources, culture, vertical articulation, integration and alignment with other 

disciplines and subjects, target language use, and aligning with the Common Core Learning Standards. 





FACILITATOR: Harriet Barnett is a retired Languages Other Than English (LOTE) teacher who taught in 

Dobbs Ferry School District. She is the co-chair of the Early Foreign Language Committee of the New York 

State Association of Foreign Language Teachers (NYSAFLT) and former state and regional representative 

of the National Network for Early Language Learning (NNELL). Ms. Barnett serves as a consultant to school 





103


Teaching ALL Students in a Foreign Language Class 

What are the best practices to achieve success with pupils with special education needs 

in a diverse foreign language class? 


With the inclusion of ALL students in foreign language classes, teachers often need help in creating a 

successful learning experience for everyone, especially students with disabilities and special learning 

needs. During the session, participants will consider specific learning needs and learning and teaching 

styles. Differentiated techniques will be explored in order to support learning success for ALL students. 

Participants in this workshop will: 

• Learn and share methods for helping students with special learning needs succeed in foreign 

language classes 

• Create classroom experiences that ensure success for all students 

• Develop communicative lessons and units which are appropriate for students with different learning 

styles, background knowledge, skills, and interests 

• Align instruction with the Common Core Learning Standards. 


DATE/TIME: May 2 2014 8:30AM - 3:00PM 



FACILITATOR: Harriet Barnett is a retired Languages Other Than English (LOTE) teacher who taught in 

Dobbs Ferry School District. She is the co-chair of the Early Foreign Language Committee of the New York 

State Association of Foreign Language Teachers (NYSAFLT) and former state and regional representative 

of the National Network for Early Language Learning (NNELL). Ms. Barnett serves as a consultant to school 




104

RESPONSE TO INTERVENTION (RTI) 


On-Site Consultants: Putnam/Northern Westchester BOCES 2013/2014 

Jody Hoffman is a positive behavior support consultant to several school districts. She provides staff 

development and facilitation for the development of school-wide positive behavior supports as well as 

behavior assessment and support planning for students who have challenging behavior. Ms. Hoffman has 

worked with several schools that have implemented and sustained PBIS. She has assisted districts with improving 

the process of behavior assessment and support planning. Ms. Hoffman is available to provide professional 

development and support in the areas of 

• PBIS 

• functional behavioral assessments. 

Jean Papandrea has, since 1996, provided leadership to school districts in systems analysis, alignment, and 

improvement particularly in the areas of K-12 Literacy, Instructional Support, behavior systems and leadership. 

Dr. Papandrea led 34 school districts through the development and long- term implementation of a regionwide 

deep systems-change initiative through job-embedded professional development, regional and local 

networking of effective practices, data- informed decision-making, and collaborative problem-solving. 

Dr. Papandrea is an adjunct professor in the Leadership Doctoral Program at Andrews University, has been a 

guest speaker on the topic of systems in leadership courses offered by the College of St. Rose, and a presenter 

at state and national conferences. In 2005, Dr. Papandrea joined the Mahopac Central School District where 

she led their implementation of Response to Intervention within the broader Instructional Support System. 

Dr. Papandrea is available to provide professional development and onsite support in the areas of 

• systems-improvement leadership in literacy, instructional and behavioral support. 

Jim Wright is a national trainer and consultant to schools and organizations on issues relating to Response to Intervention, 

the Common Core State Standards, and academic and behavioral interventions for struggling students. 

Jim has over 17 years of experience working in public schools and is a certified school psychologist and school 

administrator in central New York State. Jim is also the creator of Intervention Central (www.interventioncentral.org), 

a popular website with free intervention and assessment resources for educators in grades K-12. 

LEADERSHIP 

Abby B. Bergman has been involved in the field of education for over 40 years serving as a teacher, 

administrator, and most recently in the role of Regional Science Coordinator at Putnam/Northern Westchester 

BOCES. In this capacity, Dr. Bergman has made presentations in the areas of site-based management, 

curriculum mapping, inquiry science, and administering school science programs. Having earned an A.B. 

degree in the Biological Sciences from Hunter College (CUNY), he went on to acquire two master’s degrees 

and a doctorate in science education from Teachers College, Columbia University. Dr. Bergman served as 

principal for 30 years and has also conducted graduate level courses. He has authored, or co-authored, 

several books for teachers and administrators. He has been an ASCD facilitator in the area of school-based 

decision making. He was a recipient of the Administrative Excellence Award from the Bergen County 

Elementary and Middle School Administrators’ Association. Dr. Bergman is available to provide professional 

development and onsite support in the areas of 

• leadership 

• science curriculum, instruction, and assessment. 


105



Judy Barbera recently retired as an administrator after a 40 year career in education. She has served in 

various roles where she gained a systemic instructional perspective as a high school mathematics teacher, 

an elementary school principal and the Assistant Superintendent for Instruction. Ms. Barbera has expertise 

in the supervision and evaluation of teachers and administrators. She has extensive training and experience 

with Charlotte Danielson’s Components of Professional Practice and the Learner-Centered Initiative 

Multidimensional Principal Performance Rubric and can facilitate work related to Professional Goal Setting, 

Instructional Rounds, classroom observations and summative evaluation with teachers and administrators. In 

the area of curriculum and assessment design, Ms. Barbera promotes the Wiggins and McTigue Understanding 

by Design curriculum development model and Heidi Hayes-Jacob’s approach to curriculum mapping. She 

is proficient in the use of Rubicon Atlas, a digital curriculum mapping platform. She embraces a “balanced 

assessment plan” model and is interested in supporting the refinement of mandated Student Learning 

Objectives. Judy Barbera is affiliated Bill Daggett’s International Center for Educational Leadership and the 

AVID Center (Advancement via Individual Determination). She is available for on-site support for building and 

district administrators and teachers in the following areas 

• Leadership 

• Administrative Mentoring and Coaching 

• Supervision and Evaluation • Post-Workshop Extensions. 

• Curriculum and Assessment 

Karen Bronson is a former principal and secondary teacher of English. She does extensive PD work with teams 

of teachers and administrators both upstate and downstate on all aspects of Instructional Leadership and 

RTTT implementation including APPR, Common Core, SLOs and Lead Evaluator Training. She is also an adjunct 

instructor for SUNY Oneonta and a member of the NYS Educator Leader Cadre for the PARCC Assessments and 

a member of the P/NW BOCES Network Team. Ms. Bronson is available to provide professional development 

and onsite support in the areas of 


• APPR requirements, including evidence-based 

• differentiated instruction 

observation and student learning objectives 

• academic support 

• Data-informed teaching and decision-making. 

• literacy 

Barbara Gill has been a public-school educator for thirty-eight years. She retired from the Hendrick Hudson 

School District in Westchester, N.Y. where she served as an elementary building principal and reading teacher 

specializing in Early Intervention. Prior to that, Barbara was an elementary principal in Pawling, an assistant 

principal in Carmel, and a reading coordinator. Her teaching career spanned grades kindergarten through 

grade twelve. She has extensive experience with implementing new reading assessments and instructional 

programs. In addition, Ms. Gill has had a special interest in the implementation of new state and federal 

programs over the last three decades. Her education includes a Certificate of Advanced Study from SUNY 

New Paltz in School District Administration, an M.S. in Reading from Western Connecticut State College, and a 

B.A. in English from Marist College. She holds certification in building and district administration, reading K-12, 

elementary N-12, and English 7-12. Ms. Gill is currently doing training in areas related to Race to the Top and 

Literacy. Ms. Gill is available to provide onsite support in the areas of 

• Response to Intervention 

• data inquiry 

• Race to the Top 

• literacy curriculum design and implementation 

• reading assessment 

• school improvement. 

106


Kathy Mason, former K-12 teacher, high school principal and assistant superintendent of instruction, currently 

serves as a consultant, staff developer and coach in school districts throughout the Tri-state area. She is an 

Executive Coach for P/NW BOCES, a facilitator for the Tri-State Consortium and a member of the National 

School Reform Faculty. Ms. Mason is available to provide professional development and onsite support in the 

areas of 

• leadership development 

• strategic planning 

• professional learning communities • curriculum and program development/evaluation 

• instructional rounds, walkthroughs and • alternative and performance-based assessment. 

alternative observation protocols 

Jackie Taylor is the recently retired Superintendent of the Byram Hills School District. She previously served as 

Assistant Superintendent for the Lakeland School District in the areas of special education and curriculum, 

instruction and assessment. Her doctoral studies were in the area of organizational learning and professional 

development. Dr. Taylor has taught students with disabilities from preschool through high school and has been 

a college instructor. Dr. Taylor is a Network Trainer for P/NW BOCES. Dr. Taylor is available for onsite consultation 

in the areas of leadership and RTTT initiatives. Dr. Taylor is available to provide professional development in the 

areas of 


• Design and implementation of APPR plans 

• RTTT 

• Learning from data and data-informed decision-making. 

MATHEMATICS 

Mary Altieri taught in the Lakeland School District for over 30 years. She began her career as an elementary 

classroom teacher, experiencing children with a wide range of preparation and grade levels. In 1993, Ms. 

Altieri received the Presidential Award for Excellence in Mathematics Teaching. She is a certified secondary 

mathematics teacher and has taught at the middle and high school levels as well. Currently, Ms. Altieri works 

as a consultant with P/NW BOCES and is also part of the NYS Math Mentor network as regional coordinator in 

the Lower Hudson Valley. Ms. Altieri is available to provide mathematics professional development and onsite 

support in the areas of 

• curriculum and assessment in K-8 mathematics 

• instruction and strategies in K-8 mathematics. 






Teachers of New York State (AMTNYS), NYS Association of Mathematics Educators (NYSAMS), and Ten County 

Mathematics Education Association (TCMEA). Mrs. Livesey is available to provide professional development 

and onsite support in the areas of 

• K-12 mathematics curriculum 

• assessment and analysis 

• material and program selection 

• mathematics and special education. 

• instructional strategies 

107


Sandy Oringel was formerly the math enrichment specialist, staff developer, and consultant teacher at 

the Putnam Valley Elementary School for more than 20 years. She is the author of teacher resource books 

published by ETA/Cuisenaire, including Math Activities with Dominoes and several books in the Math Super 

Source series. She works as a math consultant throughout the region, and until recently was a math curriculum 

specialist with a major educational publishing company. Mrs. Oringel has led the regional elementary math 

leaders to share best practices and research-based strategies. Mrs. Oringel is a member of the Putnam/Northern 

Westchester BOCES Network Team. Mrs. Oringel is available to provide professional development and support 

in the area of 

• elementary mathematics curriculum 

• enrichment 

• strategies including learning centers. 

LITERACY 


Lauren Benjamin taught for many years both in New York City and Westchester County. Throughout her 

classroom experience, Ms. Benjamin worked with diverse populations of students and taught both primary and 

upper grades. Her classroom served as a lab where teachers and administrators from around the country could 

view elementary literacy instruction. Now, as a consultant, she conducts workshops and teaches graduate 

level courses in literacy. She guides teacher planning and analysis, forms study groups, and delivers workshops. 

In addition, Lauren has presented at many national and state level conferences. Ms. Benjamin’s classroom 

was an integral part of two of Tony Stead’s videos on nonfiction literacy instruction entitled Time for Nonfiction 

and Bridges to Independence: Guided Reading with Nonfiction. In addition, she co-authored an article on 

the nonfiction read aloud that was published by School Talk in the spring of 2005. She is currently writing a 

book on content integration throughout the literacy block. Ms. Benjamin is available to provide professional 


• elementary balanced literacy 

• strategies to implement the Common Core Standards 

• readers’ and writers’ workshop models. 

Lucretia Pannozzo comes with more than thirty-five years of experience in public education as a teacher 

of English in middle and high school, Instructional Leader for English, Director of Humanities, and secondary 

staff development coordinator, including for new teacher and mentoring programs. Lucretia Pannozzo was 

one of the first ninety National Board Certified Teachers in ELA/ Early Adolescence. She served for five years 

as a teacher representative on New York State’s Professional Standards and Practices Board. She has taught 

graduate courses in reading for ELA and content areas. Lucretia Pannozzo has worked extensively in districts 

around literacy, Common Core, formative assessment, curriculum development and mapping. She is part of 

the Network Team Institute and is available for consultation in your district in the areas of 

• teacher mentoring 

• assessment design 

• Common Core Standards implementation • strategies for teacher observation and feedback 

• curriculum development and review using • literacy in the content areas 

Understanding by Design 

• literacy and English language arts instruction with an 

• teacher portfolios emphasis in grades 5-12. 

108


Shari Robinson brings a wealth of diverse experiences from over thirty-five years as an educator. She has taught 

grades 3-6 in public elementary schools, as well as college level courses in language arts and interactive 

educational technology. As a Literacy Coach, she supported teachers in grades 4-8 and collaborated on 

the creation of a complete reading and writing curriculum for grades K-8. In addition, Dr. Robinson has held 

leadership roles in several corporations and non-profit organizations, focusing on the design, implementation, 

and evaluation of technology-based curricula (e.g., The Second Voyage of the Mimi at Bank Street College) 

and comprehensive school reform (e.g., ATLAS Communities at EDC). She received a BA in Psychology 

from Stanford University, an MA in Language Education and Reading from Florida State University, and an 

EdD in Human Development from the Harvard Graduate School of Education. Dr. Robinson is available for 

consultation in your district in the areas of 

• Common Core Standards 

• lesson design 

and assessment implementation 

• teacher mentoring and support 

• literacy instruction, grades 3-5 

• curriculum development. 

Doreen Saccomano has been a teacher/reading specialist for thirty years at both the elementary and middle 

school level. Dr. Saccomano has presented workshops at numerous regional and national conferences on the 

teaching of reading strategies and teaching best practices. She is also a regional scoring trainer for the NYS ELA 

exam. Dr. Saccomano has taught at Pace University and Mercy College. Presently, Dr. Saccomano serves as 

an Assistant Professor of Literacy at Marist College, in Poughkeepsie NY, working with undergraduate students 

as they prepare for their careers in literacy. Dr. Saccomano is able to provide onsite support in your district in 

the areas of 

• Common Core Standards and curriculum • reading intervention 

• reading and literacy, with a 

• balanced literacy 

particular emphasis on grades 3-8 

•instructional strategies. 

Marilyn Tropiano is a literacy support consultant with secondary and elementary classroom teaching 

experience. Mrs. Tropiano is also a reading specialist, and has organized and conducted turn-key NYS ELA 

Scorer Leader training for Grades 3-8 testing in district and at BOCES. She also helped develop the new 

teacher Mentor program and was the Mentor Coordinator for the Hendrick Hudson School District. She is 

currently working at Pace University as a Clinical Supervisor monitoring and assessing student teachers. Mrs. 

Tropiano is a member of the Putnam/Northern Westchester BOCES Network Team. In addition to presenting on 

the NYS Common Core Learning Standards, and the NYS ELA Expeditionary Learning Curriculum grades 3-5 at 

BOCES. Mrs. Tropiano is available to provide professional development and onsite support in the areas of 

• elementary literacy 

• aligning lessons with the NYS CCLS 

• implementation or integration of the NYS Grades 3-5 Expeditionary Learning curriculum 

• teacher mentoring and support. 


109


SOCIAL STUDIES 


Alice D. Grant was Social Studies Department Chair (6-12) at Pelham Memorial High School in Pelham, New 

York. A consultant to the College Board in AP United States and European History and Pre AP Social Studies 

instruction, Ms. Grant has taught graduate level courses for AP history teachers and methods courses for preservice 

teachers and has presented numerous workshops on pre AP, AP, and Regents teaching strategies 

throughout the region. Honored by both the Westchester and New York State Councils for Social Studies 

with the Distinguished Social Studies Educator Award, she is also a charter member of the New York State 

Academy of Teaching and Learning. Ms. Grant’s experience as an Advanced Placement History teacher 

and her on-going work as a College Board consultant in Advanced Placement History and Pre AP/Vertical 

Teams programs prepare her to assist districts to respond to the higher standards articulated in the Common 

Core in History/Social Sciences. Ms. Grant is available to provide onsite consultation in your district in the 

areas of 

• infusing Common Core Literacy instruction into the Social Studies curriculum, 6-12 

• integrating the teaching of historical thinking skills into Social Studies instruction 

• improving instruction in preparation for state assessments (US History and Government Regents and 

Global History and Geography Regents) 

• strengthening Advanced Placement History instruction as per the new Frameworks 

• mentoring Advanced Placement European and United States History teachers 

• pre AP/ Vertical Teams in Social Studies 

• mapping Social Studies curriculum 6-12 (content and skills) 

• providing US and Global History content support for teachers of Special Education and 

English Language Learners 

• coaching and mentoring. 

Mirla Morrison has published articles, presented at conferences, consulted in districts, and trained and 

mentored teachers throughout New York State. For the past twelve years as a P/NW BOCES consultant, Mrs. 

Morrison has worked with districts on elementary curriculum development projects. She retired from Ossining 

High School where she taught high school social studies and was the department chairperson for eight years. 

While in Ossining, she created law-related education electives, instituted Advanced Placement U. S. History, 

drafted curriculum for Master Learning, Cluster Learning, European Cultures, Economics and Participation 

in Government, and directed the Ossining Law Project that included in service training for teachers. Due to 

her K-12 depth of content knowledge, Mrs. Morrison has worked with teachers collaboratively to develop a 

regional social studies/English language arts curriculum at grades K-6. In addition, she has worked with K-12 

teachers to develop a regional curriculum in sustainability through the integration of sustainability content into 

existing curriculum. Mrs. Morrison is available for 

onsite work in the areas of 

• social studies K-12 

• curriculum Mapping 

• Understanding by Design 

• coaching New Teachers 

• developing Curriculum for Regular Education 

Students and Special Education Students 

• implementation Support for the P/NW BOCES 

Integrated Social Studies/English Language Arts 

Curriculum and Education for Sustainability 

• assessment design 

• strategies for implementing Common Core Literacy 

standards in social studies. 

110


Greg Varley has facilitated this group for more than decade. He has taught and coordinated social studies for more 

than 40 years, the last 30 in the Lakeland School District. He also coached interscholastic debate for more than 25 

years, culminating in election to the Ohio, New York, and national Coaches Halls of Fame. He has assisted in the 

development of local debate programs and has helped incorporate debate into the social studies classroom. He 

has presented at local and regional conferences, been an advisor to the Teaching American History program, and 

currently serves as a social studies on-site consultant for Putnam/Northern Westchester BOCES. 

SCIENCE 

Steve Kluge taught earth science and physical geology in New York State for 31 years, the last 29 at Fox Lane High 

School in Bedford, NY. Mr. Kluge is a frequent presenter at regional and national conferences, has contributed 

to the Journal of Geoscience Education and the Earth Scientist, has directed or participated in several National 

Science Foundation funded curriculum projects, and is the author of Pearson Higher Education’s recently published 

“Encounter Earth”. Mr. Kluge currently teaches the “Earth Science Seminars” at Purchase College, SUNY, and SUNY 

Oneonta and conducts workshops on the integration of Google Earth into the curriculum around the country. 

In 2001, the Geological Society of America and the National Association of Geoscience Teachers recognized 

him with the Outstanding Earth Science Teacher award. Mr. Kluge is available to provide professional 


• coaching earth science teachers 

• curriculum development 

• curriculum support in earth science for special education teachers 

• professional development for earth science teachers, including instruction and assessment 

• earth- and geo-caching and applications of GPS in the science and social studies classrooms 

• use of Google Earth in science and social studies classrooms 

• geology-focused kayaking field trips for teachers and administrators. 

Myrna Klotzkin is a scientist and science educator, who served as the K-12 Science Director at the North 

Shore School District for 13 years. She is Emeritus Professor of Chemistry (Manhattanville College), with a 

Ph.D. from Rensselaer Polytechnic Institute, and is the author of several research publications. At North 

Shore Schools, Dr. Klotzkin chaired the high school and middle school science departments and supervised 

teachers at all levels. She guided her teachers in the development of a fully articulated K-12 science 

curriculum, and provided staff development at all levels of science instruction. Presently, Dr. Klotzkin teaches 

professional development workshops and is a Putnam/Northern Westchester BOCES onsite consultant in 

all areas of science education, focusing this year on preparing teachers for the Next Generation Science 

Standards. She is available to your district for teachers and administrators in the areas of: 

• Aligning science curriculum/instruction with the Next Generation Science Standards 

• Integrating the Common Core Literacy Standards with science instruction 

• Designing formative assessments that increase understanding and prepare students for the new 

Performance Expectations in NGSS 

• Addressing misconceptions that are barriers to understanding the Core Ideas in science 

• Building teacher knowledge base in science: Core ideas, Cross-Cutting Concepts, and Scientific Practices 

• Mentoring/coaching science teachers and science supervisors. 


111


Andra Meyerson served as the Director of Math and Science for the Ossining Union Free School District 

for 13 years. While in Ossining, Mrs. Meyerson was a member of the school leadership team, the school 

crisis team. In the first 25 years of Mrs. Meyerson’s career, she taught in New York City. During that 

time she facilitated the start-up process to open 2 Kindergarten through Grade 8 new schools, and 

her responsibilities included schoolwide staffing, staff development, operating budget design and 

cooperative scheduling for 3 on-site schools. In addition to teaching math and science at the middle 

school level, she served as the on-site facilitator for the Academic Improvement/Dropout Prevention 

Program as well as the Districtwide Facilitator for NYC District 10. Mrs. Meyerson is available to provide 

professional development and support in the areas of: 

• Integration of STEM (science, technology, 

• Strategies for teacher interview process, 

engineering and mathematics) 

observation and feedback 

• Instructional strategies 

• Instructional support for second language learners 

• Leadership consultant 

• Student course selection towards the college 

and career process. 






Two of her NGSS aligned lessons were recently published in Science for the Next Generation by the 

National Science Teachers Association (NSTA). Dr. Pashley is available to provide onsite support in your 

district for teachers and administrators in the areas of 

• science K-12 curriculum, including implementation • program selection, development and 

• integrating literacy and science instruction 

evaluation of Next Generation Science Standards 

• science curriculum for special education 

• coaching and mentoring. 

teachers and students 

EDUCATION FOR SUSTAINABILITY 

Jaimie Cloud is the founder and president of the Cloud Institute for Sustainability Education in New 

York City. Ms. Cloud has written several chapters for books and articles, teaches extensively, and writes 

and facilitates the collaborative development of numerous instructional units and programs that are 

designed to teach core courses across the disciplines through the lens of sustainability. She is a member 

of the Advisory Committee of The Buckminster Fuller Institute, the International Advisory Committee for 

the Tbilisi+30 Conference, the Planning Committee for Education for Sustainability of the North American 

Association for Environmental Education,(NAAEE), Greenopolis and the Sustainability Education Planning 

Committee for the National Association of Independent Schools (NAIS). Jaimie Cloud is available to 

provide professional development and onsite support in the areas of 

• sustainability curriculum development with teachers, administrators, and community stakeholders 

• keynote addresses 

• sustainability design and implementation work with boards of education 

• P/NW BOCES Education for Sustainability curriculum implementation training. 

112

Putnam/Northern Westchester 

Curriculum Council 2013-2014 

DISTRICT 

Ardsley 

Bedford 

Brewster 

Briarcliff 

Byram Hills 

Carmel 

Chappaqua 

Croton 

Dobbs Ferry 

Eastchester 

Elmsford 

Garrison 

Haldane 

Harrison 

Hastings 

Hendrick Hudson 

Irvington 

Katonah 

Lakeland 

Mahopac 

Mamaroneck 

North Salem 

Ossining 

P/NW BOCES 

Peekskill 

Pocantico Hills 

Putnam Valley 

Scarsdale 

Somers 

Tarrytown 

Valhalla 

White Plains 

Yorktown 


BEAR MOUNTAIN BRIDGE 

Bear right onto Route 6 off the bridge. At traffic circle, bear right 

and go over small bridge: at light turn left onto Bear Mountain 

Parkway (see sign “To Taconic Parkway”). Follow Parkway to 

end. At light, turn left onto Route 202. Follow 202 into Yorktown 

Heights. Turn left onto Veteran’s Road. Follow to stop sign and 

turn right. 

REPRESENTATIVE 

Lauren Allan 

Layne Hudes 

Drew Patrick 

Tim Conway 

Valerie Henning 

Kusum Sinha 

Tim Kaltenecker 

Andy Irvin 

Eric Byrne 

Ed Fuhrman 

Deborah O’Connell 

Doug Berry 

Ron Hattar 

Susan D’Angelo 

Stephanie Impellittiere 

Brian Alm 

Michael Greenfield 

Michael Mahony 

Alice Gottlieb 

Raina Kor 

Alice Cronin 

Jean Miccio 

Aaron Trummer 

Annie Ward 

Michael Hibbard 

Ray Sanchez 

Angela White 

Lynn Allen 

Marla Gardner 

Fred Ende 

Joe Mannozzi 

Joe Mosey 

Adam Brown 

Natalie Doherty 

Lynne Shain 

Julie Gherardi 

Colleen Carroll 

Brenda Myers 

Jessica O’Donovan 

Florence O’Connor 

BEACON/NEWBURGH BRIDGE 

Continue on Route 84 East to Exit 15 for Taconic State Parkway 

South (New York City). See directions above for Taconic 

Southbound. 

L.I. THROGS NECK BRIDGE 

From Garden State Over Tappan Zee Bridge: Go over bridge 

and take second exit to Route 287. Take 287 and get off at the 

first exit #1 for Saw Mill River Parkway North. Take Saw Mill River 

Parkway North to Taconic North. Follow above directions from 

Taconic North. 

LONG ISLAND 

Throgs Neck Bridge to Route 95 (New England Thruway) to exit 

21N. After you get on the exit road, keep bearing left until it 

puts you on Route 287 (Cross Westchester Expressway). Exit at 

the Brewster North sign and go north on 684 to the Katonah Exit. 

Follow above directions from Route 684. 

TACONIC SOUTHBOUND 

Take Underhill Avenue Exit. Make a left off the exit. Continue 

through the first light until you are at a “T”: the firehouse will be 

in front of you. Turn left. At next light make right onto Veteran’s 

Road. Follow to STOP sign and bear right. The entrance to 

BOCES (hill) is on your immediate left. 

TACONIC NORTHBOUND 

Take Underhill Avenue Exit. Make a right off the exit. Continue 

through the first light until you are at a “T”: the firehouse will be in 

front of you. Turn left. At the next light make right onto Veteran’s 

Road. Follow to STOP sign and bear right. The entrance to 

BOCES (hill) is on your immediate left. 

ROUTE 684 

Take Katonah Exit #6. Follow Route 35 West. Between 5 and 

6 miles, look for signs for the intersection of Route 202 and 

Route 118 (there is a light at the intersection) and the town of 

Amawalk. Proceed past the intersection and at the next light 

make a left onto Pinesbridge Road. BOCES entrance is up the 

road on your right. 


113

Putnam Northern Westchester BOCES 

200 BOCES Drive 

Yorktown Heights, NY 10598

2013-14ProfessionalDevelopmentCatalog

Create successful ePaper yourself

Delete template?

Save as template?