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Oct 30 - Nov 3


2-Day Pre-Conferences

Wednesday & Thursday, October 30-31, 2019

October 30th - 09:30-16:30

October 31st - 09:00-16:00

Coffee break and lunch will be provided to registered participants. 

For MAIS Member A/OS assisted schools, there is no charge to attend the Math and the IT pre-conferences and you may be eligible to receive a stipend for attendance.

2-Day Pre-Conferences

Institute II Algebraic Thinking - AERO Math Specialists in International Schools (MSIS)

Meeting Room Aurelia

The focus is on the content and the Common Core Mathematical Practices that support the Algebra and Functions progressions of the AERO/Common Core Standards. Attention will be given to the transition from arithmetic to algebra, working with quantitative change and the description of and prediction of change.

MSIS is a 2-year mathematics certificate program designed for K-8 teachers of mathematics

  • Based on mathematics content from the AERO/Common Core Standards

  • Offering optional graduate credit at additional cost from SUNY Buffalo State University

  • Participants who complete all 5 institutes will receive a certificate as a Mathematics Specialist in International Schools from the Office of Overseas Schools.

  • Members Registration Fee per MSIS Institutes $300

  • Non-member Registration Fee per MSIS Institutes $500

Erma Anderson

Erma Anderson

Math and Science Consultant 

IT Directors' Roundtable

Meeting Room Flaminia

This year MAIS will be hosting a 2-Day meeting specifically designed for IT Directors at the MAIS Conference.

Topics include:

Cybersecurity Threats to Schools 

  • Hardening the physical network 

  • Hardening the wireless network 

  • Best practices for the wireless network 

  • Securing the school SIS 

  • Best practices for document sharing (Google/Microsoft) 

  • Exposure of private information on social networks 

  • Securing staff and students’ devices 

Emergency Preparedness 

  • Academic Continuity Plans 

  • Stages of Readiness 

  • Tabletop Emergency Exercises 

Innovation: Supporting Teaching & Learning 

  • Technology Infrastructure 

  • System Administration Software 

  • Device Management & Policies 

  • Hardware and Software Deployment 

  • Technology Goals & Standards 


Fernando Montalbán

Head of Technology

American School of Madrid 


Jeremy Schwartz

Technology Integration Specialist 

1-Day Pre-Conferences

Thursday, October 31, 2019



Coffee break and lunch will be provided to registered participants. 

2-Day - AERO
2-Day IT
1-Day Pre-Conferences

Middle States Accreditation Self-Study Workshop

Meeting Room Giulio

The morning session is designed to help you prepare for and begin self-study using your chosen protocol. This workshop will outline all phases of the self-study and team visit process, but focus primarily on organizing for a successful self-study experience. We will provide guidance on structuring your Planning Team, reviewing your school’s foundation documents, evaluating your school's current realities as defined by student and organizational performance, and assessing your school against all MSA Standards.
The afternoon session will focus on the next stage of the self-study process: developing your Plan for Growth and Improvement. An overview of objectives and action plans will be followed by small group work on analyzing student and organizational performance data, formulation of objectives, identifying assessments, and/or building action plans based on the participants’ current needs.

This workshop is recommended for internal coordinators and school leadership. All schools preparing to begin or currently engaged in self-study are encouraged to attend.
Attendees will benefit from bringing their school’s self-study data, draft objectives or any priority areas for objectives under consideration by the Planning Team. 


Priscilla Feir

Accreditation Officer, Middle States Association, Commissions on Elementary and Secondary School

NEASC Accreditation: From Compliance to Improvement to Transformation

Meeting Room Marzia

ACE Learning embraces fundamentally different approach to accreditation by engaging a learning community in what truly matters in schools: Learning. ACE’s 10 Learning Principles transform accreditation from an onerous, paperwork- and checkbox-oriented process, which ironically takes time away from teaching and learning, into an energizing community conversation about what should (and should not) matter in a 21st century education. The school community as a whole participates in designing a learning model that places learners at the center and asks schools to define and look for evidence of learning Impact. ACE aims to transform rather than simply improve schools.

In this interactive workshop participants are introduced to:

  • The ACE conceptual framework

  • The Transformational Learning Continuum underpinning ACE

  • The shift from an input-output model to an input-output-impact model.

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Jeff Bradley

Director, NEASC Commission on International Education

Project GLAD® (Guided Language Acquisition Design) Classroom Demonstration

American Overseas School Rome

In this workshop, participants will receive training in the theory and research of the award-winning Project GLAD® (Guided Language Acquisition Design) Model with practical applications and teaching strategies for the international classroom. Project GLAD® is a collection of best practices from a wide range of teacher programs and pedagogy that promote language acquisition, high academic achievement, and 21st century skills. The training covers the works of educators across the disciplines: reading, writing, brain compatible teaching, language acquisition, cross-cultural respect, primary language, and coaching. Participants will walk away with key strategies that create a classroom environment that values the student, provides authentic opportunities for the use of academic language, maintains the highest standards for all students, and fosters voice and identity. Join us to share your excitement for teaching and learning and Be GLAD!


Christine D'Aquanni

Be GLAD® Certified Key Trainer

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Anisa Arain

Be GLAD® Certified Key Trainer

1-Day MSA Accreditation
1-Day Be Glad

General Sessions

Friday, November 1, 2019



Coffee break and lunch will be provided to registered participants. 


Developing the Skills for Meaningful Change, Meaningful Lives

Meeting Room Foro Traiano/Adriano, 15:40-16:50

Nov 1 General Sessions
Nov 1 Keynote

Every educator hopes their efforts leave a lasting mark on their students; but the reality of limited time in a day, the pressure of standardized tests and college entrance expectations leave little room for deeper learning and impact-making. In this personal and thought-provoking keynote, Homa Tavangar will explore key factors that can help foster authentic global citizenship to learn, thrive, and create leadership impact in the classroom and beyond, to a life of meaning.


Homa Sabet Tavangar

Global Education & Inclusion Adviser/Author

Sponsored by International Schools Services


Concurrent Workshop Sessions

What Does It Take to Build a Global Mindset?  Why Does It Matter?

Foro Traiano/Adriano, 09:00-11:00

Research shows that a global mindset implies inquiry, creativity, adaptability, empathy, a sense of self, code-switching, and key subject knowledge. Jobs of the future are largely unknown, which makes the development of this mindset critical. Explore simple steps and practical tools to build global competence and learn to apply these to teaching any topic. Whether you’re looking to transform your school culture or simply to inspire staff, this session has lasting impact.


Homa Sabet Tavangar

Global Education & Inclusion Adviser/Author

Quirkey vs. Autism vs. Language Processing:

Are 1 in 60 People Really on the Spectrum?

Meeting Room Aurelia, 09:00 - 11:00

This 2 hour double session will discuss the shared characteristics that can complicate differential diagnosis of ASD and other learning disorders including deficits in sensory regulation, auditory processing and anxiety. We will consider the ramifications of“misdiagnoses” as it impacts treatment and prognosis.

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Susan Grant

Neurolinguist; Chair of the Advisory Committee on Exceptional Children and Youth for the US State Dept. Office of Overseas Schools.

The 3 R's - Reading, Research, RTI & Reading Intervention

Meeting Room Augusto, 09:00 - 10:00

What does research tell us about developmentally appropriate Early Literacy practices for children ages 3-8 and how can we adapt and implement these practices to ensure all students have a solid literacy foundation?  Although reading and writing abilities continue to develop throughout the lifespan, the early childhood years—from birth through age eight—are the most important period for literacy development (NAEYC and IRA Joint Position Statement on Early Literacy 2009).


What does research say about quality core literacy instruction? Hattie’s research is clear in this area. This workshop will  share some of his work as it relates to literacy. The scientific evidence today means that the “reading wars” should be over. Speaking is natural; reading and writing are not. Human brains are naturally wired to speak; they are not naturally wired to read and write (Louisa Moats 2009). The reading research has told us what works.


Sometimes, despite our best efforts, students fail to respond to quality instruction. (Visible Learning for Literacy p.142) This is where an RTI (Response to Intervention) Model helps to support these students. We will identify assessments and procedures that differentiate between a learning difficulty and language learning.  L1 and L2 learners with difficulty/disability thrive when identification is early and intervention is appropriate.

This workshop will explore language and literacy development among all language learners, with a focus on how early development is connected to later outcomes. It is part of an Action Research Project called  Leading Edge Learning which is  in progress at the International School of Florence.  The Programme forms part of the Creative Practice Consultancy services, led by Director Phil Whitehead. 


Impact on Schools

  • Understand the RTI-Response to Intervention/MTSS Multi-Tiered Systems of Support model and be     instructed how to develop this model school-wide.

  • Use recent research on reading to identify effective literacy practices and instructional materials

  • Identify the characteristics of second language learners with and without learning disabilities.

  • Early identification practices – L1 and L2 learners with difficulty/disability thrive when identification is early and intervention is appropriate.

Improve Teaching and Learning

  • Identify assessments and procedures that differentiate between a learning difficulty and language learning.

  • Understand the difference between effective high quality co-teaching, tier 2 supplemental and tier 3 intensive teaching practices and non-effective practices.

  • Enabled to integrate a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate teaching and learning for each tier.


Diane Lutz

Reading Specialist

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Mary Rose

4th Grade Teacher

Differentiating Instruction Through Mastery Learning

Meeting Room Giulio, 09:00-11:00

Struggling with how to better personalize and differentiate instruction for diverse students? This presentation describes how mastery learning instructional strategies offer a practical solution that adapts easily to different personal teaching styles, specific classroom situations, and the needs of individual students. Participants will gain a clear understanding of the theory and practice of mastery learning and explore ways to effectively implement these strategies to help more students learn excellently.


Thomas R. Guskey

Senior Research Scholar, University of Louisville and Professor Emeritus, University of Kentucky

NGSS - What Are Students DOING in Your Science Classroom? (K-12 and Admin)

Meeting Room Claudia, 09:00-10:00

Transitioning to NGSS can be a challenge. Learn how to transition your classroom into a more student-focused learning environment by using the 8 Science and Engineering Practices (SEPs). Using hands-on examples of each practice, participants will understand the importance of using the SEPs in their classroom to engage all students.

Participants will receive the e-book: NSTA Quick-Reference Guide to the NGSS 

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Jennifer Weibert

Science Coordinator for the Fresno County Superintendent of Schools

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Lesley Gates

Science/STEM Consultant for the Fresno County Superintendent of Schools

Essential Conversations: How to Tackle Tough Issues in a Positive and Productive Manner

Meeting Room Tiberio, 09:00 - 11:00

Based on the work of Susan Scott’s Fierce Conversations, this interactive session will empower leaders with the tools to confront tough issues with courage, compassion and skill. Participants will learn the foundations of building a positive school culture including a 7-step conversation model that leads to the resolution of issues while provoking learning and enriching relationships.

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Diane Leonardo

Sr. Director, Curriculum & Instruction at Fresno County Superintendent of Schools

Service Learning LIVE: The Four Corners Experience

Meeting Room Marzia, 09:00-11:00

Whether new to service learning or experienced, this workshop gives you an immersive hands-on approach that clarifies the process. Through a highly interactive session, experience the five stages of service learning in a unique way, with valuable strategies you can immediately use. This original approach has been used with educators and students around the world to promote best practice, develop concepts of purposeful research, stimulate youth initiative, and to develop significant ideas that meet genuine community needs.


Erin Threlfall

Consultant, CBK Associates

Expository Reading and Writing Units (ERWC) - Grades 7-12

Meeting Room Flaminia (Day 1), Marzia (Day 2), All Day

Attend this two-day interactive session to gain strategies for successfully teaching rhetorical reading and writing. The ERWC is an integrated reading, writing, and oral communication curriculum that employs an inquiry-based, rhetorical approach grounded in deep conceptual understandings for grades 7-12. The curriculum consists of English language arts modules (units) that take approximately three to four weeks to teach. Special modules in grades 9-12 include integrated and designated English language development. Designed by teachers for teachers in a collaboration between high school and university faculty, the modules can be integrated intermittently into existing curriculum or taught as a stand-alone class in grades 11-12. Focusing on compelling issues, the high-interest modules encourage the habits of mind of fluent academic readers and writers.

Participants will experience a module as learners and work together to plan selected modules to teach. Participants also will gain access to the online community that houses all the ERWC resources and offers the opportunity to continue conversations with educators to share best practices.


Lisa Benham

Director, Fresno County Superintendent of Schools


Nancy Brynelson

Co-Director, Center for the Advancement of Reading
California State University, Office of the Chancellor


Kathryn Catania

Deputy Superintendent, Fresno County Office of Education, California

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Shirley Hargis

ERWC Content Coordinator, Fresno County Superintendent of Schools

School Trip Planning & Preparedness

Meeting Room Fabiana, 09:00-12:30

Earns a Certificate

Part 1 - Trip planning and preparation: 
Security planning and risk management for school field trips, extracurricular activities, and off campus events (preparing the Statement of Preparedness, STOP).  The instruction will focus on how to identify potential hazards, analyze risks, and develop effective mitigations to lower or eliminate travel risks.  

Part 2 - Trip implementation and on site response plans:
Trip executions and onsite risk management for school field trips, extracurricular activities, and off campus events (implementation of the Statement of Preparedness, STOP). The instruction will focus on plan implementation and possible emergency actions during the school field trips, extracurricular activities, and off campus events. 

Part 3 - School Trip Tabletop Exercise:
Using the Table Top Exercise as a learning tool, the session and discussion is a simulated emergency situation.  Participants will review and discuss the actions they would take in a particular emergency, testing their emergency plan in an informal, low-stress environment.

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Chris Roose

Security Consultant

Raising the Level of Writing (and Strengthening Student Identities) in Grades 5-9: Diving Deeply into Personal Narrative and Literary Essay

Day 1 - Personal Narrative: Meeting Room Augusto, 10:00-15:15

Day 2 - Literary Essay: Meeting Room Claudia, 09:00-16:00

There is an art to teaching writing in such a way that you inspire students to be revelatory, courageous, and empathetic, and to write with clarity and craft.  Join Dr. Mary Ehrenworth, with the assistance of Jenny Killion and Marta Luján, in this two day cohort for teachers of English or other languages who want to raise the level of writing.  You’ll experience a professional writing workshop in which you have the opportunity to work on your own writing.  You’ll craft demonstration texts to use in your classroom.  You’ll receive teaching points and strategies for supporting a wide range of students.  And you’ll be able, in the company of colleagues, to study and practice instructional methods that help students not only become more powerful writers, but also become more independent and passionate.  


Mary Ehrenworth

Senior Deputy Director of the Teachers College Reading and Writing Project

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Jenny Killion

Literacy Coach at the American School of Barcelona

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Marta Luján

Chair of the Castellano department at the American School of Barcelona

NGSS in the Secondary Classroom: Phenomena Driven Unit Design

Meeting Room Claudia, 10:00-12:30

6-12 grade science teachers will become familiar with the essential components of a successful NGSS unit. They will learn how to design units with an anchor phenomenon, essential questions, learning sequences, and formative and summative assessments. Teachers will dive deep into several strategies such as notebooking and sketchnoting, to learn how to get the content learned out on paper. Student work will be brought to look at along with online resources to support teachers throughout the year.

Participants will receive the books: Uncovering Students Ideas Vol. 1

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Jennifer Weibert

Science Coordinator for the Fresno County Superintendent of Schools

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Lesley Gates

Science/STEM Consultant for the Fresno County Superintendent of Schools

Managing Change in Education - A Model for Managing Change

Foro Traiano/Adriano, 11:30 - 15:15

Change is often a difficult process in education. This session will focus on operational efficiencies in schools that should be considered for change. Typically these are factors that save time, money and help develop the workforce. 

I will also share my model of ‘Evidence Based Consistency’ that allows for the creation of a supportive ‘critical mass’ to create change.

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Abdul Chohan

Director, ThinkSimple Ltd, Co-Founder The Olive Tree School, Former Principal & CEO, Essa Foundation Academies Trust

Tele-Practice Speech-Language Pathology for Students - A Global Solution

Meeting Room Aurelia, 11:30 - 12:30

An overview of current practices and trends in the field of Speech-Language Tele-Practice.

Evidence based examples and current research and efficacy of tele practice with HIPPA and Federal guidelines.

Examples of therapy sessions.


Orna Kempler-Azulay

President and owner of ASPS, inc.


Erin Heinerichs

Clinical Director at ASPS, inc.

Gaining Insight Into Student Thinking Through Formative Assessment and Rich Tasks

Meeting Room Giulio, 11:30 - 12:30

To increase student learning, we must understand how students are thinking and processing the mathematics. As we teach, we assess, and as we assess, we teach. Formative assessment and instruction are interwoven together in complimentary ways to increase student learning.  Engaging in meaningful tasks provides a valuable opportunity for students to work together to explore and develop greater understanding of mathematical concepts and for teachers to gain insight into student thinking.  All of this depends on the careful, thoughtful facilitation of tasks. Facilitating tasks effectively can lead to rich mathematical discourse among students. In addition, planning and implementing tasks strategically can lead to instructional shifts. Participants will experience the power tasks can have in transforming classrooms for both teachers and students. Participants will engage in a task as students would engage in it, as well as the strategic planning needed to ensure powerful implementation. 


Erma Anderson

Math and Science Consultant

Social Emotional Learning: Anchoring a Positive Instructional Environment

Meeting Room Tiberio, 11:30 - 12:30

The overarching goal is to support the positive development and nurturing of the whole child.  We will begin with a brief summary of the foundational principles related to Social Emotional Learning, focusing on how leaders can best help students develop essential skills for the classroom and beyond.  Participants will reference the framework for Collaborative Academic, Social, and Emotional Learning (CASEL).  They will have an opportunity to work together in small groups to create their own skill sets to support sound, empathetic, decision-making behavior.  Teachers and leaders will leave with strategies for assessment, instruction, and evaluation of key ideas pertinent to the topic.  These include, but will not be limited to, recalling prior knowledge, making predictions, transference of knowledge to new situations, and applying it in meaningful real-world situations.

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Lynn Notarainni

International Business Development Manager

Strengthening Student Agency in the Enhanced PYP

Meeting Room Marzia, 11:30 - 12:30

What’s all the buzz about “Agentic Learning” in the Enhanced PYP and how do we make it happen? How do we keep “action” from being another tick box, and ensure it is authentic and purposeful, while also developing the other essential elements of the PYP? Integrating service learning can be the answer you are looking for! Join other like-minded teachers for an energetic, meaningful experience to see how integrating service learning into your Programme of Inquiry can be the thread that pulls it all together.  


Erin Threlfall

Consultant, CBK Associates

What Impact Does the Internet Have on Us and on Our Children's Lives?

Meeting Room Aurelia, 14:15 - 15:15

Gooseberry Planet is passionate about raising the profile of E-Safety in schools and about engaging
and educating the whole school community. Parents and teachers have a combined responsibility
to protect and prepare children for a life online. But are we doing enough? Do we feel comfortable
talking about online dangers? CAN we talk about them or does lack of knowledge, coupled with the
digital divide between us and the younger generation, make this difficult?
During this workshop we will talk about how the use of persuasive technology is addictive and how can we combat this.

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Stella James

Head Gooseberry of Gooseberry Planet

Leading for Excellence

Meeting Room Giulio, 14:15 - 15:15

What does an excellent educational leader do?  This session will discuss how leaders at all levels transform classrooms, school cultures, and communities through authentic, collaborative, leadership practice.  Learn about best practice and leave with the tools to a change agent in your school.

The Wilkes University Doctoral Program in Educational Leadership offers coursework focused on the synthesis of theory, scholarship, and practice that crosses and transcends physical, cultural and pedagogical barriers.

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Blake Mackesy

Assistant Professor, Wilkes University

STEM in the K-5 Classroom

Meeting Room Claudia, 14:15 - 15:15

How do you support Science, Technology, Engineering, and Math in an equitable way in your elementary classroom? This session will focus on how you can create STEM learning experiences in your classroom while meeting NGSS and Math standards. Participants will experience a hands-on STEM activity and discuss the learning impact of lessons that utilize all of the STEM components. 
Participants will receive the book Never Stop Wondering plus the e-book: STEM Picture Perfect (K-2 or 3-5)

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Lesley Gates

Science/STEM Consultant for the Fresno County Superintendent of Schools

Nov 1 Global Mindset
Nov 1 Spectrum
Nov 1 3R's
Nov 1 Differentiating Instructon
Nov 1 NGSS Doing
Nov 1 Conversations
Nov 1 Service Learning
Nov 1 ERWC
Nov 1 Trip Planning
Nov 1 Writing Level
Nov 1 NGSS Secondary
Nov 1 Managing Change
Nov 1 Tele-Practice
Nov 1 Insight
Nov 1 Social Emotinal Learning
Nov 1 PYP
Nov 1 Internet Impact
Nov 1 Leading
Nov 1 STEM
Nov 1 Atlas

Supporting Accreditation with Atlas

Meeting Room Tiberio, 14:15 - 15:15

Accreditation is a critical part of a school's overall process. Join us as we share examples of how schools have successfully approached their accreditation review using Atlas to map the process, centralize resources, track progress, outline roles and responsibilities, and facilitate the self-study. Curriculum is a key aspect and we will look at how to evaluate the existing curriculum at your school and determine steps to strengthen alignment. Whether you use Atlas or not, you will walk away with new ideas for organizing the work that leads to successful accreditation.

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Kelby Zenor

Vice President of Professional Development at Faria Education Group

How Do Effective Teachers Leave a Legacy?

Meeting Room Marzia, 14:15 - 15:15

What are the motivational factors that give your work more meaning and purpose?
How do we move from purpose to impact?
What does it mean to leave a legacy, and how do you do it as a teacher?
Finally, do not just look at the stars; learn how to be one.

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Nabil Husni

 Principal of Adma International School

How to Catch a Predator: Lesson Learned from Investigating Cases of Child Sexual Assault

Day 1: Meeting Room Fabiana, 14:15 - 15:15

Day 2: Meeting Room Flaminia, 15:00 - 16:00

The FBI has a dedicated team of agents that investigate sexual crimes committed against children carried out overseas. In conducting these investigations they found some patterns of behavior that are typical of offenders.  This presentation sets out to inform you what to look for in protecting your students from harm and ways in which to develop relationships and policies to prevent such instances from taking place in your school.

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Anthony Manganaro

Supervisory Special Agent over the FBI’s Child Sex Tourism Initiative

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