SCOPE Education Services

S26-03045 AI IN ACTION! Danielle Pallatto - dpallattoscope@gmail.com 3 Credits – Inservice - June 24 — 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!

S26-02514 AI MAGIC FOR TEACHERS: ENHANCING PRODUCTIVITY & STUDENT ENGAGEMENT Kristina Holzweiss—lieberrian@yahoo.com 3 Credits — Inservice - June 24 — 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.

S26-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - June 24 — 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.

S26-04152 BEST PRACTICES IN CONTENT AREA LITERACY Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits — Inservice - June 24—August 15 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!

S26-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice – June 24 — August 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.

S26-01211 THE CLASSROOM Jo Anna Ferreira - jojoant3@gmail.com 2 Credits — Inservice - June 24 — August 15 Some students struggle to manage big emotions—and when they do, learning can take a back seat. This course helps educators uncover the “why” behind emotional dysregulation and respond with practical, easy-to-use strategies that truly make a difference. Explore simple tools like breathing exercises, pressure techniques, fidgets, headphones and other creative supports that help students reset and refocus. Learn how to guide children in naming their feelings, choosing coping tools, and building self-regulation skills they can use at school and beyond. As an alternative to the discussion forums in week 3 & 5 (ONLY), this course offers two optional Google Meet sessions, each approximately 20 minutes long. 1st meet 7/08, 2nd meet 7/29, 3rd meet 8/10 –7:30 PM.

S26-04502 BEYOND BLOOM-BUILDING CRITICAL THINKING SKILLS Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits — Inservice - June 25 — August 15 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.

S26-01004 BUILDING A POSITIVE CLASSROOM COMMUNITY THROUGH MORNING MEETING Krystina White - krystinawhitescope@gmail.com 3 Credits - Inservice - June 24 — August 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.

S26-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - June 24 — 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.

S26-11014 BUILDING STUDENT RESILIENCY—K—12 Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - June 24 — August 15 Teachers today have to manage students that struggle with independence and 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.

S26-01201 BUILDING STUDENT/TEACHER RELATIONSHIPS WITH SEL ACTIVITIES Richard Faber—Fabes888@gmail.com 3 Credits—Inservice — June 24 — August 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.

S26-01096 CHILDHOOD OBESITY: A MODERN DAY EPIDEMIC—Pre-K-12 Brianna Burghard—bburghard26@gmail.com 3 Credits—Inservice— June 24 — 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.

S26-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — June 24 — 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.

S26-12017 CREATING A SUCCESSFUL CLASSROOM FOR CHILDREN WITH DISABILITIES Kysten Ellison - Kysten@aol.com 3 Credits - Inservice - June 24 — 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.

S26-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - June 24—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.

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.

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.

S26-02015 DECODING THE LANGUAGE AND GENRE OF MATH WORD PROBLEMS—Grades K-5 Dina Carlucci - kdcarlucci@gmail.com 3 Credits– Inservice - June 24 — August 15 This course will explore the language barriers present in word problems in order to assist teachers/students in decoding the complexity by defining the specific word problem types and genres. For example, not all word problems are the same as they fall into one of the specific classifications of Result Unknown, Start Unknown and Change Unknown. Being able to “crack the code” and understand the different categories will assist students in reaching solutions with confidence using any of the mathematical operations of addition, subtraction, multiplication and division with flexibility. Optional Google Meet will be offered to support participant discussion, questions, and real-time collaboration.

S26-12020 DEFINING DYSLEXIA & THE ORTON GILLINGHAM READING METHODOLOGY - K - 12 Maureen Hanley - mobrien16@hotmail.com 3 Credits – Inservice - June 24—August 15 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.

S26-07001 DEVELOPING A COLLEGE/CAREER READY STUDENT Francesca Cavallaro - fncavallaro@gmail.com 3 Credits - Inservice - June 24 — 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.

S26-12003 DIFFERENTIATION IN ACTION Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits - Inservice – June 24 — 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.

S26-12025 DIFFERENTIATING LANGUAGE DIFFERENCE AND LANGUAGE DISORDER Angie Elkaray—elkarayangie@yahoo.com 3 Credits - Inservice - June 24 — 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.

S26-04172 DIVE INTO THE SCIENCE OF READING Christina Sciarrotto - cmes724@yahoo.com 1 Credit - Inservice - June 24 — August 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.

S26-01207 EMBRACING DIVERSITY: CULTIVATING CULTURAL CONSCIOUSNESS IN EDUCATION Michelle Rosenoff - mrosenoff43@gmail.com 3 Credits — Inservice - June 24 — August 15 Through an in-depth exploration of cultural culture, participants will gain a deeper understanding of the multifaceted aspects of culture, including race, ethnicity, language, religion, and socio-economic backgrounds. You will examine the influence of cultural identity on learning and how it shapes students’ perspectives, experiences, and academic achievements. This course provides practical strategies and pedagogical approaches for creating inclusive and culturally responsive classrooms, fostering an environment where all students feel valued, respected and supported. You will engage in discussions, and participate in experiential activities, enhance their cultural awareness, develop intercultural communication skills, and learn to integrate culturally relevant content in their curriculum. Ultimately you will emerge with the knowledge and confidence to promote cultural understanding, build bridges across differences and create a truly inclusive educational experience for all.