F26-03045 AI IN ACTION! Danielle Pallatto - dpallattoscope@gmail.com 3 Credits – Inservice - October 7 — December 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!

F26-01132ACE’S 101: WHAT’S IN YOUR STUDENT’S BACKPACK—K-12Janine Simpson—Janine.crosby@yahoo.com 3 Credits—Inservice— October 7 — December 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.

F26-02552ASSIGNMENT MAKEOVER:DESIGNING MEANINGFUL LEARNING EXPERIENCES IN THE AI AGE—SUITABLE GRADES K-12 Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - October 7—December 15 - NEW! If artificial intelligence can complete an assignment in seconds, it may be time to rethink the assignment. This course will help you transform traditional worksheets, reports, research projects, presentations, and assessments into meaningful learning experiences that require students to think critically, make decisions, solve problems, communicate, collaborate, reflect, and contribute their own ideas and voices. One optional Google Meet will give participants an opportunity to ask questions, share ideas, and connect in real time. Throughout the course, you will choose one existing assignment and redesign it step by step. You will explore practical ways to add student choice, authentic audiences, real-world connections, creative products, process documentation, feedback, and reflection. You will also create no-tech, low-tech, digital, and high-tech pathways so students can participate meaningfully without advanced technology being required. This course is not about adding technology simply because it is available. It is about deciding when technology strengthens learning—and when conversation, paper, building materials, observation, role-playing, or other hands-on approaches are more effective. You will leave with a complete, classroom-ready assignment, project, or learning experience designed for deeper thinking, greater creativity, and stronger student engagement.

F26-12005AUDITORY PROCESSING DISORDERS:AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - October 7 — 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.

F26-11046BECOMING AN INNOVATIVE INSTRUCTOR Richard Faber - Fabes888@gmail.com 3 Credits - Inservice—October 7— December 15 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 in equities 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. An optional Google Meet session will be available to facilitate real-time collaboration, participant discussions, and Q&A.

F26-05004BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice – October 7 — December 15 CTLE regulations require teachers apply 15% of their required hours towardenhancinglanguage 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.Learnbest 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.

F26-01211 BEYOND BEHAVIOR: TEACHING EMOTIONAL REGULATION IN THE CLASSROOM Jo Anna Ferreira -jojoant3@gmail.com 2 Credits — Inservice - October 7 — December 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 , this course offers three optional Google Meet sessions, each approximately 20 minutes long. 1st meet 7/08, 2nd meet 7/29, 3rd meet 8/10 –7:30 PM.

F26-04502 BEYOND BLOOM-BUILDING CRITICAL THINKING SKILLSGayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits — Inservice - October 7 — December 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 movefurther 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.

F26-03026 BEYOND THE BASICS: TAKING GOOGLE APPS TO THE NEXT LEVEL– K—12 Christina Sciarrotto - cmes724@yahoo.com 3Credits - Inservice - October 7 — December 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.

F26-03074 BEYOND THE WORKSHEET: CANVA ASSESSMENTS TO INSPIRE CREATIVITY Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - October 7 — December 15 Already comfortable with the basics of Canva and ready to do more with it? This course will help you move beyond posters, presentations, and traditional worksheets to create engaging assessments that invite students to think critically, make choices, communicate ideas, and demonstrate learning in creative and meaningful ways. It is designed for educators across all grade levels and subject areas. Through hands-on activities and real-world examples, you will explore Canva templates, multimedia, interactive elements, and other versatile features that can transform everyday assessments. You will create options that are visually appealing, purposeful, and flexible enough to support different learners, instructional goals, and classroom settings. This course is not about making assignments look prettier. It is about rethinking how students show what they know. You will leave with a practical toolkit of dynamic assessment strategies and classroom-ready ideas designed to inspire creativity, strengthen critical thinking, and increase student engagement.

F26-01004 BUILDING A POSITIVE CLASSROOM COMMUNITY THROUGH MORNING MEETING Krystina White - krystinawhitescope@gmail.com 3Credits - Inservice - October 7 — 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, collaborativeplanning, 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.

F26-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - October 7 — 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.

F26-11014BUILDING STUDENT RESILIENCY—K—12 Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - October 7 — December 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.

F26-01096 CHILDHOOD OBESITY: A MODERN DAY EPIDEMIC—Pre-K-12 Brianna Burghard—bburghard26@gmail.com 3 Credits—Inservice— October 7 — December 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.

F26-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — October 7 — 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.

F26-12017 CREATING A SUCCESSFUL CLASSROOM FOR CHILDREN WITH DISABILITIES Kysten Ellison - Kysten@aol.com 3Credits - Inservice - October 7 — 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.

F26-03032 CREATING A WEBSITE WITH GOOGLE SITES Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - October 7—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.

F26-02015 DECODING THE LANGUAGE AND GENRE OF MATH WORD PROBLEMS—Grades K-5 Dina Carlucci - kdcarlucci@gmail.com 3 Credits– Inservice - October 7 — December 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.

F26-07001 DEVELOPING A COLLEGE/CAREER READY STUDENT Francesca Cavallaro - fncavallaro@gmail.com 3 Credits - Inservice - October 7 — 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.

F26-12025DIFFERENTIATING LANGUAGE DIFFERENCE AND LANGUAGE DISORDER Angie Elkaray—elkarayangie@yahoo.com 3 Credits - Inservice - October 7 — 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.

F26-12003 DIFFERENTIATION IN ACTION Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits - Inservice –October 7 — 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.

F26-01207 EMBRACING DIVERSITY: CULTIVATING CULTURAL CONSCIOUSNESS IN EDUCATION Michelle Rosenoff -mrosenoff43@gmail.com 3 Credits — Inservice - October 7 — December 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.

F26-04171 EMPOWERING STUDENT VOICE IN THE CLASSROOM Angela Trager—tragera18@gmail.com 1 Credit—Inservice—October 7 — December 15 Student voice is the expression of opinions, values, beliefs, and perspectives. This course examines the importance of implementing student voice into teaching and learning practices while emphasizing how valuing students’ input can enhance engagement, motivation, and academic achievement.