SCOPE Education Services

F25-02514 AI MAGIC FOR TEACHERS: ENHANCING PRODUCTIVITY & STUDENT ENGAGEMENT Kristina Holzweiss—lieberrian@yahoo.com 3 Credits — Inservice - October 8 — December 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.

F25-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - October 8 — December 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.

F25-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice – October 8 — December 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.

F25-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - October 8 — December 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.

F25-01201 BUILDING STUDENT/TEACHER RELATIONSHIPS WITH SEL ACTIVITIES Richard Faber—Fabes888@gmail.com 3 Credits—Inservice — October 8 — December 15 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.

F25-01004 BUILDING A POSITIVE CLASSROOM COMMUNITY THROUGH MORNING MEETING Krystina White - krystiawhitescope@gmail.com 3 Credits - Inservice - October 8 — December 15 This asynchronous virtual course introduces K–5 educators to Morning Meeting, a core practice of The Responsive Classroom approach. Participants will learn how to structure and implement Morning Meetings to build strong classroom communities, foster student engagement, and set a positive tone for each day. Through modeling, collaborative planning, and reflection, educators will develop tools to immediately apply in their own classrooms. An optional Google Meet will be offered during Week 8 to support participant discussion, questions, and real-time collaboration.

F25-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — October 8 — December 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.

F25-03067 CONTENT CREATION AND COMMUNICATION WITH CANVA Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - October 8 — December 15 With Canva, you won't need a degree in graphic design to create content to support student learning, and to communicate with your colleagues. Learn the basics of Canva as well as how to animate GIFs, create videos, design learning materials, collaborate with other users, and to schedule social media posts. Learn how graphic design is an “on ramp” for reluctant writers and speakers. You will learn about the different templates offered by Canva, how to modify them, and how to creating teaching resources from scratch.

F25-12017 CREATING A SUCCESSFUL CLASSROOM FOR CHILDREN WITH DISABILITIES Kysten Ellison - Kysten@aol.com 3 Credits - Inservice - October 8 — December 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.

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.

F25-07001 DEVELOPING A COLLEGE/CAREER READY STUDENT Francesca Cavallaro - fncavallaro@gmail.com 3 Credits - Inservice - October 8 — December 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.

F25-12025 DIFFERENTIATING LANGUAGE DIFFERENCE AND LANGUAGE DISORDER Angie Elkaray—elkarayangie@yahoo.com 3 Credits - Inservice - October 8 — December 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.

F25-12003 DIFFERENTIATION IN ACTION Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits - Inservice – October 8 — December 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.

F25-04172 DIVE INTO THE SCIENCE OF READING Christina Sciarrotto - cmes724@yahoo.com 1 Credit - Inservice - October 8 — December 15 Dive into the Science of Reading with a course tailored to decodables. In this course you will learn what is a decodable and how to effectively utilize decodable texts to support readers. Additionally, you will discover innovative ways to utilize AI tools to create decodable text and access to a wealth of free resources.

F25-02006 ENGAGING THE MATH LEARNER WITH GAMES—(K-6) Jill Cohen—jilly119@gmail.com 3 Credits – Inservice - October 8 — December 15 Learn to maximize the teaching & learning of math, by making it an engaging and exciting experience. Explore a variety of classic games, dice games, card games, board games, in non-electronic form, unless otherwise stated. Who doesn’t love games? Games spark interest, enthusiasm for learning and help students to remember what was learned. The overall objective should be to help each child understand math concepts, enabling them to become mathematically literate. What better way to do that than through math games?

F25-02007 ENGAGING THE MATH LEARNER WITH NUMBER TALKS Jill Cohen—jilly119@gmail.com 3 Credits – Inservice - October 8 — December 15 This course has been created for K-8 teachers who are seeking effective approaches that extend beyond mere memorization for fact fluency. This course will acquaint you with “number talks,” a classroom practice designed to actively involve students in employing strategies that bolster their proficiency in number manipulation. Aligned with Next Generation Learning Standards, you will learn about the reasoning behind number talks and gain access to practical tools for integrating these discussions into your mathematics instruction.

F25-03351 EVERYTHING YOU NEED TO KNOW TO 3D PRINT, NOW! Vincenzo La Ruina—vincenzoLaRuina@gmail.com 3 Credits – Inservice— October 8 — December 15 Whether or not you have access to a 3D printer, you will learn how to use them, how they can be used in your classroom (for any subject), and you’ll even be able to print files without a 3D printer. This class makes 3D printing simple & it includes free PDF versions of the books you will need. Appropriate for K-12 teachers, including art and technology.

The NCCSS is committed to promoting district office leadership and the superintendency as a career goal and supporting those who aspire to the position. This commitment, coupled with the success of the Association’s professional development collaborative with SCOPE, resulted in the creation of this professional development program for those holding NYS School District Leader (SDL) certification, Future District Office Leaders. Through this program, working school district administrators, nominated by their Superintendent of Schools, will earn 15 professional development hours from SCOPE, an SED approved CTLE provider, by attending five, three-hour seminars led by current or retired superintendents. All sessions will take place from 4 PM – 7 PM with light snacks provided. The location of each session will be at the school district of the presenter.

F25-01008 FOSTERING CORE SEL COMPETENCIES Tracey Hanes—traceyhanes28@gmail.com 3 Credits—Inservice— October 8 — December 15 In today’s world, social-emotional learning is at the forefront of student success. Without mastery of the core SEL competencies, students lack an essential skill set, limiting their abilities to thrive socially, emotionally, and academically. Learn all there is to know about the five core SEL competencies: self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making. Together, we will create a toolkit of strategies to pull from in order to foster these skills, promoting student growth & wellness

F25-04102 GRAMMAR GIMMICKS, WORD USAGE, PAINLESS PUNCTUATION Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice - October 8 — December 15 Participants will learn to help their students eliminate frequent errors in speaking and writing by utilizing gimmicks that work. This course will bridge the connection between oral language and written communication more effectively with successful writing strategies that students will remember and apply. Learn fascinating language facts to enhance your teaching experiences. Gather activities, techniques and resources that will transgress across all curriculum areas. Suitable K—12 especially ENL teachers.

F25-11049 HOW TO PROVIDE EFFECTIVE FEEDBACK Richard Faber - Fabes888@gmail.com 3 Credits - Inservice - October 8 — December 15 The aim of feedback is reducing the gap between students’ current abilities and learning goals. With an effect size of .79, the practice of giving students feedback enhances successful learning through all phases of instruction. Feedback achieves great results especially when students make errors or demonstrate a lack of understanding, presenting an opportunity for deeper learning and positive growth.

F25-04112 HOW THE BRAIN LEARNS TO READ: PRACTICAL TOOLS FOR EVERY CLASSROOM SCIENCE— Grades K-5 Krystina White - krystinawhitescope@gmail.com 3 Credits - Inservice - October 8 — December 15 This asynchronous virtual course explores how the brain processes reading and how cognitive science informs reading development and instruction. Educators will deepen their understanding of how students learn to read, what causes reading difficulties, and how research-based strategies can support all learners. Practical application of theory to instructional design will be a focus throughout the course. An optional Google Meet will be offered during Week 5 to support participant discussion, questions, and real-time collaboration.

As required by Sections 3003 and 3004 of Education Law, all educators seeking initial or permanent state certification or other professionals seeking NYS licensing must complete two hours of coursework in the identification and reporting of suspected child abuse and maltreatment. Upon conclusion of the workshop, each participant will receive a certificate of completion.

NYSED 2nd update to the Child Abuse Course.