SCOPE Education Services

W25-02514 AI MAGIC FOR TEACHERS: ENHANCING PRODUCTIVITY & STUDENT ENGAGEMENT Kristina Holzweiss—lieberrian@yahoo.com 3 Credits — Inservice - April 16— June 18 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.

W25-01132 ACE’S 101: WHAT’S IN YOUR STUDENT’S BACKPACK—K-12 Janine Simpson—Janine.crosby@yahoo.com 3 Credits—Inservice—February 5 — April 11 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.

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.

W25-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - February 5 — April 11 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.

W25-12023 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AND CORE VOCABULARY—WHERE TO BEGIN? Kristina Giannetti—Kgiannettiscope@gmail.com 3 Credits - Inservice - April 16 — June 18 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.

W25-01005 BE A GAME CHANGER: “LIVE TO LEAD" Cecile Wren - cecile@myeisolutions.com 1 Credit – Inservice - April 16 — June 18 This in-depth study will provide participants with the opportunity to develop, coordinate and integrate the power of being the change they want to see in the world into their daily lives. This expertise will enable them to grow professionally and personally and internalize the importance of being a life-long learner. As society changes we need to reflect on the changes and make adaptations that enable us to continue to grow, learn and achieve in a collaborative manner. Each assignment WILL be targeted for a different purpose and audience. Audiences may include the participant, students, parents, educators, or community members.

F24-01005 BE A GAME CHANGER: “LIVE TO LEAD Cecile Wren - cecile@myeisolutions.com 1 Credit – Inservice - October 9 — December 15 This in-depth study will provide participants with the opportunity to develop, coordinate and integrate the power of being the change they want to see in the world into their daily lives. This expertise will enable them to grow professionally and personally and internalize the importance of being a life-long learner. As society changes we need to reflect on the changes and make adaptations that enable us to continue to grow, learn and achieve in a collaborative manner. Each assignment WILL be targeted for a different purpose and audience. Audiences may include the participant, students, parents, educators, or community members.

W25-11046 BECOMING AN INNOVATIVE INSTRUCTOR Richard Faber - Fabes888@gmail.com 3 Credits - Inservice—April 16—June 18 This course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity and the challenge of school restructuring. Also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content and material are related to current and relevant frameworks and standards.

W25-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice – February 5 — April 11 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.

W25-04152 BEST PRACTICES IN CONTENT AREA LITERACY Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits — Inservice - February 5—April 11 Literacy is at the forefront of education today. All teachers are expected to be “teachers of reading,” no matter what their subject area may be. Teachers need a repertoire of lessons and ideas to motivate learners and elevate student abilities. This course provides a plethora of lessons, graphic organizers, best practice techniques, strategic thinking skills, collaborative, small group activities and models that enhance student learning. In the end you will walk away with a literary bag of tricks!

W25-03026 BEYOND THE BASICS: TAKING GOOGLE APPS TO THE NEXT LEVEL– K—12 Christina Sciarrotto - cmes724@yahoo.com 3 Credits - Inservice - April 16—June 18 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.

W25-05006BOOST AND ACCELERATE YOUR ELL STUDENTS LEARNING: ENSURE STUDENT SUCCESS WITH PRACTICAL STRATEGIES! Anthony Auciello - scopeauciello@aol.com 3 Credits – Inservice - February 5—April 11 Participants will be given the opportunity to learn about the various aspects of not only improving their ELL student’s participation and achievement in class, but also how to engage their families in the classroom and the school as a whole. Learn strategies that will help students learn in all areas of the classroom. You will finish the class with a wealth of strategies, understand when and where to employ them, and the reasoning behind selecting each strategy. Participants will be prepared to work with any child/grade!

W25-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - April 16 — June 18 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.

W25-11014 BUILDING STUDENT RESILIENCY—K—12 Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - February 5 — April 11 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.

W25-04058BULLYING – STRATEGIES FOR TEACHERS – (K – 12) Debbi Frechtman - deb5474@aol.com 3 Credits – Inservice - February 5—April 11 Participants will learn about children who bully and those who are bullied. This course will also help teachers and parents to have a better understanding of the many forms of bullying and how to effectively work with children who experience bullying.

W25-04056CHARACTER EDUCATION – (K – 12) Andrew Paskal - andrewpaskal@gmail.com 3 Credits – Inservice - April 16 — June 18 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.

W25-01096 CHILDHOOD OBESITY: A MODERN DAY EPIDEMIC—Pre-K-12 Brianna Burghard—bburghard26@gmail.com 3 Credits—Inservice— February 5— April 11 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.

W25-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — April 16 — June 18 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.

W25-03067 CONTENT CREATION AND COMMUNICATION WITH CANVA Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - February 5 — April 11 With Canva, you won't need a degree in graphic design to create content that supports student learning and elevates your teaching. Learn the basics of Canva and how to animate GIFs, create videos, design learning materials, collaborate with other users, and create templates. 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 create teaching resources from scratch.

W25-12017 CREATING A SUCCESSFUL CLASSROOM FOR CHILDREN WITH DISABILITIES Kysten Ellison - Kysten@aol.com 3 Credits - Inservice - April 16 — June 18 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.

F24-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - October 9 — December 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.

W25-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - February 5 — April 11 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.

W25-04006 CREATIVE WAYS TO TEACH KIDS TO MAKE INFERENCES Alissa Rosenberg - arosenbergteachesu@gmail.com 3 Credits – Inservice - April 16 — June 18 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.