Graduate Studies /blog/category/graduate-studies /blog/literacy-summer-series Literacy Summer Series /blog/literacy-summer-series Support Every Reader, Strengthen Your Practice with our Literacy Summer Series  In partnership with Putnam Northern Westchester BOCES, we’re excited

Support Every Reader, Strengthen Your Practice with our Literacy Summer Series 

In partnership with Putnam Northern Westchester BOCES, we’re excited to offer nine summer professional learning workshops designed to help educators deepen their knowledge and sharpen their skills in teaching reading. Whether you're just starting out or looking to refine your approach, these sessions are grounded in the latest research and best practices—giving you the tools to support all learners more effectively.

✅ Aligned with the Science of Reading
✅ Practical, classroom-ready strategies
✅ CO-SER Aid-able for participating districts

Details and registration info can be found in the attached flyer.
Please feel free to share with colleagues who may be interested!

#TheRoseInstituteForLearningAndLiteracy #91ֱUniversity #ScienceOfReading #LiteracyMatters #TeacherPD #ReadingInstruction #StructuredLiteracy #ProfessionalLearning2025 Summer Workshop Series UNLOCKING THE POWER OF LITERACY! Are you ready to empower your students and elevate your teaching strategies? Join us this summer for a transformative series of professional development workshops designed to equip educators with the latest research-backed methods to accelerate literacy outcomes. Whether you’re looking to transition to structured literacy, strengthen your understanding of phonological awareness, or explore creative ways to build vocabulary, these workshops are tailored to meet your needs.Shifting from Guided Reading into Structured Literacy and Small Group Instruction PRESENTER: JUDY BOKSNER As schools are shifting away from guided reading groups, do you feel like you want to be prepared to follow science and research? If so, this may be the perfect workshop for you. In this workshop, participants will learn about how small group instruction based on evidence-aligned practices can help accelerate student outcomes. Participants will discuss student data and its implications for instruction. We will also explore various templates to use with small groups, as well as best practices to help children break the reading code. The goal of this workshop is to ensure participants are ready to go back into their school buildings with lots of tips and resources to maximize success, feeling confident about making the transition. Reading with Your Ears? – The Secret Powers of Phonological Awareness PRESENTER: AMY HALPERT What if you were told that you could improve your students' ability to read unfamiliar words without showing them a single printed letter? Phonological awareness, a purely auditory and oral skill, is one of the most powerful predictors of a successful transition from language to decoding printed words. This workshop will demystify this superpower, unpack its importance, and provide an array of engaging, interactive take-home tools for instruction. JOYcabulary: Bringing JOY to Vocabulary Learning PRESENTERS: AMANDA SCHOEPFLIN KOVAC & LINDA SZAKMARY By prioritizing students' academic and social emotional needs, participants will move forward with the latest research and joyful techniques for language acquisition and expanding knowledge. According to P. David Pearson, knowledge increases comprehension, which in turn increases word learning, leading to more knowledge, “a virtuous rather than vicious cycle.” By making three simple shifts- mindset, intention, extension- teachers provide students with authentic opportunities to learn and use words while refining prior knowledge and addressing social emotional needs. Learn how to build text sets with picture books, poems, articles, and digital media. Walk away with ways to extend and apply new knowledge of words with an array of engaging tasks. THIS TWO-PART SERIES WILL COVER: • An overview of mindset for word acquisition and the two components (teacher and student) • Planning with intention - a seven step planning process that maximizes opportunities for vocabulary acquisition • Extending the Learning - gamifying word practice to create a classroom of students motivated to apply and lift the level of both their expressive and receptive vocabularies. Translating the Science of Reading to Intermediate Classrooms (3-8) PRESENTER: DR. MOLLY NESS Wondering what the science of reading is all about and how to apply it to your classroom? This session helps upper elementary and secondary teachers understand the key theoretical underpinnings of the science of reading, and how slight shifts in instruction yield significant results. PARTICIPANTS WILL LEAVE WITH THE FOLLOWING: • A definition of the SOR • Overview the development of the reading brain • Clarity around Scarborough’s Reading Rope and the subskills in effective literacy instruction • Classroom applications to facilitate structured literacy with explicit vocabulary, word knowledge, and comprehension instruction Word Widgets: Let's Play with Phonics (Grades 3-8) PRESENTERS: KRISTINA COUNTRYMAN, AMANDA SCHOEPFLIN KOVAC, & JULIE MCCARTHY Let's talk about the Science of Reading in upper elementary/middle school. Participants will explore how to fill in the gaps using a common scope and sequence. Participants will walk away with phonics knowledge, strategies/tools to help the brain remember skills, and various one-of-a-kind multisensory games. Let's grow together and play with phonics as we strive towards comprehension and lifelong readers! Materials to create games are included in the workshop.

Comprehension and Composition of Informational Text PRESENTER: DR. MOLLY NESS This workshop, for K-5 educators, will explore how to support students in reading and writing about informational text. If you are interested in getting the most instructional bang for your buck from informational texts, join this workshop to dive into the richness of this genre. This workshop will showcase many composition strategies to teach during a non-fiction writing unit of study. AT THE END OF THIS WORKSHOP, PARTICIPANTS WILL: • Understand the benefits of and push for informational text • Explore the stumbling blocks – that might impede comprehension - of informational text • Acquire new comprehension strategies to support learners in making meaning of informational text • Plan writing activities that promote student engagement with, retention of, and understanding of informational text Getting to Know Your Students: Screeners, Secondary Diagnostics and Progress Monitoring PRESENTER: ISABEL SIMMONS Participants will explore the difference between universal screeners, secondary diagnostics, and progress monitoring. Participants will be able to differentiate between these three forms of assessment, determine how to best use these assessments to drive instruction, and be able to adapt instruction to best meet the needs of students in their classrooms. Fluency as a Bridge to Comprehension PRESENTER: SHARON KLINE The Science of Reading shows that fluency is crucial for connecting decoding and comprehension. Fluent reading influences and predicts comprehension. By focusing on accuracy, rate, and prosody, educators can positively impact students through direct instruction. However, fluency instruction is often limited to a brief one-minute timed session. This workshop will explore the key aspects of fluent reading, including expression, self-monitoring, inferring, prosody, and pacing. Focusing on research-based strategies, participants will explore evidence-based techniques for helping students read accurately, with expression, and at a natural pace. The session will draw on the research and expertise of Louisa Moats, Jennifer Serravallo, and Tim Rasinski. PARTICIPANTS WILL GAIN: • A deep understanding of the various aspects of fluency and how they lead a reader to understanding text • How to meaningfully assess fluency so that it can inform instruction • How to explicitly teach the complex components of fluency in fun and engaging ways Multilingual Learners and the Science of Reading PRESENTER: MARTA RENDÓN The Science of Reading can be used to support multilingual learners (MLLs) by building on their existing knowledge and home language experiences. This workshop will give participants an overview of the five pillars of literacy from a multilingual learner’s perspective and is crafted to equip teachers with effective strategies for integrating the Science of Reading into multilingual classrooms. Discover how structured literacy approaches can enhance language acquisition and literacy skills among multilingual learners (MLLs) by utilizing cross-linguistic connections and culturally responsive teaching practices. Engage in hands-on activities designed to improve phonological awareness, vocabulary development, and reading fluency.

Presenter Bios Judy Boksner has over 25 years of New York City Education experience as an educator, coach, and reading specialist and works with teachers and children all throughout areas in Brooklyn and the Bronx. She has extensive training in evidence-based methodologies such as Orton Gillingham, Wilson’s Fundations, and The Hochman Method, also known as The Writing Revolution. Judy's work may be seen and followed on her show The Literacy View YouTube channel and podcast where Judy and her co-host Faith Borkowsky discuss and interview some of the leading voices in education about shifting to evidence and science aligned practices to accelerate student outcomes. Judy presents at conferences, including The World Literacy Summit, ResearchED, and Everyone Reading Conference. Kristina Countryman has nineteen years of experience working with students across grades K-6. While her primary role has been a literacy specialist, she has also served as a classroom and co-teacher. She believes in tailoring instruction to meet the needs of each student, and finds small group work the best way to foster connections and support individual goals. Exploring new ways to engage students is always a top priority. She is currently a reading specialist in the Onteora Central School District. She is a certified Wilson Dyslexia Practitioner and trained in Orton Gillingham. Outside of school, Kristina enjoys time spent talking with her middle school daughter and doing puzzles with her elementary school son. Amy Halpert, MPS, FIT/OGA, C-SLDS, JD founded Sky Bound Learning to provide comprehensive reading assessment and intervention to struggling readers ages preschool through high school, and offers literacy consultative/ dyslexia advocacy services. She is Fellow-in-Training Practitioner through the Academy of Orton-Gillingham and a Structured Literacy Dyslexia Specialist through the International Dyslexia Association. Amy is an Adjunct Professor in the Literacy and English Language Department at 91ֱ and a Connecticut Surrogate Parent, representing students with no identifiable parent or guardian in special education matters. Sharon Kline is a literacy specialist with four decades of experience teaching and coaching in primary, intermediate and special education settings. Currently, she does consultant work for several Capital Region schools where her focus is supporting teachers to improve student outcomes. Sharon has immersed herself in the research around reading and writing and has developed an effective approach to help teachers bridge the gap between the theoretical science of reading and their daily classroom practice. Further, she is a seasoned presenter and professional learning provider having delivered PD for many districts and spoken at conferences such as the New York State Reading Association Conference and the Literacy For All Conference. Sharon lives in upstate New York with her husband. When she is not busy with her business, SK Literacy Consulting & Coaching, she spends as much time as possible with her grandchildren. Amanda Schoepflin Kovac is the co-founder of JOYcabulary.com, a not-for-profit website that brings joy to vocabulary learning. She is deeply grateful to have received the New York State Reading Association Literature Mini-Grant in 2024. Amanda has twelve years of experience working as a classroom teacher. Formerly an Elementary Literacy Coach, she now serves as a Reading Specialist in the Onteora district. Her coaching and teaching philosophy is three dimensional; dream and set goals, dedicate time and enthusiasm towards those goals, and deliver to all. She passionately provides educators, families, and students memorable opportunities towards lifelong reading and writing. Amanda lives in Saugerties, NY with her three young children. Julie McCarthy has 27 years of teaching experience. She has worn many hats throughout the years from special education teacher, co teacher as a reading specialist, and a certified Wilson Dyslexia Practitioner and trained in Orton Gillingham (soon to be certified). She now serves as a reading specialist in the Middle School in the Onteora district. She believes that working with all students you need to set clear goals and find exciting avenues to achieve those small attainable goals. She believes that literacy experiences should be student centered and engaging in order to keep them motivated. Julie lives in West Hurley, NY and has a junior in high school and two in middle school. They are motivated literacy learners and help her think about what ̈sparks ̈ them in their literacy journey as students. Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia, and spent 16 years as an associate professor at Fordham University in New York City. The author of fi ve books, Molly served on the Board of Directors for the International Literacy Association and is a New York state chapter founder of the Reading League. Dr. Ness has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction. She provided literacy leadership for nationally recognized literacy non-profi ts, as well as major educational publishers. Marta Rendón, born in Honduras, has dedicated her life to bilingual education. After completing high school in Mississippi, she returned to Honduras, where she began her career as an English teacher, working with children and adults. It was during this time that Marta discovered her passion for teaching. Driven by this newfound love, Marta relocated to New York to pursue a degree in education. For the past 32 years, she has supported immigrant families in the South Bronx as a bilingual teacher. At P.S. 028 Mount Hope Centennial School, she works as an Academic Interventionist teaching literacy to students in their native and second language. Marta firmly believes in Horace Mann's conviction that "education is the great equalizer," a belief that has guided her throughout her career. Her dedication and passion continue to inspire her students and colleagues alike. Isabel Simmons has taught grades K-5 for the NYC Department of Education and worked as a Universal Literacy Coach and a Literacy Collaborative Reading Coach, coaching K-5 reading instruction. Isabel has worked as an Intensive Reading Interventionist while working with small groups of struggling readers across the city. She is currently an ELA Implementation Specialist for District 31 in Staten Island. Isabel is a LETRS trained educator and an Acadience Mentor. She has worked as a host for Let’s Learn! (Educational Television Show produced by WNET) for the last three seasons. Linda Szakmary has five decades of experience working as a classroom teacher, a district curriculum writer, a district facilitator of K-5 writing, and as a county K-8 literacy coach. She now works for Sullivan and Orange-Ulster BOCES as a content specialist. A poetry advocate and a lover of words and children’s literature, she has been a presenter at several state-wide conferences on vocabulary and writing. Currently, she is working with the staff developers at Mossflower to study intermediate vocabulary instruction within a reading workshop. Linda lives in Stone Ridge, NY where she enjoys gardening, yoga, reading, and rooting for the Yankees. You can often find her on a beach searching for sea glass.


]]> Graduate Studies School of Education The Rose Institute for Learning and Literacy The Rose Institute for Learning and Literacy Mon, 16 Jun 2025 12:55:00 -0500 /blog/new-nys-teachers-exam-math-test-prep-course-this-summer New Summer Course - NYS Next Gen Mathematics for Elementary Teachers /blog/new-nys-teachers-exam-math-test-prep-course-this-summer Innovative Summer Course Offering at 91ֱ School of Education: Mathematics for Elementary Teachers spanning both the NYS Next Generation

Innovative Summer Course Offering at 91ֱ School of Education: Mathematics for Elementary Teachers spanning both the NYS Next Generation standards for K-6 learners and the topics covered on the NYS Multi-Subject Certification Examination. 

2025 Full Summer Term - Registration Open until May 20, 2025!

MAE.5100-01 Math for Elementary Teachers

Hybrid Format

Wednesdays 4:30 PM - 7:30 PM

5/27/2025 - 8/15/2025

91ֱ, Brownson Hall Rm 222

Instructor: Amanda Mohammad Mirzaei

Mathematics for Elementary Teachers (MAE 5100) is a new mathematics content course at 91ֱ offered to support those seeking to be certified as a K-6 teacher in their understanding of mathematics concepts taught in those grades. In this course, teacher candidates will work on deepening their understanding of the following topics: Numbers in Base 10, Whole Number Operations, Fraction Operations, Geometry, and Algebraic Thinking. These topics span both the NYS Next Generation standards for K-6 learners as well as the topics covered on the NYS Multi-Subject Certification Examination. While the work of teaching and learning mathematics cannot be totally separated, this course is focused on teacher candidates working with math content and is not a teaching mathematics pedagogy course. 

This course uses a variety of teaching methods with an emphasis placed on active student participation in discussion and activities. Through this course, teacher candidates will see how the topics in K-6 mathematics fit together and how they fit into the broader storyline of school mathematics. At the close of the course, teacher candidates will be expected to integrate procedural fluency with conceptual understanding of key concepts, understand multiple methods for solving problems, be able to compare those methods, and make their thinking visible. 

Students who have previously taken this course have expressed that they feel more prepared to teach mathematics after taking this course. They describe that their learning and understanding of the underlying structure of the operations with whole numbers and fractions, as key to feeling more confident and ready to both take their certification exam and step into an elementary mathematics classroom. 

Learn More about 91ֱ's Non-degree Programs

Request More Information or Register Today!

Welcome to 91ֱ’s School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the 91ֱ School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, providing our students with the flexibility and resources they need to fulfill their educational goals.


]]> Graduate Studies School of Education School of Education Tue, 06 May 2025 11:15:00 -0500 /blog/the-rose-institute-upcoming-events-and-program-offerings The Rose Institute Upcoming Events and Course Offerings /blog/the-rose-institute-upcoming-events-and-program-offerings The Rose Institute for Learning and Literacy is Pleased to Announce its Spring Literacy Trainings and Workshops!  Join The Rose Institute for Learning

The Rose Institute for Learning and Literacy is Pleased to Announce its Spring Literacy Trainings and Workshops! 

Join The Rose Institute for Learning and Literacy's spring trainings and workshops to level up your certifications and career today. Select the session of your choice to access the registration form.

Special Events


Feb 6th – 5-7pm
Mar 4th - 4-5pm
Mar 17th - 9am-3pm
March 31, 6-7 pm

Science of Reading Workshops


Feb 5th 9am-12pm
Feb 28th 9am-12pm
Mar 3rd 9am-12pm
Mar 20th 9-11:30am
Mar 26th 9am-12pm
Apr 2nd 4-7pm
Apr 3rd 9am-12pm
Apr 8th 9am-12pm
Apr 23rd 9am-12pm
May 6th 9am-12pm
May 7th 9am-12pm
May 8th 9am-12pm
May 15th 9am-12pm
May 22nd 9am-12pm
May 29th 9am-12pm

Orton-Gillingham Trainings



Classroom Educator Trainingor  
Associate Level Training (Classroom Educator Training is a pre-requisite)

About the Rose Institute for Learning and Literacy at 91ֱ

The Rose Institute for Learning and Literacy was founded at 91ֱ in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods.  The Rose Institute offers graduate coursework and advanced certificates through 91ֱ and professional development opportunities both in-district and through several partner BOCES. 

Welcome to 91ֱ’s School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the 91ֱ School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses which provide our students with the flexibility and resources they need to fulfill their educational goals.

]]> Graduate Studies School of Education The Rose Institute for Learning and Literacy Wed, 29 Jan 2025 15:00:00 -0600 /blog/soe-graduate-research-forum School of Education Graduate Research Forum /blog/soe-graduate-research-forum 2024 Graduate Research ForumSchool of Education91ֱMay 1st, Reid Castle Please join us as we showcase the rigorous and

2024 Graduate Research Forum
School of Education
91ֱ
May 1st, Reid Castle

Please join us as we showcase the rigorous and important work being done by our Graduate and Doctoral students.
Light refreshments will be served.

Schedule of Events

Welcome Remarks, 4:30pm, West Room

Poster Session, 4:45pm, West Room

Multimedia Presentations, 5:15pm

Panel 1, Ophir Room

Panel 2, East Room

Roundtable Discussions, 6:15pm, West Room

Poster Session, West Room


Megan Leser, Master's Student in Childhood Education & Early Childhood Education


Kathryn Kress, Master's Student in Special Education


Stephanie Lopes, Master's Student in Childhood Education & Early Childhood Education


Emily Jeris, Master's Student in Special Education


Samantha Carraturo, Master's Student in Childhood Education

 
Sydney Gioseffi, Master's Student in Childhood Education


Molly Goldstein, Master's Student in Childhood Education


Hannah Rapaglia, Master's Student in Literacy & Special Education


Bray Peel, Master's Student in Early Childhood Education

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Multimedia Panel Presentations

Panel 1, Ophir Room, Dr. Ken Mitchell (moderator)


Rosa Amendola, Doctoral Student in Education Leadership


Juliet Gevargis-Mizimakoski, Doctoral Student in Education Leadership


Jennifer M. Walsh, Doctoral Student in Education Leadership

Panel 2, East Library, Dr. Vance Austin (moderator)


Cody A. Blume, Doctoral Student in Education Leadership


Bancha Srikacha, Doctoral Student in Education Leadership


Linda Palumbo, Doctoral Student in Education Leadership

-------

Roundtable Discussions, West Room

Table 1, Dr. Leif Albright (moderator)  

How Classroom Mindfulness Strategies Impact Students' Attention During Whole-Group Learning
Suzanne Godard, Master's Student in Childhood Education 

Exploring the Tension Between Work and Life Responsibilities Among Educational Leaders 
Sara Puccio, Doctoral Student in Education Leadership

 
Elaine Primus, Doctoral Student in Education Leadership 

 

Table 2, Dr. Mary Coakley-Fields (moderator)  

Empathic Course Design in Asynchronous Online Courses 
Paula Cancro, Doctoral Student in Education Leadership  


Keith Sullivan, Doctoral Student in Education Leadership

Teachers’ Perspectives when Implementing RULER, a Social Emotional Learning Approach- A Qualitative Study
Teresa Letizia, Doctoral Student in Education Leadership 

 

Table 3, Dr. Nora Broege (moderator) 

 
Pia Stevens Haynes, Doctoral Student in Education Leadership


Digna Núñez Johnson, Doctoral Student in Education Leadership

 
Kayla Morales, Doctoral Student in Education Leadership  

Take Your Career to the Next Level

Pursue specialized, leadership or administrative roles in education with the Master's in Education programs at 91ֱ College. Our pathways - Master of Professional Studies (MPS), Master of Arts in Teaching (MAT), and Master of Education (MEd) - are all approved by NY State and prepare you for initial teacher certification, as well as a rewarding career in teaching. 

Learn More About the Master's Programs

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91ֱ, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

]]> Student Spotlights Doctoral Program Graduate Studies Tue, 30 Apr 2024 10:16:00 -0500