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93 Results

  • Adjusting Your Mindset: Be Passionate, Patient, Persistent and Preserve

    W24-01025 ADJUSTING YOUR MINDSET: BE PASSIONATE, BE PATIENT, BE PERSISTENT AND PERSEVERE Cecile Wren - 1 Credit – Inservice - February 7—April 5 Throughout this course participants will be provided with the opportunity for independent inquiry, learning in cooperation with others and reflect practice. Participants will design a toolbox of research-based strategies and competencies that will utilize virtues as a springboard for program design. These activities will enhance professional dialogue and effectively blend different, innovative and practical strategies for program implementation.
  • Asperger Syndrome-Strategies For Teachers - K-12

    W24-12015 ASPERGER SYNDROME-STRATEGIES FOR TEACHERS - K-1 2 Debbi Frechtman - 3 Credits – Inservice - April 18—June 13 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.
  • Auditory Processing Disorders: An Overview of Working With Children With APD

    W24-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - 3 Credits - Inservice - February 7—April 13 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.
  • Augmentative And Alternative Communication And Core Vocabulary-Where To Begin?

    W24-12023 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION AND CORE VOCABULARY—WHERE TO BEGIN? Kristina Giannetti— 3 Credits - Inservice - February 7—April 5 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.
  • Balance The Mind And Heart: Creating Resilient Schools That Meet SEAL

    W24-01015BALANCE THE MIND AND HEART: CREATING RESILIENT SCHOOLS THAT MEET THE SOCIAL, EMOTIONAL, ETHICAL, AND ACADEMIC NEEDS OF STUDENTS - SEAL Cecile Wren - 3 Credits – Inservice –February 7—April 5 Participants will explore the research-based skills and competencies that have a positive impact on the organizational structure of their school, the delivery of instruction, and student performance. Activities focus on alignment with the district’s and/or school’s goals, the NYS Learning Standards and Guidelines for Social and Emotional Development and Learning (SEDL). Develop a toolbox of SEAL strategies, and create a SEAL Portfolio that serves as a resource tool and guide for implementation.
  • Bay Area Symphony Orchestra: World Premiere And Family Concert

    W24-06109 BAY AREA SYMPHONY ORCHESTRA: WORLD PREMEIRE AND FAMILY CONCERT Bradely S. Hartman— 2 Credits—Inservice—James Wilson Young Middle School 15 SESSIONS—7:30 PM—9:30 PM, Starts: February 7 Rehearse and perform with Fellow musicians in the Bay Area Symphony Orchestra for a two-concert series. For the first concert, Bradley S. Hartman is both the composer and the conductor for the world premier of his own symphony. Learn directly from the composer and fine tune your skills to perform his symphony and bring his vision to life. Then, rehearse for the second concert which is a Family/Children’s concert that will be performed in collaboration with the Bay Area Chorus. Dates: 2/7, 2/14, 2/28, 3/6, 3/13, 3/20. 4/3, 17, 5/1, 5/8, 5/15, 5/22, 5/29, 6/5, Concerts 3/15 & 6/8—4PM at Bayport Blue Point HS.
  • Best Practices For Teaching Multi-Language Students

    W24-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - Jully Williams - 3 Credits - Inservice – February 7 —April 5 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.
  • Best Practices In Content Area Lteracy

    W24-04152 BEST PRACTICES IN CONTENT AREA LITERACY Gayle Meinkes-Lumia - 3 Credits — Inservice - February 7—April 5 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!
  • Beyond Bloom-Building Critical Thinking Skills

    W24-04502 BEYOND BLOOM-BUILDING CRITICAL THINKING SKILLS Gayle Meinkes-Lumia - 3 Credits — Inservice - April 18—June 13 The Common Core requires educators to infuse a plethora of higher order skills, as well as deductive reasoning techniques into the classroom. This course will enable educators to comprehend the cognitive domains of Bloom’s taxonomy and subsequently move further and develop mastery level thematic strategies that guide students on their journey to success. Cross curricular teaching, interdisciplinary applications, analytic, philosophical and productive reasoning techniques will be addressed.
  • Beyond The Basics: Taking GOOGLE Apps to the Next Level - K-12

    W24-03026 BEYOND THE BASICS: TAKING GOOGLE APPS TO THE NEXT LEVEL– K—12 Christina Sciarrotto - 3 Credits - Inservice - April 18—June 13 Participants will engage in activities that are beyond the basic Google Apps. You will take Google Slides to the next level by creating Stop Motion, Games, Comic Strips, Timelines, Magnetic Poetry, Digital Escape Rooms and Jamboards. You will also learn about Google Keep, Sites, Add-ons and Extensions, and YouTube.
  • Boost And Accelerate Your ELL Students Learning

    W24-05006BOOST AND ACCELERATE YOUR ELL STUDENTS LEARNING: ENSURE STUDENT SUCCESS WITH PRACTICAL STRATEGIES! Anthony Auciello - 3 Credits – Inservice - February 7—April 5 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 in any grade!
  • Building Positive Relations With Parents

    W24-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - 3 Credits – Inservice - April 18—June 13 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.
  • Building Student Resiliency - K - 12

    W24-11014 BUILDING STUDENT RESILIENCY—K—12 Michael Sims - 3 Credits – Inservice - February 7—April 5 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.
  • Building Student Teacher/Relationships With SEL

    W24-01201 BUILDING STUDENT/TEACHER RELATIONSHIPS WITH SEL ACTIVITIES Richard Faber— 3 Credits—Inservice— February 7—April 5 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.
  • Bullying - Strategies For Teachers - K-12

    W24-04058BULLYING – STRATEGIES FOR TEACHERS – (K – 12) Debbi Frechtman - 3 Credits – Inservice - February 7—April 5 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.
  • Character Education

    W24-04056CHARACTER EDUCATION – (K – 12) Andrew Paskal - 3 Credits – Inservice - April 18—June 13 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.
  • Childhood Obesity: A Modern Day Epidemic

    W24-01096 CHILDHOOD OBESITY: A MODERN DAY EPIDEMIC Brianna Burghard— 3 Credits—Inservice— February 7— April 5 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. Suitable Pre-K –12.
  • Communication Skills For Students - K-12

    W24-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - 3 Credits - Inservice — February 7—April 5 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 in addition to ENL 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.
  • Content Creation And Communication With Canva

    W24-03067 CONTENT CREATION AND COMMUNICATION WITH CANVA Kristina Holzweiss - 3 Credits – Inservice - February 7— April 5 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.
  • Creating A Website With GOOGLe Sites

    W24-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg— 3 Credits - Inservice - February 7—April 5 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.
  • Creative Ways To Teach Kids To Make Inferences

    W24-04006 CREATIVE WAYS TO TEACH KIDS TO MAKE INFERENCES Alissa Rosenberg - 3 Credits – Inservice - April 18 — June 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.
  • DASA CERTIFICATION - *Licensure Requirement

    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.
  • DASA CERTIFICATION - *Licensure Requirement

    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.
  • Defining Dyslexia & The Orton Gillingham Reading Methodology - K -12

    W24-12020 DEFINING DYSLEXIA & THE ORTON GILLINGHAM READING METHODOLOGY - K - 12 Maureen Hanley - 3 Credits – Inservice - April 18—June 13 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.