SCOPE Education Services

S25-01132 ACE’S 101: WHAT’S IN YOUR STUDENT’S BACKPACK—K-12 Janine Simpson—Janine.crosby@yahoo.com 3 Credits—Inservice— June 25 — August 15 Adverse Childhood Experiences (ACE’s) have increased significantly over the years-as educators, we are seeing more students impacted by ACE’s. ACE’s are linked to chronic health problems, mental illness, and substance use problems in adolescence and adulthood. They negatively impact education, job opportunities and earning potential. This course will delve into the definition of ACE’s and trauma as well as its impact on a child’s outcomes and educational experience.

S25-03045 AI IN ACTION! Danielle Pallatto - dpallattoscope@gmail.com 3 Credits – Inservice - June 25 — August 15 There is so much buzz around AI, especially in the education world. Come join us as we learn how to use different AI apps and digital tools in our teaching practices. We will dive into some of the popular AI tools, as well as some that are lesser known, but equally as resourceful. There is something for everyone in the world of AI!

S25-02514 AI MAGIC FOR TEACHERS: ENHANCING PRODUCTIVITY & STUDENT ENGAGEMENT Kristina Holzweiss—lieberrian@yahoo.com 3 Credits — Inservice - June 25 — August 15 This course is designed to empower teachers with the knowledge and skills to leverage AI tools in the classroom. Teachers will explore the innovative applications of ChatGPT, Canva, Goblin Tools, Drift, Twee, Curipod, Magic School, Brisk Teaching, Chat for Schools, Question Well, Hello History, and other AI tools to enhance their productivity and boost student engagement. Through hands-on learning experiences, you will discover how these tools can streamline lesson planning, create interactive and engaging content, and personalize student learning experiences whether you are a tech-savvy educator or a beginner.

S25-12015 ASPERGER SYNDROME-STRATEGIES FOR TEACHERS - K-12 Debbi Frechtman - deb5474@aol.com 3 Credits – Inservice - June 25 — August 15 The mandate of placing children in the Least Restrictive Environment has resulted in teachers dealing with children with new and diverse needs. Asperger Syndrome is one such disorder which requires training for teachers and parents resulting in a better understanding of the disorder, and how to effectively work with these students.

S25-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - June 25 — August 15 What does it mean to have an Auditory Processing Disorder? It is estimated that 5-7% of children sitting in the classroom suffer with APD. That means there is the likelihood of having a student with APD in your current classroom. Learn about the characteristics of an Auditory Processing Disorder and how to work with children that struggle with this disorder. You will also learn about the challenges students with APD face in their reading skills and what you can do as a teacher to help them.

S25-12023 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AND CORE VOCABULARY—WHERE TO BEGIN? Kristina Giannetti—Kgiannettiscope@gmail.com 3 Credits - Inservice - June 25 — August 15 Do you have a student who uses Augmentative and Alternative Communication to communicate? Have you heard of Core Vocabulary but do not know where to begin? This course will provide you with an introduction to all things AAC and Core Vocabulary. You will be introduced to a variety of activity ideas to implement during your lessons. This course is appropriate for all professionals who work with special needs students.

S25-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice – June 25 — August 15 CTLE regulations require teachers apply 15% of their required hours toward enhancing language acquisition skills for ENL and ELL students. For ELL teachers, the percentage is 50%. This class provides instruction in best practices as outlined by NYSEDF. Learn best practices in scaffolding, literacy development, aligning instructional resources & academic language. A must for teachers hoping to help their ENL, ELL & MLL students learn English & succeed.

S25-03026 BEYOND THE BASICS: TAKING GOOGLE APPS TO THE NEXT LEVEL– K—12 Christina Sciarrotto - cmes724@yahoo.com 3 Credits - Inservice - June 25— June 15 Participants will engage in activities that are beyond the basic Google Apps. Participants will take Google Slides to the next level by creating Stop Motion, Games, Comic Strips, Timelines, Magnetic Poetry, Digital Escape Rooms and Figjam. You will also learn about Google Keep, Sites, Add-ons and Extensions, and YouTube.

S25-03074 BEYOND THE WORKSHEET: CANVA ASSESSMENTS TO INSPIRE CREATIVITY Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - June 25 — August 15 This course is designed for educators across all grade levels and subject areas who have a foundational understanding of CANVA and are looking to enhance their assessment strategies. You will focus on harnessing Canva’s versatile tools to design engaging, visually appealing, and pedagogically effective assessments that go beyond traditional assessments. Through hands-on activities and real-world examples, you will learn how to utilize Canva’s features-such as templates, multimedia integration, and interactive elements-to develop assessments that foster creativity, critical thinking, and student engagement. By the end of the course, teachers will have a toolkit of dynamic assessment strategies that can be tailored to diverse learning needs & instructional goals.

S25-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - June 25 — August 15 Explore the fundamental importance of encouraging real collaboration between schools and families. Developing good relations with parents is an essential tool for creating an optimal working environment for students. Construct materials, examine how to communicate proactively with parents, develop strategies for communicating negative information and how to remain professional with confrontational or hostile parents.

S25-11014 BUILDING STUDENT RESILIENCY—K—12 Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - June 25 — August 15 Teachers today have to manage students that struggle with independence & self-reliance. This stems from many factors, like bulldozer parents smoothing the road so they don’t encounter difficulties. Though their intentions are well placed, parents are actually denying opportunities for their kids to learn critical life skills like decision making, responsibility and coping strategies. Colleges have begun reporting students are not equipped to handle the rigors that come at the university level. To combat these trends, we will explore ways to create a culture where your students will learn resiliency & how to be independent thinkers.

S25-01201 BUILDING STUDENT/TEACHER RELATIONSHIPS WITH SEL ACTIVITIES Richard Faber—Fabes888@gmail.com 3 Credits—Inservice— June 25 — June 25 We define social and emotional learning (SEL) as integral part of education and human developments. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for other, establish and maintain supportive relationships and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools.

S25-04056CHARACTER EDUCATION – (K – 12) Andrew Paskal - andrewpaskal@gmail.com 3 Credits – Inservice - June 25 — August 15 Character Education is one ‘hot issue’ in education today. It is consistently being debated in households, classrooms, boardrooms and faculty rooms. Participants will be discussing the meaning of character education and whether it can be taught, and if so, how and by whom. Develop 6 lessons on the six pillars of character education.

S25-01096 CHILDHOOD OBESITY: A MODERN DAY EPIDEMIC—Pre-K-12 Brianna Burghard—bburghard26@gmail.com 3 Credits—Inservice— June 25— August 15 This course focuses on the epidemiology of child and adolescent obesity with a focus on environmental and socioeconomic factors. This course will cover the potential implications of childhood obesity, including health and economic consequences. Environmentally focused interventions and programs to combat childhood obesity will be included.

S25-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — June 25 — August 15 Providing students with the application of the elements of good communication skills, not only improves their self-image, but also raises their self-confidence level, assertiveness and respect for others’ ideas. All teachers especially ENL and PE teachers will have opportunities to explore and expand their repertoire of activities to give students experiences to sharpen their communication skills, share learned knowledge and become more effective, respectful communicators and listeners.

S25-04080 CREATING A CULTURALLY RESPONSIVE CLASSROOM ENVIRONMENT Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits - Inservice - June 25—August 15 Culturally responsive classroom education is at the forefront of teaching in the 21st Century. Students need to learn how to take educational risks and assume the responsibilities of independent work and collaboration. They need to be able to identify inequities and advocate for diversity within the classroom environment. Participants will be able to learn how to create a classroom environment that represents and values all cultural backgrounds within the confines of their classroom. They will learn how to inculcate various perspectives throughout their respective disciplines and address ways in which empathy, conversations, backgrounds, and perspectives play a part in learning. The class will address the ways that students take ownership in their learning and view mistakes as ways to be constructive.

S25-12017 CREATING A SUCCESSFUL CLASSROOM FOR CHILDREN WITH DISABILITIES Kysten Ellison - Kysten@aol.com 3 Credits - Inservice - June 25 — August 15 Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration. This course will focus on various types of disabilities, how each disability may impact student learning, the accommodating classroom environment, accessing resources, and explore ways to use this information to better meet the needs of our developing students.

S25-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - June 25 — August 15 This course is designed to help you step by step, create a website for yourself and/or your students. Creating a personalized Google website is a great way to track growth in real time. You will select and organize content and also reflect on student achievements, skills and future aspirations. This can be used for parents, administrators and the community as well as for professional growth of either the educator or their students. Using Google Sites can be a lifelong narrative that can be constantly updated, where the content is never lost over the years. It will be the educator’s choice as to what type of website they will create.

S25-04006 CREATIVE WAYS TO TEACH KIDS TO MAKE INFERENCES Alissa Rosenberg - arosenbergteachesu@gmail.com 3 Credits – Inservice - June 25 — August 15 Making inferences rests at the heart of academic and social comprehension. Discuss what inferences are and how they directly relate to the Common Core. Learn fun ideas and/or sample lessons utilizing different creative techniques including the use of technology, movies, pictures, books, websites and apps.

In pursuant to Chapter 102 of the Laws of 2012, Article 2 of the Education Law (Education Law 10 - 18) and Part 57-4 and Part 80 of the Regulation of the Commissioner of Education, requires that anyone applying for an administrative or supervisory service, classroom teaching service, or school service certificate of license on or after January 1, 2014, shall have completed at least six clock hours of coursework or training in Harassment, Bullying and Discrimination Prevention and Intervention.

S25-12020 DEFINING DYSLEXIA & THE ORTON GILLINGHAM READING METHODOLOGY - K - 12 Maureen Hanley - mobrien16@hotmail.com 3 Credits – Inservice - June 25 — August 25 Dyslexia affects 1 out of 5 people. It is the most common reading disability, but many times is undiagnosed and untreated. It does not discriminate between race, ethnicity, or socioeconomic status, but the good news is that people with dyslexia can learn to read and spell. Course participants will familiarize themselves with the definition, causes, symptoms and early detection of dyslexia. They will listen to personal experiences of people with dyslexia. Explore the Orton-Gillingham Multisensory Reading methodology and discover reading and spelling techniques and programs that remediate students of all ages.

S25-07001 DEVELOPING A COLLEGE/CAREER READY STUDENT Francesca Cavallaro - fncavallaro@gmail.com 3 Credits - Inservice - June 25 — August 15 This course is geared towards making students more college and career ready. This can be accomplished by impeding a college/career focus in curriculum, through lessons and by exposing students to different opportunities that foster growth and awareness of the different colleges and careers available. Schools exposing students to a wide variety of supports will provide students with an opportunity to set individual postsecondary goals for themselves. This course aims to bring to light the different local opportunities, online resources and potential field trips schools can implement within their school.

S25-12025 DIFFERENTIATING LANGUAGE DIFFERENCE AND LANGUAGE DISORDER Angie Elkaray—elkarayangie@yahoo.com 3 Credits - Inservice - June 25 — August 15 Differentiating Language Difference and Language Disorder is a comprehensive course designed to equip speech-language pathologists (SLPs) and related professionals with the knowledge and skills needed to accurately distinguish between language differences stemming from cultural and linguistic diversity and true language disorders. Participants will explore foundational concepts, cultural competence, and evidence based assessment and intervention strategies.

S25-12003 DIFFERENTIATION IN ACTION Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits - Inservice – June 25 — August 15 Learn everything there is to know about differentiating your classrooms. Learn the secrets to recognizing and building on the individual talents of each student, while preparing all students for the rigors of standards and assessments. Learn student centered ideas, lessons that differentiate, challenging ways to motivate students, current research on differentiation, constructivist practices, ideas for putting research into action, examples & strategies that assist in differentiation, assessment & tiered lesson ideas and websites.