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.