Empowering Educators
Elevating Learning
Transforming New York's future
Join | Renew
to Empower Student Learning
with Starr Sackstein
Tuesdays – January 13, 27 and February 10 4:00-5:30 PM
This three-part series challenges educators to reimagine assessment practices that better support learning and student growth. Led by renowned educator Starr Sackstein, participants will explore the historical and psychological impacts of traditional grading, discover the power of peer and self-assessment, and gain actionable strategies to implement alternative models like standards-based grading, portfolios, and feedback-driven instruction. Through reflection, practical tools, and real-world examples, this series empowers educators to create more equitable, student-centered classrooms where assessment becomes a tool for learning, not just evaluation.
Session 1: Rethinking Assessment: Why Traditional Grading Fails Students
Session 2: Empowering Students: The Role of Peer Feedback in Learning
Session 3: Making the Shift: Practical Steps to Transform Assessment in Your Classroom
Cost:
Contact nysascd.director@gmail.com with questions or to pay by Purchase Order.
All attendees will receive a year membership to NYS ASCD.
Supporting Struggling Adolescent Readers
with Dr. Heidi Beverine-Curry
Thursdays – February 24, and March 10, 24 4:00-5:30 PM
Supporting struggling adolescent readers is vital because many older students lack foundational literacy skills, which limits their academic success and future opportunities. This three-part series will explore evidence-aligned strategies rooted in the science of reading, with a focus on vocabulary development, complex texts, and effective instruction within MTSS frameworks. Participants can expect practical tools, research-backed insights, and actionable steps to transform their approach to adolescent literacy.
Session 1: Emphasis on Evidence-Aligned Instruction: Dr. Beverine-Curry advocates for instructional practices grounded in the science of reading. She highlights the importance of phonological awareness, phonics, decoding, vocabulary, and comprehension as foundational elements in reading instruction. She notes that many educators have not been adequately prepared to teach these components, especially at the middle and high school levels.
Session 2: Importance of Vocabulary and Complex Texts: In addressing older struggling readers, Dr. Beverine-Curry emphasizes the need to focus on vocabulary—not just pronunciation but also meaning. She advocates for engaging students with complex texts and posing text-dependent questions to enhance comprehension skills.
Session 3: Integration of MTSS Frameworks: Dr. Beverine-Curry underscores the significance of MTSS in supporting adolescent literacy. She stresses that effective intervention requires a solid foundation of core instruction. Without quality core instruction, interventions may not yield the desired outcomes.
$199/person; $175/person for teams of 3 or more.
Confident, Capable, Connected: A Series for Teacher Assistants and Paraeductors
- in partnership with Educations Elements
Thursdays – February 26, March 12 & 26, 2026 4:00-5:30 PM
Recognizing the essential role these professionals play in supporting instruction and student success, this series provides foundational training that builds confidence, skill, and clarity around their contribution to the classroom and school environments.
Session 1: Strengthen Behavior and Classroom Management Capacity
Equipping teacher assistants and paraeducators with practical strategies to de-escalate student behaviors, foster calm environments, and support positive student interactions through mindful, trauma-informed practices.
Session 2: Enhance Classroom Teamwork and Collaboration
Clarifying the roles of TAs and paraeducators within instructional teams and providing tools to build strong partnerships with teachers, promote proactive engagement, and increase instructional support.
Session 3: Build Confidence in Supporting Diverse Learners
Developing knowledge and skills related to IEP/504 implementation, data collection, and differentiated strategies that enable TAs and paraeducators to contribute meaningfully to the success of students with special needs.
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