The Principal Collaborative is a unique, responsive professional development opportunity for principals and assistant principals to develop their leadership practice with colleagues in a mutually beneficial space.  Each of the six seminars will be facilitated by members of the Greater Capital Region Principals' Center in partnership with the Capital Area School Development Association. Topics for 2023-24 will be developed to meet participants' stated priorities with programs designed to help educators respond to emerging needs and bring research to practice. The first meeting in October will feature an interest survey and focus on the topics: "Reflections on the Opening of school” and "Diversity, Equity and Inclusivity (DEI)."

Effective MTSS programs are both complex and challenging. Instructional leaders must be able to work with teachers, interventionists, administrators, and support staff to ensure that MTSS systems are coherent, aligned and meeting the needs of all students. This requires deep knowledge of high leverage instructional practice, the ability to analyze multiple kinds of data to shape instruction and the ability to collaborate across multiple stakeholder groups. CASDA's MTSS Roundtable will provide participants with research, strategies, and a supportive community to share ideas, best practices, and reflections with colleagues from across the region. This yearlong learning collective will begin with a full day workshop to explore essential concepts and assess participant needs and then meet monthly (excluding December and April) to provide opportunities for continued reflection, learning, and growth. Possible Topics Include: -Effective Data Conversations and Practice -Classroom Differentiation and Scaffolding Strategies -Identifying Effective Interventions and Support -Formative Assessments and Effective Feedback

Effective MTSS programs are both complex and challenging. Instructional leaders must be able to work with teachers, interventionists, administrators, and support staff to ensure that MTSS systems are coherent, aligned and meeting the needs of all students. This requires deep knowledge of high leverage instructional practice, the ability to analyze multiple kinds of data to shape instruction and the ability to collaborate across multiple stakeholder groups. CASDA's MTSS Support Workshop and Roundtable Series will provide participants with research, strategies, and a supportive community to share ideas, best practices, and reflections with colleagues from across the region. This yearlong learning collective will begin with a full day workshop to explore essential concepts and assess participant needs and then meet monthly (excluding December and April) to provide opportunities for continued reflection, learning, and growth.

The third year of this free virtual series will focus on the book, "Trauma-Responsive Schooling - Centering Student Voice and Healing” and supporting research as a guide. This five session workshop series will examine a case study involving a multi-year research project involving two elementary schools in rural Maine. Participants will explore how student-centered trauma-informed practices support individual healing and can lead to organizational transformation. Further, participants will reflect on how current trauma-focused practices in their schools can incorporate student-centered trauma-informed practices.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

Effectively co-taught classrooms are places of dynamic learning in which students' needs and engagement are prioritized in a uniquely inclusive environment. However, there is no clear roadmap to developing a co-teaching practice in which both teachers and students thrive in robust partnerships. This workshop will explore the essentials of organizing and collaborating to build a co-teaching partnership that centers the strengths of each teaching partner to best meet the unique needs of the students in their classrooms. We will also explore best practices for co-teaching to meet students' needs within MTSS structures. Practitioners in both Special Education and ENL co-taught classrooms are encouraged to attend together to develop their collective capacity and explore strategies to improve collaborative planning and instruction to best serve students. Participants will: - Build essential groundwork for collaboration. - Explore their own and their co-teachers needs and expectations for a strong partnership. - Brainstorm innovative ways to collaborate. - Explore different co-teaching models and when they can be applied. - Discuss strategies to meet different student needs in an MTSS context. - Discuss different scenarios that co-teachers may face. - Have a chance to plan a co-taught lesson to implement in their classroom.

Drawing from the latest research on student empowerment and the impact of caring, trauma-responsive adult relationships on student well-being and agency, this virtual series will explore with participants SEL through a student lens. This exploration into the organizational structures and mental models impeding authentic student empowerment, will provide participants the opportunity to reflect, share, question and plan for implementing changes to current models of SEL through student engagement and empowerment.

School counselors serve an essential role in helping students maximize educational opportunities, develop and engage interests and plan for a future beyond graduation. Relationships and engagement with students and their families form the foundation of this work. The School Counselors Roundtable, a collaborative offering from CASDA and the Capital District Counselors Association (CDCA), is a professional learning community that will focus on strategies for developing and sustaining engagement with students and families. We will build upon themes identified in the initial meetings and continue to provide a space for counselors to share effective practices that meet the academic and social emotional needs of students, as well as seek to integrate the expertise and perspective of higher education counselors in order to build bridges to ensure support across the P-20 Continuum. Additionally, the roundtable will address the topic of coordination of support services for students in relation to the following needs: academic, social/emotional, risk/crisis, and mental health.

Join CASDA and the Capital Region Principals' Center for the Assistant Principals Seminar. Assistant principals participating in this seminar will learn new strategies for effective leadership, student engagement, supervision, time management, school culture and equity. Principal Center Board members will address wellness for school leaders, dealing with student anxiety and teacher stress.

Effective MTSS programs are both complex and challenging. Instructional leaders must be able to work with teachers, interventionists, administrators, and support staff to ensure that MTSS systems are coherent, aligned and meeting the needs of all students. This requires deep knowledge of high leverage instructional practice, the ability to analyze multiple kinds of data to shape instruction and the ability to collaborate across multiple stakeholder groups. CASDA's MTSS Roundtable will provide participants with research, strategies, and a supportive community to share ideas, best practices, and reflections with colleagues from across the region. Following the one-day workshop held on 10/23, the remaining roundtable sessions will provide opportunities for continued reflection, learning, and growth. Possible Topics Include: -Effective Data Conversations and Practice -Classroom Differentiation and Scaffolding Strategies -Identifying Effective Interventions and Support -Formative Assessments and Effective Feedback

The third year of this free virtual series will focus on the book, "Trauma-Responsive Schooling - Centering Student Voice and Healing” and supporting research as a guide. This five session workshop series will examine a case study involving a multi-year research project involving two elementary schools in rural Maine. Participants will explore how student-centered trauma-informed practices support individual healing and can lead to organizational transformation. Further, participants will reflect on how current trauma-focused practices in their schools can incorporate student-centered trauma-informed practices.

In the third year of this popular roundtable for Mental Health Providers we will explore the benefits and challenges of working collaboratively in a Multi-Tiered System of Support (MTSS). As a member of a collaborative team responsible for addressing the social-emotional and mental health needs of students you can benefit from collaborating with other mental health providers in the region learning about research-based strategies and sharing professional experiences working in a network of support. This roundtable will continue to bring together educators in various support roles in their districts including social workers, school psychologists, school counselors, MTSS Coordinators, building administrators, special education teachers and subject area teachers.

Young adults often struggle with finding their voice, discovering their why, choosing a future path. They may feel the need to "trade pieces of themselves" to fit in socially, to find success academically, to navigate systemic inequities. This workshop will provide participants with a sample lesson they can use to assist their students in recognizing their individual diversity as a strength to build on and the place to begin expressing their unique voice. Join CASDA Executive Director, Dr. Michael Piccirillo for a one-hour virtual workshop centered on an activity any teacher can use to support their young adult students. Dr. Piccirillo will share a model activity he developed for a workshop with high school students and lead a discussion about the importance of empowering our students to find voice and agency. Participants will have an opportunity to share activities they have used to amplify student voice through self-awareness and will walk away with an activity they can modify for their use.

Have you ever wondered how education wound up here? Have you asked why the interests of students and families are often cast in opposition to educators? Over the course of 4 free sessions, we will explore key Supreme Court decisions, legislation and educational research to help us unpack how educators' teaching conditions and the living and working conditions of our students and families are shaped by similar power structures. We will explore the consequences of landmark judicial decisions such as Brown v. Board of Education, San Antonio v. Rodriguez and Parents Involved v. Seattle. We will also explore key explanatory research from Gintis and Bowles, Michael Apple, Jean Anyon, and Gloria Ladson Billings. Each session will be based on questions derived from key excerpts of judicial opinions, legislative text, and research articles (all texts will be shared before each session). Our goal is to provide a space for authentic discussion of how educators' teaching and working conditions were shaped by a deep and complex history that is often ignored in teacher preparation and admin certification programs. Examining this complexity can help educators engage in more informed and nuanced conversations about educational equity and school improvement while challenging our conceptions of what it means for schools to be "successful.” Learning Objectives -Understand how key judicial and policy decisions shape our educational environment. -Develop an awareness of how the living conditions of students and families impact our work in schools. -Sharpen our critical lens so we can participate more actively and effectively in policy decision making going forward.

The third year of this free virtual series will focus on the book, "Trauma-Responsive Schooling - Centering Student Voice and Healing” and supporting research as a guide. This five session workshop series will examine a case study involving a multi-year research project involving two elementary schools in rural Maine. Participants will explore how student-centered trauma-informed practices support individual healing and can lead to organizational transformation. Further, participants will reflect on how current trauma-focused practices in their schools can incorporate student-centered trauma-informed practices.

In this five-session book study, participants will explore Johann Hari's book, "Stolen Focus: Why You Can't Pay Attention - and How to Think Deeply Again," and discuss its implications for K-12 education. In the book, Hari writes, "In the United States, teenagers can focus on one task for only sixty-five seconds at a time.” The implications of this in the classroom are staggering. But how did we get here, and what do we do next? Over five one-hour sessions, participants will delve into specific chapters of the book to develop a comprehensive understanding of the challenges of attention and distraction in the classroom and uncover practical strategies to nurture deep thinking and focused learning among K-12 students. *Registrants will be mailed a copy of the book as part of the cost of registration. We will discuss: The relevance of Johann Hari's "Stolen Focus" to K-12 education. The critical importance of attention and deep thinking for student success in the modern classroom. The challenges of distraction and the impact of technology on student attention. The science and psychology of attention and its application in teaching. Strategies to address distraction and cultivate focused learning in the K-12 environment. How to develop practical, age-appropriate classroom strategies to promote deep thinking. Potential challenges and solutions within K-12 educational settings. How to create action plans for implementing the insights and techniques from the book in the K-12 classroom. Resources, lesson plans, and teaching materials aligned with the strategies discussed in "Stolen Focus."

​Over the past several years, the availability of pandemic-related funding has resulted in the rapid growth of school-based programs that address social and emotional health and safety. What does this look like in practice? Facilitator Dr. Heather Reynolds' work with school districts shows that a range of programming and supports have been adopted that focus on connection, caring, and social and emotional supports (e.g., social and emotional learning, restorative practices, trauma informed approaches, positive behavior supports, etc.). This growth is certainly positive, but some districts are struggling to determine the impact of a wide range of programs that exist in some of their schools and classrooms, but not others.  Are you using programs and resources in ways that maximize the potential to impact all students and staff? How can you better connect a range of programming to increase the impact of what you already have in place over time? This one-hour conversation will introduce you to a process for examining your school safety programming through the lens of best practices and multi-tiered systems of support.   Please join us for an initial one-hour conversation about how you can begin this work in your schools and districts.

This workshop will provide attendees with an overview of the Multi-Tiered System of Support (MTSS) as an Integrated Framework where the academic, behavioral, mental health, and social-emotional needs of students can be identified and supported. Attendees will learn about the tiered levels of intervention within the MTSS model, how MTSS relates to Special Education, sample interventions for academic, behavioral, mental health, and social-emotional supports, and different tools/forms that can be utilized throughout the MTSS process (ex: initial referral form, action/intervention plan, progress monitoring, etc.). Methods for determining benchmarks and criteria for entering/exiting the tiers will also be discussed. Various resources will be provided to the attendees in digital format. Learning Objectives: -Understand essential Integrated MTSS concepts -Learn about sample interventions for a variety of needs throughout tiers -Optimize referral, benchmarking, and progress monitoring processes

Many districts have adopted policies to support Diversity, Equity, and Inclusion in their schools and worked to ensure more equitable opportunities, experiences and outcomes for all students they serve. However, many educators have wondered "what does this look like in practice?” In this virtual workshop CASDA facilitators will model the use of a protocol to ensure the language in your policies is aligned to the equitable outcomes desired. Each participant will bring one District policy to examine, review and revise to align to equity outcomes. Participants will engage in discussion about the process by which they selected their policy, the data that supported their choice, and begin the work of evaluating and revising the policy based on equity outcomes data.

Authentic family and community engagement is essential to student success, however, it remains a conundrum for schools and districts. Researchers in multiple contexts (Ishimaru, Lawson et. al.) have demonstrated that educational institutions utilizing cultural brokers to engage students, family, and community members produced positive outcomes for student and family engagement, and school climate. This session will help participants identify areas where they can improve family and community engagement and empowerment in their context and provide research-supported examples of how districts have utilized cultural brokers to bring students, families, and community members into closer and more equitable collaboration.

"Engaging All Students: Differentiated Tier One Instruction," is designed to empower educators with the knowledge and skills needed to deliver high-quality, differentiated instruction in the tier one setting. Rooted in evidence-based practices, this program aims to enhance teaching effectiveness, student engagement, and strategies for more retention and transfer in all students. Foundations of Tier One Instruction: Participants will delve into the essential principles of tier one instruction, understanding its significance in promoting equitable learning experiences for all students. The program will emphasize the creation of a strong foundation to support differentiated teaching strategies. Understanding Diverse Learning Needs: Educators will explore various learning styles, multiple intelligences, and diverse student needs. Through case studies and interactive discussions, participants will develop a deep understanding of the individual differences present in their classrooms and learn how to cater to each student's unique requirements. Differentiation Strategies: The heart of the program lies in equipping educators with a rich toolkit of differentiation strategies. From flexible grouping and tiered assignments to choice boards and technology integration, participants will learn practical techniques to tailor instruction to meet the diverse needs of their students while maintaining a strong focus on tier one instruction.  Assessment and Progress Monitoring: Participants will gain insights into formative assessment tools and progress monitoring techniques to inform instructional decisions. Understanding how to continuously assess and adjust tier one instruction ensures that educators can respond effectively to their students' evolving needs.

The third year of this free virtual series will focus on the book, "Trauma-Responsive Schooling - Centering Student Voice and Healing” and supporting research as a guide. This five session workshop series will examine a case study involving a multi-year research project involving two elementary schools in rural Maine. Participants will explore how student-centered trauma-informed practices support individual healing and can lead to organizational transformation. Further, participants will reflect on how current trauma-focused practices in their schools can incorporate student-centered trauma-informed practices.

If we want our students to think like mathematicians and develop the problem-solving skills that will serve them in any field of work, then we must help them develop their math practices. The math practice standards are not "something else” to teach a lesson about, but instead, a roadmap for how we can design instruction. These sessions are aimed at math teachers and will introduce a variety of instructional approaches that are highly engaging for students while also embedding the math practices. The instructional techniques presented over the course of three, hour-long sessions will be applicable for upper elementary, middle school, and high school classrooms. We will also discuss strategies for differentiation. In each session, participants will: Complete an example instructional activity to experience it from the student perspective Discuss how the practice standards are embedded in the instruction Explore ways to differentiate the instruction to meet the needs of diverse learners and incorporate student choice Each standalone session will focus on a different instructional approach. Register for one, two, or all three sessions! Session 1: Math Lab (Inquiry-Based Instruction) Session 2: Problem of the Day (Discourse-Based Instruction) Session 3: Multi-Day Project (Project-Based Instruction)

If we want our students to think like mathematicians and develop the problem-solving skills that will serve them in any field of work, then we must help them develop their math practices. The math practice standards are not "something else” to teach a lesson about, but instead, a roadmap for how we can design instruction. These sessions are aimed at math teachers and will introduce a variety of instructional approaches that are highly engaging for students while also embedding the math practices. The instructional techniques presented over the course of three, hour-long sessions will be applicable for upper elementary, middle school, and high school classrooms. We will also discuss strategies for differentiation. In each session, participants will: Complete an example instructional activity to experience it from the student perspective Discuss how the practice standards are embedded in the instruction Explore ways to differentiate the instruction to meet the needs of diverse learners and incorporate student choice

Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own! Each standalone session will focus on a different game concept. Register for one, some, or all five sessions! Session 1: Digital Escape Room Session 2: The Incredible Chase Session 3: Mystery Pixel Session 4: Whodunnit? Session 5: Ditch the Worksheet (Adapting your Worksheets into Quick Games)

Level Up!: Gamify your Classroom to Increase Engagement Session One: Digital Escape Room - Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own!

Level Up!: Gamify your Classroom to Increase Engagement Session Two: The Incredible Chase - Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own!

If we want our students to think like mathematicians and develop the problem-solving skills that will serve them in any field of work, then we must help them develop their math practices. The math practice standards are not "something else” to teach a lesson about, but instead, a roadmap for how we can design instruction. These sessions are aimed at math teachers and will introduce a variety of instructional approaches that are highly engaging for students while also embedding the math practices. The instructional techniques presented over the course of three, hour-long sessions will be applicable for upper elementary, middle school, and high school classrooms. We will also discuss strategies for differentiation. In each session, participants will: Complete an example instructional activity to experience it from the student perspective Discuss how the practice standards are embedded in the instruction Explore ways to differentiate the instruction to meet the needs of diverse learners and incorporate student choice

Level Up!: Gamify your Classroom to Increase Engagement Session Three: Mystery Pixel - Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own!

Level Up!: Gamify your Classroom to Increase Engagement Session Four: Whodunnit? - Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own!

Level Up!: Gamify your Classroom to Increase Engagement Session Five: Ditch the Worksheet (Adapting your Worksheets into Quick Games) - Turning your classroom activities into games is a great way to bolster student engagement. These sessions will introduce a variety of classroom games that can increase student engagement without sacrificing quality learning or wasting time. The variety of classroom games presented over the course of five, hour-long sessions will include both computer and paper-based games and will be applicable for upper elementary, middle school, and high school classrooms across all subject areas. We will also discuss strategies for differentiation. In each session, participants will: Play an example game to experience it from the student perspective Learn about game mechanics and how to create the game Explore ways to differentiate the game to meet the needs of diverse learners and incorporate student choice Leave with a template so you can create your own!

The third year of this free virtual series will focus on the book, "Trauma-Responsive Schooling - Centering Student Voice and Healing” and supporting research as a guide. This five session workshop series will examine a case study involving a multi-year research project involving two elementary schools in rural Maine. Participants will explore how student-centered trauma-informed practices support individual healing and can lead to organizational transformation. Further, participants will reflect on how current trauma-focused practices in their schools can incorporate student-centered trauma-informed practices.

If we want our students to think like mathematicians and develop the problem-solving skills that will serve them in any field of work, then we must help them develop their math practices. The math practice standards are not "something else” to teach a lesson about, but instead, a roadmap for how we can design instruction. These sessions are aimed at math teachers and will introduce a variety of instructional approaches that are highly engaging for students while also embedding the math practices. The instructional techniques presented over the course of three, hour-long sessions will be applicable for upper elementary, middle school, and high school classrooms. We will also discuss strategies for differentiation. In each session, participants will: Complete an example instructional activity to experience it from the student perspective Discuss how the practice standards are embedded in the instruction Explore ways to differentiate the instruction to meet the needs of diverse learners and incorporate student choice

Join us for a dynamic professional development day designed to empower educators in advancing literacy through the Science of Reading. In this workshop, we will delve into the fundamentals of the Science of Reading instructional best practices, equipping you with the knowledge and strategies needed to plan for literacy instruction in ALL content areas. Focus on Diversity, Equity, and Inclusion, and how these live within our Literacy instruction. Key Highlights: Understanding the Science of Reading: -Explore the core principles and research-backed strategies that form the foundation of the Science of Reading. -Gain insights into how these principles can transform literacy outcomes for students. Inventorying Your Current Practices: -Learn practical approaches for assessing your district's current literacy curriculum and instructional methods. -Identify strengths and areas for growth, laying the groundwork for informed decision-making. Strategic Planning for Curriculum Changes: -Develop a roadmap for implementing Science of Reading-based on your literacy curriculum. -Collaborate with fellow educators to create action plans tailored to your district's unique needs. Integrating DEI in Literacy Education: -Explore ways to infuse Diversity, Equity, and Inclusion (DEI) principles into your literacy instruction. -Discuss strategies for creating an inclusive and culturally responsive literacy environment. -Collaborate on integrating diverse perspectives and voices in reading materials.

Building upon the foundational concepts introduced in the first session, the second day of professional development on Differentiation as a Tier One best practice is designed to further equip educators with a diverse toolkit of instructional strategies and assessment techniques tailored for whole group instruction and individual student work. Expanded Instructional Strategies: Participants will delve into a couple of additional instructional strategies tailored for both whole group instruction and individual work settings. Through interactive demonstrations and collaborative discussions, educators will explore how these strategies can be effectively integrated into their teaching practices to cater to diverse learner needs. Enhanced Whole Group Processing: Recognizing the importance of collective reflection and learning, this session will allocate more time for whole group processing. Educators will have opportunities to engage in structured discussions, share insights, and exchange best practices related to differentiation in Tier One instruction. Facilitators will provide guidance and prompts to foster meaningful dialogue and deepen understanding. Progress Monitoring and Assessment Techniques: A significant portion of the session will be dedicated to exploring a variety of progress monitoring and assessment techniques tailored for Tier One differentiation. From formative assessment strategies to diagnostic tools, participants will learn how to effectively gauge student progress, identify areas for growth, and adjust instruction accordingly. Case studies and real-world examples will be utilized to illustrate practical application.

English language learners (ELLs) are the fastest-growing population of students in New York State, and virtually every indicator of a district's ESSA scores are impacted by the success of their ELLs. Nevertheless, ELLs spend a majority of their day with educators who have had little or no training on how to support them. This three-hour "ENL Primer", intended for district leadership, content-area academic administrators, and building-level leaders of schools who have ELLs, will focus on strategies for supporting these students and the teachers who teach them. Participants will gain a deeper understanding of the NYS regulations that govern the identification process, required instructional programming, and the role of the ENL teacher. As a result, participants can expect to enhance their capacity to lead culturally responsive schools, improve academic outcomes for ELLs, and cultivate a more inclusive and supportive educational environment.

Discover the transformative potential of AI in education with our immersive three-hour workshop designed specifically for K-12 educators. This hands-on session will demystify AI technology, providing teachers and administrators with a solid foundation in its workings and practical applications within the classroom setting. Engage in thought-provoking discussions surrounding the ethical considerations of AI implementation, ensuring a responsible and informed approach. Explore a curated selection of AI-driven projects tailored to enhance student learning experiences across various subjects and grade levels. Gain invaluable guided practice with cutting-edge AI platforms, empowering you to confidently integrate these tools into your teaching methodology. Join us for an enlightening workshop that will equip you with the knowledge and skills necessary to harness the power of AI, revolutionizing the way you educate and inspire the next generation of learners.

Join us for an engaging workshop designed specifically for new school leaders eager to make a meaningful impact. Whether you're stepping into your first leadership role or transitioning to a new school environment, this workshop is tailored to equip you with essential skills, strategies, and insights to thrive in your leadership journey. Also enjoy networking opportunities with peers in leadership roles from around the Capital Region.

Join us to communicate, collaborate and share your practice with other Athletic Directors.

he Principal Collaborative is a unique, responsive professional development opportunity for principals and assistant principals to develop their leadership practice with colleagues in a mutually beneficial space. Each of the six seminars will be facilitated by members of the Greater Capital Region Principals' Center in partnership with the Capital Area School Development Association. Topics for 2024-25 will be developed to meet participants' stated priorities with programs designed to help educators respond to emerging needs and bring research to practice. 

Join us for an engaging full-day workshop designed for administrators and teachers committed to improving student attendance through the strategic use of data within the framework of New York State's Cultural Responsiveness. This session will empower participants with the tools and knowledge necessary to analyze attendance data, identify trends and disparities, and implement targeted interventions that address the unique cultural and contextual factors influencing student attendance. Participants will explore: Data Analysis Techniques: Learn to interpret attendance data effectively to uncover patterns and root causes of absenteeism. Cultural Responsiveness: Gain insights into the Cultural Responsiveness Framework, emphasizing the importance of understanding and valuing students' diverse backgrounds. Strategic Interventions: Develop and implement evidence-based strategies tailored to meet the needs of diverse student populations. Collaborative Practices: Engage in collaborative discussions and activities that promote sharing of best practices and successful case studies. Action Planning: Create actionable plans that integrate data analysis with culturally responsive practices to foster an inclusive and supportive school environment. By the end of the workshop, participants will have a comprehensive understanding of how to leverage data to improve attendance rates, ensuring that all students have equitable access to educational opportunities. This session is ideal for educational leaders seeking to create a more inclusive and data-informed approach to student attendance.

Each month the Technology Supporting Diverse Learners Roundtable has an agenda that is driven by the ideas and needs of the members. This past year we discussed how technology can be used to support students of diverse needs and backgrounds such as reading and writing disabilities, communication needs, executive function issues and more. This includes demonstrations of tools and strategies that can be used by all students in a Tier 1 setting, as well as applications that can offer additional scaffolding and support. Presentations are sometimes led by members of the Roundtable, as well as by outside vendors with specific knowledge and skills, and content experts. We discuss how new technologies for hearing, vision, and artificial intelligence are changing the field. We also explore process issues such as building up local capacity for assistive technology and empowering students, families, support staff, teachers, and administrators to utilize technology to enhance the educational experience of all students. The Roundtable will continue to provide an opportunity to develop connections with peers in our area who are engaged in using technology to support students with diverse needs.

This virtual roundtable for speech language educators is a monthly gathering where participating SLPs from districts in the Capital Region, North Country, and beyond come together to collaborate, brainstorm, share resources, and build our knowledge of best practices. This roundtable has truly become an SLP team when we so often are a team of one in a district building. We leave each meeting with resources or actionable items that can be implemented immediately. Each session focuses on specific topics determined by the participants and may encompass anything from therapeutic interventions to representation in contract language. In addition to our monthly meetings, participants will gain access to our shared drive filled with resources from previous years' roundtables. We will include a deeper dive into the following topics and agenda items determined to be of continued interest by last year's participants and will always end each session with suggestions for future topics: SLPs and the Science of Reading Syntax Revival Collaborating with the ENL Teacher- Guest Speaker AI and the SLP Updates Assistive Technology - Capacity Building Licensure, Cs, and your NPI - Oh My!

This workshop will provide attendees with an overview of how to conduct a K-12 MTSS Systems Analysis. The purpose of the analysis is to evaluate the implementation of MTSS at the district and building level through a systematic look at policies, practices and procedures. The analysis allows for identification of needs, gaps, and barriers to implementation and the development of goals. Attendees will learn about different evaluative tools that can be used to complete the systems level analysis and the process for developing an MTSS Systems Analysis Report and presentation including analysis findings and recommendations.

Effective MTSS programs are both complex and challenging. Instructional leaders must be able to work with teachers, interventionists, administrators, and support staff to ensure that MTSS systems are coherent, aligned and meeting the needs of all students. This requires deep knowledge of high leverage instructional practice, the ability to analyze multiple kinds of data to shape instruction and the ability to collaborate across multiple stakeholder groups. CASDA's MTSS Roundtable will provide participants with research, strategies, and a supportive community to share ideas, best practices, and reflections with colleagues from across the region.

The School Counselors Roundtable, a collaborative offering from CASDA and the Capital District Counselors Association (CDCA), is a professional learning community that will focus on strategies for developing and sustaining engagement with students and families during this uncertain period. We will build upon themes identified in the fall meetings and continue to provide a space for counselors to share effective practices that meet the academic and social emotional needs of their students. These sessions will also seek to integrate the expertise and perspective of higher education counselors in order to build bridges to ensure support across the P-20 Continuum. Additionally, the roundtable will address the topic of coordination of support services for students in relation to the following needs: academic, social/emotional, and mental health.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

For educators (interns, new administrators, team leaders, department chairs) considering a career in administration, currently taking courses, or entering the field. Are you considering a school leadership role? Hear from a panel of experts on what it means to lead and how to close a school year strong. Engage with local college and university representatives about their administrative leadership programs. Join Principals' Center Board Members in mock interview breakout sessions. Hear from other aspiring leaders as the session wraps up. Begin building your network of peers in leadership roles and start on your path to becoming a school leader.

Join us for a dynamic professional development day designed to empower educators in advancing literacy through the Science of Reading. In this workshop, we will delve into the fundamentals of the Science of Reading instructional best practices, equipping you with the knowledge and strategies needed to plan for literacy instruction in ALL content areas. Focus on Diversity, Equity, and Inclusion, and how these live within our Literacy instruction. ​Key Highlights: Understanding the Science of Reading: Explore the core principles and research-backed strategies that form the foundation of the Science of Reading. Gain insights into how these principles can transform literacy outcomes for students. Inventorying Your Current Practices: Learn practical approaches for assessing your district's current literacy curriculum and instructional methods. Identify strengths and areas for growth, laying the groundwork for informed decision-making. Strategic Planning for Curriculum Changes: Develop a roadmap for implementing Science of Reading-based on your literacy curriculum. Collaborate with fellow educators to create action plans tailored to your district's unique needs. Integrating DEI in Literacy Education: Explore ways to infuse Diversity, Equity, and Inclusion (DEI) principles into your literacy instruction. Discuss strategies for creating an inclusive and culturally responsive literacy environment. Collaborate on integrating diverse perspectives and voices in reading materials. Who Should Attend: K-12 educators of all subject areas, Literacy coaches and specialists, Curriculum coordinators, School administrators, district and building level

Growth Mindset enables a person to change what they think about themselves and what is happening in their lives. Changing what one thinks changes one's feelings. Thoughts and feelings affect choices. It is about shifting from negative to positive thinking, feeling and doing. It is about "YET.”   Attendees will leave this workshop with activities they can use in their classrooms the next day. In addition, there will be time for questions and to find out more about the PeaceAble Approach and the many different SEL workshops and ongoing, customized consultation available for interested schools.

Researchers have found that English language/multilingual learners are increasingly over- or under-identified for special education services. This full-day professional learning opportunity will build educators' knowledge about the differences between language acquisition and possible disabilities, and help educators develop or refine the processes their districts use to properly identify Twice-Exceptional multilingual learners. The program will highlight the increasing diversity in student populations across New York State, the growing percentage of ELLs/MLLs, and the challenges they face in the classification process for special education. In the first half of the day, we will cover relevant laws and regulations. Participants will explore the diversity within ELL/MLL subpopulations, the stages of language acquisition, and the distinction between social and academic language. The process of identifying ELLs needing additional support, and the role of the Committee on Special Education (CSE) will also be addressed. The second half of the day will allow participants the opportunity to create a district-wide process for identifying ELLs/MLLs with a potential disability, or review and improve their current process, with the assistance of the facilitators.