yachad development conference 2013 special education

Conference

NATIONAL SPECIAL EDUCATION

PROFESSIONALDEVELOPMENT

ConferenceElementary/Junior High School/Special Education Levels

Election Day, November 5, 2013Keynote Speakers:

Richard Ellenson Dr. Jason Ohler Dr. Jeffrey Lichtman Early Childhood Keynote Speaker: Dr. Clarissa Willis

Featured Presenters:Dr. Bill Atwood Dr. Karen Gazith

“BlendedLearning:

Towards NewFrontiers”

“BlendedLearning:

Towards NewFrontiers”

10136-OU-DevelConf-SpecEd_p3 7/8/13 1:54 PM

National Special Education Professional Development Conference2

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR

INCLUSION AND SPECIAL EDUCATION Announces

Professional Development Conference

“Blended Learning: Towards New Frontiers”

Tuesday, Election Day, November 5, 20138:00 a.m.- 3:15 p.m.

At

Yeshivat Noam70 West Century RoadParamus, 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 [email protected].

Travel stipend available on a limited basis for educators outside the NY/NJ area.

Collaboration to provide the best possible Jewish, general, and special educationfor 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.


The International Jewish Resource Center for Inclusion and Special Education 3

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 secondchoice. Thank you.

Please return completed registration form by October 20th.

All participants are asked to bring a laptop and/or an iPad.

WORKSHOP 1: First Choice10:45-12:15 P.M.

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WORKSHOP 1: Second Choice10:45-12:15 P.M.

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LUNCH AND LEARN: First Choice12:15-1:45 P.M.

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LUNCH AND LEARN: Second Choice12:15-1:45 P.M.

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WORKSHOP 2: First Choice2:00-3:15 P.M.

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WORKSHOP 2: Second Choice2:00-3:15 P.M.

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Principal’s Breakfast8:15-9:00 A.M.

_______ YES

Keynote Address9:00-10:30 A.M.

Richard Ellenson

Keynote Address9:00-10:30 A.M.

Dr. Jason Ohler

Early Childhood Keynote Address

9:00-10:30 A.M.

Dr. Clarissa Willis



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 Richard Ellenson

“New Media, New Students; New Literacies, New Citizens”- Keynote Dr. Jason Ohler

“He Brain, She Brain” - Early Childhood Keynote Address Clarissa Willis

Workshop I- 10:45-12:15 p.m.W1 Mind Body Hebrew Part I (EC) Anat Maimon-Reznik

W2 Story Telling for Young Children (EC) Dr. Patricia Cooper

W3 Fun with Early Childhood Mathematics (EC) Dr. Mary Foote

W4 Using the Classroom Environment as a Teaching Tool (EC) Tammie Roth

W5 Apps for Speech and Language (EC, ES) Lori Roth

W6 Worth the Work! Hebrew Literacy Part I (EC, ES) Basya Woolf

W7 Supporting ALL Students (EC, ES) Shira Richman

W8 Jewish Montessori: Nuts and Bolts But No Computers (ES, JH) Rivky Ross

W9 Authentic vs. Traditional Assessment: Where do we go from here? (ES) Mindy Lidsky

W10 Building Blocks for Effective Classroom Instruction (ES) Dr. Karen Gazith

W11 Digital Community, Digital Citizen (ES) Dr. James Ohler

W12 The Connected Educator: Tearing Down Classroom Walls (ES) Smadar Goldstein

W13 The Power of Frequent Assessment (ES, JH) Dr. Bill Atwood

W14 Making Chumash Come Alive (ES, JH) Rabbi Naphtali Hoff

W15 Meaningful Reading of Tephillah (ES, JH) Tova Shimon

W16 Integrating SMART Board Games into your Judaic Studies Curriculum (ES) Jackie Leifert & Rahel Grebler

W17 Beyond Self-Esteem: Developing Motivated Students (ES, JH, ADM) Rabbi Elie Tuchman

W18 Blended Learning in Limudei Kodesh Subjects (JH) Gershon Tave

W19 Benjamin Netanyahu Meets Oskar Schindler (JH) Amy Wasser

W20 Using iPads as a Tool for Writing and Digital Publishing (JH) Dr. Kristine Scharaldi

W21 A New and Effective Way to Teach about the Palestinian State and Issues

Facing Israel Today (JH) Rabbi Dr. Nachum Amsel

W22 Einstein to Apple: Harnessing Technology to Engage Students in Science (JH) Ovi Jacob

W23 Can SMART Boards make Better Neshamot? (JH) Rabbi Menachem Leibtag

W24 Vocabulary Instruction: Opening the Door to Better Communication (JH) Dr. Jill Slansky

W25 Creating a Social Life through Social Action: Gateways and Mitzvah

Mentsches (JH) Nancy Mager

W26 Using Station Rotation to promote personalized learning (ES, JH) Rabbi Tavi Koslowe &

Aliza Chanales

W27 Literacy Lessons with Special Needs Adaptations (SE) Dr. Clarissa Willis


Election Day, November 5, 2013 5

W28 Make a Difference: CARE! (SE, MH) Dr. Robert Miller

W29 Integrating the Timeless Wisdom of the Torah into the Contemporary

Classroom (SE) Rabbi Yaakov Aichenbaum and

Rabbi Dovid Freeman

W30 Otiyot Midabrot: Fundamentals of Hebrew Reading and Writing (SE, EC) Zehava Kelner

W31 Effectively Integrate SMART Boards into your Math Instruction (SE) David Dickman

W32 Reading Comprehension and Schema Strategies (SE) Rivke Gutkind

W33 Diagnostic Prescriptive Teaching Part I (SE, ES) Dr. Joel Dickstein

W34 If Tech is so Easy at Home, Why is it So Hard in Schools? (SE) Richard Ellenson

W35 Reframing the Difficult Family (SE, ADM) Deborah Berman

W36 Keeping Israel in the Hearts and Minds of the Next Generation (ADM) Gloria Gordon, Suzanne Weilgus,

& Rochelle Zupnick

Lunch and Learn - 12:45-1:45 p.m.L1 Multimodal Approaches to Children's Literature (EC) Dr. Theodore Kesler

L2 Mind Body Hebrew Part II (EC) Anat Maimon-Reznik

L3 Worth the Work! Hebrew Literacy Part II (EC) Basya Woolf

L4 Boys will be Boys! (EC) Tammie Roth

L5 Supporting ALL Students Part II (EC, ES) Shira Richman

L6 Key to Success in School: Background Knowledge (ES) Dr. Bill Atwood

L7 Integrating the Timeless Wisdom of the Torah into the Contemporary

Classroom (ES) Rabbi Yaakov Aichenbaum &

Rabbi Dovid Freeman

L8 Teaching to Our Student’s Intelligence (ES, JH) Rabbi Naphtali Hoff

L9 Tech in 20 X 3 (ES, JH) Chani Lichtiger, Claire

Hirschhorn, & Tova Burack

L10 Encouraging Student Writing Using 21st Century Tools (JH) Nomi Schneck

L11 Diagnostic Prescriptive Teaching Part II (SE, ES) Dr. Joel Dickstein

L12 Making Your Course an Experience to Remember (ES, JH) Rebecca Schrag

L13 Creating the Brain Friendly Classroom (JH) Dr. Karen Gazith

L14 Effective Use of Technology in the Hebrew Language and Jewish Studies

Classroom (JH) Tova Shimon

L15 Writing to Get it Right (JH) Mindy Lidsky

L16 Engaging Students through Technology (JH) Sharon Sherman &

Karen Tannenholtz

L17 Make a Difference! CARE (MH) Dr. Robert Miller

L18 Comprehension Instruction to Meet the Needs of Struggling Students (SE) Dr. Jill Slansky

L19 Does the Torah Treat Individuals with Disabilities Fairly? (SE) Rabbi Menachem Leibtag

L20 Technology and Pedagogy? Are these Mutually Exclusive or Inclusive? (All) Nachum Ganor & Yoel Ganor

L21 iPads for ALL Learners (SE) Dr. Kristine Scharaldi

L22 The Use and Importance of Music Therapy in Special Needs and

Inclusion Classrooms (SE) Dr. Ian Ash

L23 Functional Speech and Language Techniques for ALL Learners (SE) Susan Paul

L24 Otiyot Midabrot: Developing Hebrew Reading Accuracy (SE, EC) Zehava Kelner



L25 A Boston Area Model of Inclusion (ADM) Liz Offen

L26 A Whole New School (ADM) Amy Wasser

L27 Middle School Reading and Writing (JH) Tamara Tallman

Workshop II- 2:00-3:15 p.m.W37 Let’s Try it Again! Cooperation in the Early Childhood Classroom (EC) Dr. Patricia Cooper

W38 Otiyot Midabrot: Developing Hebrew Reading Fluency (EC, SE) Zehava Kelner

W39 Learn Every Day: Incorporating Math, Science, Social Studies, Literacy,

Creativity and Social Emotional Development into Multi-Sensory Learning

Environments for All Children (EC) Dr. Clarissa Willis

W40 Poetry in Preschool? (EC) Tsippi Cantor & Elana Kessler

W41 The Use and Importance of Music Therapy in Special Needs and Inclusion

Classrooms (EC) Dr. Ian Ash

W42 Documenting Learning in the Early Childhood Classroom (EC) Tammie Roth

W43 numerical EXPRESSion YOURSELF: Integrating Language, Technology,

and Math (ES, JH) Adrienne Shlagbaum

W44 Blended Learning through iPad Usage (ES) Deena Wertman

W45 Using the iPad as a Tool to Support Elementary School Math (ES) Dr. Kristine Scharaldi

W46 The List is Here! A Systematic Method to Teach Chumash (ES) Rabbi Yaakov Aichenbaum &

Rabbi Dovid Freeman

W47 Multimodal Approaches to Children’s Literature (ES) Dr. Theodore Kesler

W48 Reading Comprehension and Schema Strategies (ES) Rivke Gutkind

W49 Functional Speech and Language Techniques for ALL Learners (ES) Susan Paul

W50 Deep Reading of Torah in Hebrew (ES) Tova Shimon

W51 Learning Strategies that Engage the Heart and Mind of our Students

(ES, JH, SE) Mindy Lidsky

W52 Look Ma, No Books! Meryl Rubin

W53 Assessment in Limudei Kodesh (JH) Rabbi Naphtali Hoff

W54 Jewish Khan Academy: A New Project for You, Your Students, and

Your School (JH, ADM) Rabbi Nachum Amsel

W55 New Media Narrative (JH) Dr. James Ohler

W56 Creating Podcasts as a Learning Tool (JH) Linda Gans & Lynn Bloom

W57 The Connected Educator: Using Online Learning (JH) Smadar Goldstein

W58 The Short Research Project: Little Project = Big Educational Return (JH) Dr. Bill Atwood

W59 Memory! There is RAM, the CPU, and Google. Now What? (JH, SE) Dr. Joel Dickstein

W60 Take Care of Yourself! (MH) Deborah Berman

W61 Direct Vocabulary Teaching for Better Comprehension (SE) Dr. Jill Slansky

W62 Managing Students with ADHD in the Classroom (SE) Dr. Jeffrey Lichtman

W63 Special Tools for Special Needs (SE) Gershon Tave

W64 Mind Body Hebrew (SE) Anat Maimon-Reznik

W65 Fun with Mathematics (SE) Dr. Mary Foote

W66 The Brain and Reading (SE) Dr. Karen Gazith

W67 SMART Boards and Differentiated Instruction (SE) David Dickman

W68 Parents, Teachers, Administrators: Why Can’t We All Just Get Along (SE) Richard Ellenson

W69 Setting Appropriate Goals for Students (SE) Dr. Deborah Mann

W70 Meaningful Professional Development (ADM) Linda Stock



Registration, Coffee, and Shacharit8:00-9:00 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

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 notphilosophical; it is operational. Inclusion is difficult. It requires thoughtful up front preparation and a deep experiencebase to define elements that can make it successful. It can only take hold if it grows from a detailed and shared visionon the part of a large number of people: school districts officials, school administrators, teachers, students, parents, andassociated professionals. As much as we’d like to think that concepts such as Universal Design for Learning (UDL) andDifferentiated Learning can lead to success, they are simply a framework for understanding needs – not a deliverablein and of themselves. And far too often, inclusion starts with the belief that “it’s the right thing to do,” not with the train-ing to make it an experience that can benefit everyone. When you hear about inclusion, stories are more often aboutchallenges than successes. And when you look at almost any study on inclusion, you will find that the thing people con-tinually 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 advisoryboards for the Assistive Technology Industry and the NIH to sitting in the classroom with his son, Richard will helpbreak 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.

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

JOSH PRUZANSKYOrthodox Union

9:10-9:20 a.m. – WelcomeBATYA JACOB

Director, International Jewish Resource Center for Inclusion and Special Education & The New Jersey Association of Jewish Day Schools



9:30-10:40 a.m. – Keynote Address“New Media, New Students: New Literacies, New Citizens”

DR. JASON OHLERAuthor & Cyber Culture Researcher

What are some of the key issues that define leading and learning in the digital age? Digital literacy, new media partic-ipation and digital citizenship. Without digital literacy, digital citizenship is not possible. Therefore, we need to help stu-dents become truly literate by helping them become active media creators, critical media consumers and engaged dig-ital citizens. This includes helping them cultivate their new media talents, adopt art as the 4th R and use research andnarrative to convey their ideas in rich, compelling ways. We need to help them create media stories and projects that arearticulate, academically sound and transformative so they can collaborate and share their work and talents within thecommunity of the social web. Above all, we need to help them learn how to use their tools to imagine the world theywant to create, as students, workers, neighbors, and citizens. This presentation includes showing examples of studentmedia 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, Learningand Creativity (Corwin Press, 2008).

9:30-10:40 a.m. – Early Childhood Keynote Address“He Brain, She Brain”

DR. CLARISSA WILLISProfessor, University of Southern Indiana

Learn about how to apply the latest brain research in your individual setting, while discovering the differences betweenthe “he-brain” and the “she-brain.” In addition to hearing about brain research, participants will learn how the social-emotional health of all children is impacted by a brain-based environment.

Intensive Workshop I10:45-12:15 p.m.

KEY:EC- Early ChildhoodES- Elementary School

JH- Junior High SchoolMH- Mental Health

Adm- AdministrationSE- Special Education

W1 Mind Body Hebrew Part I (EC)ANAT MAIMON-REZNIK

AUTHOR, MIND BODY HEBREW

In this workshop, educators will first review theresearch about the academic and social challenges fac-ing students studying Hebrew language. Anat will thenintroduce a new innovative method to teach Hebrewcalled Mind Body Hebrew. Educators will practicenew ways to teach the Hebrew aleph-bet. They willlearn the Hebrew vowels and corresponding imageryand body movement. Educators will have the opportu-nity 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.

W2 Story Telling for Young Children(EC)DR. PATRICIA COOPER

ASSOCIATE PROFESSOR, QUEENS COLLEGE-CUNY

This workshop discusses the benefits of storytellingand story acting for all young children. Based on theresearch of Vivian Gussin Paley, the workshop will dis-


cuss the interaction of storytelling and emerging liter-acy skills.

W3 Fun with Early ChildhoodMathematics (EC)DR. MARY FOOTE


In this workshop educators will explore methods forteaching the number and operations strand in earlychildhood mathematics. They will learn about chil-dren’s mathematical thinking from a developmentalpoint of view. The workshop will examine these in away that addresses a range of learners.

W4 Using the Classroom Environmentas a Teaching Tool (EC)TAMMIE ROTH

ADVANCED TEACHING AND BEYOND

Would you like an additional teacher in your classroomevery day? You can have one if you set up your class-room environment in a way that informs the childrenhow to interact in the space. The classroom environ-ment can also set the tone for how children act in theclass and it can be busy teaching children while youare busy working with others. Come prepared to seeclassrooms that are designed for self-expression anddiscovery. A well set up classroom can reduce conflictwhile increasing the depth of learning for each child.Come and learn about the educational environments of“Reggio Inspired Schools.” The classroom environ-ments will amaze you and the ideas you see can andwill enrich the children you teach.

W5 Apps for Speech and Language(EC, ES)LORI ROTH

PRIVATE PRACTICE, SPEECH AND LANGUAGE

PATHOLOGIST

Technology is rapidly taking over pencil and papertasks and doing a better job at keeping children’s atten-tion in repetitive tasks. One of the hardest things withusing the iPad in the classroom is finding the time togo through all of the apps in the iTunes Store listedunder the education banner. This workshop willattempt to give the participants therapy techniques andapp sites that work on various speech, language and lit-

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

W6 Worth the Work! Hebrew LiteracyPart I (EC, ES)BASYA WOOLF

FACULTY, BAIS YAAKOV OF QUEENS

Get ready for a new experience of creating books inHebrew for young children. Activity based on theorythat works! Familiarity with basic Hebrew vocabularynecessary. Photos of your students are a plus!

W7 Supporting the Special NeedsStudent in a Regular EducationClassroom (EC, ES)SHIRA RICHMAN

CONSULTANT, INSTITUTE FOR CHILDREN

WITH AUTISM

This workshop will provide a brief history of inclu-sion, some behavior management techniques, theimportance of prompt-fading, an overview of support-ing transitions, organizational skills, social integrationand proper use of support staff. It will also touchupon problem-solving difficult behaviors, and newdevelopments in Positive Behavior Support Plans.

W8 Jewish Montessori: Nuts and BoltsBut No Computers (ES, JH)RIVKY ROSS

HEAD OF SCHOOL, YESHIVAT NETIVOT

Over the past decade, the Jewish Montessori move-ment has exploded across the globe because it incor-porates all of the key elements needed for a continual-ly joyful and rich educational environment. Built intothe Montessori Method are solutions to all of the hot-button issues so frequently discussed in educationtoday: differentiated instruction, freedom of move-ment, choice-driven learning, and project-based study.This interactive session will offer an overview of themethod as well as opportunities to sample materialsused in Jewish Montessori classrooms. And while weare considering the theme of blended learning and newfrontiers, we will talk about why Montessori lower ele-mentary classrooms tend to be computer-free!






W9 Authentic vs. Traditional Assessent:Where do we go from here? (ES)MINDY LIDSKY

PRINCIPAL, ILAN HIGH SCHOOL

Define, compare and contrast the benefits and limita-tions of both assessment models with ways that theparticipant will adopt both models into his/her reper-toire. Explore ways in which to modify the traditionalassessment to meet the needs of students who needaccommodations and/or modifications.

W10 Building Blocks for EffectiveClassroom Instruction (ES)DR. KAREN GAZITH

DIRECTOR OF EDUCATION, BRONFMAN JEWISH

EDUCATION CENTRE

Diversity and heterogeneity are givens in today’s class-rooms. With this reality, it is critical for teachers tolearn specific hands-on strategies to support all learn-ers. In this workshop we will focus on five specificstrategies: pre-assessment, on-going assessment, entrypoints, authentic assessment, tiered learning and skills-based instruction to meet the needs of all learners.

W11 Digital Community, Digital Citizen(ES)DR. JAMES OHLER

AUTHOR & CYBER CULTURE RESEARCHER

Imagine this as a school district mantra: “Students willstudy the personal, social and environmental impactsof every technology and media application they use inschool so that they can develop the skills, literacies andperspectives they need to use technology not onlyeffectively and creatively, but also responsibly, safelyand wisely.” Digital citizenship is an idea whose timehas come. So many of the issues and opportunities stu-dents will face for the rest of their lives have their rootsin technology, from genetic transformation to digitalfootprints to cyber safety and radical social reorgani-zation. That’s why schools need to do more than pre-pare students to be capable work force members. Theyneed to prepare students to be good neighbors,informed voters and participatory citizens so they caneffectively balance technology’s opportunities and lim-itations in light of its value to the human community.This presentation is based on Jason’s books, DigitalCommunity, Digital Citizen (Corwin Press, 2010).

W12 The Connected Educator: TearingDown Classroom Walls (ES)SMADAR GOLDSTEIN

JETS ISRAEL

With the advent of the internet and social networkingin the 21st Century, students generate much of theirown learning and socialization beyond the classroom.The internet, iPad, and apps have opened up a vastresource of possibilities to engage our students in thelearning process and greatly enhance their classroomexperience. The interactive “connected educator” ses-sion familiarizes participants with easy to use technol-ogy and online learning tools that enable them to har-ness the power of the internet in order to maximizetheir students’ learning. Participants will becomefamiliar with ways in which to enhance student partic-ipation and assessment through the use of written and oral feedback instruments, LMS (LearningManagement Systems such as Haiku, Edmodo,Wikispaces, etc.) e-portfolios, etc. They will all learnhow to connect their students to the global Jewishcommunity and to the State of Israel through a varietyof virtual and real experiences by means of distanceand online leaning and accessing experts in the field.

W13 The Power of Frequent Assessment(ES, JH)DR. BILL ATWOOD

COLLINS EDUCATIONAL ASSOCIATES

In this age of the Iowa Test, the Stanford 10, DIBELS,Common Core, PARCC, SAT, SATII, ACT, AP Examsand on and on… How can one possibly advocate formore testing? Doesn’t testing take up valuable class-room time and just confirm what we already knowabout student progress? In fact, research is showingthat short, frequent assessments are powerful tools thatdrive both learning and teaching. In this workshop,teachers will learn how to design simple but effectiveassessments that can make a powerful difference in theclassroom.

W14 Making Chumash Come Alive (ES,JH)RABBI NAPHTALI HOFF

CONSULTANT, LIMUDEI KODESH EDUCATOR

This session will help educators think about ways toactively engage their students in the study of Chumashby focusing on themes and textual analysis, utilizing










cooperative learning, integrating technology, assigningchallenging, innovative projects, and varying lessonsfor different types of learners.

W15 Meaningful Reading of Tephillah(ES, JH)TOVA SHIMON

PRESIDENT AND EXECUTIVE DIRECTOR, TAL AM

In this workshop we will work on deep reading of twoTephillot – the Amidah and Birkat Hamazon. We willprepare outlines of lessons for the study of Tephillahfor elementary and junior high school classes.

W16 Integrating SMART Boards Gamesinto your Judaic Curriculum (ES)JACKIE LEIFERT & RAHEL GREIBLER

FACULTY, YAVNEH ACADEMY

Learn how to enhance your Judaic Studies curriculumby creating a variety of interactive games in Notebook.Use these games on your Smartboard for pre-teaching,teaching, and reviewing. See your students becometotally engaged in your classroom.

W17 Beyond Self-Esteem: DevelopingMotivated Students (ES, JH, ADM)RABBI ELIE TUCHMAN

PRINCIPAL, YESHIVA AT THE JERSEY SHORE

Student self-efficacy, a student’s belief in their ownability to learn, has been repeatedly linked, in studyafter study, to student success in school. In this session,we will introduce some of the basic research in thefield of self-efficacy and explore the connectionbetween self-efficacy beliefs, internal motivation, andstudent learning. We will then discuss ways in whichteachers can help foster these beliefs in their students.Practical examples from the participants’ classroomswill be used to illustrate.

W18 Blended Learning in LimudeiKodesh Subjects ( JH)GERSHON TAVE

TEQSMART CERTIFIED TRAINER

Learn to use a variety of SMART, Web and otherEducational Technology tools. Our session willdemonstrate how to integrate these E.T. tools to rein-

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

W19 Benjamin Netanyahu Meets OskarSchindler ( JH)AMY WASSER

PRINCIPAL, HILLEL ACADEMY OF TAMPA

Imagine....a classroom of students; each one engaged,speaking, writing and researching....while having fun.Come learn how to implement an element of play intoyour history or Judiacs curriculum. This rich programcombines serious research, learning how to utilize pri-mary source documents, public speaking and technol-ogy. It is prime for interdisciplinary teaching andallows children who do not always shine to find theirvoice and strengths. Come prepared...to play with us!

W20 Using iPads as a Tool for Writingand Digital Publishing ( JH)DR. KRISTINE SCHARALDI

PROFESSOR, RUTGERS UNIVERSITY

In this session, educators will discover ways of usingthe iPad to support student writing across the curricu-lum. Participants will see demonstrations of apps usedduring the writing process from brainstorming ideas todigital publishing. Learn about how technology canprovide opportunities for collaboration and onlinecommenting. Educators will leave this session withideas for using the iPad as an integral tool for writing!

W21 A New and Effective Way to Teachabout the Palestinian State andIssues Facing Israel Today ( JH)RABBI DR. NACHUM AMSEL

DESTINY FOUNDATION

Studies show that our Day School students believemost of the half-truths and misrepresentation about theState of Israel that they see and hear on CNN and in themass media. This workshop will teach the teachershow to present the truth with new and original videoclips that can be accessed by students and teachersfrom the internet from the school’s central computer.In addition to the videos, students (from grades 6 andabove) and teachers can also access information abouteach of the eleven topics in this new Destiny


Foundation curriculum, including the West Bank-Yesha, how to determine the “real” facts, the potentialPalestinian State and the Peace Process. Teachers willwalk away with actual Lesson Plans and materials thatcan be used immediately and respond to current eventsand future events.

W22 Einstein to Apples: HarnessingTechnology to Engage Students inScience ( JH)OVI JACOB

LATE NITE LABS, MACMILLAN PUBLISHING

Teachers across the world are going beyond the classicscience curriculum by using educational technology toengage students and enrich the learning environment.With safe and inexpensive online tools, students canharness the power of technology. This course willexplore how a teacher can institute practical methodsof online and mobile learning, in curriculum and as anenrichment vehicle. We’ll explore some easy to usetools, such as virtual chemistry and biology labs (withexplosions!), underwater and space exploration, practi-cal applications for physics, dissections models andmuch more. We will also discuss how to keep studentsin tune outside of the classroom, with educational videogames, mobile learning applications and by setting up aclass blog or wiki. Whether you are using a virtualcrime scene to teach DNA (think CSI) or video-chattingwith a class in Brazil to learn about the rainforest,learn how your class can take advantage of technologyto make science a richer and more engaging subject.

W23 Can SMART Boards Make BetterNeshamot? ( JH)RABBI MENACHEM LEIBTAG

FOUNDER, TANACH STUDY CENTER

This workshop will discuss spiritual challenges [andopportunities] of long distance learning & global com-munities. As we all know, emerging technologies pro-vide new opportunities to enhance education; however,they also come with a ‘price-tag’. Our session willbegin by discussing the meaning of the word“neshama”, and how that understanding affects thegoals of Jewish Education. Afterward, we will differ-entiate between using the SMART Board as a “tool,”and as a “toy,” and then discuss how technology can beharnessed to develop spirituality, in both real and vir-tual classrooms.

W24 Vocabulary Instruction: Openingthe Door to Better Communication(JH)DR. JILL SLANSKY

ASSOCIATE PROFESSOR, UNIVERSITY OF PORTLAND

An extensive vocabulary enhances reading compre-hension and writing excellence. This workshop willengage the audience with practical strategies to applythe elements of effective vocabulary development inmiddle school classrooms.

W25 Creating a Social Life throughSocial Action: Gateways andMitzvah Mentches ( JH)NANCY MAGER

GATEWAYS, BOSTON

In 2005, Gateways introduced Mitzvah Mensches, aninclusive teen youth group fostering social justice andteen philanthropy. Creating a social life through socialaction teens with and without special educationalneeds join Mitzvah Mensches for a variety of reasons,but they stay because they think it is fun, they feel likethey belong, and they all have a voice that is heard andcounted. The overt curriculum is about philanthropyand social action. Teens decide what topics (e.g. ani-mals, music, the environment) they are interested in andin turn, the staff at Gateways identifies charities that arealigned with their interests. As a group, the MitzvahMensches learn about the charities in fun and creativeways. Sometimes, they learn through formal education(reading and writing, or watching a video about thecharity), but they also play games and have team chal-lenges. The games have a secondary purpose: throughthem, the instructors work on social skills and buildingrelationships among the participants. As an inclusiveprogram, some of the participants have disabilities andothers do not. In the beginning of the year, the teensmay feel like they do not share interests or have muchin common, but as the year progresses and the programcreates unique shared experiences, the teens bond andhave plenty to talk about. Eventually those connectionsgrow stronger and friendships are forged. In this pres-entation, participants will learn about the MitzvahMensches program, and be guided through a samplelessons that incorporates formal education and socialskill which also facilitates friendship between teenswith and without disabilities.










W26 Using Station Rotation to PromotePersonized Learning (ES, JH)RABBI TAVI KOSLOWE & ALIZA CHANALES

ASSISTANT PRINCIPAL & FACULTY, YESHIVAT NOAM

Participants will be exposed to various ways that cre-ating a rotation of meaningful stations in both Generaland Judaic studies can promote more personalized andadaptive learning. We will discuss various protocolsthat can enable this to occur more seamlessly, somechallenges to anticipate and ways that technology canfacilitate its smooth operation.

W27 Literacy Lessons with SpecialNeeds Adaptations (SE)DR. CLARISSA WILLIS

PROFESSOR, UNIVERSITY OF SOUTHERN INDIANA

This interactive session is designed to help participantsprovide literacy lessons and classroom environmentsthat encourage all learners to be active participants.Strategies that encourage collaboration and communi-cation will be provided. In addition, participants willlearn about simple adaptations for children with spe-cial needs as well as strategies for enhancing the liter-acy development of all students.

W28 Make a Difference: CARE! (SE, MH)DR. ROBERT MILLER

PROFESSOR, RICHARD STOCKTON COLLEGE

As a Chaplain for Hospice, consultant for a nursinghome, Professor, Principal and teacher, I am able toutilize my research on “Caring” to connect with mystudents and others on a variety of levels and assistthem in looking at their experiences through differentlenses. Attendees will learn how to make a differencein another person’s life through 26 caring behaviors.These behaviors impact students’ grades and behaviorin the classroom. The results are real and significant!The research and stories are amazing! You too canmake a difference in your students’ lives!

W29 Integrating the Timeless Wisdomof the Torah into theContemporary Classroom (SE)RABBI YAAKOV AICHENBAUM & RABBI DOVID FREEMAN

DIRECTOR, LIMUDEI KODESH RESOURCE ROOM,SCRANTON HEBREW DAY SCHOOL & FACULTY,CHEDER OF MONSEY

The Torah is the ultimate source of all wisdom.Accordingly, the Torah contains a wealth of informa-tion about chinuch methodology and techniques. Thisworkshop will present a wide range of Torah-basededucational techniques and demonstrate their applica-tion to the contemporary classroom without deviatingfrom our mesorah. Among the topics that will be dis-cussed are the following: automaticity theory and over-learning, addressing multi-modalities, mental imagery,mnemonics and other memory aids, graphic organiz-ers, and processing time. In addition, the Torah appli-cation of Bloom’s taxonomy and developing higherorder thinking skills will be addressed. Finally, it willbe shown how to use these techniques in variouslimudei kodesh subjects including kriah, Chumash,dinim, yedios klaliyos, and more. Participants in thisworkshop will gain a new appreciation for the incredi-ble wisdom, depth and insight that chazal had aboutchinuch and educational methodology. It will alsoempower and motivate them to employ many of theseideas in their lessons. While this workshop is a com-plete and independent presentation in itself, it will alsolay the foundation for and establish the theoreticalbasis for the groundbreaking Chumash program thatwill be developed in our second workshop (THE LISTIS HERE! AN EFFECTIVE, SYSTEMATIC, ANDUSER-FRIENDLY PROGRAM FOR TEACHINGCHUMASH).

W30 Otiyot Midabrot: Fundamentals ofHebrew Reading and Writing (SE,EC)ZEHAVA KELNER

DIRECTOR, OTIYOT INSTITUTE

Numerous studies have demonstrated that good phono-logic awareness is a prerequisite for success in theacquisition of reading. The “Otiyot Medabrot”approach teaches the foundations of reading while cre-ating a high degree of phonologic awareness. Themethod, which was developed in Israel, is based on the


dissection of 25 one-syllable word into isolatedphonemes. Students use mirrors to develop visual andmotor recognition of the sounds of the consonants andvowels, while incorporating writing from the earlystages. This session will experientially present theprinciples of the Otiyot Medabrot method, including avideo that demonstrates its implementation, and thepresentation of related learning materials used in Israeland adapted for use in English speaking settings. Thesession will be conducted in Hebrew accompanied byan English power point.

W31 Effectively Integrate SMARTBoards into your Math Instruction(SE)DAVID DICKMAN

TEQSMART CERTIFIED TRAINER

Explore examples of how the interactive whiteboardcan be successfully integrated into your curriculum,with this content specific course. See research-sup-ported evidence on how the board can influence yourstudents’ participation and expand their learningopportunities. Gain the skills necessary to begin inte-grating the interactive whiteboard into your mathinstruction, and further discover the possibilities of theboard’s technology.

W32 Reading Comprehension andSchema Strategies (SE)RIVKE GUTKIND

ADJUNCT PROFESSOR, FORDHAM UNIVERSITY

How do schema strategies help us understand the waystudents comprehend printed text? This workshopwill explore overall reading comprehension strategiesas well as various types of comprehenders based ontheir ability to “schema strategize.” Included in thisworkshop are interactive activities for methodologyand educational interventions. This workshop willstress metacognitive skills and visible thinking con-cepts.

W33 Diagnostic Prescriptive TeachingPart I (SE, ES)DR. JOEL DICKSTEIN

SENIOR CONSULTANT OF THE NATIONAL

EDUCATION RESOURCE CENTER OF P’TACH

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

W34 If Tech is So Easy at Home, Why isit So Hard in School? (SE)RICHARD ELLENSON

SPECIAL EDUCATION TECHNOLOGY CONSULTANT

Today, assistive tech (AT) in the classroom includeseverything from Smart Boards to complex individualdevices that let hearing impaired individuals listen viaInfrared receivers to helping non-verbal children com-municate. The good news is that AT allows many morepeople to be included. The bad news is that, despitehow pervasive tech is in our everyday life, it’s usuallyharder to get things to work efficiently in the class-room. There are very specific reasons for that. Andmost can be addressed. In this talk we’ll discuss how tobetter integrate AT into a student’s life and workflow,looking at everything from the balance between sup-ports and independent learning, doing adaptations vs.providing access, balancing workloads for studentswho need more time with appropriate levels of study,and teaching other students how to work with childrenwho are different. AT has evolved at an amazing pace– and here’s how we can make it work for us.

W35 Reframing the Difficult Family (SE, ADM)DEBORAH BERMAN

DIRECTOR OF SOCIAL WORK, YACHAD/NJCD

Learn practical, easy-to-use clinical techniques andinterventions to understand, empower, and ally fami-lies that have challenges, resistance, and oppositionalattitudes. Each family is unique and their perceptionsof their children’s needs and the role of the special edu-cation system are directly informed by an unspoken setof values, expectations, cultural norms, past and pres-ent stressors and trauma, health and mental challenges,and complicated histories that may not be readilyapparent to educators. By learning the basics of clin-










ical/family systems interventions, you can absolutelyestablish good or even great working relationshipswith the toughest parents and most complicated fami-lies, and sooner than you might think. Your specialeducation students will reap the immeasurable benefitsof the school-family alliance that you have seeminglyeffortlessly created.

W36 Keeping Israel in the Hearts andMinds of the Next Generation(ADM)GLORIA GORDON, SUZANNE WEILGUS, &ROCHELLE ZUPNICK

ACHI

Teaching Israel is not for Yom Haazmaut alone. Learncreative and innovative ways to instill in your studentsa love for Israel throughout the academic year.Integrate teaching Israel in all curricula; LimudeiKodesh, General Studies and Specialties. Participantswill leave this session with many easy and diverseideas and programs to implement in their classroomsand school wide. These programs have been met withsuccess in day schools in the tri state area. “Israel onYour Table” and “Teaching Israel with the Five Senses”are just two examples of the many new approaches youwill bring back to your classes to impact your Israelcurriculum. The tone and spirit you create in yourclassroom will be a catalyst for a love of Israel in thehome 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 vendorsEducational 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.






L1 Multimodal Approaches toChildren’s Literature (EC)DR. THEODORE KESLER


Multimodality is a hot topic in education nowadays,especially with the increasingly prevalent use of digi-tal tools in classrooms, even though great educatorshave long used multimodal approaches, such as draw-ing, dance, music, and role playing, to expand the wayschildren might express understanding. Multimodalapproaches are especially supportive of special needsstudents who might be challenged by oral and writtenlanguage. In this workshop, Ted Kesler will exploresome powerful ways to share great children’s literaturewith participants and provide fun and practical multi-modal approaches that teachers could implementimmediately to support their students’ responses anddeepen their comprehension. Dr. Kesler will also sug-gest ideas for using these approaches for formativeassessment to guide teachers’ instructional decisions.

L2 Mind Body Hebrew Part II (EC)ANAT MAIMON-REZNIK


In this workshop, educators will first review theresearch about the academic and social challenges fac-ing students studying Hebrew language. Anat will thenintroduce a new innovative method to teach Hebrewcalled Mind Body Hebrew. Educators will practice newways to teach the Hebrew aleph-bet. They will learn theHebrew vowels and corresponding imagery and bodymovement. Educators will have the opportunity forgroup practice of this technique. They will move fromsingle vowel words to multi-vowel words. Ample timefor questions and answers will be given.

L3 Worth the Work! Hebrew LiteracyPart II (EC)BASYA WOOLF

BAIS YAAKOV OF QUEENS

Get ready for a new experience of creating books inHebrew for young children. Activity based on theorythat works! Familiarity with basic Hebrew vocabularynecessary. Photos of your students is a plus!

L4 Boys will be Boys! (EC)TAMMIE ROTH


So let’s teach them in the way they learn best! Everwonder why boys are more likely to be diagnosed withADHD than girls? Is it genetic? Is it environmental?Either way ... It’s our job to find solutions to this ageold problem. Come learn the differences in learningstyles of boys and girls. Current brain research has pro-vided new information to guide you in teaching boyseffectively. Let’s put it to work! Understanding howboys really learn best and acknowledging that boysmature at different rates will help you to apply yourknowledge in the classroom. Handouts highlightingthe learning differences of boys and girls will be givenout and examples of how we can reach out best andteach our boys will be discussed.

L5 Supporting ALL Students Part II(EC, ES)SHIRA RICHMAN

CONSULTANT, INSTITUTE FOR CHILDREN WITH

AUTISM

This workshop will provide a brief history of inclu-sion, some behavior management techniques, theimportance of prompt-fading, an overview of support-ing transitions, organizational skills, social integrationand proper use of support staff. It will also touch uponproblem-solving difficult behaviors, and new develop-ments in Positive Behavior Support Plans.

L6 Key to Success in School:Background Knowledge (ES)DR. BILL ATWOOD

COLLINS EDUCATIONAL CONSULTANTS

Research from Robert Marzano suggests that students

Lunch and Learn Workshops12:45-1:45 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.)


with more academic background knowledge have ahuge advantage in school. Without background knowl-edge, the key ideas and facts stored in long-term mem-ory, critical thinking is difficult. Cognitive scientist,Daniel Willingham said that critical thinking, reason-ing, and problem solving are intimately intertwinedwith background knowledge. But, how can teachersbuild and draw out the kind of extensive factual knowl-edge so essential to academic success? In this presenta-tion, teachers will learn strategies to activate, build, andreinforce academic background knowledge, and schoolleaders will learn how to support staff in this endeavor.

L7 Integrating the Timeless Wisdomof the Torah into theContemporary Classroom (ES)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 informa-tion about chinuch methodology and techniques. Thisworkshop will present a wide range of Torah-basededucational techniques and demonstrate their applica-tion to the contemporary classroom without deviatingfrom our mesorah. Among the topics that will be dis-cussed are the following: automaticity theory and over-learning, addressing multi-modalities, mental imagery,mnemonics and other memory aids, graphic organiz-ers, and processing time. In addition, the Torah appli-cation of Bloom’s taxonomy and developing higherorder thinking skills will be addressed. Finally, it willbe shown how to use these techniques in variouslimudei kodesh subjects including kriah, Chumash,dinim, yedios klaliyos, and more. Participants in thisworkshop will gain a new appreciation for the incredi-ble wisdom, depth and insight that chazal had aboutchinuch and educational methodology. It will alsoempower and motivate them to employ many of theseideas in their lessons.

L8 Teaching to Our Students’Intelligence (ES, JH)RABBI NAPHTALI HOFF


Learn more about the eight identified intelligences that

we possess and ways in which we can use this infor-mation to better meet our students’ needs. Teacherswill also learn how their personal set of intelligencesmay impact the way in which they present classroommaterial.

L9 Tech in 20 X 3 (ES, JH)CHANI LICHTIGER, CLAIRE HIRSCHHORN, & TOVA BURACK


Learn about some fabulous apps and resources thatwill enhance teaching and excite learners. Cross cur-ricular ideas harness the iPads learning potential.

L10 Encouraging Student WritingUsing 21st Century Skills ( JH)NOMI SCHNECK


Take the written form into the future. Learn how tomake writing relevant to today’s students. Experiencethe incorporation of resources including VoiceThread,Blogger, and StoryBird while developing strong, solidskills. We will also explore ways to encourage studentwriting through online publications such as Amazon.

L11 Diagnostic Prescriptive TeachingPart II (SE, ES)DR. JOEL DICKSTEIN



Sometimes as teachers we are driven by the curriculumrather than the student’s primary learning needs.Teachers often go to the second or third base issues likecourse content or curriculum based assessment; howev-er there are often first base impediments to learningthat are assumed to have been learned “along the way.”In this workshop we will take a step back and investi-gate what these essential first base issues are and howto address them for students with special needs.

L12 Making Your Course an Experienceto Remember (ES, JH)REBECCA SCHRAG

DIRECTOR, SENIOR NEW YORK YACHAD/NJCD

Research supports that students are more likely to






remember material experienced over what they aresimply lectured. In this session, come brainstorm waysto bring out the character of your classroom by creat-ing an experiential playground for your educationalcoursework. Educators will leave this session withfreshened programmatic ideas, techniques and energy.

L13 Creating Brain Friendly Classrooms(JH)DR. KAREN GAZITH

DIRECTOR OF EDUCATION, BRONFMAN JEWISH

EDUCATION CENTRE

With the advent of 21st century technologies, it isbecoming increasingly clear to researchers that thereare certain teaching practices that are highly effectivefor all students. In this session teachers will learn thesespecific and practical teaching practices that willengage all students and ensure their success in theinclusive classroom.

L14 Effective Use of Technology in theHebrew Language and JewishStudies Classroom (JH)TOVA SHIMON

PRESIDENT AND EXECUTIVE DIRECTOR, TAL AM

In this workshop we will: explore several types of dig-ital games and activities; view lessons in which digitalprograms are utilized; use a rubric to assess the digitalmaterials and identify the characteristics of effectiveversus non-effective digital programs; and discuss bestpractices in using technology for learning.

L15 Writing to get it Right! ( JH)MINDY LIDSKY


Using pen and paper, workshop participants will learnhow to employ the written word in any discipline to facil-itate student understanding and improve student per-formance in both Judaic and General Studies. The work-shop is appropriate for teachers of elementary school (3-8), as well as high school and is largely based upon theresearch and work of Dr. John Collins of HarvardUniversity. In addition, participants will be exposed to anumber of writing assessments that shorten teacher grad-ing time as they increase student performance.

L16 Engaging Students throughTechnology ( JH)SHARON SHERMAN & KAREN TANNENHOLTZ


See how we have engaged our students by enablingthem to create avators, video book trailers, blogs,online comic books, trading cards, and more, usinginformation available at their fingertips with today’stechnology.

L17 Make a Difference! CARE (MH)DR. ROBERT MILLER

ASSISTANT PROFESSOR, RICHARD STOCKTON

COLLEGE

As a Chaplain for Hospice, consultant for a nursinghome, Professor, Principal and teacher, I am able toutilize my research on “Caring” to connect with mystudents and others on a variety of levels and assistthem in looking at their experiences through differentlenses. Attendees will learn how to make a differencein another person’s life through 26 caring behaviors.These behaviors impact students’ grades and behaviorin the classroom. The results are real and significant!The research and stories are amazing! You too canmake a difference in your students’ lives!

L18 Comprehension Instruction toMeet the Needs of StrugglingStudents (SE)DR. JILL SLANSKY

ASSOCIATE PROFESSOR, UNIVERSITY OF

PORTLAND

High quality language arts instruction consists of sixessential blocks of learning: 1. Daily independentreading; 2. Daily independent writing; 3.Reading:Learning Skills and Strategies; 4. Reading: ApplyingSkills and Strategies; 5. Writing: Learning to Write; 6.Writing: Developmentally Appropriate Writing.Intervention instruction must be in addition to thesecore blocks. This workshop will explore the instruc-tional design and PRACTICAL implementation of acomprehensive reading program.










L19 Does the Torah Treat Individualwith Disabilities Fairly? (SE)RABBI MENACHEM LEIBTAG

FOUNDER, TANACH STUDY CENTER

Many laws in Sefer Vayikra appear to discriminateagainst certain people whose bodily features are “lessthan perfect.” Our session will discuss those sourcesin an attempt to ascertain their meaning, and theirapplication in a society that strives to provide ‘equalopportunity’ and develop social sensitivity.

L20 Technology and Pedagogy: arethese mutually exclusive, or mutu-ally inclusive? (All)NACHUM GANOR & YOEL GANOR

DIRECTORS, ULPAN-OR

“Will two walk together, except they have agreed?...”With the new opportunities of improving the learningprocess enabled by the technology advancements,adoption of technology by schools is becoming moreubiquitous within the institutions around the world.More and more U.S. schools are now asking not ifthey should incorporate more technology, but howshould they do it. Technology is an integral part of thecurrent generation students’ realm. Current generationof students naturally adopts new technology as it is partof their realm. Students nowadays are used to obtainingand sharing information via the internet. They gladlyuse mobile devices such as phones or tablet computers(as all in one device) to create multimedia items andcollaborate with their friends to do so. Applying Ulpan-Or’s unique RLA – Rapid Language Acquisitionmethodology for school curricula In most cases, due toobjective circumstances Hebrew is taught in the US asa “Foreign Language”, where students do not have anopportunity to use or practice it outside of their schools.Similarly to a “foreign body”, which is expelled fromone’s body, being a “Foreign Language” Hebrew is“expelled” from one’s mind. By using new technologyplatforms and mobile devices Ulpan-Or’s RLAmethodology expands Hebrew learning beyond theclassroom and creates an immersion environment,which provides vast opportunities for students to con-tinue practicing and using their Hebrew almost every-where.

L21 iPads for ALL Learners (SE)DR. KRISTINE SCHARALDI


During this session educators will explore how iPadscan be used to customize learning experiences for stu-dents of all needs and abilities. We will share ways theiPad can support skill and language development,communication, and content area learning. A demon-stration of some built-in accessibility features will bepresented that will include voice-over, zoom, and vari-ous keyboards and input options. A showcase of appswill be presented to share the exciting potential of thisdevice to support learning in a variety of contexts.

L22 The Use and Importance of MusicTherapy in Special Needs andInclusion Classrooms (SE)DR. IAN ASH

DIRECTOR, MUSIC THERAPY RESOURCES

This course covers 3 parts: Part I: Participants in thiscourse will first learn about the history of music ther-apy as a profession and its development in special edu-cation and inclusion programs. Participants will thenlearn about the current working definition of musictherapy and how this definition is utilized in specialeducation and inclusion programs. Part II: Severalmusic therapy special education activity demonstra-tions will be presented to participants. Participantshave the opportunity to participate in demonstrationsby playing instruments. Part III: There will be a dis-cussion on current music therapy and special educa-tion/inclusion research and its implication for futurepractice. The presenter will also discuss his first handobservations of how music therapy benefits studentsthat he treats in special education/inclusion programs.

L23 Functional Speech and LanguageTechniques for ALL Learners (SE)SUSAN PAUL

DIRECTOR, COMMUNICATION IMAGING

Communication is Behavior and Behavior isCommunication. We learn how to learn through com-munication and every individual learns differently. Thisworkshop will focus on how the environment can fostera child’s attention and emotional regulation, thus facil-itating a child’s ability to learn. Functional verbal andnon-verbal strategies will be demonstrated in all areas






of speech and language. The workshop will focus ongeneral strategies to foster emotional regulation, under-standing typical speech development, learning how tofoster an increase in speech intelligibility, understand-ing typical language development, learning how to fos-ter and increase receptive and expressive language, andlearning how to foster social communication.

L24 Otiyot Midabrot: DevelopingHebrew reading Accuracy (SE, ES)ZEHAVA KELNER


Many students who develop basic Hebrew readingskills do not develop accuracy in their reading. Thissession will present the importance of precision inreading, and will familiarize participants with a varietyof tools and techniques for fostering accuracy inHebrew reading, including: relating to the “shva” asan impediment or an aid for accurate reading, worddivision, and reinforcement of precision with vowelsounds. The session will include a short video thatdemonstrates the implementation of these and othermethods. The session will be conducted in Hebrewaccompanied by an English power point.

L25 A Boston Area Model of Inclusion(ADM)LIZ OFFEN

DIRECTOR, BOSTON YACHAD/NJCD

This workshop and discussion will present a model ofinclusion in supplemental Jewish education currentlytaking place in the Boston area, but applicable to dayschools as well. We will also explore the benefits andchallenges of technology in the inclusive classroom(netbooks, iPads, class websites, remote access, inter-net use, apps & programs, online resources, etc.).This model integrates at an approximately 50/50 basisstudents with special needs and neurotypical peers,though some years the ratio changes. The workshop

will address applying Universal Design for Learning(UDL) methodology, best practices, behavior manage-ment, and modifying lessons for individuals and cre-ating multi-modality lessons that work for everyone.Liz will present new trends in the classroom includingthe use of technology and experiential, hands-on learn-ing. This is primarily a classroom based learningmodel, though there has been a successful servicelearning component (field trips). Discussion is encour-aged and attendees are welcome to ask questions andshare their experiences.

L26 A Whole New School (ADM)AMY WASSER

PRINCIPAL, HILLEL ACADEMY OF TAMPA

Have you ever dreamed that visitors would open up thedoors of your building and say “WOW?” With a bit ofcreativity, vision and leadership willing to take calcu-lated risks, you can turn your old, dull halls and wallsinto a vibrant environment to match your 21st centuryteaching. Imagine natural light pouring in throughyour new windows, students engaged with one anotheraround the comfortable furniture in one of the learningsuites, 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 concretewall into a beautiful professional learning community.

L27 Middle School Reading andWriting ( JH)TAMARA TALLMAN

FACULTY, HILLEL YESHIVA ELEMENTARY SCHOOL

Looking for a way to ‘amp’ up your middle schoolLanguage Arts curriculum? Why not try mini-units?This workshop focuses on mini-units in:Creative/Technical Writing; Research and InformativeWriting; Persuasive and Narrative Writing; Poetry andResume Writing that the students both enjoy and ben-efit 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.


W37 Let’s Try it Again! Cooperation inthe Early Childhood Classroom(EC)DR. PATRICIA COOPER


This workshop will explore the misdeeds and misbe-havior of young children in a classroom and discuss arestorative approach to behavior and classroom man-agement in early childhood grades.

W38 Otiyot Midabrot: DevelopingHebrew Reading Fluency (EC, SE)ZEHAVA KELNER


Many children who achieve accuracy in their Hebrewreading, do not achieve fluency. This session will dis-tinguish between accuracy and fluency, will demon-strate several types of integrated reading, and willpresent a variety of tools and techniques for fosteringfluency in Hebrew reading, including: reading in“meaningful phrases”, transition to reading of non-vocalized texts, and silent reading. The session willinclude a short video that demonstrates the implemen-tation of these and other methods, and will presentreaders that have been written specifically for this pur-pose. The session will be conducted in Hebrew accom-panied by an English power point.

W39 Learn Every Day: IncorporatingMath, Science, Social Studies,Literacy, Creativity and SocialEmotional Development intoMulti-Sensory LearningEnvironments for All Children (EC, SE)DR. CLARISSA WILLIS

PROFESSOR, UNIVERSITY OF SOUTHERN INDIANA

This presentation uses a strengths based approach todiscuss how to plan developmentally appropriate activ-

ities that respect individual differences, honor everychild’s culture and recognize that family members areequal partners in a child’s education. Research baseddevelopmentally appropriate practices and creatingnurturing environments that support all learners willbe the basis for this presentation. Each participant willreceive a packet of activities to take back and imple-ment in the classroom.

W40 Poetry in Preschool? (EC)TSIPPI CANTOR & ELANA KESSLER

FACULTY, YESHIVAT NOAM

Have you ever wondered how to appropriately usepoetry in your preschool classroom? Believe it or not,poetry teaches many new skills as well as reinforcesthose you have already implemented in your class-room. This workshop will be investigating useful andskill-building ways of integrating poetry into your cur-riculum. Poetry does not have to be a theme of its own!It can enhance any curricula and inject a level of liter-acy and other concepts (math!!) into any activity. Wewill be building interactive lessons that can be used forany theme such as Mother’s Day, spring, winter, nature,and more. Our goal is for children to understand andappreciate different forms of poetry as well as createtheir own. Be ready to build your own ideas, add toour’s, and most of all contribute to a hands-on look intoteaching poetry!

W41 The Use and Importance of MusicTherapy in Special Needs andInclusion Classrooms (EC)DR. IAN ASH

DIRECTOR, MUSIC THERAPY RESOURCES

This course covers 3 parts: Part I: Participants in thiscourse will first learn about the history of music ther-apy as a profession and its development in special edu-cation and inclusion programs. Participants will thenlearn about the current working definition of musictherapy and how this definition is utilized in specialeducation and inclusion programs. Part II: Severalmusic therapy special education activity demonstra-tions will be presented to participants. Participantshave the opportunity to participate in demonstrations





Intensive Workshop II2:00-3:15 p.m.


by playing instruments. Part III: There will be a dis-cussion on current music therapy and special educa-tion/inclusion research and its implication for futurepractice. The presenter will also discuss his first handobservations of how music therapy benefits studentsthat he treats in special education/inclusion programs.

W42 Documenting Learning in the EarlyChildhood Classroom (EC)TAMMIE ROTH


Learning and technology can complement each otherin the classroom in many ways. Come explore as welearn to document children’s learning, making thislearning visible throughout your classroom and school.This approach makes use of computers and cameras toenhance classroom reflection and learning. Classroomdocumentation can help teachers and children toexpand learning by reflecting on topic of learning andmapping out how to proceed with each topic. Helpchildren get involved in active participatory learningthrough trial and error by hypothesizing theories, put-ting theories into practice and expanding knowledgeby testing out theories of others in the group and doc-umenting their discoveries, which can be posted forparents and other classroom visitors! The learningprocess will be enhanced right before your eyes!

W43 numerical EXPRESSion YOUR-SELF: Integrating Language,Technology, and Math (ES, JH)ADRIENNE SHLAGBAUM


In this workshop you will learn how to use the newesteducational technology systems in order to presentmath and language arts to your students. Explore howyour students can use their strengths and talents to helpthem become creative thinkers in the curricula areas ofmath and language.

W44 Blended Learning through iPadUsage (ES)DEENA WERTMAN

FACULTY, YESHIVAT NOAM

iPads are redefining the educational experience forboth teachers and students. This interactive workshopwill demonstrate the practical use of iPads in an

Elementary School classroom. We will explore appsand web tools that will provide a meaningful and effec-tive blended learning experience. Participants will alsolearn about helpful management tools for teachers.

W45 Using the iPad as a Tool toSupport Elementary School Math(ES)DR. KRISTINE SCHARALDI


This workshop will focus on using the iPad to supportmathematics at the elementary level. Participants willdiscover apps to practice and reinforce math concepts,access math content, and to write, draw and recordmathematical ideas. Come and see how this device canmotivate and engage learners and advance mathemati-cal thinking.

|W46 The List is Here! A SystematicMethod 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 Chumashworkshop to a new league. If you are searching forways to upgrade yourself to be a top-notch mechanechand to insure that every child in your classroom willacquire the skills that are necessary to learn Chumashindependently, you will reap tremendous gains fromthis workshop. The goal of this workshop is to insurethat all students will have the ability to translate andunderstand passukim independently and we thereforedevote the majority of the workshop to solutions. Inorder to accomplish this goal, we rely upon many time-less chinuch principles that are found in the words ofchazal. We will present a system that is 100% loyal toour mesorah and that incorporates state-of-the-art,research-based methodologies as well. We will alsoshow you our new teacher’s manual (THE LIST). Thisgroundbreaking manual contains a summary of themain points of this workshop and it serves as a refer-ence book for teachers to refer to as they begin toimplement the various components of our program. Anexciting aspect of this manual is a comprehensive,research-based list of all the frequent words thatappear in Chumash. This 980-word list contains










approximately 87% of all the words in Chumash (prop-er nouns comprise another 9% and only 4% of less fre-quent Chumash words remain). A unique aspect of thislist is that it is organized according to the order of theChumash. Each word is referenced according to thefirst time it appears in Chumash and each word istranslated into English and Yiddish. This facilitatessystematic and organized vocabulary instruction andreview. Our new student workbook series(HAMAFTEACH L’CHUMASH) will also be dis-played. HAMAFTEACH L’CHUMASH contains reviewexercises that are arranged according to the parshiyos.The exercises reinforce the frequent words and the pre-fixes/suffixes that appear in THE LIST and train thestudent to identify these words in the Chumash.Teachers will learn how to implement this system in avariety of educational settings in a way that will bene-fit average students as well as gifted and special needstudents. In addition, this program will encourage stu-dents to look inside the Chumash and actively partici-pate in class. As a result, teachers can expect substan-tial quantitative and qualitative gains in their class-room curriculum from this program. In the long-term,students will become empowered to learn Chumashindependently. This system can be implemented in avariety of educational settings and it will benefit aver-age students as well as gifted and special need stu-dents. Finally, this program promotes authentic assess-ment of students’ skills.

W47 Multimodal Approaches toChildren’s Literature (ES)DR. THEODORE KESLER


Multimodality is a hot topic in education nowadays,especially with the increasingly prevalent use of digi-tal tools in classrooms, even though great educatorshave long used multimodal approaches, such as draw-ing, dance, music, and role playing, to expand the wayschildren might express understanding. Multimodalapproaches are especially supportive of special needsstudents who might be challenged by oral and writtenlanguage. In this workshop, Ted Kesler will exploresome powerful ways to share great children’s literaturewith participants and provide fun and practical multi-modal approaches that teachers could implementimmediately to support their students’ responses anddeepen their comprehension. Dr. Kesler will also sug-gest ideas for using these approaches for formativeassessment to guide teachers’ instructional decisions.

W48 Reading Comprehension andSchema Strategies (ES)RIVKE GUTKIND

ADJUNCT PROFESSOR, FORDHAM UNIVERSITY

How do schema strategies help us understand the waystudents comprehend printed text? This workshop willexplore overall reading comprehension strategies aswell as various types of comprehenders based on theirability to “schema strategize.” Included in this work-shop are interactive activities for methodology andeducational interventions.

W49 Functional Speech and LanguageTechniques for ALL Learners (ES)SUSAN PAUL

DIRECTOR, COMMUNICATION IMAGING

Communication is Behavior and Behavior isCommunication. We learn how to learn through com-munication and every individual learns differently.This workshop will focus on how the environment canfoster a child’s attention and emotional regulation, thusfacilitating a child’s ability to learn. Functional verbaland non-verbal strategies will be demonstrated in allareas of speech and language. The workshop will focuson general strategies to foster emotional regulation,understanding typical speech development, learninghow to foster an increase in speech intelligibility,understanding typical language development, learninghow to foster and increase receptive and expressivelanguage, and learning how to foster social communi-cation.

W50 Deep Reading of Torah in Hebrew(ES)TOVA SHIMON

PRESIDENT & EXECUTIVE DIRECTOR, TAL AM

In this workshop, we will: Read for meaning a chapterof Torah utilizing the tools of the digital era and usingan array of tools and processes that enable comprehen-sion of the messages embedded in the Hebrew textsuch as critical textual analysis, inferential and deduc-tive reasoning, analogical skills, reflection and insight.We will also design lesson plans aligned to the stan-dards of learning Torah and adjustable to differentlearning needs and styles.


W51 Learning Strategies that Engagethe Heart and Mind of OurStudents (ES, JH, SE)MINDY LIDSKY


This workshop involves many facilitated learningstrategies that move the center of instruction from thatof the teacher to the student. The adage “Never workharder than your students” is a guiding principle in thisworkshop whose core is a high school mini-Chumashlesson (which is easily adaptable to younger students).In this workshop, teachers will have an opportunity toexperience the delight that stems from discovery that isassociated with a host of tried instructional settingsand techniques.

W52 Look Ma, No Books! (ES)MERYL RUBIN


See the world come alive at your fingertips using pods,ipads, interactive websites, green screen, and more.This session will explore how elementary classroomsare using 21st century skills to teach Social Studies inan engaging and motivating way.

W53 Asssessment in Limudei Kodesh: IsThere a Better Way? ( JH)RABBI NAPHTALI HOFF


Testing represents the classic educational “product”associated with the completion of a unit of study.Though well designed tests accurately assess studentson a variety of levels, they are still rooted in a student’sability to recall and apply information, rather than hisor her ability to display skills and concepts they havelearned. For students who struggle with memorizingdetails, or with learning strengths in other areas, teststend to accentuate their weaknesses while downplayingtheir strengths. This session will introduce educators toalternative forms of assessment, which teach studentshow to apply their skills, including analytical skills, totasks and projects.

W54 Jewish Khan Academy: A NewProject for You, Your Students, andYour School ( JH, ADM)RABBI DR. NACHUM AMSEL

DESTINY FOUNDATION

Imagine if the best teacher you ever saw and experi-enced could teach you and your students any Jewishsubject for any grade level in Limudei Kodesh (grades1-12) at any time? That is the goal of this new andamazing project that will touch every Jewish studentand adult as well as unaffiliated Jews. Finally, aftersixty years of trying, a model has emerged where twomillion children voluntarily learn effectively eachmonth 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, JewishPhilosophy/Jewish Values and Tefillah. If you and/oryour school want to get in on this project that willchange Jewish education forever and for the better,then come to this session and learn how to involveyourself and your students on the ground floor.

W55 New Media Narrative, MovieMaking and Digital Storytelling inthe Classroom: From Tools toAssessment to Social Media ( JH)DR. JASON OHLER

AUTHOR & CYBER CULTURE RESEARCHER

Jason demonstrates practical tools and processes forimplementing student-created new media narrativeprojects – including digital stories, movies, mash-upsand other media-based projects - in exciting, creativeways. He addresses a number of topics, includingmedia assessment, “media grammar” and the role ofresearch-based digital stories and media developmentin the curriculum. This presentation features examplesof student and teacher media production, and offerspractical and conceptual ways for students to partici-pate in the world of Web 2.0 using new media narrativethey create for school projects. This presentation isbased on Jason’s best-selling book, Digital Storytellingin the Classroom: New Media Pathways to Literacy,Learning and Creativity (Corwin Press, 2008).






W56 Creating Podcasts as a LearningTool (ES, JH)LINDA GANS & LYNNE BLOOM


Discover podcasting, an exciting way to create, pub-lish, and distribute educational content in the class-room. Using iPhoto, Garage Band, Safari, and iTunes,students can create educational podcasts for learningand sharing. You will be able to implement this inno-vative technology into your curriculum the next day!Learn how easy it is to get started in the exciting worldof educational podcasting.

W57 The Connected Classroom:Inclusion and Engagement in theClassroom (JH)SMADAR GOLDSTEIN

JETS ISRAEL

With the advent of the internet and social networkingin the 21st Century, students generate much of theirown learning and socialization beyond the classroom.The internet, iPad, and apps have opened up a vastresource of possibilities to engage our students in thelearning process and greatly enhance their classroomexperience. The interactive “connected educator” ses-sion familiarizes participants with easy to use technol-ogy and online learning tools that enable them to har-ness the power of the internet in order to maximizetheir students’ learning. Participants will becomefamiliar with and experience a number of online toolsthat incorporate educational goals that utilize technol-ogy in a meaningful way, using computers or iPads thatinclude: fostering student-centered; inquiry drivenlearning; creating a collaborative classroom; differen-tiating instruction; developing research-based projects;using social networking to expand the learning com-munity; using social networking and the internet toconnect students to Israel and the global Jewish com-munity; increasing and enhancing teacher interactionwith the whole class; improving the quality and col-laborative nature of homework assignments; andenhancing student facility with technology.

W58 The Short Research Project: LittleProject = Big Educational Return(JH)DR. BILL ATWOOD

COLLINS EDUCATIONAL ASSOCIATES

According to the new Common Core State Standardsstudents should: “Write routinely over extended timeframes for research” and “Conduct short as well asmore sustained research projects.” However, the skillsinvolved in research are complex and challenging:Finding appropriate reading materials, note-taking,organizing, using one’s own words, creating cleverintroductions and conclusions, crafting body para-graphs, and linking ideas with transitional devices. Inthis workshop, teachers will learn strategies to helpovercome these challenges and help ease students intoshort research projects.

W59 Memory! There is RAM, the CPU,and Google. Now What? ( JH, SE)DR. JOEL DICKSTEIN



So much of school and life is remembering things. Evenwhen imparting critical thinking skills, the base knowl-edge must be “available.” It is therefore a conspicuousomission that we often do not teach the skills that stu-dents need to become better “rememberers.” In thisworkshop, we will be sharing specific techniques andstrategies for maximizing both active working memoryand long term retrieval in this age of information.

W60 Take Care of Yourself ! (MH)DEBORAH BERMAN

DIRECTOR OF SOCIAL WORK, YACHAD/NJCD

Practical and realistic techniques for relaxation, reju-venation, and healthfulness for the hardest workingpeople in the world: Special Educators. Nobody is ascommitted to taking care of others’ development andwellbeing as you are. In order to maintain professionallongevity, keep going at the speed and intensityrequired of special educators, and to remain emotion-ally and spiritually engaged, you must also give your-self permission to take care of YOU. Fatigue, emotion-al exhaustion, irritability, poor sleep, low motivation togo to medical appointments and to exercise, strainedpersonal relationships, or generally feeling underap-






preciated and unsupported are signs of professionalburnout, a very real and widely-researched conditionthat effects people in the helping professions. If youare already feeling the symptoms of burnout, or wantto acquire practical skills to avoid the pitfalls that canlead to burnout, attend this session and leave feelingrevitalized and with a tangible and manageable plan tokeep yourself healthy, happy, and ready to walk intothe classroom at the top of your game each morning.

W61 Direct Vocabulary Teaching forBetter Comprehension (SE)DR. JILL SLANSKY

ASSOCIATE PROFESSOR, UNIVERSITY OF

PORTLAND

The goal of teaching vocabulary is to improve stu-dent’s overall reading comprehension. There are twoimportant questions to consider when thinking aboutdirect teaching of vocabulary: 1. Does it improve com-prehension? 2. If direct teaching is used, how and whenshould it be done? This workshop will examine andmodel teaching strategies for effective vocabularyinstruction for special education students.

W62 Managing Students with ADHD inthe Classroom (SE)DR. JEFFREY LICHTMAN

NATIONAL DIRECTOR, YACHAD/NJCD

This presentation will identify the characteristics ofADHD and will suggest strategies for working effec-tively with students who have ADHD. Through casestudies the teacher will better understand the child whohas ADHD, and what the teacher should and should notdo to provide meaningful instruction within the con-text of the mainstream classroom.

W63 Special Tools for Special Needs(SE)GERSHON TAVE

TEQSMART CERTIFIED INSTRUCTOR

Remediate special needs students in an engaging,kinesthetic, self-paced program that emphasizes devel-opment and application of basic reading skills. Usetechnology to create simple materials that reinforceskills needed in the classroom. Employs multiplemodalities and fosters student expression of process

rather than just product while encouraging independ-ent work.

W64 Mindy Body Hebrew (SE)ANAT MAIMON-REZNICK


In this workshop, educators will first review theresearch about the academic and social challenges fac-ing students studying Hebrew language. Anat will thenintroduce a new innovative method to teach Hebrewcalled Mind Body Hebrew. Educators will practicenew ways to teach the Hebrew aleph-bet. They willlearn the Hebrew vowels and corresponding imageryand body movement. Educators will have the opportu-nity for group practice of this technique. They willmove from single vowel words to multi-vowel words.Ample time for questions and answers will be given.

W65 Fun with Mathematics (SE)DR. MARY FOOTE


In this workshop educators will explore methods forteaching the number and operations strand in earlychildhood mathematics. They will learn about chil-dren’s mathematical thinking from a developmentalpoint of view. The workshop will examine these in away that addresses a range of learners.

W66 The Brain and Reading (SE)DR. KAREN GAZITH

DIRECTOR OF EDUCATION THE BRONFMAN

JEWISH EDUCATION CENTRE

Neuroimaging techniques of the past decade have ledto a wealth of understanding about how children learnto read. In this session, we will examine currentresearch on reading: how children learn to read, andwhy learning challenges occur. We will then highlightspecific strategies to support students who experienceearly struggles in reading.

W67 SMART Boards and DifferentiatedInstruction (SE)DAVID DICKMAN

TEQSMART CERTIFIED EDUCATOR

Statewide Professional Development Conference26





Discover how technology, specifically your SMARTBoard, can help you address the diverse strengths andweaknesses of the students in your classroom. We’llprovide background information on differentiatedinstruction, along with strategies and resources to helpyou differentiate planning, instruction, management,and student assessment.

W68 Parents, Teachers, andAdministrators: Why Can’t We AllGet Along? (SE)RICHARD ELLENSON

SPECIAL EDUCATION TECHNOLOGY CONSULTANT

For inclusion to be successful, the relationships ofthese three key groups involved must be successful. YetParents, Teachers, and Administrators often haveextremely different issues. Balancing the needs of thestudent with the needs of the system – particularly infinancially tight times – can quickly evolve into a con-tentious battle where all the stressed parties react toissues with fear, rather than with vision. Productiverelationships are hard fought – but without them, thestudent, for whom all this is being done, has a hardtime being understood, supported, and educated. In thissession we will look in detail at the conflicting forcesthat create discord in the inclusion process, and look atways to work toward positive forward movement.

W69 Setting Appropriate Goals for ourStudents (SE)DR. DEBORAH MANN

DIRECTOR OF SCHOOL PROGRAMS, IVDUSCHOOLS, YACHAD/NJCD

Setting appropriate goals for students helps to ensureboth academic and social-emotional growth through-out the school year. However, it’s often a challenge toset goals and expectations that promote a student’sgrowth yet account for limitations. Establishing cleargoals allow for the monitoring of progress and helpidentify areas of concern and measure students’progress. This session will provide teachers with tech-niques necessary for setting clear goals for students.

W70 Meaningful ProfessionalDevelopment (ADM)LINDA STOCK

ASSISTANT PRINCIPAL, YESHIVAT NOAM

Professional Learning Communities are a leading suc-cessful model for professional development in schoolstoday. This interactive workshop will defineProfessional Learning Communities (PLCs). Whileour schools are devoted to student learning, success isdependent on the nature of the learning of the adultswho lead the community. PLCs are a self-directedmodel for reflective learning. This session will provideexamples, protocols that can be used as well as allowparticipants to begin the conversation and thoughtprocess 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.


Statewide Professional Development Conference28

OUR KEYNOTE PRESENTERS

RICHARD ELLENSON is one of today’s lead-ing figures in the world of Assistive Technology.His work has helped innumerable individualswith disabilities better reach their potential andhas helped the world at large better understanddisabilities – by fostering a spirit of inclusion,innovation, and joy across diverse environments.Richard began his career in advertising, eventu-ally starting his own agency and creating highprofile work for clients like American Express,Remy Martin and HBO. His line “It’s Not TV. It’sHBO.” remains one of the industry’s most endur-ing. However, in 1997 when his son was born with severe CerebralPalsy, Richard began thinking about the issues facing individualswith the challenges his son had – both in terms of perceptions andtechnology. In 2004, Richard founded Blink Twice, a company thatbrought energetic new thinking to the world of AssistiveTechnology. The company’s Speech Generating Device, the Tango,helped redefine how individuals without speech could communi-cate. Said Ed Donnelly, the CEO of DynaVox, which acquired BlinkTwice in 2009, “Blink Twice’s innovative approach to AAC foreverchanged the way speech-generating devices are viewed by the spe-cial needs community and the general public.” For this work,Richard and his son Thomas were honored as 2006 Persons of theYear by ABC World News Tonight. After serving as CEO/Presidentof Blink Twice for 6 years and as Chief Vision Officer at DynaVoxfor the year after the companies merged, Richard chose to take timeoff to focus on the more immediate needs of improving his son’seducation. For two years, he spent a day a week in class, supportingThomas, and also gaining a detailed understanding of the systemicchallenges encountered by students with a diverse range of disabil-ities. Those experiences led to the formation of a new company.Panther Technology, launched in late 2012, offers UniversallyDesigned apps to support ability and inclusion in everything fromwriting to math to controlling computers. The company is leverag-ing the extraordinary advances in today’s technology to lower barri-

ers to inclusion and learning for a much widergroup of individuals with disabilities. Within itsfirst few months, the company has been featuredon the cover of Exceptional Parent magazine andas the lead story for the Family Center onTechnology and Disability, a program funded bythe U.S. Office of Special Education. It is alsodeveloping partnerships with many key organiza-tions, both in education and mass media, tospread its message of improving access andinclusion. In addition to this work, Richard isalso a tireless voice for bringing change to the

way society perceives and interacts with individuals with disabili-ties. His efforts to include his son and children with disabilities inthe NYC Public School System was a cover story in the New YorkTimes Sunday Magazine. His work as an advocate, inventor, andmarketer has been covered in media such as CBS, Fox News, CNNSquawk Box, and in newspapers and magazines. He and Thomashave also been celebrated by the New York Yankees as part of the2009 HOPE Week. To quote Alan Brightman, Founder of AppleComputer’s Worldwide Disability Solutions Group and now VicePresident for Global Accessibility at Yahoo, “The mass marketmentality Richard Ellenson brought to this market was unprece-dented in the history of augmentative communications.” Richardhas been honored with the 2012 Visionary Leadership Award byResources for Children with Special Needs, as a Caregiver of theYear by United Cerebral Palsy of New York City, and by numerousgroups within the world of disabilities. He has received an NIHGrant and has served on the Boards of the Center on Disabilities atCalifornia State University at Northridge, the United States Societyfor Alternative and Augmentative Communication, and theAssistive Technology Industry Association. He currently serves onthe Advisory Council of the National Institute of Health’s Instituteon Deafness and Other Communication Disorders, and is Co-Chairof the UJA’s Task Force on Mental Health and Wellbeing.

RICHARD ELLENSON

SPECIAL EDUCATION KEYNOTE



DR. JASON OHLER is a professor emeritus,speaker, writer, teacher and cyber cultureresearcher. He is also a lifelong futurist and dig-ital humanist. Three decades ago at theUniversity of Alaska he helped create one of thefirst educational technology programs in the U.S.devoted to teacher and student empowerment,and has been involved in the world of digitallearning ever since. He has worked both onlineand in classrooms at home and internationallyduring this time, helping students develop thenew media literacies they need to be successfulin the digital age. He was a pioneer in the “blended learning” move-ment, helping to craft individualized educational solutions usingdistributed learning technology. He is a passionate promoter of “Artthe Next R” and of combining innovation, creativity and digitalknow-how to help reinvent teaching and learning. He is also anenthusiastic champion of the need for students to learn how to usetechnology wisely and safely, with awareness and compassion, sothey can become informed and productive citizens in a global digi-

tal society. Jason has appeared on many radio sta-tions, including ABC, CBS and Clear Channelaffiliates, as a special commentator for issuesrelated to people and technology. Commentariesare sometimes funny, sometimes serious, andalways original. He has won numerous awards forhis work and is author of many books, articles,and online resources. He continues to be a regu-lar contributor to Educational Technology maga-zine, providing insight about the “3Ds”: digitalliteracy, digital storytelling, and digital citizen-ship. His current book, Digital Community,

Digital Citizen, explores the issues of helping our students blendtheir digital and non-digital lives into one integrated approach toliving. His previous book, Digital Storytelling in the Classroom – aCorwin Press Best Seller – reminds us that he is first and foremosta 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 thatwork. And while we are at it, to have fun.”

DR. JASON OHLER

DR. JEFFREY LICHTMAN is NationalDirector of Yachad, The National Jewish Councilfor Disabilities (NJCD), Dean of IVDU Schools,Director of the NJ Association of Jewish DaySchools and a consultant to schools and agenciesworking with individuals who have specialneeds. A school psychologist with many years ofexperience in both regular and special education,Jeff has masters’ degrees in school psychologyand education from St. Johns University andNYU. He received his undergraduate and rab-

binical training from Yeshiva University, wherehe completed his doctorate as well. His areas ofexpertise include individual & group counseling,social skills training, and facilitating Inclusion &Teacher training. Jeff is a member of the NewJersey Department of Education Non PublicSchool Advisory Commission and Past Presidentof the Joseph Kushner Hebrew Academy. Heresides in West Orange, NJ with his wife Helen,their three children, and two grandsons.

DR. JEFFREY LICHTMAN

REGULAR EDUCATION KEYNOTES

DR. CLARISSA WILLIS has been involved inearly childhood education for over 30 years. Herexperience includes public school, early interven-tion, curriculum development, and teacher train-ing. As an author, trainer, teacher, special educa-tor, grant administrator, and parent, Dr. Willisoffers a unique perspective on issues related toearly childhood development and early childhood

special education. She is the author of ninebooks and has been involved in writing specialneeds adaptations for twenty-five other publica-tions. In addition, she has written early child-hood curriculum for three major curriculumcompanies. She is available to customizekeynote presentations or full day seminars thatmeet the needs of your program.

DR. CLARISSA WILLIS

EARLY CHILDHOOD KEYNOTE



FEATURED PRESENTERS

DR. BILL ATWOOD is a CollinsEducation Associate who has over 20 yearsof experience in public and private schoolsand is a recipient of a Presidential Award forexcellence in Math and Science Teaching.His books, How Did You Get That?Improving Open Responses in Math (CollinsEducation Associates published 2011), Tell aStory About a Time: Improving NarrativeWriting (to be published 2014), ConvinceMe: Lessons to Improve Opinion and

Argument Writing (2014) and a dynamic DVD, MathWords In Motion: Improving Math Vocabulary(2013), describe strategies that improve both thinkingand writing skills. Bill is a national presenter knownfor his sense of humor, enthusiasm, and ability tofocus on practical ideas that teachers can implementeasily. Bill is part of the graduate faculty at SalemState College, Endicott College, and Worcester StateCollege in Massachusetts. Bill lives in Milton,Massachusetts with his wife and three children.

DR. BILL ATWOOD

DR. KAREN GAZITH taught in a numberof special needs institutions and schoolstaught in a number of special needs institu-tions and schools, including the InstrumentalEnrichment Institute with Dr. Feuerstein,before receiving her doctorate inEducational Psychology from McGillUniversity. She then served as theCoordinator of Special Education at theBronfman Jewish Education Centre. She is

now the Director of Education at the BronfmanJewish Education Centre and an adjunct professor inthe department of Educational and CounselingPsychology at McGill University where she hastaught for the past twenty years. She has presented ontopics related to meeting diverse needs in the class-room in many cities in Canada (including theCanadian Arctic,) the U.S., England, Israel andAustralia.

DR. KAREN GAZITH



RABBI YAAKOV AICHENBAUM isthe Director of the Limudei KodeshResource Room in the Scranton HebrewDay School. He also maintains a privatepractice as an educational consultant andlecturer. He has presented workshops onvarious topics at national conventions aswell as in individual schools. He is alsothe co-developer (together with RabbiDovid Freeman) of the “Laying theFoundation for a Lifetime of LearningTorah Independently” workshop series.Rabbi Aichenbaum and Rabbi Freemanare the authors of THE LIST teacher’smanual and The Key to Chumash work-book series. Rabbi Aichenbaum is thedeveloper of The Chumash VocabularyTest©. This test is a diagnostic tool whosepurpose is to assess individual and school-wide chumash vocabularyachievements. Rabbi Aichenbaum hasconducted extensive research about thesubjects of vocabulary acquisition andretention, overlearning and automaticitytheory, and the effective use of flashcards.Most recently, he started The OnlineLimudei Kodesh Resource Room wherehe provides remedial help for studentswho do not have local services available.Rabbi Aichenbaum learned in YeshivasBais Moshe of Scranton and its Kollel formany years and he later earned hisMaster’s degree in special education andin elementary education from FelicianCollege. He also trained under the inter-nationally known special education con-sultant, Rabbi Shaul Klein. Many of hisprojects including workshop videos canbe found on chinuch.org.

RABBI DR. NACHUM AMSEL cur-rently works with Rabbi Berel Wein andthe Destiny Foundation as the Director ofEducation, whose mission is “to bringJewish history to life in an exciting, enter-taining and interactive way.” The founda-tion has developed new materials and amethodology to teach Jewish history in anew and exciting way using digital mate-rials that can be used for distance and iPadlearning. Rabbi Amsel has been a teacher,a school principal, has taught in universi-ty and has also taught over 1000 teachershow to teach more effectively. RabbiAmsel has worked in all areas of formal

and informal Jewish education and hasdeveloped numerous curricula including amethodology on how to teach JewishValues using mass media. Recently, hefounded a program, STARS (StudentTorah Alliance for Russian Speakers),where more than 3000 students in 12Russian speaking countries learn abouttheir Jewish heritage for five hours eachweek. Before that, he was the EducationalDirector of Hillel in the Former SovietUnion. He lives with his wife and fourchildren in Jerusalem.

IAN ASH is a board-certified music ther-apist who earned his Masters of MusicTherapy degree from Temple University.Ian has treated many diverse populationswith music therapy. These populationsinclude children and adolescents withlearning disabilities, developmentaldelays, pervasive developmental disor-ders, emotional disturbances, trauma,abuse, psychiatric illness, physical illness,physical disabilities, and addictions. Ianis the owner and operator of MusicTherapy Resources, LLC. Music TherapyResources, LLC is a private practice andcontracting service that provides musictherapy services to youth with specialneeds. Ian currently provides music ther-apy services to several special educa-tion/inclusion students in public schooldistricts as well as special education cur-riculum private schools throughout thePhiladelphia metropolitan area. All spe-cial education music therapy services areutilized to help students improve cogni-tion, 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 AdultOutpatient Behavioral Health Program atInterfaith Medical Center. Deborah holdsa Master’s degree from the ColumbiaUniversity School of Social Work. Shetrained at Yachad’s Day Hab and IVDUprograms and at The Jewish Board ofFamily and Children’s Services. Sheearned a B.A. in Jewish Studies fromHunter College, with an academic focus

in Jewish-led social justice movements ofthe Twentieth Century, for which sheauthored a thesis entitled “Shtetl to SocialAction: Jews and the Evolution of theAmerican Disability Rights Movement.”Deborah’s accomplishments in the fieldof international mental health includeappointment as Health & HumanitiesScholar-in-Residence with the ORTZAInstitute in Northern Spain. Deborah hasserved as a family, marital, and individualpsychotherapist at Brooklyn Center forPsychotherapy in Park Slope, InterfaithMedical Center, and New York CityHealth and Hospitals Corporation. She isthe proprietor of a private psychotherapypractice in Greenwich Village dedicatedto working with individuals and families,as well as providing clinical supervisionto rabbis and seminary students fromdiverse Jewish stripes. Deborah lecturesextensively in the U.S. and abroad onorganizational management, professionaldevelopment, clinical practice, multidisci-plinary and cross-cultural treatment plan-ning, and ethics.

LYNN BLOOM graduated fromBrooklyn College with a degree inComputer Science. She worked a numberof years as a technologist in New YorkCity. After a hiatus from the professionalworld to raise her children, Lynn earned aNJ teacher’s license via the NJ AlternateRoute Program. She has been teachingthird and fourth grade secular studies atYavneh Academy since 2001. She uses theSmart Board, Mac books and ipods wher-ever possible to bring technology into theclassroom and enhance her teaching.

TOVA BURACK has worked in theTechnology Department at YavnehAcademy for the past four years. She ispassionate about educating others on theimportance of technology in the class-room. Her enthusiastic and energeticapproach to learning and teaching providemotivating and engaging opportunities forstudents as well as educators. She focusesher efforts to keep up with current tech-nology and creating a positive learningexperience for all. She studied Marketingat Sy Syms School of Business.

About Our Presenters:



TSIPPI CANTOR has been a preschoolteacher for 13 years. She has been part ofYeshivat Noam’s Buds grade since itsinception in 2001 and has implementedmany different types of curricula in manydifferent types of ways in that time. Shetruly loves teaching four and five yearolds and enjoys learning more about themevery year! Tsippi has an undergraduateand graduate degree in Early ChildhoodEducation. She has lived in Teaneck, NJfor 13 years and has three daughters, all inYeshivat Noam.

ALIZA CHANALES teaches sixth grademath and science at Yeshivat Noam inParamus, NJ. She has a master’s degree inmiddle school education from Bank StreetCollege of Education in NY. During thesummer, Aliza works at Camp MoshavaBa’ir.

DR. PATRICIA COOPER is an associ-ate professor of early childhood educationat Queens College, CUNY. She is theauthor of The Classroom All YoungChildren Need: Lessons in Teaching fromVivian Paley, as well as numerous articleson early literacy, children’s literature andeffective teaching. A former school direc-tor and classroom teacher, she is a frequentpresenter to professional, school and par-ent groups on early literacy development,curriculum and behavior management.

DAVID DICKMAN is an InstructionalTechnology Specialist with TEQ. He pro-vides professional development to teach-ers, in the integration SMART products,iPads, and other technologies. He has aMaster’s degree in Education from LongIsland University and a Bachelor’s degreein Mathematics from BinghamtonUniversity. Before working for TEQ, heworked at Mill Neck Manor School forthe Deaf for seven years. At Mill Neck heworked as a Teacher Assistant and HighSchool Mathematics teacher for studentswith various needs and abilities.

DR. JOEL DICKSTEIN is an associateprofessor at Touro College, and currentlyserves as the Senior Consultant of theNational Education Resource Center ofP’TACH. Previously, he was instrumentalin establishing, and was ProgramCoordinator of, the Yeshiva University

High School-P’TACH Program. Dr.Dickstein has also served as a consultantand teacher trainer for various organiza-tions, yeshivas and day schools. He is anadvocate for effective teaching strategiesand practices to address the differentneeds and learning differences of allJewish children in an inclusive classroom.

DR. MARY FOOTE is a mathematicseducator with a long history of school-based practice. She is currently anAssociate Professor in the Department ofElementary and Early ChildhoodEducation at Queens College-CUNY. For14 years she was a classroom teacher atPS84M in New York City, a Title I schoolserving a population of children 55% ofwhom were Latino and 35% of whomwere African American. She spent twoyears engaged in developing and conduct-ing district wide ProfessionalDevelopment in Community SchoolDistrict #3 in Manhattan, a districtencompassing parts of the Upper WestSide and Harlem. Her research interestsfall broadly within issues of teacherknowledge. More specifically her inter-ests are in teachers’ content knowledge, aswell as cultural and community knowl-edge and practices, and how they mightinform mathematics teaching practice.

RABBI DOVID FREEMAN was the2nd and 5th grade rebee in the ScrantonHebrew Day School for sixteen years. Herecently became the third grade rebbe inThe Cheder of Monsey. He has developedinnovative methods to teach chumash andgemara in order to insure that studentswill acquire the core vocabulary that isneeded for both subjects. He has alsoauthored several workbooks on both chu-mash and gemara vocabulary. He has pre-sented workshops on the subject of vocab-ulary acquisition at several national con-ferences and he has also been invited toshare his methods at various yeshivas andschools. He is the co-developer (togetherwith Rabbi Yaakov Aichenbaum) of the“Laying the Foundation for a Lifetime ofLearning Torah Independently” workshopseries. Rabbi Freeman learned in the baismedrash and kollel of Yeshivas BaisMoshe in Scranton for many years beforehe started teaching in the ScrantonHebrew Day School.

NACHUM GANOR is Director of institu-tional Hebrew programs at Ulpan-Or. Overthe last 10 years Nachum gained vast expe-rience in developing, coordinating andfacilitating Hebrew programs at Ulpan-Or.Over the past 4 years he has been influen-tial in dissemination of Hebrew curriculabased on Ulpan-Or’s unique RLA (RapidLanguage Acquisition) methodology forschools in the U.S., Australia and NewZealand. Nachum’s specialty is trainingHebrew teachers in using new technologyfor Smart Boards, iPads, and iPhones inorder to engage students in Hebrew studiesand Israeli culture. Nachum has trainedteachers all over the globe, helping thembring Hebrew closer to the hearts of theirstudents.

YOEL GANOR, director of Ulpan-OrInternational, a center for Hebrew studiesand Israeli culture, is a graduate of theTechnion and Henley Business School,and holds degrees in electronic engineer-ing and business administration. Over theyears Yoel has supported his wife, Orly, inconducting research in the area of lan-guage learning, providing technologicalaspects to the research. Together theyhave developed a unique RLA – RapidLanguage Acquisition – method. He is anavid student of Torah, and publishes hisHebrew insights on the Torah portion(parashat hashavuah) online on a weeklybasis. Together with Orly, he recently pub-lished a book on Torah insights, Hebrewfrom Insight Out, which he also designedas an iPad App.

LINDA GANS has been teaching atYavneh Academy for 18 years, the major-ity of which has been as a fourth gradegeneral studies teacher. Her three childrenare all graduates of Yavneh Academy.Linda holds a BA from Goucher Collegein Maryland along with a teaching degree.For the past several years, Linda has beenusing technology extensively in the class-room in order to enhance her students’education.

SMADAR GOLDSTEIN is quicklybecoming recognized as one of the mostdynamic and successful online teachers inthe world of Jewish education. She servedas a classroom teacher at Hillel Torah Dayschool in Chicago and the Yeshivah of



Flatbush in New York before makingaliyah in 1998. In Israel, Smadar made thetransition from classroom instruction toonline instruction. She taught a variety ofonline courses for the Lookstein Center ofBar Ilan University and for DLS, DistanceLearning Solutions, before creating herown company - JETS, Jerusalem Ed TechSolutions. Smadar has presented manyprofessional development sessions in theUnited States, Canada, England, andIsrael. She has been invited to be a regu-lar contributor to “Voices”, an online pro-fessional development tool of PLP(Powerful Learning Practice).

GLORIA GORDON, MSW, ACSW, aspecialist in working with youth and fam-ilies, is active in communal services andserved as president of communal andZionist organizations. As one of the coordinators of ACHI, AmericanCommunities Helping Israel, she bringsher technical expertise to creative projects.Her professional and community experi-ence enhance her powerful presentations.

RAHEL GREBLER grew up in Israel.During her army service she taughtHebrew to illiterate immigrants fromundeveloped countries. After completingthe army, she was an elementary schoolprincipal for six years before moving tothe USA. She has been teaching inYavneh Academy for 16 years where sheco-teaches a transitional first grade class.She holds a BS of Education and JewishHistory from Haifa University, an Ma.S.for Special Education from Bank StreetCollege and an LDTC certification fromMontclair University. Technology plays asignifiicant role as she integrates it intoher multi-sensory curriculum.

RIVKE GUTKIND is the former direc-tor of the Rabenstein Learning Center atYeshivat Darchei Torah. She is presently alearning consultant in private practice andan Adjunct Professor at FordhamUniversity.

CLAIRE HIRSCHHORN has beenteaching at Yavneh Academy for 18 years,the majority of which have been with theTechnology Department. Her three chil-dren are all alumni of Yavneh Academy.Claire holds a BS from University of

Maryland, an MBA from FairleighDickinson University, and post-graduatestudies in education from WilliamPaterson College (now William PatersonUniversity). Claire is a technophile wholoves to work with colleagues to integratetechnology into their curricula.

RABBI NAPHTALI HOFF, M.ED.,provides professional development andconsulting services to day schools andyeshivot throughout the country, includ-ing PD workshops on a wide range ofeducational topics and mentoring support,as well as guidance for teachers, adminis-trators, and lay leaders. He is an accom-plished educator and sought after lecturerwith over fifteen years of experience inthe field, including more than a decade asan administrator. Rabbi Hoff holds twomaster’s degrees and is presently a doctor-al candidate in human and organizationalpsychology, which studies successfulindividual or organizational change anddevelopment.

RABBI OVI JACOB is the GeneralManager of Late Nite Labs, a leadingonline science learning company, where heis responsible for strategy and operations.In 2013, he led a successful acquisition ofthe company by Macmillan. Ovi has expe-rience as a venture capital investor and isthe former Assistant Rabbi of the BocaRaton Synagogue.

ZEHAVA KELNER, director of theOtiyot Institute network, holds an M.A. inEducation from the Hebrew University inJerusalem. Her expertise derives fromlong years of experience as a languageteacher for children, as a remedial teach-ing practitioner and as a lecturer at theDepartment of Education at the DavidYellin College in Jerusalem. The OtiyotInstitute has developed innovative cur-riculum and teacher training programs onHebrew reading and writing based onproven methods of phonetic languageinstruction. The Otiyot Medabrot coursesare appropriate for regular classroominstruction, for remedial instruction, andfor special education frameworks.

DR. THEODORE KESLER, a formerstaff developer with the Reading andWriting Project has his Ed.D. from

Columbia University’s Teachers College.He holds his National Board ofProfessional Teaching Standards license.Ted taught grades K, 1, 3, and 4 for 13years in the New York City public schools.In 1996-97, Ted was the featured teacherin a nine-part, year-long series of articlesin The New York Times called “Class 3-223: Mr. Kesler’s Struggle.” In 1998, hereceived the prestigious Bank StreetCollege Early Childhood Teacher of theYear Award. Ted currently is an assistantprofessor in literacy at Queens College,CUNY. His published work has appearedin The Reading Teacher, Language Arts,The Elementary School Journal, Readingand Writing Quarterly, The Journal ofAdolescent and Adult Literacy, Languageand Literacy, among other journals.Please visit www.tedsclassroom.com orcontact Ted at [email protected].

ELANA KESSLER has been a teacher ofearly childhood for 13 years. She beganher early childhood career in HackensackHospital as a Child Life Therapist andthen continued on to teaching in a PublicSchool resource room. Elana has been ateacher in Yeshivat Noam for 11 years.She loves working with four and five yearold children, allowing them to exploretheir creativity and think outside the box.Elana has a B.A. in Early ChildhoodEducation from Stern College and is in the process of attaining her Master’s degree in Early ChildhoodAdministration.

RABBI TAVI KOSLOWE is the assis-tant principal for middle school Judaicstudies at Yeshivat Noam in Paramus, NJ,where he also teaches 6th grade Gemara.He is currently writing his dissertation foran Ed.D at the Azrieli Graduate School ofJewish Education and Administration.

RABBI MENACHEM LEIBTAG,founder of the Tanach Study Centerwww.tanach.org, is an internationallyacclaimed bible scholar and pioneer ofJewish Education on the internet. Hisessays on Parshat ha’Shavua reflect hisvibrant thematic-analytical approach,blending the methods of modern scholar-ship with traditional approaches. As arebbe at Yeshivat Har Etzion, he is bestknown for his ability to teach students


how to study Tanach. Rabbi Leibtag alsoteaches at Yeshivat Shaalavim, &Midreshet Lindenbaum; and routinelylectures around the globe, primarily as aScholar in Residence in communities inNorth America.

JACKIE LEIFERT is a second gradeJudaic Studies teacher at YavnehAcademy in Paramus. Her specialty isdifferentiated instruction with an empha-sis on special needs. She has incorporat-ed appropriate technology in her class-room using teacher made programs andwebsites to enhance classroom instruc-tion. Her integration of the SmartBoardassists in keeping her students focusedand engaged in their learning.

CHANI LICHTIGER is Director ofEducational Technology at YavnehAcademy, She is a passionate advocate forinspiring and informing teachers andadministrators about how to reach this gen-eration of learners. With many years ofexperience in education and technology,she has developed and integrated technolo-gy into grade level curriculum. Her respon-sibilities include designing and implement-ing technology into the K-8 classroom andoffering professional development work-shops to the faculty to enable access tocutting edge technology and social mediaapplications. She continues to keepYavneh Academy at the forefront of theconstantly developing and growing worldof academia, always keeping up withemerging trends and cultural changes. Sheholds a B.A. from Brooklyn College, anM.A. in Education from New YorkUniversity and is certified in TechnologyEducation from Bank Street College.

MRS. MINDY LIDSKY, a graduate ofStern College for Women and Beth JacobJerusalem (BJJ), is a veteran educatorwho has taught and supervised elemen-tary and high school Limudei Kodesh andgeneral studies for over thirty years. Hergraduate and post-graduate studies haveearned her an M.A. from New YorkUniversity and have included mentortraining with the Jewish New TeacherProject. Mrs. Lidsky presently serves asthe principal at Ilan High School for Girlsin Deal, New Jersey and directs theHadrechaini Advanced Teacher TrainingInstitute.

NANCY MAGER is the Director of theGateways Jewish Education Programs atGateways: Access to Jewish Education inNewton, MA. (the central agency inBoston for Jewish special education serv-ices). Nancy has degrees in psychology(B.S) and special education (M.S.ed)from Boston University and SimmonsCollege. Nancy is an experienced class-room teacher, educational/behavioral con-sultant and public speaker. Nancy hasexpertise in supporting individuals withautism spectrum disorders, behavior chal-lenges, and learning disabilities. As the Director of the Gateways JewishEducation Programs, among otherresponsibilities Nancy supervises a self-contained special education Sundayschool program, and b’nei mitzvah prepa-ration program, as well as an inclusiveeducational teen youth group.

ANAT MAIMAN-RESNICK was born inTel Aviv Israel and is a native Hebrewspeaker. She completed her undergradu-ate studies in Semitic languages at TelAviv University. Anat has been teachingHebrew in New York City for the lasteighteen years. She taught at the Park EastDay School, Park Avenue Hebrew School,The Rodeph Shalom School, and in thelast four years is a coordinator and aHebrew teacher at the ManhattanSephardic Congregation. In the pursuit ofcreating the most efficient way of teach-ing Hebrew vowels (nekudot) Anat creat-ed The Mind Body Hebrew, a multisenso-ry teaching method that engages all threeperceptual systems; visual, auditory andkinesthetic. This method has been provento be particularly successful in teachingstudents with learning disabilities. She isthe author of the upcoming book Israel isLearning Hebrew, the inspiration for TheMind Body Hebrew method.

DR. DEBORAH MANN is the Directorof School Programs and SchoolPsychologist at IVDU, a special educationschool in Brooklyn, NY run through theNational Jewish Council for Disabilities.She received her Psy.D. in School andCommunity Psychology from HofstraUniversity and her B.A. from BarnardCollege. Her specific areas of interestinclude cognitive-behavioral therapy andcollaborative school-based interventionsfor behavior management.

DR. RABBI PROFESSOR RICHARDM. MILLER holds an Ed.D. and Ed.S.from Seton Hall University. He is a certified principal, superintendent, andteacher in both New York and New Jersey.He is presently an Assistant Professor atRichard Stockton College in the areas ofethics, gerontology, holistic health, andJewish studies. He has served as principalfor both k-12 schools and special educa-tion schools. In addition, Dr. Miller is anursing home consultant and HospiceChaplain. He regularly writes articles forthe Argo Newspaper in New Jersey.

LIZ OFFEN has been teaching in theJewish community for over 30 years.She recently became the Director of theNew England region of Yachad/NationalJewish Council for Disabilities. Liz alsoteaches at Gateways: Access to JewishEducation. Previously Liz taught for 14years at Temple Shalom of Newton, MA.For 2012-2013 Liz held a CJP Teachingand Technology Fellowship, and alsoreceived a secondary fellowship fromPELIE to attend the International Societyfor Technology in Education (ISTE) con-ference in San Diego. This past summer,Liz returned to Camp Ramah (Palmer,MA) as an Inclusion Specialist. She hasan active private practice coaching andtutoring children and families in B’NaiMitzvah preparation and Hebrew. She hastaught hundreds of students one-on-one,many with a variety of special needs. Lizhas piloted her own methods to reach chil-dren who do not respond to traditionalBar Mitzvah/Hebrew educational meth-ods and individualizes their study plansbased on each child’s unique set of skillsand needs. Liz holds a Master’s inPolitics from MIT, and a Bachelor of Artsin English and Women’s Studies fromMount Holyoke College. Formerly Lizworked as a political economist and sen-ior program manager for state and federalagencies, as well as domestic and interna-tional non-profit organizations.

SUSAN PAUL is an ASHA certifiedspeech/language pathologist with over 25years of experience. She attended theUniversity of Maryland and received herB.A. and M.A. from Temple Universityand received her teaching certificate fromthe Commonwealth of Pennsylvania. As aprivate practitioner, Susan has consulted




with child growth and development cen-ters, schools, and early intervention pro-grams, and has provided individual andgroup therapy, including social communi-cation groups. In her private practice,Communication Imaging, she prides her-self in fostering effective and functionalcommunication techniques by utilizing ateam approach while drawing on individu-als’ strengths. As a consultant to schoolsand preschools, Susan has developed ther-apy programs to include social communi-cation therapy groups as well as individualtherapy programs for all populationsincluding those who are on the autismspectrum as well as severely-emotionallydisturbed children. Susan, in her capacityas an expert in the field of autism, was fea-tured on Friendly Neighborhoods, a cabletelevision program produced by LaSalleUniversity. Susan has presented workshopsto both professionals and laypeople on thetopic of autism and early language, learn-ing and literacy development. Susan mar-ried her childhood crush while in graduateschool and is the proud mother of threesons. She and her family are active mem-bers of their synagogue, Congregation OrAmi in Lafayette Hill, PA.

CAPTAIN JOHN RAMPOLLA hasbeen a law enforcement officer for 17years for a suburban police department inthe NY/NJ Metropolitan area. In 2003 hewas assigned to a regional computercrimes task force in Northern New Jersey.He is a nationally recognized speaker onthe topics of cyber-crime, augmentedreality, virtual worlds, counter-terrorism,cyber-bullying, and undercover InternetRelay Chat (IRC) investigations. He hastaught international law enforcement atMicrosoft in Redmond, WA, in theOntario Canadian Providence, and taughtcyber-crime topics to all levels of lawenforcement for the National InternetCrimes Against Children Task Force. Inhis spare time he teaches in variousdiverse communities as an outreach coor-dinator for homeland security interests.John serves as a consultant for variousorganizations across the United States andpresents for the National DistrictAttorney’s Association (NDAA) and FoxValley Technical College.

SHIRA RICHMAN attained her MA in

Psychology at New York University. Sheis currently working as a Consultant withThe Institute for Children with Autism.She works in various Long Island PublicSchool Districts, training all staff and psy-chologists in Behavior Management andInclusion as well as conducting parenttrainings. She has a private practice ded-icated to consulting in private school set-tings as well as creating and supervisingIn-Home Behavior Management and SkillAcquisition programs along with the par-ents using Applied Behavior AnalysisTechniques, and acting as a parent/schoolliaison for children with special needs.Her experience includes work with chil-dren on the autism spectrum as well aswork with children diagnosed with ADD,Hyperactivity, Dyslexia, and other devel-opmental disabilities, in both English andHebrew Subjects. Shira Richman isauthor of Raising A Child with Autism: AGuide to Applied Behavior Analysis forParents, JKP 2001, and EncouragingAppropriate Behavior for Children on theAutism Spectrum: Frequently AskedQuestions, JKP 2006.

RIVKY ROSS holds a B.A. in JewishStudies and English Literature from SternCollege, Yeshiva University, and complet-ed the Bruriah Scholars fellowship inTalmud at Midreshet Lindenbaum inJerusalem. She has worked in the field ofalternative Jewish Education for 20 yearsthrough organizations including Melitz-Centers for Jewish Zionist Education, thePardes Institute of Jewish Studies, and theOrthodox Union’s Jewish LearningInitiative on Campus. She began herMontessori journey as a parent, falling inlove with the method while her childrenattended Montessori schools in Ithaca,NY. Convinced that Montessori could beapplied to yeshiva day school curriculumfor an optimal educational experience,she trained in Montessori elementary edu-cation at the Princeton Center for TeacherEducation. Morah Rivky joined the staffof Yeshivat Netivot as Director in 2006and became Head of School in 2009. Sheis considered one of the world’s leadingauthorities on Jewish Montessori educa-tion and lectures widely on this topic.

LORI ROTH is a Speech-LanguagePathologist and Oral Motor Specialist

with over thirty (30) years of experience.She is licensed in New Jersey and has aSpeech Specialists Certification from thestate. She received her Bachelor of Artsand Science in Psychology from GeorgeWashington University in Washington,DC in 1972. In 1974 she was awarded herMasters of Speech and Audiology fromThe Catholic University of America. Loriwas first employed by Baltimore Countyand then Queen Anne’s County Board ofEducation to work with children withauditory processing and learning disabili-ties. Lori Roth has also been employed byhome health agencies both in Marylandand in New Jersey where she worked withchildren with traumatic brain injuries,strokes and swallowing difficulties. From1988 to 1998, Lori Roth was employed bythe Summit Speech School, a school forhearing impaired infants and preschool-ers, as the Coordinator of Speech. Since1998, Lori has had a private practicefocusing on speech and oral motor thera-py for children with hearing impairments,oral and verbal apraxia, autism and swal-lowing disorders. As a frequent workshoppresenter, Lori has had the experience ofpresenting at the Alexander Graham BellAssociation’s National convention, aswell as numerous County Speech andHearing Associations and specific schoolteacher training events.

TAMMIE ROTH is the creator of“ENHANCED TEACHING &BEYOND”Specializing in Customized StrategicStaff Training for Early ChildhoodEducators. Tammie is an educational consultant and “REGGIO INSPIRED”Educator. With over 17 years of teachingand directing experience, Tammie contin-ues to be a leader in the field of earlychildhood education today. Tammie hasbeen active in the early childhood fieldboth nationally and internationally whereshe participated in the international dele-gation to the schools of Reggio Emilia inItaly. She is also co-author of THE JEW-ISH KEHILLAH ACCREDITATIONMANUEL FOR JEWISH EARLY CHILD-HOOD PROGRAMS.

MERYL RUBIN has been teaching atYavneh Academy for 16 years. For thepast 7 years she has been teaching thirdgrade English. She is the mother of three


daughters, all of whom are Yavneh gradu-ates. Meryl holds a BBA from BaruchCollege (CUNY). She is a graduate ofthe New Jersey Alternate Route forEducation. She is a voracious reader,who loves instilling this love into her stu-dents. Her newest passion is infusingtechnology in the classroom.

KRISTINE SCHARALDI is an experi-enced classroom teacher and staff devel-oper. She earned a Master’s Degree inComputers and Education from TeachersCollege, Columbia University. She hasassisted teachers with technology integra-tion in the curriculum for over ten years.Kristine Scharaldi is a SMART CertifiedMaster Trainer and has used the SMARTBoard to support learning in all grade lev-els and subject areas.

NOMI SCHNECK is a middle schoolEnglish teacher at Yavneh Academy.Aside from teaching, she runs a numberof literature initiatives in the school, suchas an enrichment writing workshop and aliterary magazine. Nomi has a BA inEnglish Literature and an MA in BibleStudies. Before coming to Yavneh, shetaught at the Ramaz Upper School andSAR High School.

REBECCA SCHRAG, MSW, Directorof Senior Yachad, organizes inclusive edu-cational and recreational programs forYachad’s teen and young adult clients,together with partnering Jewish highschools in the New York metropolitanarea. Rebecca supervises Yachad’s YouthLeadership Council, comprised of activehigh school representatives who strive tobring inclusion to their respective com-munities. Rebecca also serves as the pro-gram director for Yad B’Yad Israel, a sum-mer leadership program for individualswith and without disabilities, which toursIsrael. Rebecca obtained a Master ofSocial Work degree from New YorkUniversity. She also received herBachelor of Social Work degree, withminors in Psychology, Hebrew and JudaicStudies, from New York University whereshe graduated with honors and receivedone of the university’s PresidentialService Awards. Rebecca devotes much ofher time to informal Jewish communitywork, as well as to formal Jewish educa-

tion. She has taught in schools in NewJersey, Connecticut and Israel. Clinically,Rebecca sees clients through Yachad’scounseling center and she has a specialclinical interest in the siblings of thosewith developmental disabilities.

ADRIENNE SHLAGBAUM is a pas-sionate educator and math coach atYavneh Academy. A life-long learner,Adrienne relishes opportunities for pro-fessional growth. Happiness is gettingeverything organized!

SHARON SHERMAN embarked on hersecond career after completing her postbaccalaureate degree in education atFelician College. She has been teachingfifth grade at Yavneh Academy for 6years. Prior to joining Yavneh Academy,she was a substitute teacher and girls’ bas-ketball coach at the Joseph KushnerHebrew Academy. Preceding her moveinto the field of education, Sharon was atax attorney at Weil, Gotshal and Mangesin New York. She earned a BA inAccounting from Queens College, passedthe CPA exam and earned both a JD andLLM in Taxation from New YorkUniversity. Sharon lives in West Orange,New Jersey with her husband Jonathanand has 3 wonderful children. It is withthe assistance of, and prodding by, herchildren that Sharon continues to developand expand the technological knowledgethat she incorporates into her curriculum.

TOVA SHIMON is the President andExecutive Director of TaL AM, an organ-ization dedicated to the development andimplementation of curricula for Jewishstudies. TaL AM serves over 400 Jewishday schools on six continents. Tova is theoriginator and main author of the TaL AMHebrew and Jewish Heritage Curriculum,its predecessor the TaL SeLA HebrewLanguage Arts Curriculum and numerousLeadership and Teacher TrainingInstitutes. Tova brings to this position adiverse educational background, whichincludes over 20 years experience inteaching Hebrew and Jewish Studies inelementary, junior high and high schoolsand in teacher training programs. Tovareceived the Yaacov Zipper Award for out-standing professional contribution toJewish education in 1987, the Safra

Authors Award from the Educators’Council of America in 1989, the CovenantAward for Exceptional Jewish Educatorsfrom the Crown Foundation in 1992, andthe Community Service Award from theMontréal FEDERATIONCJA in 2007.Tova is the mother of three children andgrandmother of ten, all of whom live inJerusalem.

RABBI SHIMON SIEGEL is aTeqSMART Certified Trainer and is cur-rently working in the capacity of SalesSpecialist and Consultant for Jewish DaySchools with Tequipment. Rabbi Siegelreceived smicha from Yeshiva ChofetzChaim; Queens NY and a Master’sDegree in Education from AdelphiUniversity NYC. Prior to working withTEQ, Rabbi Siegel was a Rebbe forgrades 5 – 8 in Boston, St. Louis and NY.At the Epstein Hebrew Academy in St.Louis Rabbi Siegel became involved withcurriculum development. He was part of afocus group charged with the responsibil-ity of leading this K – 8th grade school increating a Chumash Curriculum. DuringRabbi Siegel’s time at the HebrewAcademy of Long Beach, NY he was ableto effectively integrate technology acrossthe Limudai Kodesh curriculum. RabbiSiegel became a master at developinginteractive lessons for the SMART Boardin his everyday teachings. Rabbi Siegelwas brought on to the TEQ ProfessionalDevelopment Team as their Judaic expert.In this role he is instrumental in guidingmany teachers of all subjects to under-stand and integrate SMART Technologyinto their lessons. In his present capacityas Sales Representative and Consultant tothe Jewish Days Schools, Rabbi Siegelcontinues to advance the integration ofSMART Technology within Jewish DaySchools nationwide.

DR. JILL ANN SLANSKY ofVancouver, Washington provides profes-sional development to many school dis-tricts across the United States. Priorresponsibilities include National ReadingConsultant for Houghton MifflinCompany and serving on the faculties ofThe University of Portland, Portland StateUniversity and the College of Idahowhere she taught courses in ReadingMethods, Language Arts and Children’s




Literature. She received her B.A. fromJersey City State College and her M.A.and Ed.D from the University ofColorado. Jill is an author of Literacy:Helping Children Construct Meaning,Cengage Learning, 9th Edition. Herstrong knowledge of practical classroomtechniques comes from her experience asan elementary teacher, a junior highschool remedial reading teacher and ateacher of special education children.

LINDA STOCK is the AssistantPrincipal of the Elementary School atYeshivat Noam in Paramus, NJ. With a degree in K-6 Education and a Mastersin Administration, Curriculum andSupervision she has lead Yeshivat Noaminto the forefront of progressive educa-tion. Both students and teachers need tolove the learning process for students toreach their potential. Linda believes insupporting her faculty in order that theycan facilitate each of their student’s great-est growth. Through strong professionaldevelopment that relies on self-reflectivepractice, PLCs (Professional LearningCommunities) have helped YeshivatNoam faculty grow each year to becomestronger educators.

MRS. TAMARA TALLMAN has over 15years of experience in the educationalfield. She received her B.S from TheCollege of New Jersey; her M.P.A fromSeton Hall University and will be graduating in December of 2013 with her Doctorate in Education fromNortheastern University in Boston. She isthe recipient of the Siegler FamilyOutstanding Lesson Award for HolocaustEducation, both in 2007 and 2010 and the2010 winner of the National BotanicalGardens Science Fellowhip. Her studentshave received numerous awards for theirwriting as well as their HolocaustResearch projects. She is currentlyemployed at Hillel Yeshiva in Deal, NewJersey under the direction of Dr. RuthKatz.

KAREN TANNENHOLTZ completedher 16th year at Yavneh Academy. Sheholds both a BS in Early Childhood andElementary Education and an MA inSpecial Education in the field of LearningDisabled/Neurologically Impaired from

New York University. Karen has workedin Special Education at Yavneh Academywhere she taught in various types of class-room settings. Currently, Karen is a fifthgrade teacher and a seventh gradeLanguage Arts teacher. She enjoys inte-grating technology into her grade levelcurriculum and having her studentsinvolved as active participants on a dailybasis. Karen lives in Teaneck, New Jerseywith her husband and has four delightfuldaughters.

GERSHOM TAVE is an InstructionalTechnology Specialist at Teq and theJudaics Expert in the ProfessionalDevelopment Department. He is a formerclassroom teacher in the United Statesand Israel with experience teaching bothsecular and Hebrew subjects from pre-school through high school.

RABBI DR. ELIE TUCHMAN is theHead of School of Yeshiva at the JerseyShore. He holds a Doctorate in Educationfrom the Azrieli Graduate School ofYeshiva University, Semicha from theRabbi Isaac Elchanan TheologicalSeminary, and an MS in ComputerScience from New York University. Anactive Head of School for more than 15years, Elie is also a public speaker and hasmentored student teachers for Azrieli. Hisrecent research in self-efficacy was pub-lished in Educational Psychology. Hisareas of expertise include teacher trainingand support, school leadership, self-effi-cacy, and motivation.

AMY WASSER is a graduate of theDavidson School of Education at JTS.Amy Wasser has been at the HillelAcademy in Tampa for 18 years, servingas Head of School for the past 10. An avidbeliever in combining formal and infor-mal education, she spends part of eachsummer at Ramah Darom. Her day schooland camp experiences allow her to createa program infused with a variety of learn-ing modalities and environments. She has3 children, all graduates of Hillel.

SUZANNE WEILGUS, a licensedteacher and MBA in health care adminis-tration, is an active businesswoman andpast president of philanthropic organiza-tions. As the founder of ACHI, American

Communities Helping Israel, she bringsexciting educational ideas that are easy toimplement in schools and communities.Suzanne, as an innovative planner andmotivational speaker, is a catalyst forchange.

DEENA WERTMAN is a Fourth GradeGeneral Studies teacher at Yeshivat Noamin Paramus, NJ. She received herBachelor’s Degree in ElementaryEducation from Stern College for Womenand a Master’s Degree in Literacy fromHunter College. While working atYeshivat Noam, Deena developed a pas-sion for incorporating technology in theclassroom. In 2012, Deena received theMarcia Hirt Initiative Award for her pro-gressive work using iPads with her stu-dents. This interest motivated her to get aCertificate in Educational Technologyfrom Yeshiva University Institute forUniversity-School Partnership. Deenastrongly believes that technology is a toolthat breeds creativity, leads to furtherengagement, allows for greater collabora-tion and provides information that makesteaching the whole child even truer.

BASYA WOOLF is a Judaic studiesteacher for 5s and the Hebrew Curriculumcoordinator for early childhood classes inBais Yaakov Academy of Queens. Shetaught first grade Hebrew for 7 years andhas been working with 5s for over 25years. Basya mentors new teachers ingrades k-5 of both Judaic and secularclasses with the Jewish New TeacherProject in Brooklyn, Queens, and LongIsland.

ROCHELLE ZUPNICK, M.S., is anaward winning professional educator withpast experience in day schools, congrega-tional schools and the BJE ResourceCenter. Her specialty is in innovativeJewish curriculum development. She is anexperienced lecturer for BJE and otherJewish National organizations. She is aformer V.P of Sales and Marketing in asoftware development company. Rochelleis active in communal activities and as a coordinator of ACHI, AmericanCommunities Helping Israel, brings cre-ative approaches to learning.



Notes:



ACHIPO Box 556 Monsey, NY [email protected]

THE DESTINYFOUNDATION386 Route 59Monsey, NY 10952212-444-1656www.jewishdestiny.com

JETS ISRAELJerusalem, Israel011-972-52-365-6867 (Israel)917-310-6759 (USA)www.Jetsisrael.com

LATE NIGHT LABS33 Irving Place10th FloorNew York, NY 10003866-262-1930www.Latenitelabs.com

“THE LIST”: Rabbi Yaakov Aichenbaum729 Monroe AvenueScranton, PA [email protected]

MIND BODY HEBREW241 E 86th St Apt 15-ENew York, NY [email protected]

OU PRESS, the Publishing Division ofthe Orthodox Union11 Broadway, 12th FloorNew York, NY 10004212-613-8385www.oupress.org

SADLIER87 Beech StreetRutherford, NJ 07070201-935-2770www.sadlier.com

TAL AM4600 Thimens Blvd Ville St. Laurent Quebec, H4R 2B2Canada514-333-1818www.talam.com

TEQ7 Norden lane Huntington Station, NY 11746877-455-9369www.teq.com

ULPAN-ORINTERNATIONAL43a Emek Refaim St, 2nd FloorJerusalem, Israel 93141011-972-2-561-1132516-252-4914www.ulpanor.com

ZERACH129-20 18th AvenueCollege Point, NY 11356866-888-8740www.zerach.com

Participating Vendor Information:


Contact Information

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION

Dr. Jeffrey Lichtman, FounderMrs. Batya Jacob, Director

International Office11 BROADWAY, 13TH FLOOR

NEW YORK, NY 10004212-613-8127/8229FAX: 212-613-0796

Email: [email protected]

YACHAD IS AN AGENCY OF THE ORTHODOX UNION

Directions to: YESHIVAT NOAM

70 West Century RoadParamus, 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-17NTake 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-17NKeep right at the fork, follow signs for NJ-17 NKeep left at the fork, follow signs for NJ-17 N/MahwahKeep right at the fork and merge onto NJ-17NTake the Century Road exit toward Fair Lawn.Keep left at the fork, follow signs for Paramus RoadTurn left onto Century Road.School will be .03 miles on the left.


yachad development conference 2013 special education

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