Yachad Development Conference 2013 Special Education by Yachad/NJCD

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NATIONAL SPECIAL EDUCATION

PROFESSIONAL DEVELOPMENT Conference Elementary/Junior High School/Special Education Levels Election Day, November 5, 2013 Keynote Speakers: Richard Ellenson Dr. Jason Ohler Dr. Jeffrey Lichtman Early Childhood Keynote Speaker: Dr. Clarissa Willis Featured Presenters: Dr. Bill Atwood Dr. Karen Gazith

Blended “Learning:

Towards New Frontiers”

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National Special Education Professional Development Conference

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION Announces

Professional Development Conference “Blended Learning: Towards New Frontiers” Tuesday, Election Day, November 5, 2013 8:00 a.m.- 3:15 p.m. At

Yeshivat Noam 70 West Century Road Paramus, New Jersey Fee: $80.00 per educator Please contact our office for pricing for attendance of 3 or more professionals from the same institution at 551-404-4447 or 212-613-8127 or batyaj@ou.org. Travel stipend available on a limited basis for educators outside the NY/NJ area. Collaboration to provide the best possible Jewish, general, and special education for its students; serving children with special needs; providing educational advocacy; providing leadership in staff and curriculum development, teacher recruitment and training; and developing programs of inclusion. The International Jewish Resource Center for Inclusion and Special Education is affiliated with Yachad, The National Jewish Council for Disabilities (NJCD), an agency of the Orthodox Union.

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The International Jewish Resource Center for Inclusion and Special Education

Professional Development Conference Tuesday, November 5, 2013 Registration Form Name: ______________________________________________________________________________________ School: _______________________________________________________ Grade: ________________________ Phone: _______________________________________ E-mail: _______________________________________ For each session, please circle only one workshop for your first choice and only one workshop for your second choice. Thank you. Please return completed registration form by October 20th. All participants are asked to bring a laptop and/or an iPad. Principalâ&#x20AC;&#x2122;s Breakfast

Keynote Address

8:15-9:00 A.M.

9:00-10:30 A.M.

Early Childhood Keynote Address

_______ YES

Richard Ellenson

Dr. Jason Ohler

9:00-10:30 A.M. Dr. Clarissa Willis

WORKSHOP 1:

First Choice

10:45-12:15 P.M.

Second Choice

10:45-12:15 P.M.

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LUNCH AND LEARN:

First Choice

12:15-1:45 P.M.

Second Choice

12:15-1:45 P.M.

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WORKSHOP 2:

First Choice

2:00-3:15 P.M.

Second Choice

2:00-3:15 P.M.

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National Special Education Professional Development Conference

Workshops at a Glance: Tuesday, November 5, 2013 8:00-9:00 a.m. Principal’s Breakfast Cyber Safety- A Critical Concern for our Children

Captain John Rampolla

9:00-10:30 a.m. Keynote Addresses “My Child Left Behind: Why Inclusion is So Difficult” - Special Education Keynote “New Media, New Students; New Literacies, New Citizens”- Keynote “He Brain, She Brain” - Early Childhood Keynote Address

Richard Ellenson Dr. Jason Ohler Clarissa Willis

Workshop I- 10:45-12:15 p.m. W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13 W14 W15 W16 W17 W18 W19 W20 W21

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Mind Body Hebrew Part I (EC) Story Telling for Young Children (EC) Fun with Early Childhood Mathematics (EC) Using the Classroom Environment as a Teaching Tool (EC) Apps for Speech and Language (EC, ES) Worth the Work! Hebrew Literacy Part I (EC, ES) Supporting ALL Students (EC, ES) Jewish Montessori: Nuts and Bolts But No Computers (ES, JH) Authentic vs. Traditional Assessment: Where do we go from here? (ES) Building Blocks for Effective Classroom Instruction (ES) Digital Community, Digital Citizen (ES) The Connected Educator: Tearing Down Classroom Walls (ES) The Power of Frequent Assessment (ES, JH) Making Chumash Come Alive (ES, JH) Meaningful Reading of Tephillah (ES, JH) Integrating SMART Board Games into your Judaic Studies Curriculum (ES) Beyond Self-Esteem: Developing Motivated Students (ES, JH, ADM) Blended Learning in Limudei Kodesh Subjects (JH) Benjamin Netanyahu Meets Oskar Schindler (JH) Using iPads as a Tool for Writing and Digital Publishing (JH) A New and Effective Way to Teach about the Palestinian State and Issues Facing Israel Today (JH) Einstein to Apple: Harnessing Technology to Engage Students in Science (JH) Can SMART Boards make Better Neshamot? (JH) Vocabulary Instruction: Opening the Door to Better Communication (JH) Creating a Social Life through Social Action: Gateways and Mitzvah Mentsches (JH) Using Station Rotation to promote personalized learning (ES, JH)

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Literacy Lessons with Special Needs Adaptations (SE)

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Anat Maimon-Reznik Dr. Patricia Cooper Dr. Mary Foote Tammie Roth Lori Roth Basya Woolf Shira Richman Rivky Ross Mindy Lidsky Dr. Karen Gazith Dr. James Ohler Smadar Goldstein Dr. Bill Atwood Rabbi Naphtali Hoff Tova Shimon Jackie Leifert & Rahel Grebler Rabbi Elie Tuchman Gershon Tave Amy Wasser Dr. Kristine Scharaldi Rabbi Dr. Nachum Amsel Ovi Jacob Rabbi Menachem Leibtag Dr. Jill Slansky Nancy Mager Rabbi Tavi Koslowe & Aliza Chanales Dr. Clarissa Willis

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Make a Difference: CARE! (SE, MH) Integrating the Timeless Wisdom of the Torah into the Contemporary Classroom (SE) Otiyot Midabrot: Fundamentals of Hebrew Reading and Writing (SE, EC) Effectively Integrate SMART Boards into your Math Instruction (SE) Reading Comprehension and Schema Strategies (SE) Diagnostic Prescriptive Teaching Part I (SE, ES) If Tech is so Easy at Home, Why is it So Hard in Schools? (SE) Reframing the Difficult Family (SE, ADM) Keeping Israel in the Hearts and Minds of the Next Generation (ADM)

5 Dr. Robert Miller Rabbi Yaakov Aichenbaum and Rabbi Dovid Freeman Zehava Kelner David Dickman Rivke Gutkind Dr. Joel Dickstein Richard Ellenson Deborah Berman Gloria Gordon, Suzanne Weilgus, & Rochelle Zupnick

Lunch and Learn - 12:45-1:45 p.m. L1 L2 L3 L4 L5 L6 L7

Multimodal Approaches to Children's Literature (EC) Mind Body Hebrew Part II (EC) Worth the Work! Hebrew Literacy Part II (EC) Boys will be Boys! (EC) Supporting ALL Students Part II (EC, ES) Key to Success in School: Background Knowledge (ES) Integrating the Timeless Wisdom of the Torah into the Contemporary Classroom (ES)

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Teaching to Our Studentâ&#x20AC;&#x2122;s Intelligence (ES, JH) Tech in 20 X 3 (ES, JH)

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Encouraging Student Writing Using 21st Century Tools (JH) Diagnostic Prescriptive Teaching Part II (SE, ES) Making Your Course an Experience to Remember (ES, JH) Creating the Brain Friendly Classroom (JH) Effective Use of Technology in the Hebrew Language and Jewish Studies Classroom (JH) Writing to Get it Right (JH) Engaging Students through Technology (JH)

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Dr. Theodore Kesler Anat Maimon-Reznik Basya Woolf Tammie Roth Shira Richman Dr. Bill Atwood Rabbi Yaakov Aichenbaum & Rabbi Dovid Freeman Rabbi Naphtali Hoff Chani Lichtiger, Claire Hirschhorn, & Tova Burack Nomi Schneck Dr. Joel Dickstein Rebecca Schrag Dr. Karen Gazith

Tova Shimon Mindy Lidsky Sharon Sherman & Karen Tannenholtz Make a Difference! CARE (MH) Dr. Robert Miller Comprehension Instruction to Meet the Needs of Struggling Students (SE) Dr. Jill Slansky Does the Torah Treat Individuals with Disabilities Fairly? (SE) Rabbi Menachem Leibtag Technology and Pedagogy? Are these Mutually Exclusive or Inclusive? (All) Nachum Ganor & Yoel Ganor iPads for ALL Learners (SE) Dr. Kristine Scharaldi The Use and Importance of Music Therapy in Special Needs and Inclusion Classrooms (SE) Dr. Ian Ash Functional Speech and Language Techniques for ALL Learners (SE) Susan Paul Otiyot Midabrot: Developing Hebrew Reading Accuracy (SE, EC) Zehava Kelner

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National Special Education Professional Development Conference

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A Boston Area Model of Inclusion (ADM) A Whole New School (ADM) Middle School Reading and Writing (JH)

Liz Offen Amy Wasser Tamara Tallman

Workshop II- 2:00-3:15 p.m. W37 W38 W39

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Let’s Try it Again! Cooperation in the Early Childhood Classroom (EC) Otiyot Midabrot: Developing Hebrew Reading Fluency (EC, SE) Learn Every Day: Incorporating Math, Science, Social Studies, Literacy, Creativity and Social Emotional Development into Multi-Sensory Learning Environments for All Children (EC) Poetry in Preschool? (EC) The Use and Importance of Music Therapy in Special Needs and Inclusion Classrooms (EC) Documenting Learning in the Early Childhood Classroom (EC) numerical EXPRESSion YOURSELF: Integrating Language, Technology, and Math (ES, JH) Blended Learning through iPad Usage (ES) Using the iPad as a Tool to Support Elementary School Math (ES) The List is Here! A Systematic Method to Teach Chumash (ES) Multimodal Approaches to Children’s Literature (ES) Reading Comprehension and Schema Strategies (ES) Functional Speech and Language Techniques for ALL Learners (ES) Deep Reading of Torah in Hebrew (ES) Learning Strategies that Engage the Heart and Mind of our Students (ES, JH, SE) Look Ma, No Books! Assessment in Limudei Kodesh (JH) Jewish Khan Academy: A New Project for You, Your Students, and Your School (JH, ADM) New Media Narrative (JH) Creating Podcasts as a Learning Tool (JH) The Connected Educator: Using Online Learning (JH) The Short Research Project: Little Project = Big Educational Return (JH) Memory! There is RAM, the CPU, and Google. Now What? (JH, SE) Take Care of Yourself! (MH) Direct Vocabulary Teaching for Better Comprehension (SE) Managing Students with ADHD in the Classroom (SE) Special Tools for Special Needs (SE) Mind Body Hebrew (SE) Fun with Mathematics (SE) The Brain and Reading (SE) SMART Boards and Differentiated Instruction (SE) Parents, Teachers, Administrators: Why Can’t We All Just Get Along (SE) Setting Appropriate Goals for Students (SE) Meaningful Professional Development (ADM)

Dr. Patricia Cooper Zehava Kelner

Dr. Clarissa Willis Tsippi Cantor & Elana Kessler Dr. Ian Ash Tammie Roth Adrienne Shlagbaum Deena Wertman Dr. Kristine Scharaldi Rabbi Yaakov Aichenbaum & Rabbi Dovid Freeman Dr. Theodore Kesler Rivke Gutkind Susan Paul Tova Shimon Mindy Lidsky Meryl Rubin Rabbi Naphtali Hoff Rabbi Nachum Amsel Dr. James Ohler Linda Gans & Lynn Bloom Smadar Goldstein Dr. Bill Atwood Dr. Joel Dickstein Deborah Berman Dr. Jill Slansky Dr. Jeffrey Lichtman Gershon Tave Anat Maimon-Reznik Dr. Mary Foote Dr. Karen Gazith David Dickman Richard Ellenson Dr. Deborah Mann Linda Stock

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Registration, Coffee, and Shacharit 8:00-9:00 a.m. Vendor Display will open at 8:00 a.m. and remain open until 3:00 p.m. Educational Vendors will be open in the Elementary School Atrium throughout the day. Shacharit: Elementary School Beit Medrash

8:15-9:00 a.m. – Principal’s Breakfast “Cyber Safety – A Critical Concern for our Children” JOSH PRUZANSKY Orthodox Union

9:10-9:20 a.m. – Welcome BATYA JACOB Director, International Jewish Resource Center for Inclusion and Special Education & The New Jersey Association of Jewish Day Schools

9:20-10:40 a.m. – Keynote Address “My Child Left Behind: Why Inclusion is So Difficult” RICHARD ELLENSON People may hold differing beliefs about the importance of inclusion in our educational system. But the real issue is not philosophical; it is operational. Inclusion is difficult. It requires thoughtful up front preparation and a deep experience base to define elements that can make it successful. It can only take hold if it grows from a detailed and shared vision on the part of a large number of people: school districts officials, school administrators, teachers, students, parents, and associated professionals. As much as we’d like to think that concepts such as Universal Design for Learning (UDL) and Differentiated Learning can lead to success, they are simply a framework for understanding needs – not a deliverable in and of themselves. And far too often, inclusion starts with the belief that “it’s the right thing to do,” not with the training to make it an experience that can benefit everyone. When you hear about inclusion, stories are more often about challenges than successes. And when you look at almost any study on inclusion, you will find that the thing people continually give as feedback is “I wish we had been better prepared.” Why does this still happen? And how can we change things? Drawing on experiences ranging from sitting on advisory boards for the Assistive Technology Industry and the NIH to sitting in the classroom with his son, Richard will help break down the specific challenges we all face – starting at an institutional level and narrowing down to the individual, and will try to provide a context and framework for advancing what we are all trying to accomplish.

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9:30-10:40 a.m. – Keynote Address “New Media, New Students: New Literacies, New Citizens” DR. JASON OHLER Author & Cyber Culture Researcher What are some of the key issues that define leading and learning in the digital age? Digital literacy, new media participation and digital citizenship. Without digital literacy, digital citizenship is not possible. Therefore, we need to help students become truly literate by helping them become active media creators, critical media consumers and engaged digital citizens. This includes helping them cultivate their new media talents, adopt art as the 4th R and use research and narrative to convey their ideas in rich, compelling ways. We need to help them create media stories and projects that are articulate, academically sound and transformative so they can collaborate and share their work and talents within the community of the social web. Above all, we need to help them learn how to use their tools to imagine the world they want to create, as students, workers, neighbors, and citizens. This presentation includes showing examples of student media production and digital citizenship projects. It is based on Jason’s latest book, Digital Community, Digital Citizen (Corwin Press, 2010) and best-selling Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity (Corwin Press, 2008).

9:30-10:40 a.m. – Early Childhood Keynote Address “He Brain, She Brain” DR. CLARISSA WILLIS Professor, University of Southern Indiana Learn about how to apply the latest brain research in your individual setting, while discovering the differences between the “he-brain” and the “she-brain.” In addition to hearing about brain research, participants will learn how the socialemotional health of all children is impacted by a brain-based environment.

Intensive Workshop I 10:45-12:15 p.m. W1

move from single vowel words to multi-vowel words. Ample time for questions and answers will be given.

Mind Body Hebrew Part I (EC) ANAT MAIMON-REZNIK AUTHOR, MIND BODY HEBREW In this workshop, educators will first review the research about the academic and social challenges facing students studying Hebrew language. Anat will then introduce a new innovative method to teach Hebrew called Mind Body Hebrew. Educators will practice new ways to teach the Hebrew aleph-bet. They will learn the Hebrew vowels and corresponding imagery and body movement. Educators will have the opportunity for group practice of this technique. They will

KEY: EC- Early Childhood ES- Elementary School

JH- Junior High School MH- Mental Health

Story Telling for Young Children (EC) DR. PATRICIA COOPER ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY This workshop discusses the benefits of storytelling and story acting for all young children. Based on the research of Vivian Gussin Paley, the workshop will dis-

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eracy areas. Bring your iPads with you and try some out. Some sites are free. Other may cost you. But all are rated 4 star or more.

cuss the interaction of storytelling and emerging literacy skills.

Fun with Early Childhood Mathematics (EC)

DR. MARY FOOTE ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY In this workshop educators will explore methods for teaching the number and operations strand in early childhood mathematics. They will learn about children’s mathematical thinking from a developmental point of view. The workshop will examine these in a way that addresses a range of learners.

Get ready for a new experience of creating books in Hebrew for young children. Activity based on theory that works! Familiarity with basic Hebrew vocabulary necessary. Photos of your students are a plus!

This workshop will provide a brief history of inclusion, some behavior management techniques, the importance of prompt-fading, an overview of supporting transitions, organizational skills, social integration and proper use of support staff. It will also touch upon problem-solving difficult behaviors, and new developments in Positive Behavior Support Plans.

Apps for Speech and Language (EC, ES) LORI ROTH PRIVATE PRACTICE, SPEECH AND LANGUAGE PATHOLOGIST Technology is rapidly taking over pencil and paper tasks and doing a better job at keeping children’s attention in repetitive tasks. One of the hardest things with using the iPad in the classroom is finding the time to go through all of the apps in the iTunes Store listed under the education banner. This workshop will attempt to give the participants therapy techniques and app sites that work on various speech, language and lit-

KEY: EC- Early Childhood ES- Elementary School

Supporting the Special Needs Student in a Regular Education Classroom (EC, ES) SHIRA RICHMAN CONSULTANT, INSTITUTE FOR CHILDREN WITH AUTISM

TAMMIE ROTH ADVANCED TEACHING AND BEYOND

Worth the Work! Hebrew Literacy Part I (EC, ES) BASYA WOOLF FACULTY, BAIS YAAKOV OF QUEENS

Using the Classroom Environment as a Teaching Tool (EC) Would you like an additional teacher in your classroom every day? You can have one if you set up your classroom environment in a way that informs the children how to interact in the space. The classroom environment can also set the tone for how children act in the class and it can be busy teaching children while you are busy working with others. Come prepared to see classrooms that are designed for self-expression and discovery. A well set up classroom can reduce conflict while increasing the depth of learning for each child. Come and learn about the educational environments of “Reggio Inspired Schools.” The classroom environments will amaze you and the ideas you see can and will enrich the children you teach.

JH- Junior High School MH- Mental Health

Jewish Montessori: Nuts and Bolts But No Computers (ES, JH) RIVKY ROSS HEAD OF SCHOOL, YESHIVAT NETIVOT Over the past decade, the Jewish Montessori movement has exploded across the globe because it incorporates all of the key elements needed for a continually joyful and rich educational environment. Built into the Montessori Method are solutions to all of the hotbutton issues so frequently discussed in education today: differentiated instruction, freedom of movement, choice-driven learning, and project-based study. This interactive session will offer an overview of the method as well as opportunities to sample materials used in Jewish Montessori classrooms. And while we are considering the theme of blended learning and new frontiers, we will talk about why Montessori lower elementary classrooms tend to be computer-free!

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Authentic vs. Traditional Assessent: Where do we go from here? (ES)

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MINDY LIDSKY PRINCIPAL, ILAN HIGH SCHOOL

SMADAR GOLDSTEIN JETS ISRAEL

Define, compare and contrast the benefits and limitations of both assessment models with ways that the participant will adopt both models into his/her repertoire. Explore ways in which to modify the traditional assessment to meet the needs of students who need accommodations and/or modifications.

With the advent of the internet and social networking in the 21st Century, students generate much of their own learning and socialization beyond the classroom. The internet, iPad, and apps have opened up a vast resource of possibilities to engage our students in the learning process and greatly enhance their classroom experience. The interactive “connected educator” session familiarizes participants with easy to use technology and online learning tools that enable them to harness the power of the internet in order to maximize their students’ learning. Participants will become familiar with ways in which to enhance student participation and assessment through the use of written and oral feedback instruments, LMS (Learning Management Systems such as Haiku, Edmodo, Wikispaces, etc.) e-portfolios, etc. They will all learn how to connect their students to the global Jewish community and to the State of Israel through a variety of virtual and real experiences by means of distance and online leaning and accessing experts in the field.

Building Blocks for Effective Classroom Instruction (ES) DR. KAREN GAZITH DIRECTOR OF EDUCATION, BRONFMAN JEWISH EDUCATION CENTRE Diversity and heterogeneity are givens in today’s classrooms. With this reality, it is critical for teachers to learn specific hands-on strategies to support all learners. In this workshop we will focus on five specific strategies: pre-assessment, on-going assessment, entry points, authentic assessment, tiered learning and skillsbased instruction to meet the needs of all learners.

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The Connected Educator: Tearing Down Classroom Walls (ES)

Digital Community, Digital Citizen (ES)

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DR. BILL ATWOOD COLLINS EDUCATIONAL ASSOCIATES

DR. JAMES OHLER AUTHOR & CYBER CULTURE RESEARCHER Imagine this as a school district mantra: “Students will study the personal, social and environmental impacts of every technology and media application they use in school so that they can develop the skills, literacies and perspectives they need to use technology not only effectively and creatively, but also responsibly, safely and wisely.” Digital citizenship is an idea whose time has come. So many of the issues and opportunities students will face for the rest of their lives have their roots in technology, from genetic transformation to digital footprints to cyber safety and radical social reorganization. That’s why schools need to do more than prepare students to be capable work force members. They need to prepare students to be good neighbors, informed voters and participatory citizens so they can effectively balance technology’s opportunities and limitations in light of its value to the human community. This presentation is based on Jason’s books, Digital Community, Digital Citizen (Corwin Press, 2010).

KEY: EC- Early Childhood ES- Elementary School

The Power of Frequent Assessment (ES, JH) In this age of the Iowa Test, the Stanford 10, DIBELS, Common Core, PARCC, SAT, SATII, ACT, AP Exams and on and on… How can one possibly advocate for more testing? Doesn’t testing take up valuable classroom time and just confirm what we already know about student progress? In fact, research is showing that short, frequent assessments are powerful tools that drive both learning and teaching. In this workshop, teachers will learn how to design simple but effective assessments that can make a powerful difference in the classroom.

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JH- Junior High School MH- Mental Health

Making Chumash Come Alive (ES, JH) RABBI NAPHTALI HOFF CONSULTANT, LIMUDEI KODESH EDUCATOR This session will help educators think about ways to actively engage their students in the study of Chumash by focusing on themes and textual analysis, utilizing

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force fundamental skills beyond the classroom walls. Manage classroom time more efficiently by providing engaging activities for students to review vocabulary, grammar and reading skills at home.

cooperative learning, integrating technology, assigning challenging, innovative projects, and varying lessons for different types of learners.

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Meaningful Reading of Tephillah (ES, JH)

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TOVA SHIMON PRESIDENT AND EXECUTIVE DIRECTOR, TAL AM

Imagine....a classroom of students; each one engaged, speaking, writing and researching....while having fun. Come learn how to implement an element of play into your history or Judiacs curriculum. This rich program combines serious research, learning how to utilize primary source documents, public speaking and technology. It is prime for interdisciplinary teaching and allows children who do not always shine to find their voice and strengths. Come prepared...to play with us!

Integrating SMART Boards Games into your Judaic Curriculum (ES) JACKIE LEIFERT & RAHEL GREIBLER FACULTY, YAVNEH ACADEMY Learn how to enhance your Judaic Studies curriculum by creating a variety of interactive games in Notebook. Use these games on your Smartboard for pre-teaching, teaching, and reviewing. See your students become totally engaged in your classroom.

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In this session, educators will discover ways of using the iPad to support student writing across the curriculum. Participants will see demonstrations of apps used during the writing process from brainstorming ideas to digital publishing. Learn about how technology can provide opportunities for collaboration and online commenting. Educators will leave this session with ideas for using the iPad as an integral tool for writing!

RABBI ELIE TUCHMAN PRINCIPAL, YESHIVA AT THE JERSEY SHORE

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Blended Learning in Limudei Kodesh Subjects (JH) GERSHON TAVE TEQSMART CERTIFIED TRAINER Learn to use a variety of SMART, Web and other Educational Technology tools. Our session will demonstrate how to integrate these E.T. tools to rein-

KEY: EC- Early Childhood ES- Elementary School

Using iPads as a Tool for Writing and Digital Publishing (JH) DR. KRISTINE SCHARALDI PROFESSOR, RUTGERS UNIVERSITY

Beyond Self-Esteem: Developing Motivated Students (ES, JH, ADM) Student self-efficacy, a student’s belief in their own ability to learn, has been repeatedly linked, in study after study, to student success in school. In this session, we will introduce some of the basic research in the field of self-efficacy and explore the connection between self-efficacy beliefs, internal motivation, and student learning. We will then discuss ways in which teachers can help foster these beliefs in their students. Practical examples from the participants’ classrooms will be used to illustrate.

Benjamin Netanyahu Meets Oskar Schindler (JH) AMY WASSER PRINCIPAL, HILLEL ACADEMY OF TAMPA

In this workshop we will work on deep reading of two Tephillot – the Amidah and Birkat Hamazon. We will prepare outlines of lessons for the study of Tephillah for elementary and junior high school classes.

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JH- Junior High School MH- Mental Health

A New and Effective Way to Teach about the Palestinian State and Issues Facing Israel Today (JH) RABBI DR. NACHUM AMSEL DESTINY FOUNDATION Studies show that our Day School students believe most of the half-truths and misrepresentation about the State of Israel that they see and hear on CNN and in the mass media. This workshop will teach the teachers how to present the truth with new and original video clips that can be accessed by students and teachers from the internet from the school’s central computer. In addition to the videos, students (from grades 6 and above) and teachers can also access information about each of the eleven topics in this new Destiny

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Foundation curriculum, including the West BankYesha, how to determine the “real” facts, the potential Palestinian State and the Peace Process. Teachers will walk away with actual Lesson Plans and materials that can be used immediately and respond to current events and future events.

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DR. JILL SLANSKY ASSOCIATE PROFESSOR, UNIVERSITY OF PORTLAND

Einstein to Apples: Harnessing Technology to Engage Students in Science (JH)

An extensive vocabulary enhances reading comprehension and writing excellence. This workshop will engage the audience with practical strategies to apply the elements of effective vocabulary development in middle school classrooms.

OVI JACOB LATE NITE LABS, MACMILLAN PUBLISHING Teachers across the world are going beyond the classic science curriculum by using educational technology to engage students and enrich the learning environment. With safe and inexpensive online tools, students can harness the power of technology. This course will explore how a teacher can institute practical methods of online and mobile learning, in curriculum and as an enrichment vehicle. We’ll explore some easy to use tools, such as virtual chemistry and biology labs (with explosions!), underwater and space exploration, practical applications for physics, dissections models and much more. We will also discuss how to keep students in tune outside of the classroom, with educational video games, mobile learning applications and by setting up a class blog or wiki. Whether you are using a virtual crime scene to teach DNA (think CSI) or video-chatting with a class in Brazil to learn about the rainforest, learn how your class can take advantage of technology to make science a richer and more engaging subject.

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Can SMART Boards Make Better Neshamot? (JH) RABBI MENACHEM LEIBTAG FOUNDER, TANACH STUDY CENTER This workshop will discuss spiritual challenges [and opportunities] of long distance learning & global communities. As we all know, emerging technologies provide new opportunities to enhance education; however, they also come with a ‘price-tag’. Our session will begin by discussing the meaning of the word “neshama”, and how that understanding affects the goals of Jewish Education. Afterward, we will differentiate between using the SMART Board as a “tool,” and as a “toy,” and then discuss how technology can be harnessed to develop spirituality, in both real and virtual classrooms.

KEY: EC- Early Childhood ES- Elementary School

Vocabulary Instruction: Opening the Door to Better Communication (JH)

JH- Junior High School MH- Mental Health

Creating a Social Life through Social Action: Gateways and Mitzvah Mentches (JH) NANCY MAGER GATEWAYS, BOSTON In 2005, Gateways introduced Mitzvah Mensches, an inclusive teen youth group fostering social justice and teen philanthropy. Creating a social life through social action teens with and without special educational needs join Mitzvah Mensches for a variety of reasons, but they stay because they think it is fun, they feel like they belong, and they all have a voice that is heard and counted. The overt curriculum is about philanthropy and social action. Teens decide what topics (e.g. animals, music, the environment) they are interested in and in turn, the staff at Gateways identifies charities that are aligned with their interests. As a group, the Mitzvah Mensches learn about the charities in fun and creative ways. Sometimes, they learn through formal education (reading and writing, or watching a video about the charity), but they also play games and have team challenges. The games have a secondary purpose: through them, the instructors work on social skills and building relationships among the participants. As an inclusive program, some of the participants have disabilities and others do not. In the beginning of the year, the teens may feel like they do not share interests or have much in common, but as the year progresses and the program creates unique shared experiences, the teens bond and have plenty to talk about. Eventually those connections grow stronger and friendships are forged. In this presentation, participants will learn about the Mitzvah Mensches program, and be guided through a sample lessons that incorporates formal education and social skill which also facilitates friendship between teens with and without disabilities.

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Using Station Rotation to Promote Personized Learning (ES, JH)

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RABBI TAVI KOSLOWE & ALIZA CHANALES ASSISTANT PRINCIPAL & FACULTY, YESHIVAT NOAM

The Torah is the ultimate source of all wisdom. Accordingly, the Torah contains a wealth of information about chinuch methodology and techniques. This workshop will present a wide range of Torah-based educational techniques and demonstrate their application to the contemporary classroom without deviating from our mesorah. Among the topics that will be discussed are the following: automaticity theory and overlearning, addressing multi-modalities, mental imagery, mnemonics and other memory aids, graphic organizers, and processing time. In addition, the Torah application of Bloom’s taxonomy and developing higher order thinking skills will be addressed. Finally, it will be shown how to use these techniques in various limudei kodesh subjects including kriah, Chumash, dinim, yedios klaliyos, and more. Participants in this workshop will gain a new appreciation for the incredible wisdom, depth and insight that chazal had about chinuch and educational methodology. It will also empower and motivate them to employ many of these ideas in their lessons. While this workshop is a complete and independent presentation in itself, it will also lay the foundation for and establish the theoretical basis for the groundbreaking Chumash program that will be developed in our second workshop (THE LIST IS HERE! AN EFFECTIVE, SYSTEMATIC, AND USER-FRIENDLY PROGRAM FOR TEACHING CHUMASH).

Literacy Lessons with Special Needs Adaptations (SE) DR. CLARISSA WILLIS PROFESSOR, UNIVERSITY OF SOUTHERN INDIANA This interactive session is designed to help participants provide literacy lessons and classroom environments that encourage all learners to be active participants. Strategies that encourage collaboration and communication will be provided. In addition, participants will learn about simple adaptations for children with special needs as well as strategies for enhancing the literacy development of all students.

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Make a Difference: CARE! (SE, MH) DR. ROBERT MILLER PROFESSOR, RICHARD STOCKTON COLLEGE As a Chaplain for Hospice, consultant for a nursing home, Professor, Principal and teacher, I am able to utilize my research on “Caring” to connect with my students and others on a variety of levels and assist them in looking at their experiences through different lenses. Attendees will learn how to make a difference in another person’s life through 26 caring behaviors. These behaviors impact students’ grades and behavior in the classroom. The results are real and significant! The research and stories are amazing! You too can make a difference in your students’ lives!

Integrating the Timeless Wisdom of the Torah into the Contemporary Classroom (SE) RABBI YAAKOV AICHENBAUM & RABBI DOVID FREEMAN DIRECTOR, LIMUDEI KODESH RESOURCE ROOM, SCRANTON HEBREW DAY SCHOOL & FACULTY, CHEDER OF MONSEY

Participants will be exposed to various ways that creating a rotation of meaningful stations in both General and Judaic studies can promote more personalized and adaptive learning. We will discuss various protocols that can enable this to occur more seamlessly, some challenges to anticipate and ways that technology can facilitate its smooth operation.

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Otiyot Midabrot: Fundamentals of Hebrew Reading and Writing (SE, EC) ZEHAVA KELNER DIRECTOR, OTIYOT INSTITUTE Numerous studies have demonstrated that good phonologic awareness is a prerequisite for success in the acquisition of reading. The “Otiyot Medabrot” approach teaches the foundations of reading while creating a high degree of phonologic awareness. The method, which was developed in Israel, is based on the

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dissection of 25 one-syllable word into isolated phonemes. Students use mirrors to develop visual and motor recognition of the sounds of the consonants and vowels, while incorporating writing from the early stages. This session will experientially present the principles of the Otiyot Medabrot method, including a video that demonstrates its implementation, and the presentation of related learning materials used in Israel and adapted for use in English speaking settings. The session will be conducted in Hebrew accompanied by an English power point.

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Effectively Integrate SMART Boards into your Math Instruction (SE)

Sometimes as teachers we are driven by the curriculum rather than the student’s primary learning needs. Teachers often go to the second or third base issues like course content or curriculum based assessment; however there are often first base impediments to learning that are assumed to have been learned “along the way.” In this workshop we will take a step back and investigate what these essential first base issues are and how to address them for students with special needs. This is a two part workshop and will continue during lunch and learn.

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RICHARD ELLENSON SPECIAL EDUCATION TECHNOLOGY CONSULTANT

DAVID DICKMAN TEQSMART CERTIFIED TRAINER

Today, assistive tech (AT) in the classroom includes everything from Smart Boards to complex individual devices that let hearing impaired individuals listen via Infrared receivers to helping non-verbal children communicate. The good news is that AT allows many more people to be included. The bad news is that, despite how pervasive tech is in our everyday life, it’s usually harder to get things to work efficiently in the classroom. There are very specific reasons for that. And most can be addressed. In this talk we’ll discuss how to better integrate AT into a student’s life and workflow, looking at everything from the balance between supports and independent learning, doing adaptations vs. providing access, balancing workloads for students who need more time with appropriate levels of study, and teaching other students how to work with children who are different. AT has evolved at an amazing pace – and here’s how we can make it work for us.

Explore examples of how the interactive whiteboard can be successfully integrated into your curriculum, with this content specific course. See research-supported evidence on how the board can influence your students’ participation and expand their learning opportunities. Gain the skills necessary to begin integrating the interactive whiteboard into your math instruction, and further discover the possibilities of the board’s technology.

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Reading Comprehension and Schema Strategies (SE) RIVKE GUTKIND ADJUNCT PROFESSOR, FORDHAM UNIVERSITY How do schema strategies help us understand the way students comprehend printed text? This workshop will explore overall reading comprehension strategies as well as various types of comprehenders based on their ability to “schema strategize.” Included in this workshop are interactive activities for methodology and educational interventions. This workshop will stress metacognitive skills and visible thinking concepts.

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Diagnostic Prescriptive Teaching Part I (SE, ES) DR. JOEL DICKSTEIN SENIOR CONSULTANT OF THE NATIONAL EDUCATION RESOURCE CENTER OF P’TACH

KEY: EC- Early Childhood ES- Elementary School

If Tech is So Easy at Home, Why is it So Hard in School? (SE)

JH- Junior High School MH- Mental Health

Reframing the Difficult Family (SE, ADM) DEBORAH BERMAN DIRECTOR OF SOCIAL WORK, YACHAD/NJCD Learn practical, easy-to-use clinical techniques and interventions to understand, empower, and ally families that have challenges, resistance, and oppositional attitudes. Each family is unique and their perceptions of their children’s needs and the role of the special education system are directly informed by an unspoken set of values, expectations, cultural norms, past and present stressors and trauma, health and mental challenges, and complicated histories that may not be readily apparent to educators. By learning the basics of clin-

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Election Day, November 5, 2013 ical/family systems interventions, you can absolutely establish good or even great working relationships with the toughest parents and most complicated families, and sooner than you might think. Your special education students will reap the immeasurable benefits of the school-family alliance that you have seemingly effortlessly created.

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Keeping Israel in the Hearts and Minds of the Next Generation (ADM) GLORIA GORDON, SUZANNE WEILGUS, & ROCHELLE ZUPNICK ACHI

Teaching Israel is not for Yom Haazmaut alone. Learn creative and innovative ways to instill in your students a love for Israel throughout the academic year. Integrate teaching Israel in all curricula; Limudei Kodesh, General Studies and Specialties. Participants will leave this session with many easy and diverse ideas and programs to implement in their classrooms and school wide. These programs have been met with success in day schools in the tri state area. “Israel on Your Table” and “Teaching Israel with the Five Senses” are just two examples of the many new approaches you will bring back to your classes to impact your Israel curriculum. The tone and spirit you create in your classroom will be a catalyst for a love of Israel in the home and community as well.

Lunch, Vendor Exhibition, and Lunch and Learn Sessions 12:15-1:45 p.m. Please pick up your lunch in the cafeteria and proceed to your Lunch and Learn Session. Visit our vendors Educational Vendors will be open throughout the day. Raffle drawing will take place at 12:15 and 1:45 p.m. You must be present in the Vendor Area to win. Mincha will take place in the Elementary School Beit Medrash at 1:45 p.m.

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Lunch and Learn Workshops 12:45-1:45 p.m.

(Please note: Lunch and Learn Sessions are only 60 minutes in length. Please pick up your lunch and proceed immediately to the room assigned.)

Multimodal Approaches to Children’s Literature (EC) DR. THEODORE KESLER ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY

Multimodality is a hot topic in education nowadays, especially with the increasingly prevalent use of digital tools in classrooms, even though great educators have long used multimodal approaches, such as drawing, dance, music, and role playing, to expand the ways children might express understanding. Multimodal approaches are especially supportive of special needs students who might be challenged by oral and written language. In this workshop, Ted Kesler will explore some powerful ways to share great children’s literature with participants and provide fun and practical multimodal approaches that teachers could implement immediately to support their students’ responses and deepen their comprehension. Dr. Kesler will also suggest ideas for using these approaches for formative assessment to guide teachers’ instructional decisions.

Mind Body Hebrew Part II (EC) ANAT MAIMON-REZNIK AUTHOR, MIND BODY HEBREW

TAMMIE ROTH ADVANCED TEACHING AND BEYOND So let’s teach them in the way they learn best! Ever wonder why boys are more likely to be diagnosed with ADHD than girls? Is it genetic? Is it environmental? Either way ... It’s our job to find solutions to this age old problem. Come learn the differences in learning styles of boys and girls. Current brain research has provided new information to guide you in teaching boys effectively. Let’s put it to work! Understanding how boys really learn best and acknowledging that boys mature at different rates will help you to apply your knowledge in the classroom. Handouts highlighting the learning differences of boys and girls will be given out and examples of how we can reach out best and teach our boys will be discussed.

Worth the Work! Hebrew Literacy Part II (EC)

BASYA WOOLF BAIS YAAKOV OF QUEENS KEY: EC- Early Childhood ES- Elementary School

Supporting ALL Students Part II (EC, ES) SHIRA RICHMAN CONSULTANT, INSTITUTE FOR CHILDREN WITH AUTISM

In this workshop, educators will first review the research about the academic and social challenges facing students studying Hebrew language. Anat will then introduce a new innovative method to teach Hebrew called Mind Body Hebrew. Educators will practice new ways to teach the Hebrew aleph-bet. They will learn the Hebrew vowels and corresponding imagery and body movement. Educators will have the opportunity for group practice of this technique. They will move from single vowel words to multi-vowel words. Ample time for questions and answers will be given.

Boys will be Boys! (EC)

Key to Success in School: Background Knowledge (ES) DR. BILL ATWOOD COLLINS EDUCATIONAL CONSULTANTS Research from Robert Marzano suggests that students

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Election Day, November 5, 2013 with more academic background knowledge have a huge advantage in school. Without background knowledge, the key ideas and facts stored in long-term memory, critical thinking is difficult. Cognitive scientist, Daniel Willingham said that critical thinking, reasoning, and problem solving are intimately intertwined with background knowledge. But, how can teachers build and draw out the kind of extensive factual knowledge so essential to academic success? In this presentation, teachers will learn strategies to activate, build, and reinforce academic background knowledge, and school leaders will learn how to support staff in this endeavor.

Integrating the Timeless Wisdom of the Torah into the Contemporary Classroom (ES)

we possess and ways in which we can use this information to better meet our students’ needs. Teachers will also learn how their personal set of intelligences may impact the way in which they present classroom material.

Teaching to Our Students’ Intelligence (ES, JH)

Tech in 20 X 3 (ES, JH) CHANI LICHTIGER, CLAIRE HIRSCHHORN, & TOVA BURACK FACULTY, YAVNEH ACADEMY Learn about some fabulous apps and resources that will enhance teaching and excite learners. Cross curricular ideas harness the iPads learning potential.

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RABBI YAAKOV AICHENBAUM & RABBI DOVID FREEMAN DIRECTOR, LIMUDEI KODESH RESOURCE CENTER SCRANTON HEBREW DAY SCHOOL & FACULTY CHEDER OF MONSEY The Torah is the ultimate source of all wisdom. Accordingly, the Torah contains a wealth of information about chinuch methodology and techniques. This workshop will present a wide range of Torah-based educational techniques and demonstrate their application to the contemporary classroom without deviating from our mesorah. Among the topics that will be discussed are the following: automaticity theory and overlearning, addressing multi-modalities, mental imagery, mnemonics and other memory aids, graphic organizers, and processing time. In addition, the Torah application of Bloom’s taxonomy and developing higher order thinking skills will be addressed. Finally, it will be shown how to use these techniques in various limudei kodesh subjects including kriah, Chumash, dinim, yedios klaliyos, and more. Participants in this workshop will gain a new appreciation for the incredible wisdom, depth and insight that chazal had about chinuch and educational methodology. It will also empower and motivate them to employ many of these ideas in their lessons.

Encouraging Student Writing Using 21st Century Skills (JH) NOMI SCHNECK FACULTY, YAVNEH ACADEMY Take the written form into the future. Learn how to make writing relevant to today’s students. Experience the incorporation of resources including VoiceThread, Blogger, and StoryBird while developing strong, solid skills. We will also explore ways to encourage student writing through online publications such as Amazon.

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Diagnostic Prescriptive Teaching Part II (SE, ES) DR. JOEL DICKSTEIN SENIOR CONSULTANT OF THE NATIONAL EDUCATION RESOURCE CENTER OF P’TACH Sometimes as teachers we are driven by the curriculum rather than the student’s primary learning needs. Teachers often go to the second or third base issues like course content or curriculum based assessment; however there are often first base impediments to learning that are assumed to have been learned “along the way.” In this workshop we will take a step back and investigate what these essential first base issues are and how to address them for students with special needs.

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Making Your Course an Experience to Remember (ES, JH)

RABBI NAPHTALI HOFF CONSULTANT, LIMUDEI KODESH EDUCATOR

REBECCA SCHRAG DIRECTOR, SENIOR NEW YORK YACHAD/NJCD

Learn more about the eight identified intelligences that

Research supports that students are more likely to

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remember material experienced over what they are simply lectured. In this session, come brainstorm ways to bring out the character of your classroom by creating an experiential playground for your educational coursework. Educators will leave this session with freshened programmatic ideas, techniques and energy.

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SHARON SHERMAN & KAREN TANNENHOLTZ FACULTY, YAVNEH ACADEMY See how we have engaged our students by enabling them to create avators, video book trailers, blogs, online comic books, trading cards, and more, using information available at their fingertips with today’s technology.

Creating Brain Friendly Classrooms (JH) DR. KAREN GAZITH DIRECTOR OF EDUCATION, BRONFMAN JEWISH EDUCATION CENTRE

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As a Chaplain for Hospice, consultant for a nursing home, Professor, Principal and teacher, I am able to utilize my research on “Caring” to connect with my students and others on a variety of levels and assist them in looking at their experiences through different lenses. Attendees will learn how to make a difference in another person’s life through 26 caring behaviors. These behaviors impact students’ grades and behavior in the classroom. The results are real and significant! The research and stories are amazing! You too can make a difference in your students’ lives!

Effective Use of Technology in the Hebrew Language and Jewish Studies Classroom (JH) TOVA SHIMON PRESIDENT AND EXECUTIVE DIRECTOR, TAL AM In this workshop we will: explore several types of digital games and activities; view lessons in which digital programs are utilized; use a rubric to assess the digital materials and identify the characteristics of effective versus non-effective digital programs; and discuss best practices in using technology for learning.

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Writing to get it Right! (JH) MINDY LIDSKY PRINCIPAL, ILAN HIGH SCHOOL Using pen and paper, workshop participants will learn how to employ the written word in any discipline to facilitate student understanding and improve student performance in both Judaic and General Studies. The workshop is appropriate for teachers of elementary school (38), as well as high school and is largely based upon the research and work of Dr. John Collins of Harvard University. In addition, participants will be exposed to a number of writing assessments that shorten teacher grading time as they increase student performance.

KEY: EC- Early Childhood ES- Elementary School

Make a Difference! CARE (MH) DR. ROBERT MILLER ASSISTANT PROFESSOR, RICHARD STOCKTON COLLEGE

With the advent of 21st century technologies, it is becoming increasingly clear to researchers that there are certain teaching practices that are highly effective for all students. In this session teachers will learn these specific and practical teaching practices that will engage all students and ensure their success in the inclusive classroom.

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Engaging Students through Technology (JH)

JH- Junior High School MH- Mental Health

Comprehension Instruction to Meet the Needs of Struggling Students (SE) DR. JILL SLANSKY ASSOCIATE PROFESSOR, UNIVERSITY OF PORTLAND High quality language arts instruction consists of six essential blocks of learning: 1. Daily independent reading; 2. Daily independent writing; 3.Reading: Learning Skills and Strategies; 4. Reading: Applying Skills and Strategies; 5. Writing: Learning to Write; 6. Writing: Developmentally Appropriate Writing. Intervention instruction must be in addition to these core blocks. This workshop will explore the instructional design and PRACTICAL implementation of a comprehensive reading program.

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Does the Torah Treat Individual with Disabilities Fairly? (SE)

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During this session educators will explore how iPads can be used to customize learning experiences for students of all needs and abilities. We will share ways the iPad can support skill and language development, communication, and content area learning. A demonstration of some built-in accessibility features will be presented that will include voice-over, zoom, and various keyboards and input options. A showcase of apps will be presented to share the exciting potential of this device to support learning in a variety of contexts.

Many laws in Sefer Vayikra appear to discriminate against certain people whose bodily features are “less than perfect.” Our session will discuss those sources in an attempt to ascertain their meaning, and their application in a society that strives to provide ‘equal opportunity’ and develop social sensitivity.

Technology and Pedagogy: are these mutually exclusive, or mutually inclusive? (All)

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NACHUM GANOR & YOEL GANOR DIRECTORS, ULPAN-OR “Will two walk together, except they have agreed?...” With the new opportunities of improving the learning process enabled by the technology advancements, adoption of technology by schools is becoming more ubiquitous within the institutions around the world. More and more U.S. schools are now asking not if they should incorporate more technology, but how should they do it. Technology is an integral part of the current generation students’ realm. Current generation of students naturally adopts new technology as it is part of their realm. Students nowadays are used to obtaining and sharing information via the internet. They gladly use mobile devices such as phones or tablet computers (as all in one device) to create multimedia items and collaborate with their friends to do so. Applying UlpanOr’s unique RLA – Rapid Language Acquisition methodology for school curricula In most cases, due to objective circumstances Hebrew is taught in the US as a “Foreign Language”, where students do not have an opportunity to use or practice it outside of their schools. Similarly to a “foreign body”, which is expelled from one’s body, being a “Foreign Language” Hebrew is “expelled” from one’s mind. By using new technology platforms and mobile devices Ulpan-Or’s RLA methodology expands Hebrew learning beyond the classroom and creates an immersion environment, which provides vast opportunities for students to continue practicing and using their Hebrew almost everywhere.

KEY: EC- Early Childhood ES- Elementary School

iPads for ALL Learners (SE) DR. KRISTINE SCHARALDI PROFESSOR, RUTGERS UNIVERSITY

RABBI MENACHEM LEIBTAG FOUNDER, TANACH STUDY CENTER

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The Use and Importance of Music Therapy in Special Needs and Inclusion Classrooms (SE) DR. IAN ASH DIRECTOR, MUSIC THERAPY RESOURCES This course covers 3 parts: Part I: Participants in this course will first learn about the history of music therapy as a profession and its development in special education and inclusion programs. Participants will then learn about the current working definition of music therapy and how this definition is utilized in special education and inclusion programs. Part II: Several music therapy special education activity demonstrations will be presented to participants. Participants have the opportunity to participate in demonstrations by playing instruments. Part III: There will be a discussion on current music therapy and special education/inclusion research and its implication for future practice. The presenter will also discuss his first hand observations of how music therapy benefits students that he treats in special education/inclusion programs.

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JH- Junior High School MH- Mental Health

Functional Speech and Language Techniques for ALL Learners (SE) SUSAN PAUL DIRECTOR, COMMUNICATION IMAGING Communication is Behavior and Behavior is Communication. We learn how to learn through communication and every individual learns differently. This workshop will focus on how the environment can foster a child’s attention and emotional regulation, thus facilitating a child’s ability to learn. Functional verbal and non-verbal strategies will be demonstrated in all areas

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of speech and language. The workshop will focus on general strategies to foster emotional regulation, understanding typical speech development, learning how to foster an increase in speech intelligibility, understanding typical language development, learning how to foster and increase receptive and expressive language, and learning how to foster social communication.

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will address applying Universal Design for Learning (UDL) methodology, best practices, behavior management, and modifying lessons for individuals and creating multi-modality lessons that work for everyone. Liz will present new trends in the classroom including the use of technology and experiential, hands-on learning. This is primarily a classroom based learning model, though there has been a successful service learning component (field trips). Discussion is encouraged and attendees are welcome to ask questions and share their experiences.

Otiyot Midabrot: Developing Hebrew reading Accuracy (SE, ES) ZEHAVA KELNER DIRECTOR, OTIYOT INSTITUTE

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Many students who develop basic Hebrew reading skills do not develop accuracy in their reading. This session will present the importance of precision in reading, and will familiarize participants with a variety of tools and techniques for fostering accuracy in Hebrew reading, including: relating to the “shva” as an impediment or an aid for accurate reading, word division, and reinforcement of precision with vowel sounds. The session will include a short video that demonstrates the implementation of these and other methods. The session will be conducted in Hebrew accompanied by an English power point.

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AMY WASSER PRINCIPAL, HILLEL ACADEMY OF TAMPA Have you ever dreamed that visitors would open up the doors of your building and say “WOW?” With a bit of creativity, vision and leadership willing to take calculated risks, you can turn your old, dull halls and walls into a vibrant environment to match your 21st century teaching. Imagine natural light pouring in through your new windows, students engaged with one another around the comfortable furniture in one of the learning suites, and teachers collaborating in their work room. This is all possible and relatively affordable as well! Come and hear how we turned a 40 year old concrete wall into a beautiful professional learning community.

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LIZ OFFEN DIRECTOR, BOSTON YACHAD/NJCD

A Whole New School (ADM)

This workshop and discussion will present a model of inclusion in supplemental Jewish education currently taking place in the Boston area, but applicable to day schools as well. We will also explore the benefits and challenges of technology in the inclusive classroom (netbooks, iPads, class websites, remote access, internet use, apps & programs, online resources, etc.). This model integrates at an approximately 50/50 basis students with special needs and neurotypical peers, though some years the ratio changes. The workshop

Middle School Reading and Writing (JH) TAMARA TALLMAN FACULTY, HILLEL YESHIVA ELEMENTARY SCHOOL Looking for a way to ‘amp’ up your middle school Language Arts curriculum? Why not try mini-units? This workshop focuses on mini-units in: Creative/Technical Writing; Research and Informative Writing; Persuasive and Narrative Writing; Poetry and Resume Writing that the students both enjoy and benefit from!

1:45 p.m. – Mincha Mincha will take place in the Elementary School Beit Medrash. Raffle drawing to take place in the Vendor Area.

KEY: EC- Early Childhood ES- Elementary School

JH- Junior High School MH- Mental Health

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ities that respect individual differences, honor every child’s culture and recognize that family members are equal partners in a child’s education. Research based developmentally appropriate practices and creating nurturing environments that support all learners will be the basis for this presentation. Each participant will receive a packet of activities to take back and implement in the classroom.

Let’s Try it Again! Cooperation in the Early Childhood Classroom (EC) DR. PATRICIA COOPER ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY This workshop will explore the misdeeds and misbehavior of young children in a classroom and discuss a restorative approach to behavior and classroom management in early childhood grades.

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TSIPPI CANTOR & ELANA KESSLER FACULTY, YESHIVAT NOAM

Otiyot Midabrot: Developing Hebrew Reading Fluency (EC, SE)

Have you ever wondered how to appropriately use poetry in your preschool classroom? Believe it or not, poetry teaches many new skills as well as reinforces those you have already implemented in your classroom. This workshop will be investigating useful and skill-building ways of integrating poetry into your curriculum. Poetry does not have to be a theme of its own! It can enhance any curricula and inject a level of literacy and other concepts (math!!) into any activity. We will be building interactive lessons that can be used for any theme such as Mother’s Day, spring, winter, nature, and more. Our goal is for children to understand and appreciate different forms of poetry as well as create their own. Be ready to build your own ideas, add to our’s, and most of all contribute to a hands-on look into teaching poetry!

ZEHAVA KELNER DIRECTOR, OTIYOT INSTITUTE Many children who achieve accuracy in their Hebrew reading, do not achieve fluency. This session will distinguish between accuracy and fluency, will demonstrate several types of integrated reading, and will present a variety of tools and techniques for fostering fluency in Hebrew reading, including: reading in “meaningful phrases”, transition to reading of nonvocalized texts, and silent reading. The session will include a short video that demonstrates the implementation of these and other methods, and will present readers that have been written specifically for this purpose. The session will be conducted in Hebrew accompanied by an English power point.

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Learn Every Day: Incorporating Math, Science, Social Studies, Literacy, Creativity and Social Emotional Development into Multi-Sensory Learning Environments for All Children (EC, SE) DR. CLARISSA WILLIS PROFESSOR, UNIVERSITY OF SOUTHERN INDIANA This presentation uses a strengths based approach to discuss how to plan developmentally appropriate activ-

KEY: EC- Early Childhood ES- Elementary School

Poetry in Preschool? (EC)

JH- Junior High School MH- Mental Health

The Use and Importance of Music Therapy in Special Needs and Inclusion Classrooms (EC) DR. IAN ASH DIRECTOR, MUSIC THERAPY RESOURCES This course covers 3 parts: Part I: Participants in this course will first learn about the history of music therapy as a profession and its development in special education and inclusion programs. Participants will then learn about the current working definition of music therapy and how this definition is utilized in special education and inclusion programs. Part II: Several music therapy special education activity demonstrations will be presented to participants. Participants have the opportunity to participate in demonstrations

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by playing instruments. Part III: There will be a discussion on current music therapy and special education/inclusion research and its implication for future practice. The presenter will also discuss his first hand observations of how music therapy benefits students that he treats in special education/inclusion programs.

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Elementary School classroom. We will explore apps and web tools that will provide a meaningful and effective blended learning experience. Participants will also learn about helpful management tools for teachers.

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Documenting Learning in the Early Childhood Classroom (EC)

DR. KRISTINE SCHARALDI PROFESSOR, RUTGERS UNIVERSITY

TAMMIE ROTH ADVANCED TEACHING AND BEYOND Learning and technology can complement each other in the classroom in many ways. Come explore as we learn to document children’s learning, making this learning visible throughout your classroom and school. This approach makes use of computers and cameras to enhance classroom reflection and learning. Classroom documentation can help teachers and children to expand learning by reflecting on topic of learning and mapping out how to proceed with each topic. Help children get involved in active participatory learning through trial and error by hypothesizing theories, putting theories into practice and expanding knowledge by testing out theories of others in the group and documenting their discoveries, which can be posted for parents and other classroom visitors! The learning process will be enhanced right before your eyes!

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This workshop will focus on using the iPad to support mathematics at the elementary level. Participants will discover apps to practice and reinforce math concepts, access math content, and to write, draw and record mathematical ideas. Come and see how this device can motivate and engage learners and advance mathematical thinking. |W46

numerical EXPRESSion YOURSELF: Integrating Language, Technology, and Math (ES, JH) ADRIENNE SHLAGBAUM FACULTY, YAVNEH ACADEMY In this workshop you will learn how to use the newest educational technology systems in order to present math and language arts to your students. Explore how your students can use their strengths and talents to help them become creative thinkers in the curricula areas of math and language.

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Blended Learning through iPad Usage (ES) DEENA WERTMAN FACULTY, YESHIVAT NOAM iPads are redefining the educational experience for both teachers and students. This interactive workshop will demonstrate the practical use of iPads in an

KEY: EC- Early Childhood ES- Elementary School

Using the iPad as a Tool to Support Elementary School Math (ES)

JH- Junior High School MH- Mental Health

The List is Here! A Systematic Method to Teach Chumash (ES) RABBI YAAKOV AICHENBAUM & RABBI DOVID FREEMAN DIRECTOR, LIMUDEI KODESH RESOURCE ROOM, SCRANTON HEBREW DAY SCHOOL & FACULTY, CHEDER OF MONSEY Today’s presentation elevates our classic Chumash workshop to a new league. If you are searching for ways to upgrade yourself to be a top-notch mechanech and to insure that every child in your classroom will acquire the skills that are necessary to learn Chumash independently, you will reap tremendous gains from this workshop. The goal of this workshop is to insure that all students will have the ability to translate and understand passukim independently and we therefore devote the majority of the workshop to solutions. In order to accomplish this goal, we rely upon many timeless chinuch principles that are found in the words of chazal. We will present a system that is 100% loyal to our mesorah and that incorporates state-of-the-art, research-based methodologies as well. We will also show you our new teacher’s manual (THE LIST). This groundbreaking manual contains a summary of the main points of this workshop and it serves as a reference book for teachers to refer to as they begin to implement the various components of our program. An exciting aspect of this manual is a comprehensive, research-based list of all the frequent words that appear in Chumash. This 980-word list contains

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Election Day, November 5, 2013 approximately 87% of all the words in Chumash (proper nouns comprise another 9% and only 4% of less frequent Chumash words remain). A unique aspect of this list is that it is organized according to the order of the Chumash. Each word is referenced according to the first time it appears in Chumash and each word is translated into English and Yiddish. This facilitates systematic and organized vocabulary instruction and review. Our new student workbook series (HAMAFTEACH L’CHUMASH) will also be displayed. HAMAFTEACH L’CHUMASH contains review exercises that are arranged according to the parshiyos. The exercises reinforce the frequent words and the prefixes/suffixes that appear in THE LIST and train the student to identify these words in the Chumash. Teachers will learn how to implement this system in a variety of educational settings in a way that will benefit average students as well as gifted and special need students. In addition, this program will encourage students to look inside the Chumash and actively participate in class. As a result, teachers can expect substantial quantitative and qualitative gains in their classroom curriculum from this program. In the long-term, students will become empowered to learn Chumash independently. This system can be implemented in a variety of educational settings and it will benefit average students as well as gifted and special need students. Finally, this program promotes authentic assessment of students’ skills.

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KEY: EC- Early Childhood ES- Elementary School

Reading Comprehension and Schema Strategies (ES) RIVKE GUTKIND ADJUNCT PROFESSOR, FORDHAM UNIVERSITY How do schema strategies help us understand the way students comprehend printed text? This workshop will explore overall reading comprehension strategies as well as various types of comprehenders based on their ability to “schema strategize.” Included in this workshop are interactive activities for methodology and educational interventions.

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Functional Speech and Language Techniques for ALL Learners (ES) SUSAN PAUL DIRECTOR, COMMUNICATION IMAGING Communication is Behavior and Behavior is Communication. We learn how to learn through communication and every individual learns differently. This workshop will focus on how the environment can foster a child’s attention and emotional regulation, thus facilitating a child’s ability to learn. Functional verbal and non-verbal strategies will be demonstrated in all areas of speech and language. The workshop will focus on general strategies to foster emotional regulation, understanding typical speech development, learning how to foster an increase in speech intelligibility, understanding typical language development, learning how to foster and increase receptive and expressive language, and learning how to foster social communication.

Multimodal Approaches to Children’s Literature (ES) DR. THEODORE KESLER ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY

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JH- Junior High School MH- Mental Health

Deep Reading of Torah in Hebrew (ES) TOVA SHIMON PRESIDENT & EXECUTIVE DIRECTOR, TAL AM In this workshop, we will: Read for meaning a chapter of Torah utilizing the tools of the digital era and using an array of tools and processes that enable comprehension of the messages embedded in the Hebrew text such as critical textual analysis, inferential and deductive reasoning, analogical skills, reflection and insight. We will also design lesson plans aligned to the standards of learning Torah and adjustable to different learning needs and styles.

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Learning Strategies that Engage the Heart and Mind of Our Students (ES, JH, SE)

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MINDY LIDSKY PRINCIPAL, ILAN HIGH SCHOOL

RABBI DR. NACHUM AMSEL DESTINY FOUNDATION

This workshop involves many facilitated learning strategies that move the center of instruction from that of the teacher to the student. The adage “Never work harder than your students” is a guiding principle in this workshop whose core is a high school mini-Chumash lesson (which is easily adaptable to younger students). In this workshop, teachers will have an opportunity to experience the delight that stems from discovery that is associated with a host of tried instructional settings and techniques.

Imagine if the best teacher you ever saw and experienced could teach you and your students any Jewish subject for any grade level in Limudei Kodesh (grades 1-12) at any time? That is the goal of this new and amazing project that will touch every Jewish student and adult as well as unaffiliated Jews. Finally, after sixty years of trying, a model has emerged where two million children voluntarily learn effectively each month and love it. This model is now being brought to Jewish education for all subjects by the Destiny Foundation: Chumash, Nach, Mishna, Gemara, Halacha/Dinim, Jewish History, Jewish Philosophy/Jewish Values and Tefillah. If you and/or your school want to get in on this project that will change Jewish education forever and for the better, then come to this session and learn how to involve yourself and your students on the ground floor.

Look Ma, No Books! (ES) MERYL RUBIN FACULTY, YAVNEH ACADEMY See the world come alive at your fingertips using pods, ipads, interactive websites, green screen, and more. This session will explore how elementary classrooms are using 21st century skills to teach Social Studies in an engaging and motivating way.

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Jewish Khan Academy: A New Project for You, Your Students, and Your School (JH, ADM)

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Asssessment in Limudei Kodesh: Is There a Better Way? (JH) RABBI NAPHTALI HOFF CONSULTANT, LIMUDEI KODESH EDUCATOR Testing represents the classic educational “product” associated with the completion of a unit of study. Though well designed tests accurately assess students on a variety of levels, they are still rooted in a student’s ability to recall and apply information, rather than his or her ability to display skills and concepts they have learned. For students who struggle with memorizing details, or with learning strengths in other areas, tests tend to accentuate their weaknesses while downplaying their strengths. This session will introduce educators to alternative forms of assessment, which teach students how to apply their skills, including analytical skills, to tasks and projects.

KEY: EC- Early Childhood ES- Elementary School

JH- Junior High School MH- Mental Health

New Media Narrative, Movie Making and Digital Storytelling in the Classroom: From Tools to Assessment to Social Media (JH) DR. JASON OHLER AUTHOR & CYBER CULTURE RESEARCHER Jason demonstrates practical tools and processes for implementing student-created new media narrative projects – including digital stories, movies, mash-ups and other media-based projects - in exciting, creative ways. He addresses a number of topics, including media assessment, “media grammar” and the role of research-based digital stories and media development in the curriculum. This presentation features examples of student and teacher media production, and offers practical and conceptual ways for students to participate in the world of Web 2.0 using new media narrative they create for school projects. This presentation is based on Jason’s best-selling book, Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity (Corwin Press, 2008).

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Creating Podcasts as a Learning Tool (ES, JH)

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LINDA GANS & LYNNE BLOOM FACULTY, YAVNEH ACADEMY

According to the new Common Core State Standards students should: “Write routinely over extended time frames for research” and “Conduct short as well as more sustained research projects.” However, the skills involved in research are complex and challenging: Finding appropriate reading materials, note-taking, organizing, using one’s own words, creating clever introductions and conclusions, crafting body paragraphs, and linking ideas with transitional devices. In this workshop, teachers will learn strategies to help overcome these challenges and help ease students into short research projects.

The Connected Classroom: Inclusion and Engagement in the Classroom (JH) SMADAR GOLDSTEIN JETS ISRAEL

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With the advent of the internet and social networking in the 21st Century, students generate much of their own learning and socialization beyond the classroom. The internet, iPad, and apps have opened up a vast resource of possibilities to engage our students in the learning process and greatly enhance their classroom experience. The interactive “connected educator” session familiarizes participants with easy to use technology and online learning tools that enable them to harness the power of the internet in order to maximize their students’ learning. Participants will become familiar with and experience a number of online tools that incorporate educational goals that utilize technology in a meaningful way, using computers or iPads that include: fostering student-centered; inquiry driven learning; creating a collaborative classroom; differentiating instruction; developing research-based projects; using social networking to expand the learning community; using social networking and the internet to connect students to Israel and the global Jewish community; increasing and enhancing teacher interaction with the whole class; improving the quality and collaborative nature of homework assignments; and enhancing student facility with technology.

KEY: EC- Early Childhood ES- Elementary School

The Short Research Project: Little Project = Big Educational Return (JH) DR. BILL ATWOOD COLLINS EDUCATIONAL ASSOCIATES

Discover podcasting, an exciting way to create, publish, and distribute educational content in the classroom. Using iPhoto, Garage Band, Safari, and iTunes, students can create educational podcasts for learning and sharing. You will be able to implement this innovative technology into your curriculum the next day! Learn how easy it is to get started in the exciting world of educational podcasting.

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Memory! There is RAM, the CPU, and Google. Now What? (JH, SE) DR. JOEL DICKSTEIN SENIOR CONSULTANT OF THE NATIONAL EDUCATION RESOURCE CENTER OF P’TACH So much of school and life is remembering things. Even when imparting critical thinking skills, the base knowledge must be “available.” It is therefore a conspicuous omission that we often do not teach the skills that students need to become better “rememberers.” In this workshop, we will be sharing specific techniques and strategies for maximizing both active working memory and long term retrieval in this age of information.

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JH- Junior High School MH- Mental Health

Take Care of Yourself! (MH) DEBORAH BERMAN DIRECTOR OF SOCIAL WORK, YACHAD/NJCD Practical and realistic techniques for relaxation, rejuvenation, and healthfulness for the hardest working people in the world: Special Educators. Nobody is as committed to taking care of others’ development and wellbeing as you are. In order to maintain professional longevity, keep going at the speed and intensity required of special educators, and to remain emotionally and spiritually engaged, you must also give yourself permission to take care of YOU. Fatigue, emotional exhaustion, irritability, poor sleep, low motivation to go to medical appointments and to exercise, strained personal relationships, or generally feeling underap-

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preciated and unsupported are signs of professional burnout, a very real and widely-researched condition that effects people in the helping professions. If you are already feeling the symptoms of burnout, or want to acquire practical skills to avoid the pitfalls that can lead to burnout, attend this session and leave feeling revitalized and with a tangible and manageable plan to keep yourself healthy, happy, and ready to walk into the classroom at the top of your game each morning.

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rather than just product while encouraging independent work.

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ANAT MAIMON-REZNICK AUTHOR, MIND BODY HEBREW In this workshop, educators will first review the research about the academic and social challenges facing students studying Hebrew language. Anat will then introduce a new innovative method to teach Hebrew called Mind Body Hebrew. Educators will practice new ways to teach the Hebrew aleph-bet. They will learn the Hebrew vowels and corresponding imagery and body movement. Educators will have the opportunity for group practice of this technique. They will move from single vowel words to multi-vowel words. Ample time for questions and answers will be given.

Direct Vocabulary Teaching for Better Comprehension (SE) DR. JILL SLANSKY ASSOCIATE PROFESSOR, UNIVERSITY OF PORTLAND The goal of teaching vocabulary is to improve studentâ&#x20AC;&#x2122;s overall reading comprehension. There are two important questions to consider when thinking about direct teaching of vocabulary: 1. Does it improve comprehension? 2. If direct teaching is used, how and when should it be done? This workshop will examine and model teaching strategies for effective vocabulary instruction for special education students.

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In this workshop educators will explore methods for teaching the number and operations strand in early childhood mathematics. They will learn about childrenâ&#x20AC;&#x2122;s mathematical thinking from a developmental point of view. The workshop will examine these in a way that addresses a range of learners.

DR. JEFFREY LICHTMAN NATIONAL DIRECTOR, YACHAD/NJCD

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Neuroimaging techniques of the past decade have led to a wealth of understanding about how children learn to read. In this session, we will examine current research on reading: how children learn to read, and why learning challenges occur. We will then highlight specific strategies to support students who experience early struggles in reading.

GERSHON TAVE TEQSMART CERTIFIED INSTRUCTOR

KEY: EC- Early Childhood ES- Elementary School

The Brain and Reading (SE) DR. KAREN GAZITH DIRECTOR OF EDUCATION THE BRONFMAN JEWISH EDUCATION CENTRE

Special Tools for Special Needs (SE) Remediate special needs students in an engaging, kinesthetic, self-paced program that emphasizes development and application of basic reading skills. Use technology to create simple materials that reinforce skills needed in the classroom. Employs multiple modalities and fosters student expression of process

Fun with Mathematics (SE) DR. MARY FOOTE ASSOCIATE PROFESSOR, QUEENS COLLEGECUNY

Managing Students with ADHD in the Classroom (SE) This presentation will identify the characteristics of ADHD and will suggest strategies for working effectively with students who have ADHD. Through case studies the teacher will better understand the child who has ADHD, and what the teacher should and should not do to provide meaningful instruction within the context of the mainstream classroom.

Mindy Body Hebrew (SE)

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JH- Junior High School MH- Mental Health

SMART Boards and Differentiated Instruction (SE) DAVID DICKMAN TEQSMART CERTIFIED EDUCATOR

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Election Day, November 5, 2013 Discover how technology, specifically your SMART Board, can help you address the diverse strengths and weaknesses of the students in your classroom. We’ll provide background information on differentiated instruction, along with strategies and resources to help you differentiate planning, instruction, management, and student assessment.

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Setting Appropriate Goals for our Students (SE) DR. DEBORAH MANN DIRECTOR OF SCHOOL PROGRAMS, IVDU SCHOOLS, YACHAD/NJCD Setting appropriate goals for students helps to ensure both academic and social-emotional growth throughout the school year. However, it’s often a challenge to set goals and expectations that promote a student’s growth yet account for limitations. Establishing clear goals allow for the monitoring of progress and help identify areas of concern and measure students’ progress. This session will provide teachers with techniques necessary for setting clear goals for students.

Parents, Teachers, and Administrators: Why Can’t We All Get Along? (SE) RICHARD ELLENSON SPECIAL EDUCATION TECHNOLOGY CONSULTANT For inclusion to be successful, the relationships of these three key groups involved must be successful. Yet Parents, Teachers, and Administrators often have extremely different issues. Balancing the needs of the student with the needs of the system – particularly in financially tight times – can quickly evolve into a contentious battle where all the stressed parties react to issues with fear, rather than with vision. Productive relationships are hard fought – but without them, the student, for whom all this is being done, has a hard time being understood, supported, and educated. In this session we will look in detail at the conflicting forces that create discord in the inclusion process, and look at ways to work toward positive forward movement.

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Meaningful Professional Development (ADM) LINDA STOCK ASSISTANT PRINCIPAL, YESHIVAT NOAM Professional Learning Communities are a leading successful model for professional development in schools today. This interactive workshop will define Professional Learning Communities (PLCs). While our schools are devoted to student learning, success is dependent on the nature of the learning of the adults who lead the community. PLCs are a self-directed model for reflective learning. This session will provide examples, protocols that can be used as well as allow participants to begin the conversation and thought process of implementation of PLCs in their schools.

All Participants are asked to bring a laptop and/or iPad. ANY SCHOOL THAT WOULD LIKE A PRIVATE MEETING TIME TO MEET AS A UNIT, PLEASE CONTACT BATYA JACOB TO ARRANGE.

KEY: EC- Early Childhood ES- Elementary School

JH- Junior High School MH- Mental Health

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OUR KEYNOTE PRESENTERS SPECIAL EDUCATION KEYNOTE RICHARD ELLENSON RICHARD ELLENSON is one of today’s leading figures in the world of Assistive Technology. His work has helped innumerable individuals with disabilities better reach their potential and has helped the world at large better understand disabilities – by fostering a spirit of inclusion, innovation, and joy across diverse environments. Richard began his career in advertising, eventually starting his own agency and creating high profile work for clients like American Express, Remy Martin and HBO. His line “It’s Not TV. It’s HBO.” remains one of the industry’s most enduring. However, in 1997 when his son was born with severe Cerebral Palsy, Richard began thinking about the issues facing individuals with the challenges his son had – both in terms of perceptions and technology. In 2004, Richard founded Blink Twice, a company that brought energetic new thinking to the world of Assistive Technology. The company’s Speech Generating Device, the Tango, helped redefine how individuals without speech could communicate. Said Ed Donnelly, the CEO of DynaVox, which acquired Blink Twice in 2009, “Blink Twice’s innovative approach to AAC forever changed the way speech-generating devices are viewed by the special needs community and the general public.” For this work, Richard and his son Thomas were honored as 2006 Persons of the Year by ABC World News Tonight. After serving as CEO/President of Blink Twice for 6 years and as Chief Vision Officer at DynaVox for the year after the companies merged, Richard chose to take time off to focus on the more immediate needs of improving his son’s education. For two years, he spent a day a week in class, supporting Thomas, and also gaining a detailed understanding of the systemic challenges encountered by students with a diverse range of disabilities. Those experiences led to the formation of a new company. Panther Technology, launched in late 2012, offers Universally Designed apps to support ability and inclusion in everything from writing to math to controlling computers. The company is leveraging the extraordinary advances in today’s technology to lower barri-

ers to inclusion and learning for a much wider group of individuals with disabilities. Within its first few months, the company has been featured on the cover of Exceptional Parent magazine and as the lead story for the Family Center on Technology and Disability, a program funded by the U.S. Office of Special Education. It is also developing partnerships with many key organizations, both in education and mass media, to spread its message of improving access and inclusion. In addition to this work, Richard is also a tireless voice for bringing change to the way society perceives and interacts with individuals with disabilities. His efforts to include his son and children with disabilities in the NYC Public School System was a cover story in the New York Times Sunday Magazine. His work as an advocate, inventor, and marketer has been covered in media such as CBS, Fox News, CNN Squawk Box, and in newspapers and magazines. He and Thomas have also been celebrated by the New York Yankees as part of the 2009 HOPE Week. To quote Alan Brightman, Founder of Apple Computer’s Worldwide Disability Solutions Group and now Vice President for Global Accessibility at Yahoo, “The mass market mentality Richard Ellenson brought to this market was unprecedented in the history of augmentative communications.” Richard has been honored with the 2012 Visionary Leadership Award by Resources for Children with Special Needs, as a Caregiver of the Year by United Cerebral Palsy of New York City, and by numerous groups within the world of disabilities. He has received an NIH Grant and has served on the Boards of the Center on Disabilities at California State University at Northridge, the United States Society for Alternative and Augmentative Communication, and the Assistive Technology Industry Association. He currently serves on the Advisory Council of the National Institute of Health’s Institute on Deafness and Other Communication Disorders, and is Co-Chair of the UJA’s Task Force on Mental Health and Wellbeing.

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REGULAR EDUCATION KEYNOTES DR. JASON OHLER DR. JASON OHLER is a professor emeritus, speaker, writer, teacher and cyber culture researcher. He is also a lifelong futurist and digital humanist. Three decades ago at the University of Alaska he helped create one of the first educational technology programs in the U.S. devoted to teacher and student empowerment, and has been involved in the world of digital learning ever since. He has worked both online and in classrooms at home and internationally during this time, helping students develop the new media literacies they need to be successful in the digital age. He was a pioneer in the “blended learning” movement, helping to craft individualized educational solutions using distributed learning technology. He is a passionate promoter of “Art the Next R” and of combining innovation, creativity and digital know-how to help reinvent teaching and learning. He is also an enthusiastic champion of the need for students to learn how to use technology wisely and safely, with awareness and compassion, so they can become informed and productive citizens in a global digi-

tal society. Jason has appeared on many radio stations, including ABC, CBS and Clear Channel affiliates, as a special commentator for issues related to people and technology. Commentaries are sometimes funny, sometimes serious, and always original. He has won numerous awards for his work and is author of many books, articles, and online resources. He continues to be a regular contributor to Educational Technology magazine, providing insight about the “3Ds”: digital literacy, digital storytelling, and digital citizenship. His current book, Digital Community, Digital Citizen, explores the issues of helping our students blend their digital and non-digital lives into one integrated approach to living. His previous book, Digital Storytelling in the Classroom – a Corwin Press Best Seller – reminds us that he is first and foremost a storyteller, telling tales of the future that are grounded in the past. “The goal is the effective, creative, and wise use of technology . . . to bring together technology, community, and learning in ways that work. And while we are at it, to have fun.”

DR. JEFFREY LICHTMAN DR. JEFFREY LICHTMAN is National Director of Yachad, The National Jewish Council for Disabilities (NJCD), Dean of IVDU Schools, Director of the NJ Association of Jewish Day Schools and a consultant to schools and agencies working with individuals who have special needs. A school psychologist with many years of experience in both regular and special education, Jeff has masters’ degrees in school psychology and education from St. Johns University and NYU. He received his undergraduate and rab-

binical training from Yeshiva University, where he completed his doctorate as well. His areas of expertise include individual & group counseling, social skills training, and facilitating Inclusion & Teacher training. Jeff is a member of the New Jersey Department of Education Non Public School Advisory Commission and Past President of the Joseph Kushner Hebrew Academy. He resides in West Orange, NJ with his wife Helen, their three children, and two grandsons.

EARLY CHILDHOOD KEYNOTE DR. CLARISSA WILLIS DR. CLARISSA WILLIS has been involved in early childhood education for over 30 years. Her experience includes public school, early intervention, curriculum development, and teacher training. As an author, trainer, teacher, special educator, grant administrator, and parent, Dr. Willis offers a unique perspective on issues related to early childhood development and early childhood

special education. She is the author of nine books and has been involved in writing special needs adaptations for twenty-five other publications. In addition, she has written early childhood curriculum for three major curriculum companies. She is available to customize keynote presentations or full day seminars that meet the needs of your program.

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FEATURED PRESENTERS DR. BILL ATWOOD DR. BILL ATWOOD is a Collins Education Associate who has over 20 years of experience in public and private schools and is a recipient of a Presidential Award for excellence in Math and Science Teaching. His books, How Did You Get That? Improving Open Responses in Math (Collins Education Associates published 2011), Tell a Story About a Time: Improving Narrative Writing (to be published 2014), Convince Me: Lessons to Improve Opinion and

Argument Writing (2014) and a dynamic DVD, Math Words In Motion: Improving Math Vocabulary (2013), describe strategies that improve both thinking and writing skills. Bill is a national presenter known for his sense of humor, enthusiasm, and ability to focus on practical ideas that teachers can implement easily. Bill is part of the graduate faculty at Salem State College, Endicott College, and Worcester State College in Massachusetts. Bill lives in Milton, Massachusetts with his wife and three children.

DR. KAREN GAZITH DR. KAREN GAZITH taught in a number of special needs institutions and schools taught in a number of special needs institutions and schools, including the Instrumental Enrichment Institute with Dr. Feuerstein, before receiving her doctorate in Educational Psychology from McGill University. She then served as the Coordinator of Special Education at the Bronfman Jewish Education Centre. She is

now the Director of Education at the Bronfman Jewish Education Centre and an adjunct professor in the department of Educational and Counseling Psychology at McGill University where she has taught for the past twenty years. She has presented on topics related to meeting diverse needs in the classroom in many cities in Canada (including the Canadian Arctic,) the U.S., England, Israel and Australia.

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Election Day, November 5, 2013

About Our Presenters: RABBI YAAKOV AICHENBAUM is the Director of the Limudei Kodesh Resource Room in the Scranton Hebrew Day School. He also maintains a private practice as an educational consultant and lecturer. He has presented workshops on various topics at national conventions as well as in individual schools. He is also the co-developer (together with Rabbi Dovid Freeman) of the “Laying the Foundation for a Lifetime of Learning Torah Independently” workshop series. Rabbi Aichenbaum and Rabbi Freeman are the authors of THE LIST teacher’s manual and The Key to Chumash workbook series. Rabbi Aichenbaum is the developer of The Chumash Vocabulary Test©. This test is a diagnostic tool whose purpose is to assess individual and school-wide chumash vocabulary achievements. Rabbi Aichenbaum has conducted extensive research about the subjects of vocabulary acquisition and retention, overlearning and automaticity theory, and the effective use of flashcards. Most recently, he started The Online Limudei Kodesh Resource Room where he provides remedial help for students who do not have local services available. Rabbi Aichenbaum learned in Yeshivas Bais Moshe of Scranton and its Kollel for many years and he later earned his Master’s degree in special education and in elementary education from Felician College. He also trained under the internationally known special education consultant, Rabbi Shaul Klein. Many of his projects including workshop videos can be found on chinuch.org. RABBI DR. NACHUM AMSEL currently works with Rabbi Berel Wein and the Destiny Foundation as the Director of Education, whose mission is “to bring Jewish history to life in an exciting, entertaining and interactive way.” The foundation has developed new materials and a methodology to teach Jewish history in a new and exciting way using digital materials that can be used for distance and iPad learning. Rabbi Amsel has been a teacher, a school principal, has taught in university and has also taught over 1000 teachers how to teach more effectively. Rabbi Amsel has worked in all areas of formal

and informal Jewish education and has developed numerous curricula including a methodology on how to teach Jewish Values using mass media. Recently, he founded a program, STARS (Student Torah Alliance for Russian Speakers), where more than 3000 students in 12 Russian speaking countries learn about their Jewish heritage for five hours each week. Before that, he was the Educational Director of Hillel in the Former Soviet Union. He lives with his wife and four children in Jerusalem. IAN ASH is a board-certified music therapist who earned his Masters of Music Therapy degree from Temple University. Ian has treated many diverse populations with music therapy. These populations include children and adolescents with learning disabilities, developmental delays, pervasive developmental disorders, emotional disturbances, trauma, abuse, psychiatric illness, physical illness, physical disabilities, and addictions. Ian is the owner and operator of Music Therapy Resources, LLC. Music Therapy Resources, LLC is a private practice and contracting service that provides music therapy services to youth with special needs. Ian currently provides music therapy services to several special education/inclusion students in public school districts as well as special education curriculum private schools throughout the Philadelphia metropolitan area. All special education music therapy services are utilized to help students improve cognition, social skills, communication skills, language skills, gross/fine motor skills, and overall quality of life. DEBORAH BERMAN, LCSW, Director of Social Work of Yachad/ National Jewish Council for Disabilities, served as the Chief of the Adult Outpatient Behavioral Health Program at Interfaith Medical Center. Deborah holds a Master’s degree from the Columbia University School of Social Work. She trained at Yachad’s Day Hab and IVDU programs and at The Jewish Board of Family and Children’s Services. She earned a B.A. in Jewish Studies from Hunter College, with an academic focus

in Jewish-led social justice movements of the Twentieth Century, for which she authored a thesis entitled “Shtetl to Social Action: Jews and the Evolution of the American Disability Rights Movement.” Deborah’s accomplishments in the field of international mental health include appointment as Health & Humanities Scholar-in-Residence with the ORTZA Institute in Northern Spain. Deborah has served as a family, marital, and individual psychotherapist at Brooklyn Center for Psychotherapy in Park Slope, Interfaith Medical Center, and New York City Health and Hospitals Corporation. She is the proprietor of a private psychotherapy practice in Greenwich Village dedicated to working with individuals and families, as well as providing clinical supervision to rabbis and seminary students from diverse Jewish stripes. Deborah lectures extensively in the U.S. and abroad on organizational management, professional development, clinical practice, multidisciplinary and cross-cultural treatment planning, and ethics. LYNN BLOOM graduated from Brooklyn College with a degree in Computer Science. She worked a number of years as a technologist in New York City. After a hiatus from the professional world to raise her children, Lynn earned a NJ teacher’s license via the NJ Alternate Route Program. She has been teaching third and fourth grade secular studies at Yavneh Academy since 2001. She uses the Smart Board, Mac books and ipods wherever possible to bring technology into the classroom and enhance her teaching. TOVA BURACK has worked in the Technology Department at Yavneh Academy for the past four years. She is passionate about educating others on the importance of technology in the classroom. Her enthusiastic and energetic approach to learning and teaching provide motivating and engaging opportunities for students as well as educators. She focuses her efforts to keep up with current technology and creating a positive learning experience for all. She studied Marketing at Sy Syms School of Business.

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TSIPPI CANTOR has been a preschool teacher for 13 years. She has been part of Yeshivat Noam’s Buds grade since its inception in 2001 and has implemented many different types of curricula in many different types of ways in that time. She truly loves teaching four and five year olds and enjoys learning more about them every year! Tsippi has an undergraduate and graduate degree in Early Childhood Education. She has lived in Teaneck, NJ for 13 years and has three daughters, all in Yeshivat Noam. ALIZA CHANALES teaches sixth grade math and science at Yeshivat Noam in Paramus, NJ. She has a master’s degree in middle school education from Bank Street College of Education in NY. During the summer, Aliza works at Camp Moshava Ba’ir. DR. PATRICIA COOPER is an associate professor of early childhood education at Queens College, CUNY. She is the author of The Classroom All Young Children Need: Lessons in Teaching from Vivian Paley, as well as numerous articles on early literacy, children’s literature and effective teaching. A former school director and classroom teacher, she is a frequent presenter to professional, school and parent groups on early literacy development, curriculum and behavior management. DAVID DICKMAN is an Instructional Technology Specialist with TEQ. He provides professional development to teachers, in the integration SMART products, iPads, and other technologies. He has a Master’s degree in Education from Long Island University and a Bachelor’s degree in Mathematics from Binghamton University. Before working for TEQ, he worked at Mill Neck Manor School for the Deaf for seven years. At Mill Neck he worked as a Teacher Assistant and High School Mathematics teacher for students with various needs and abilities. DR. JOEL DICKSTEIN is an associate professor at Touro College, and currently serves as the Senior Consultant of the National Education Resource Center of P’TACH. Previously, he was instrumental in establishing, and was Program Coordinator of, the Yeshiva University

High School-P’TACH Program. Dr. Dickstein has also served as a consultant and teacher trainer for various organizations, yeshivas and day schools. He is an advocate for effective teaching strategies and practices to address the different needs and learning differences of all Jewish children in an inclusive classroom. DR. MARY FOOTE is a mathematics educator with a long history of schoolbased practice. She is currently an Associate Professor in the Department of Elementary and Early Childhood Education at Queens College-CUNY. For 14 years she was a classroom teacher at PS84M in New York City, a Title I school serving a population of children 55% of whom were Latino and 35% of whom were African American. She spent two years engaged in developing and conducting district wide Professional Development in Community School District #3 in Manhattan, a district encompassing parts of the Upper West Side and Harlem. Her research interests fall broadly within issues of teacher knowledge. More specifically her interests are in teachers’ content knowledge, as well as cultural and community knowledge and practices, and how they might inform mathematics teaching practice. RABBI DOVID FREEMAN was the 2nd and 5th grade rebee in the Scranton Hebrew Day School for sixteen years. He recently became the third grade rebbe in The Cheder of Monsey. He has developed innovative methods to teach chumash and gemara in order to insure that students will acquire the core vocabulary that is needed for both subjects. He has also authored several workbooks on both chumash and gemara vocabulary. He has presented workshops on the subject of vocabulary acquisition at several national conferences and he has also been invited to share his methods at various yeshivas and schools. He is the co-developer (together with Rabbi Yaakov Aichenbaum) of the “Laying the Foundation for a Lifetime of Learning Torah Independently” workshop series. Rabbi Freeman learned in the bais medrash and kollel of Yeshivas Bais Moshe in Scranton for many years before he started teaching in the Scranton Hebrew Day School.

NACHUM GANOR is Director of institutional Hebrew programs at Ulpan-Or. Over the last 10 years Nachum gained vast experience in developing, coordinating and facilitating Hebrew programs at Ulpan-Or. Over the past 4 years he has been influential in dissemination of Hebrew curricula based on Ulpan-Or’s unique RLA (Rapid Language Acquisition) methodology for schools in the U.S., Australia and New Zealand. Nachum’s specialty is training Hebrew teachers in using new technology for Smart Boards, iPads, and iPhones in order to engage students in Hebrew studies and Israeli culture. Nachum has trained teachers all over the globe, helping them bring Hebrew closer to the hearts of their students. YOEL GANOR, director of Ulpan-Or International, a center for Hebrew studies and Israeli culture, is a graduate of the Technion and Henley Business School, and holds degrees in electronic engineering and business administration. Over the years Yoel has supported his wife, Orly, in conducting research in the area of language learning, providing technological aspects to the research. Together they have developed a unique RLA – Rapid Language Acquisition – method. He is an avid student of Torah, and publishes his Hebrew insights on the Torah portion (parashat hashavuah) online on a weekly basis. Together with Orly, he recently published a book on Torah insights, Hebrew from Insight Out, which he also designed as an iPad App. LINDA GANS has been teaching at Yavneh Academy for 18 years, the majority of which has been as a fourth grade general studies teacher. Her three children are all graduates of Yavneh Academy. Linda holds a BA from Goucher College in Maryland along with a teaching degree. For the past several years, Linda has been using technology extensively in the classroom in order to enhance her students’ education. SMADAR GOLDSTEIN is quickly becoming recognized as one of the most dynamic and successful online teachers in the world of Jewish education. She served as a classroom teacher at Hillel Torah Day school in Chicago and the Yeshivah of

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Election Day, November 5, 2013 Flatbush in New York before making aliyah in 1998. In Israel, Smadar made the transition from classroom instruction to online instruction. She taught a variety of online courses for the Lookstein Center of Bar Ilan University and for DLS, Distance Learning Solutions, before creating her own company - JETS, Jerusalem Ed Tech Solutions. Smadar has presented many professional development sessions in the United States, Canada, England, and Israel. She has been invited to be a regular contributor to “Voices”, an online professional development tool of PLP (Powerful Learning Practice). GLORIA GORDON, MSW, ACSW, a specialist in working with youth and families, is active in communal services and served as president of communal and Zionist organizations. As one of the coordinators of ACHI, American Communities Helping Israel, she brings her technical expertise to creative projects. Her professional and community experience enhance her powerful presentations. RAHEL GREBLER grew up in Israel. During her army service she taught Hebrew to illiterate immigrants from undeveloped countries. After completing the army, she was an elementary school principal for six years before moving to the USA. She has been teaching in Yavneh Academy for 16 years where she co-teaches a transitional first grade class. She holds a BS of Education and Jewish History from Haifa University, an Ma.S. for Special Education from Bank Street College and an LDTC certification from Montclair University. Technology plays a signifiicant role as she integrates it into her multi-sensory curriculum. RIVKE GUTKIND is the former director of the Rabenstein Learning Center at Yeshivat Darchei Torah. She is presently a learning consultant in private practice and an Adjunct Professor at Fordham University. CLAIRE HIRSCHHORN has been teaching at Yavneh Academy for 18 years, the majority of which have been with the Technology Department. Her three children are all alumni of Yavneh Academy. Claire holds a BS from University of

Maryland, an MBA from Fairleigh Dickinson University, and post-graduate studies in education from William Paterson College (now William Paterson University). Claire is a technophile who loves to work with colleagues to integrate technology into their curricula. RABBI NAPHTALI HOFF, M.ED., provides professional development and consulting services to day schools and yeshivot throughout the country, including PD workshops on a wide range of educational topics and mentoring support, as well as guidance for teachers, administrators, and lay leaders. He is an accomplished educator and sought after lecturer with over fifteen years of experience in the field, including more than a decade as an administrator. Rabbi Hoff holds two master’s degrees and is presently a doctoral candidate in human and organizational psychology, which studies successful individual or organizational change and development. RABBI OVI JACOB is the General Manager of Late Nite Labs, a leading online science learning company, where he is responsible for strategy and operations. In 2013, he led a successful acquisition of the company by Macmillan. Ovi has experience as a venture capital investor and is the former Assistant Rabbi of the Boca Raton Synagogue. ZEHAVA KELNER, director of the Otiyot Institute network, holds an M.A. in Education from the Hebrew University in Jerusalem. Her expertise derives from long years of experience as a language teacher for children, as a remedial teaching practitioner and as a lecturer at the Department of Education at the David Yellin College in Jerusalem. The Otiyot Institute has developed innovative curriculum and teacher training programs on Hebrew reading and writing based on proven methods of phonetic language instruction. The Otiyot Medabrot courses are appropriate for regular classroom instruction, for remedial instruction, and for special education frameworks. DR. THEODORE KESLER, a former staff developer with the Reading and Writing Project has his Ed.D. from

33 Columbia University’s Teachers College. He holds his National Board of Professional Teaching Standards license. Ted taught grades K, 1, 3, and 4 for 13 years in the New York City public schools. In 1996-97, Ted was the featured teacher in a nine-part, year-long series of articles in The New York Times called “Class 3223: Mr. Kesler’s Struggle.” In 1998, he received the prestigious Bank Street College Early Childhood Teacher of the Year Award. Ted currently is an assistant professor in literacy at Queens College, CUNY. His published work has appeared in The Reading Teacher, Language Arts, The Elementary School Journal, Reading and Writing Quarterly, The Journal of Adolescent and Adult Literacy, Language and Literacy, among other journals. Please visit www.tedsclassroom.com or contact Ted at tkesler@qc.cuny.edu. ELANA KESSLER has been a teacher of early childhood for 13 years. She began her early childhood career in Hackensack Hospital as a Child Life Therapist and then continued on to teaching in a Public School resource room. Elana has been a teacher in Yeshivat Noam for 11 years. She loves working with four and five year old children, allowing them to explore their creativity and think outside the box. Elana has a B.A. in Early Childhood Education from Stern College and is in the process of attaining her Master’s degree in Early Childhood Administration. RABBI TAVI KOSLOWE is the assistant principal for middle school Judaic studies at Yeshivat Noam in Paramus, NJ, where he also teaches 6th grade Gemara. He is currently writing his dissertation for an Ed.D at the Azrieli Graduate School of Jewish Education and Administration. RABBI MENACHEM LEIBTAG, founder of the Tanach Study Center www.tanach.org, is an internationally acclaimed bible scholar and pioneer of Jewish Education on the internet. His essays on Parshat ha’Shavua reflect his vibrant thematic-analytical approach, blending the methods of modern scholarship with traditional approaches. As a rebbe at Yeshivat Har Etzion, he is best known for his ability to teach students

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how to study Tanach. Rabbi Leibtag also teaches at Yeshivat Shaalavim, & Midreshet Lindenbaum; and routinely lectures around the globe, primarily as a Scholar in Residence in communities in North America. JACKIE LEIFERT is a second grade Judaic Studies teacher at Yavneh Academy in Paramus. Her specialty is differentiated instruction with an emphasis on special needs. She has incorporated appropriate technology in her classroom using teacher made programs and websites to enhance classroom instruction. Her integration of the SmartBoard assists in keeping her students focused and engaged in their learning. CHANI LICHTIGER is Director of Educational Technology at Yavneh Academy, She is a passionate advocate for inspiring and informing teachers and administrators about how to reach this generation of learners. With many years of experience in education and technology, she has developed and integrated technology into grade level curriculum. Her responsibilities include designing and implementing technology into the K-8 classroom and offering professional development workshops to the faculty to enable access to cutting edge technology and social media applications. She continues to keep Yavneh Academy at the forefront of the constantly developing and growing world of academia, always keeping up with emerging trends and cultural changes. She holds a B.A. from Brooklyn College, an M.A. in Education from New York University and is certified in Technology Education from Bank Street College. MRS. MINDY LIDSKY, a graduate of Stern College for Women and Beth Jacob Jerusalem (BJJ), is a veteran educator who has taught and supervised elementary and high school Limudei Kodesh and general studies for over thirty years. Her graduate and post-graduate studies have earned her an M.A. from New York University and have included mentor training with the Jewish New Teacher Project. Mrs. Lidsky presently serves as the principal at Ilan High School for Girls in Deal, New Jersey and directs the Hadrechaini Advanced Teacher Training Institute.

NANCY MAGER is the Director of the Gateways Jewish Education Programs at Gateways: Access to Jewish Education in Newton, MA. (the central agency in Boston for Jewish special education services). Nancy has degrees in psychology (B.S) and special education (M.S.ed) from Boston University and Simmons College. Nancy is an experienced classroom teacher, educational/behavioral consultant and public speaker. Nancy has expertise in supporting individuals with autism spectrum disorders, behavior challenges, and learning disabilities. As the Director of the Gateways Jewish Education Programs, among other responsibilities Nancy supervises a selfcontained special education Sunday school program, and b’nei mitzvah preparation program, as well as an inclusive educational teen youth group. ANAT MAIMAN-RESNICK was born in Tel Aviv Israel and is a native Hebrew speaker. She completed her undergraduate studies in Semitic languages at Tel Aviv University. Anat has been teaching Hebrew in New York City for the last eighteen years. She taught at the Park East Day School, Park Avenue Hebrew School, The Rodeph Shalom School, and in the last four years is a coordinator and a Hebrew teacher at the Manhattan Sephardic Congregation. In the pursuit of creating the most efficient way of teaching Hebrew vowels (nekudot) Anat created The Mind Body Hebrew, a multisensory teaching method that engages all three perceptual systems; visual, auditory and kinesthetic. This method has been proven to be particularly successful in teaching students with learning disabilities. She is the author of the upcoming book Israel is Learning Hebrew, the inspiration for The Mind Body Hebrew method. DR. DEBORAH MANN is the Director of School Programs and School Psychologist at IVDU, a special education school in Brooklyn, NY run through the National Jewish Council for Disabilities. She received her Psy.D. in School and Community Psychology from Hofstra University and her B.A. from Barnard College. Her specific areas of interest include cognitive-behavioral therapy and collaborative school-based interventions for behavior management.

DR. RABBI PROFESSOR RICHARD M. MILLER holds an Ed.D. and Ed.S. from Seton Hall University. He is a certified principal, superintendent, and teacher in both New York and New Jersey. He is presently an Assistant Professor at Richard Stockton College in the areas of ethics, gerontology, holistic health, and Jewish studies. He has served as principal for both k-12 schools and special education schools. In addition, Dr. Miller is a nursing home consultant and Hospice Chaplain. He regularly writes articles for the Argo Newspaper in New Jersey. LIZ OFFEN has been teaching in the Jewish community for over 30 years. She recently became the Director of the New England region of Yachad/National Jewish Council for Disabilities. Liz also teaches at Gateways: Access to Jewish Education. Previously Liz taught for 14 years at Temple Shalom of Newton, MA. For 2012-2013 Liz held a CJP Teaching and Technology Fellowship, and also received a secondary fellowship from PELIE to attend the International Society for Technology in Education (ISTE) conference in San Diego. This past summer, Liz returned to Camp Ramah (Palmer, MA) as an Inclusion Specialist. She has an active private practice coaching and tutoring children and families in B’Nai Mitzvah preparation and Hebrew. She has taught hundreds of students one-on-one, many with a variety of special needs. Liz has piloted her own methods to reach children who do not respond to traditional Bar Mitzvah/Hebrew educational methods and individualizes their study plans based on each child’s unique set of skills and needs. Liz holds a Master’s in Politics from MIT, and a Bachelor of Arts in English and Women’s Studies from Mount Holyoke College. Formerly Liz worked as a political economist and senior program manager for state and federal agencies, as well as domestic and international non-profit organizations. SUSAN PAUL is an ASHA certified speech/language pathologist with over 25 years of experience. She attended the University of Maryland and received her B.A. and M.A. from Temple University and received her teaching certificate from the Commonwealth of Pennsylvania. As a private practitioner, Susan has consulted

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Election Day, November 5, 2013 with child growth and development centers, schools, and early intervention programs, and has provided individual and group therapy, including social communication groups. In her private practice, Communication Imaging, she prides herself in fostering effective and functional communication techniques by utilizing a team approach while drawing on individuals’ strengths. As a consultant to schools and preschools, Susan has developed therapy programs to include social communication therapy groups as well as individual therapy programs for all populations including those who are on the autism spectrum as well as severely-emotionally disturbed children. Susan, in her capacity as an expert in the field of autism, was featured on Friendly Neighborhoods, a cable television program produced by LaSalle University. Susan has presented workshops to both professionals and laypeople on the topic of autism and early language, learning and literacy development. Susan married her childhood crush while in graduate school and is the proud mother of three sons. She and her family are active members of their synagogue, Congregation Or Ami in Lafayette Hill, PA. CAPTAIN JOHN RAMPOLLA has been a law enforcement officer for 17 years for a suburban police department in the NY/NJ Metropolitan area. In 2003 he was assigned to a regional computer crimes task force in Northern New Jersey. He is a nationally recognized speaker on the topics of cyber-crime, augmented reality, virtual worlds, counter-terrorism, cyber-bullying, and undercover Internet Relay Chat (IRC) investigations. He has taught international law enforcement at Microsoft in Redmond, WA, in the Ontario Canadian Providence, and taught cyber-crime topics to all levels of law enforcement for the National Internet Crimes Against Children Task Force. In his spare time he teaches in various diverse communities as an outreach coordinator for homeland security interests. John serves as a consultant for various organizations across the United States and presents for the National District Attorney’s Association (NDAA) and Fox Valley Technical College. SHIRA RICHMAN attained her MA in

Psychology at New York University. She is currently working as a Consultant with The Institute for Children with Autism. She works in various Long Island Public School Districts, training all staff and psychologists in Behavior Management and Inclusion as well as conducting parent trainings. She has a private practice dedicated to consulting in private school settings as well as creating and supervising In-Home Behavior Management and Skill Acquisition programs along with the parents using Applied Behavior Analysis Techniques, and acting as a parent/school liaison for children with special needs. Her experience includes work with children on the autism spectrum as well as work with children diagnosed with ADD, Hyperactivity, Dyslexia, and other developmental disabilities, in both English and Hebrew Subjects. Shira Richman is author of Raising A Child with Autism: A Guide to Applied Behavior Analysis for Parents, JKP 2001, and Encouraging Appropriate Behavior for Children on the Autism Spectrum: Frequently Asked Questions, JKP 2006. RIVKY ROSS holds a B.A. in Jewish Studies and English Literature from Stern College, Yeshiva University, and completed the Bruriah Scholars fellowship in Talmud at Midreshet Lindenbaum in Jerusalem. She has worked in the field of alternative Jewish Education for 20 years through organizations including MelitzCenters for Jewish Zionist Education, the Pardes Institute of Jewish Studies, and the Orthodox Union’s Jewish Learning Initiative on Campus. She began her Montessori journey as a parent, falling in love with the method while her children attended Montessori schools in Ithaca, NY. Convinced that Montessori could be applied to yeshiva day school curriculum for an optimal educational experience, she trained in Montessori elementary education at the Princeton Center for Teacher Education. Morah Rivky joined the staff of Yeshivat Netivot as Director in 2006 and became Head of School in 2009. She is considered one of the world’s leading authorities on Jewish Montessori education and lectures widely on this topic. LORI ROTH is a Speech-Language Pathologist and Oral Motor Specialist

35 with over thirty (30) years of experience. She is licensed in New Jersey and has a Speech Specialists Certification from the state. She received her Bachelor of Arts and Science in Psychology from George Washington University in Washington, DC in 1972. In 1974 she was awarded her Masters of Speech and Audiology from The Catholic University of America. Lori was first employed by Baltimore County and then Queen Anne’s County Board of Education to work with children with auditory processing and learning disabilities. Lori Roth has also been employed by home health agencies both in Maryland and in New Jersey where she worked with children with traumatic brain injuries, strokes and swallowing difficulties. From 1988 to 1998, Lori Roth was employed by the Summit Speech School, a school for hearing impaired infants and preschoolers, as the Coordinator of Speech. Since 1998, Lori has had a private practice focusing on speech and oral motor therapy for children with hearing impairments, oral and verbal apraxia, autism and swallowing disorders. As a frequent workshop presenter, Lori has had the experience of presenting at the Alexander Graham Bell Association’s National convention, as well as numerous County Speech and Hearing Associations and specific school teacher training events. TAMMIE ROTH is the creator of “ENHANCED TEACHING &BEYOND” Specializing in Customized Strategic Staff Training for Early Childhood Educators. Tammie is an educational consultant and “REGGIO INSPIRED” Educator. With over 17 years of teaching and directing experience, Tammie continues to be a leader in the field of early childhood education today. Tammie has been active in the early childhood field both nationally and internationally where she participated in the international delegation to the schools of Reggio Emilia in Italy. She is also co-author of THE JEWISH KEHILLAH ACCREDITATION MANUEL FOR JEWISH EARLY CHILDHOOD PROGRAMS. MERYL RUBIN has been teaching at Yavneh Academy for 16 years. For the past 7 years she has been teaching third grade English. She is the mother of three

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daughters, all of whom are Yavneh graduates. Meryl holds a BBA from Baruch College (CUNY). She is a graduate of the New Jersey Alternate Route for Education. She is a voracious reader, who loves instilling this love into her students. Her newest passion is infusing technology in the classroom. KRISTINE SCHARALDI is an experienced classroom teacher and staff developer. She earned a Master’s Degree in Computers and Education from Teachers College, Columbia University. She has assisted teachers with technology integration in the curriculum for over ten years. Kristine Scharaldi is a SMART Certified Master Trainer and has used the SMART Board to support learning in all grade levels and subject areas. NOMI SCHNECK is a middle school English teacher at Yavneh Academy. Aside from teaching, she runs a number of literature initiatives in the school, such as an enrichment writing workshop and a literary magazine. Nomi has a BA in English Literature and an MA in Bible Studies. Before coming to Yavneh, she taught at the Ramaz Upper School and SAR High School. REBECCA SCHRAG, MSW, Director of Senior Yachad, organizes inclusive educational and recreational programs for Yachad’s teen and young adult clients, together with partnering Jewish high schools in the New York metropolitan area. Rebecca supervises Yachad’s Youth Leadership Council, comprised of active high school representatives who strive to bring inclusion to their respective communities. Rebecca also serves as the program director for Yad B’Yad Israel, a summer leadership program for individuals with and without disabilities, which tours Israel. Rebecca obtained a Master of Social Work degree from New York University. She also received her Bachelor of Social Work degree, with minors in Psychology, Hebrew and Judaic Studies, from New York University where she graduated with honors and received one of the university’s Presidential Service Awards. Rebecca devotes much of her time to informal Jewish community work, as well as to formal Jewish educa-

tion. She has taught in schools in New Jersey, Connecticut and Israel. Clinically, Rebecca sees clients through Yachad’s counseling center and she has a special clinical interest in the siblings of those with developmental disabilities. ADRIENNE SHLAGBAUM is a passionate educator and math coach at Yavneh Academy. A life-long learner, Adrienne relishes opportunities for professional growth. Happiness is getting everything organized! SHARON SHERMAN embarked on her second career after completing her post baccalaureate degree in education at Felician College. She has been teaching fifth grade at Yavneh Academy for 6 years. Prior to joining Yavneh Academy, she was a substitute teacher and girls’ basketball coach at the Joseph Kushner Hebrew Academy. Preceding her move into the field of education, Sharon was a tax attorney at Weil, Gotshal and Manges in New York. She earned a BA in Accounting from Queens College, passed the CPA exam and earned both a JD and LLM in Taxation from New York University. Sharon lives in West Orange, New Jersey with her husband Jonathan and has 3 wonderful children. It is with the assistance of, and prodding by, her children that Sharon continues to develop and expand the technological knowledge that she incorporates into her curriculum. TOVA SHIMON is the President and Executive Director of TaL AM, an organization dedicated to the development and implementation of curricula for Jewish studies. TaL AM serves over 400 Jewish day schools on six continents. Tova is the originator and main author of the TaL AM Hebrew and Jewish Heritage Curriculum, its predecessor the TaL SeLA Hebrew Language Arts Curriculum and numerous Leadership and Teacher Training Institutes. Tova brings to this position a diverse educational background, which includes over 20 years experience in teaching Hebrew and Jewish Studies in elementary, junior high and high schools and in teacher training programs. Tova received the Yaacov Zipper Award for outstanding professional contribution to Jewish education in 1987, the Safra

Authors Award from the Educators’ Council of America in 1989, the Covenant Award for Exceptional Jewish Educators from the Crown Foundation in 1992, and the Community Service Award from the Montréal FEDERATIONCJA in 2007. Tova is the mother of three children and grandmother of ten, all of whom live in Jerusalem. RABBI SHIMON SIEGEL is a TeqSMART Certified Trainer and is currently working in the capacity of Sales Specialist and Consultant for Jewish Day Schools with Tequipment. Rabbi Siegel received smicha from Yeshiva Chofetz Chaim; Queens NY and a Master’s Degree in Education from Adelphi University NYC. Prior to working with TEQ, Rabbi Siegel was a Rebbe for grades 5 – 8 in Boston, St. Louis and NY. At the Epstein Hebrew Academy in St. Louis Rabbi Siegel became involved with curriculum development. He was part of a focus group charged with the responsibility of leading this K – 8th grade school in creating a Chumash Curriculum. During Rabbi Siegel’s time at the Hebrew Academy of Long Beach, NY he was able to effectively integrate technology across the Limudai Kodesh curriculum. Rabbi Siegel became a master at developing interactive lessons for the SMART Board in his everyday teachings. Rabbi Siegel was brought on to the TEQ Professional Development Team as their Judaic expert. In this role he is instrumental in guiding many teachers of all subjects to understand and integrate SMART Technology into their lessons. In his present capacity as Sales Representative and Consultant to the Jewish Days Schools, Rabbi Siegel continues to advance the integration of SMART Technology within Jewish Day Schools nationwide. DR. JILL ANN SLANSKY of Vancouver, Washington provides professional development to many school districts across the United States. Prior responsibilities include National Reading Consultant for Houghton Mifflin Company and serving on the faculties of The University of Portland, Portland State University and the College of Idaho where she taught courses in Reading Methods, Language Arts and Children’s

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Election Day, November 5, 2013 Literature. She received her B.A. from Jersey City State College and her M.A. and Ed.D from the University of Colorado. Jill is an author of Literacy: Helping Children Construct Meaning, Cengage Learning, 9th Edition. Her strong knowledge of practical classroom techniques comes from her experience as an elementary teacher, a junior high school remedial reading teacher and a teacher of special education children. LINDA STOCK is the Assistant Principal of the Elementary School at Yeshivat Noam in Paramus, NJ. With a degree in K-6 Education and a Masters in Administration, Curriculum and Supervision she has lead Yeshivat Noam into the forefront of progressive education. Both students and teachers need to love the learning process for students to reach their potential. Linda believes in supporting her faculty in order that they can facilitate each of their student’s greatest growth. Through strong professional development that relies on self-reflective practice, PLCs (Professional Learning Communities) have helped Yeshivat Noam faculty grow each year to become stronger educators. MRS. TAMARA TALLMAN has over 15 years of experience in the educational field. She received her B.S from The College of New Jersey; her M.P.A from Seton Hall University and will be graduating in December of 2013 with her Doctorate in Education from Northeastern University in Boston. She is the recipient of the Siegler Family Outstanding Lesson Award for Holocaust Education, both in 2007 and 2010 and the 2010 winner of the National Botanical Gardens Science Fellowhip. Her students have received numerous awards for their writing as well as their Holocaust Research projects. She is currently employed at Hillel Yeshiva in Deal, New Jersey under the direction of Dr. Ruth Katz. KAREN TANNENHOLTZ completed her 16th year at Yavneh Academy. She holds both a BS in Early Childhood and Elementary Education and an MA in Special Education in the field of Learning Disabled/Neurologically Impaired from

New York University. Karen has worked in Special Education at Yavneh Academy where she taught in various types of classroom settings. Currently, Karen is a fifth grade teacher and a seventh grade Language Arts teacher. She enjoys integrating technology into her grade level curriculum and having her students involved as active participants on a daily basis. Karen lives in Teaneck, New Jersey with her husband and has four delightful daughters. GERSHOM TAVE is an Instructional Technology Specialist at Teq and the Judaics Expert in the Professional Development Department. He is a former classroom teacher in the United States and Israel with experience teaching both secular and Hebrew subjects from preschool through high school. RABBI DR. ELIE TUCHMAN is the Head of School of Yeshiva at the Jersey Shore. He holds a Doctorate in Education from the Azrieli Graduate School of Yeshiva University, Semicha from the Rabbi Isaac Elchanan Theological Seminary, and an MS in Computer Science from New York University. An active Head of School for more than 15 years, Elie is also a public speaker and has mentored student teachers for Azrieli. His recent research in self-efficacy was published in Educational Psychology. His areas of expertise include teacher training and support, school leadership, self-efficacy, and motivation. AMY WASSER is a graduate of the Davidson School of Education at JTS. Amy Wasser has been at the Hillel Academy in Tampa for 18 years, serving as Head of School for the past 10. An avid believer in combining formal and informal education, she spends part of each summer at Ramah Darom. Her day school and camp experiences allow her to create a program infused with a variety of learning modalities and environments. She has 3 children, all graduates of Hillel. SUZANNE WEILGUS, a licensed teacher and MBA in health care administration, is an active businesswoman and past president of philanthropic organizations. As the founder of ACHI, American

37 Communities Helping Israel, she brings exciting educational ideas that are easy to implement in schools and communities. Suzanne, as an innovative planner and motivational speaker, is a catalyst for change. DEENA WERTMAN is a Fourth Grade General Studies teacher at Yeshivat Noam in Paramus, NJ. She received her Bachelor’s Degree in Elementary Education from Stern College for Women and a Master’s Degree in Literacy from Hunter College. While working at Yeshivat Noam, Deena developed a passion for incorporating technology in the classroom. In 2012, Deena received the Marcia Hirt Initiative Award for her progressive work using iPads with her students. This interest motivated her to get a Certificate in Educational Technology from Yeshiva University Institute for University-School Partnership. Deena strongly believes that technology is a tool that breeds creativity, leads to further engagement, allows for greater collaboration and provides information that makes teaching the whole child even truer. BASYA WOOLF is a Judaic studies teacher for 5s and the Hebrew Curriculum coordinator for early childhood classes in Bais Yaakov Academy of Queens. She taught first grade Hebrew for 7 years and has been working with 5s for over 25 years. Basya mentors new teachers in grades k-5 of both Judaic and secular classes with the Jewish New Teacher Project in Brooklyn, Queens, and Long Island. ROCHELLE ZUPNICK, M.S., is an award winning professional educator with past experience in day schools, congregational schools and the BJE Resource Center. Her specialty is in innovative Jewish curriculum development. She is an experienced lecturer for BJE and other Jewish National organizations. She is a former V.P of Sales and Marketing in a software development company. Rochelle is active in communal activities and as a coordinator of ACHI, American Communities Helping Israel, brings creative approaches to learning.

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National Special Education Professional Development Conference Notes:

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Election Day, November 5, 2013

Participating Vendor Information: ACHI

“THE LIST”:

TAL AM

PO Box 556 Monsey, NY 10952 646-463-2531 Achi613@yahoo.com

Rabbi Yaakov Aichenbaum 729 Monroe Avenue Scranton, PA 18510 570-342-7998 Yaakov@ybm.edu

4600 Thimens Blvd Ville St. Laurent Quebec, H4R 2B2 Canada 514-333-1818 www.talam.com

THE DESTINY FOUNDATION

MIND BODY HEBREW

386 Route 59 Monsey, NY 10952 212-444-1656 www.jewishdestiny.com

241 E 86th St Apt 15-E New York, NY 10028 646-458-1710 Anat18reznik@gmail.com

JETS ISRAEL

OU PRESS, the Publishing Division of the Orthodox Union

Jerusalem, Israel 011-972-52-365-6867 (Israel) 917-310-6759 (USA) www.Jetsisrael.com

LATE NIGHT LABS 33 Irving Place 10th Floor New York, NY 10003 866-262-1930 www.Latenitelabs.com

11 Broadway, 12th Floor New York, NY 10004 212-613-8385 www.oupress.org

TEQ 7 Norden lane Huntington Station, NY 11746 877-455-9369 www.teq.com

ULPAN-OR INTERNATIONAL 43a Emek Refaim St, 2nd Floor Jerusalem, Israel 93141 011-972-2-561-1132 516-252-4914 www.ulpanor.com

SADLIER 87 Beech Street Rutherford, NJ 07070 201-935-2770 www.sadlier.com

ZERACH 129-20 18th Avenue College Point, NY 11356 866-888-8740 www.zerach.com

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Contact Information

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION Dr. Jeffrey Lichtman, Founder Mrs. Batya Jacob, Director International Office 11 BROADWAY, 13TH FLOOR NEW YORK, NY 10004 212-613-8127/8229 FAX: 212-613-0796 Email: batyaj@ou.org www.yachad.org YACHAD IS AN AGENCY OF THE ORTHODOX UNION

Directions to: YESHIVAT NOAM 70 West Century Road Paramus, NJ 07652 FROM MANHATTAN: Take George Washington Bridge to Route #4 West. Continue to Route #17 North. Keep right at the fork, following the signs to Route #17 N and merge onto NJ-17N Take Century Road exit towards Fair Lawn. Keep left at the fork, follow signs for Paramus Road. Turn left onto Century Road. Go .03 miles to school on your left. FROM SOUTH NEW JERSEY: Take the Garden State Parkway North to Exit 161 to Route 4 East. Keep left at the fork to continue toward NJ-17N Keep right at the fork, follow signs for NJ-17 N Keep left at the fork, follow signs for NJ-17 N/Mahwah Keep right at the fork and merge onto NJ-17N Take the Century Road exit toward Fair Lawn. Keep left at the fork, follow signs for Paramus Road Turn left onto Century Road. School will be .03 miles on the left.