Curriculum Advisors

WISE has assembled a diverse group of educators who have served in a number of capacities, ranging from Pre-Kindergarten to Post-Graduate studies. Our team includes classroom teachers, curriculum specialists, staff developers, college professors, and administrators, providing participants with a broad perspective on current issues in education.

Thank you to the following educators for your support and expertise. WISE Professional Development could not exist without your faith in our mission:

Linda S. Bausch, EdD, Educational Consultant, Chairperson, Literacy Education Department and Associate Professor, School of Education, Dowling College; Author, Boys Will Be Boys? Bridging the Great Gendered Literacy Divide

Larry Berman, Past Vice President, Quogue UFSD Board of Education; Principal, Southwest Elementary School, retired, Brentwood UFSD

Jonathan Chiaramonte, Social and Emotional Chairperson, Sachem Central School District

Tania M. Dalley, EdD, Elementary STEM Principal on Special Assignment, Patchogue-Medford School District

Marilyn Friend-Ituarte, Principal, retired, Northeast Elementary School, Brentwood UFSD

Joan F. Harney, Math Specialist, retired, Brentwood UFSD

Lisa Omeis, EdD, Assistant Superintendent for Curriculum and Elementary Instruction, Lindenhurst UFSD

Lisa M. Robinson, Assistant Principal, retired, Southwest Elementary School, Brentwood UFSD

Elizabeth Sheehan, Assistant Coordinator of Special Services, Brentwood UFSD

Erin Skahill, Principal, Eagle Elementary School, Patchogue-Medford School District

Laura Symons, Reading Specialist, Brentwood UFSD; former Adjunct Instructor, Literacy Education Department, Dowling College

Christie Tedaldi, Assistant Superintendent of Schools for Elementary Education, retired, Brentwood UFSD

Eileen Welch, Coordinator of Math and Science K-12, retired, Brentwood UFSD

REMAINING SPRING 2022 COURSE:
BEGINS MAY 7, 2022
W102 Take the “Problem” out of Problem Solving
Instructor: Joan Harney Audience: PK-4 3 credits (45 hrs)
In-Person Classes: REVISED DATES: Sat. 5/7/22 and Sat. 5/14/22 (9 am to 3 pm)
Both in-person sessions must be attended, and independent assignments are to be completed by 6/1/22 (45 hours in total), to earn 3 credits.
This course will provide specific problem-solving strategies that will enable students to “unlock” problems, while using models, diagrams and equations. Participants will discover why teaching “key words” most often leads students to incorrect solutions and perpetuates a lack of deeper understanding. Course participants will learn how to create classroom environments and develop lessons that foster students’ ability to solve problems. The NYS Math Standards specify which problem types are to be mastered in each grade using addition, subtraction, multiplication and division. A particular emphasis will be placed on differentiating instruction in order to meet the needs of students who have not yet demonstrated mastery of the problem types introduced in prior grades. Participants will create numerous activities to use in their classrooms.

SUMMER 2022 COURSES

W101 Fostering Confident Learners through Math Fact Fluency
July 11 – July 15
The NYS Mathematics Standards indicate that students are expected to master required “fluencies” for each grade, yet there is often a disconnect between what is meant by “fluency” in this context and how students are taught. By learning specific computational strategies which foster automaticity rather than the rote memorization of facts, students will acquire speed, accuracy and flexibility with single-digit and multi-digit numbers. In this course, participants will cultivate specific, research-based techniques to help students achieve the fluencies and to enable them to develop sophisticated mental math abilities. Participants will create numerous activities to use in their classrooms.

W102 Take the “Problem” out of Problem Solving
July 25 – July 29
This course will provide specific problem solving strategies that will enable students to “unlock” problems, while using models, diagrams and equations. Participants will discover why teaching “key words” most often leads students to incorrect solutions and perpetuates a lack of deeper understanding. Course participants will learn how to create classroom environments and develop lessons that foster students’ ability to solve problems. The NYS Math Standards specify which problem types are to be mastered in each grade using addition, subtraction, multiplication and division. A particular emphasis will be placed on differentiating instruction in order to meet the needs of students who have not yet demonstrated mastery of the problem types introduced in prior grades. Participants will create numerous activities to use in their classrooms.

W104 Big Numbers, Little People
August 8 – August 12
We’ve all witnessed the fascination young children have with large numbers…the bigger, the better! Learn how to harness your students’ natural curiosity for our number system through concrete, motivating mini-lessons and activities. Participants will create and utilize place value specific materials including beans sticks, hundred charts, multiple tens frames, estimation stations and secret code cards. Learn how to foster students’ mastery of mental math skills, and they will quickly learn that adding 200 + 200 is as simple as adding 2 + 2! So, get ready to teach your students how to “crack the code” and become masters of our base-ten number
system! Participants will create numerous activities to use in their classrooms.

W105 Bringing Math to Life through Children’s Literature
August 22 – August 26
Children love great stories, so why not increase your students’ level of engagement in mathematics by using children’s literature! Students eagerly solve problems involving counting, operations, place value, measurement and geometry when they feel connected to the characters and settings in a math problem. Incorporating storybooks may also reduce children’s anxiety when problem solving. Participants will engage in a multitude of lessons to use with students and will learn how to create rich problem solving tasks that include multiple entry points. An extensive bibliography of children’s literature will be provided, and participants will create numerous activities for use in their classrooms!

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IMPORTANT INFORMATION
*In addition to participating in class meetings, participants will maintain an activity log documenting activities/lessons created and assignments completed, totaling 45 hours, in order to earn 3 in-service credits, or 45 CTLE hours.
*Email WISEpd.info@gmail.com or call (631) 495-9115 if you have any questions regarding course requirements.
*It is each participant’s responsibility to obtain any necessary prior approval from their school district before registering for a course for salary advancement. WISE PD is a NYSED Approved Sponsor of CTLE hours.

WISE Professional Development, LLC

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Curriculum Advisors