**Longwood EDL Cohort** This course covers the basic aspects of the supervisory process. Areas included are an overview of supervision, theory and research, organization and function, roles of various personnel in the supervisory process, factors influencing change, improving instruction through individuals and groups, curriculum development, effective use of learning resources and evaluating supervisory programs.

Please note: Hours listed in Frontline are placeholders for the hours of the course and include both synchronous and asynchronous course meeting time.

Synchronous Meeting Dates: Tuesdays - January 3, 10, 17, 24, 31. February 7, 14, 28. March 7, 14, 2023 from 4:30-5:30 pm. All course information is posted in Brightspace.

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with identifying stressors within themselves and their students. Educators will be able to identify the impact that stress has on our minds and bodies. Participants will develop strategies to mitigate the negative impact of stress by developing a supportive classroom community and incorporating SEL techniques focusing on self-care and self-management.

The content of this course will be delivered through synchronous meetings (3 hrs) via Zoom and asynchronous assignments (12 hrs) in Google Classroom. A personal Google account is required for access to the course materials.

Please note: Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE Hours)

**Longwood EDL Cohort** This course covers the basic aspects of the supervisory process. Areas included are an overview of supervision, theory and research, organization and function, roles of various personnel in the supervisory process, factors influencing change, improving instruction through individuals and groups, curriculum development, effective use of learning resources and evaluating supervisory programs.

This 15 hour online class will help educators get a better understanding of children who may experience more externalizing challenges because of divorce. Some challenges may be learning, behavior disorders, depression/ anxiety and even trauma. In addition, children may also experience more conflict with peers and adults after a divorce. Learn how we, as educators/adults can show understanding and create a supportive learning environment for children experiencing the challenges of divorce.

Chart a New Course is a book written by Rachelle Dene Poth who identifies top skills students needed to succeed in the future. These skills are identified as: the ability to communicate, work in teams, think creatively, problem solve and design. This book shows educators how to help students develop essential skills needed through authentic, real-world learning experiences, building a pathway for the future of learning and work.

This course will offer tools educators need to design more purposeful learning experiences to drive student engagement, promote creativity, model risk-taking and build classroom culture. Each module will explore digital tools and strategies, offer clear examples, as educators create practical lessons that they can use in their classroom. Each week you will read required chapters, participate in discussions, and complete challenges that can be applied to your classroom.

The required book, Chart a New Course is available as a Gale eBook through MESTRACT.

The content of this course will be delivered synchronously (5 hrs) via Zoom and asynchronous assignments (40 hrs) in Google Classroom.

Please note: Asynchronous assignment dates and times are simply placeholders for the work of the course. You may complete the work on your own schedule. District approval is needed for in-service credit. (45 CTLE hours)

This course will provide participants with different "tech tools” to use in the classroom. While the main audience of these tools is English Language Learners, these tools could be use with all students.

As the course progresses, it will follow the components of the SIOP model in order to align technology with a model of instruction for English Language Learners.

Please note: A personal Google account is needed to access course materials in Google Classroom. District approval is needed for in-service credit. (15 CTLE hours)

This course will provide participants with different tools to enhance incorporation of language domains with technology. Primarily, we will use tools Adobe Cloud Express to create exemplars of potential future activities for your students. Adobe Cloud Express is a free tool for education organizations to create social media post images, videos, and webpages. These opportunities help English Language Learners create authenticate works without necessarily being proficient in English.

Please note: A personal Google account is needed to access course materials in Google Classroom. District approval is needed for in-service credit. (15 CTLE hours)

Think differently about how Kami can make your classroom more connected and interactive. This course will go beyond the basics and dig deep into this flexible tool by exploring how it can be used for real-time collaboration, fostering communication, encouraging critical thinking, student engagement, and invoking creativity. We will investigate how this tool can be used to implement the new NYS Computer Science and Digital Fluency standards into your curriculum. You will create multiple lessons using Kami in a variety of ways. Kami can be used in grades K-12 and across all subjects and curriculum.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access the course materials.

Please note: Asynchronous assignment dates and times are simply placeholders for the hours of the course. You may complete the work on your own schedule. District approval is required for in-service credit. (15 CTLE hours)

This approachable, in-depth book study unites the adaptability of Universal Design for Learning with the flexibility of blended learning. Participants will be equipped with the tools they need to create relevant, authentic, and meaningful learning pathways to meet students where they're at, no matter the time, place, and point of progress. We will explore how Universal Design for Learning and blended learning can create a more inclusive, more equitable, more innovative learning landscape that meets the needs of all of our learners. This book study will empower teachers to implement these frameworks in the classroom, focusing on cultivating community, building equity, and increasing accessibility for all learners.

Required Materials: UDL and Blended Learning-Thriving in Flexible Learning Landscapes by Katie Novak and Catlin Tucker ISBN #978-1948334310 (Available on Amazon or BN digitally or paperback)

Please note: District approval is needed for in-service credit. The dates and times for the asynchronous work are simply placeholders for the hours of the course. The work may be completed on your schedule, as directed by the instructor. (45 CTLE hours)

Learn creative tools to support social-emotional learning with students and self-care for educators which is more important than ever due to the pandemic. The therapeutic techniques don't require great technical skill, are appropriate for any discipline, and will aid in cultivating presence and a sense of connection.

District approval is needed for in-service credit.

Students join our schools with knowledge steeped in their own languages and cultures. This course shows how we can address the needs of Multilingual Learners in the classroom. We will explore how we identify students and their levels of support. This will help to transition us to relevant pedagogy needed to support these varying subgroups of Multilingual Learners.

The content of this course will be delivered through both synchronous live meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is needed to access course materials.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours in ELL category)

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with integrating Service Learning into their school environments. Educators will be able to identify the need for Service Learning and how its benefits may be felt throughout the school and greater community.

The content of this course will be delivered through both synchronous live meetings via Zoom (3 hrs) and asynchronous work (12 hrs) in Google Classroom. A personal Google account is required to access the course materials.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)
(*Please be aware that this course was previously offered as Service Learning at the Elementary Level.)

This online class will help educators get a better understanding of children who experience grief through loss; the stages of loss; types of loss; the changes that occur after loss. We will learn, as educators, how to create a supportive and empathetic learning environment that fosters trust among all students in the classroom (or office).

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous work in Google Classroom. A personal Google account is required to access the course material.

Please note: istrict approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)

Learn the basics of how to use Adobe Creative Cloud Express (formerly Adobe Spark) for any classroom on any level. The free tool is a new web and mobile app developed which works on any device and uses simple drag-and-drop technology enabling users to make multimedia content including social media posts and stories, slideshows, films, websites, GIFs, and marketing materials like logos, flyers, and banners. We'll learn how to use templates for class projects and how to work with the numerous creative assets such as fonts, backgrounds, and royalty-free photos and music.

District approval is needed for in-service credit. (6 CTLE hours)

Earn Level 1 ACE (Adobe Creative Educator) certification by taking this workshop and submitting your work. You will receive a t-shirt, stickers, and some educational materials along with a badge.

Padlet, an online bulletin board, can be used to educate educators and students alike. This class will focus on using Padlet to 1) present researched information to fellow participants and 2) engage your own students. After learning how to use Padlet, participants will research an instructional strategy/current educational trend and present that information via Padlet. The second part is to create Padlets for student interaction. See all that Padlet has to offer!

Please note: District approval is needed for in-service credit. A personal Google account is needed to access course materials in Google Classroom. (15 CTLE hours)

This course will cover the many components that fall under the umbrella of Anxiety Disorders and the symptoms that may appear in the classroom. Additionally, we will discuss seating arrangements, classroom accommodations, testing accommodations, IEP, and 504 plans and how they are used for children with Anxiety Disorders.

This course will begin on Monday, February 6, 2023 and end on Monday, March 6th, 2023.

The content of this course will delivered both synchronously (3 hours) via Zoom beginning on Tuesday, February 7th from 5:00-6:30 pm and asynchronously through independent study assignments (12 hours) in Google Classroom.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. You may complete the assignments on your own schedule. (15 CTLE Hours)

During this workshop, teachers will learn how to use short film to enhance instruction. Instead of introducing students to topics in STEM through traditional resources like textbooks and scholarly articles filled with jargon, this course will cover how using short films and documentaries can engage students with information. Connecting students to the human or ethical impact of a topic in STEM is one way to ensure meaningful learning. This program will show several short films and documentary clips and model how they could be used in the classroom to enhance instruction. In addition, teachers will learn how to locate short films and documentaries to use in their classrooms.

Please note: District approval is needed for in-service credit. (3 CTLE Hours)

Learn a variety of innovative and creative approaches to storytelling using different visual technologies that can be utilized in any learning environment. We will explore different approaches to visual storytelling and create a short visual story together using free, online tools. We'll see how it can be used in any educational environment to build connections, develop empathy, and engage students. We'll learn the fundamental aspects of storytelling and create a true, visual story together.

This book study will help educators get a better understanding of assistive technology in an educational setting. The author focuses on how to develop a consistent approach for choosing technology to design accessible, inclusive, educational experiences for the benefit of students. Technology is ever evolving as are all successful educators. Each week participants will read required chapters, participate in discussions, and complete activities that can be applied to their classrooms. This class will meet both synchronously (5 hours) and asynchronously (10 hours).

Required Materials:

An electronic copy of the book will be provided "The New Assistive Tech: Make Learning Awesome for All" by Christopher R. Bugaj

Participants are required to have a personal Google account to access course materials.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

The NYS Computer Science and Digital Fluency standards were adopted by the Board of Regents in 2020. These standards will ensure that every student knows how to live productively and safely in a technology-dominated world, including understanding the essential features of digital technologies, why and how they work, and how to communicate and create using those technologies. This course will explore these standards and how they can be incorporated into your subject area and grade levels. Lessons will be explored, created and shared so you will have a toolbox of standard aligned lessons that you can use in your classroom tomorrow.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials.

Please note: Asynchronous assignment dates and times are simply placeholders for the work in the course. You may complete the assignments on your own schedule. District approval is required for in-service credit. (45 CTLE hours)

Discover the diverse, educational, fun world of podcasts! Teachers and students of all grade levels can benefit personally and professionally by listening to podcasts. Learn techniques to use podcasts in a way that will foster communication skills while increasing knowledge of a topic. Podcasts related to all subject areas, including special areas and mindfulness will be covered. Additionally, podcasts that can be resources for teachers to further develop their own teaching skill sets will also be introduced. Learn to link podcasts to Google Classrooms, within emails or on hyperdocs. Participants will also have time to research appropriate podcasts and develop related lessons.

This content of this course will be delivered through synchronous meetings (5.75 hrs) via Zoom once/week with asynchronous assignments (9.25 hrs) in Google Classroom. A personal Google account is required to participate in this course.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)

Think differently about how Nearpod makes your classroom more connected and interactive. This course will go beyond the basics and dig deep into this flexible tool by exploring how it can be used for synchronous and asynchronous learning, collaboration, encouraging critical thinking, student engagement, and real-time formative assessment. We will investigate how this tool can be used to implement the new NYS Computer Science and Digital Fluency standards into your curriculum. You will create multiple lessons using Nearpod in a variety of ways. Nearpod can be used in grades K-12 and across all subjects and curriculum.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access the course materials.

Please note: Asynchronous assignment dates and times are simply placeholders for the hours of the course. You may complete the work on your own schedule. District approval is required for in-service credit. (15 CTLE hours)

Books provide a window into the life of others and sometimes books are a mirror of our own life experiences. This course will highlight young adult literature across a variety of genres including: popular and award winning young adult literature, cultural fiction, LGBTQIA fiction and non-fiction, literature featuring characters with various abilities, memoirs, and non-fiction. The goal of this course is to expose teachers to a variety of current literature that can be used to connect to the students in their classes as well as the curriculum. Each week we will focus on a different genre. The instructor will provide recommendations and teachers will share books that they have read or used in their classes.

Please note: District approval is needed for in-service credit. (6 CTLE Hours)

In this course we will begin to explore Positive Behavioral Interventions & Supports and how/why to implement it in our schools and classrooms. Participants will learn what the goals of PBIS are, how to implement PBIS and how to tell if it's working. Activities such as creating a Behavior Matrix and Character Calendar will be done in order to give participants a way to begin PBIS implementation immediately after the course ends.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required for access to the course materials.

Please note: Asynchronous assignment dates and times are simply placeholders for the work of the course. You may complete the work on your own schedule. District approval is required for in-service credit. (15 CTLE hours)

Based on the work of Kay Burke, William Glasser, Robert Marzano, and others, this program identifies reasons behind students' lack of motivation and commitment. Participants explore classroom activities and strategies that contribute to a more positive learning environment and create lessons that encourage students to make appropriate choices regarding their learning. (15 CTLE hours)

Please note: District approval is required for in-service credit.

Teachers will learn how to use an iPad and Apple Pencil to create amazing hands-on, innovative, student lead classroom experiences. Using web 2.0 tools and apps designed for classrooms, teachers will learn how to create more interactive lessons involving things like easily taking pictures of student work to review or critique as a class and letting students pass around the iPad to write their answers, explain, and teach the class.

Only teachers from MESTRACT member schools may attend this course. Each teacher will be provided with an iPad and Apple Pencil to use during and after the course. Please arrange to pickup the iPad and Apple Pencil from the MESTRACT office prior to the start of the course.

A personal Google account is required to access the course materials in Google Classroom

Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

This course will provide participants with different tools to enhance incorporation of language domains with technology. Primarily, we will use tools Adobe Cloud Express to create exemplars of potential future activities for your students. Adobe Cloud Express is a free tool for education organizations to create social media post images, videos, and webpages. These opportunities help English Language Learners create authenticate works without necessarily being proficient in English. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course.

Please note: A personal Google account is needed to access course materials in Google Classroom. District approval is needed for in-service credit. (15 CTLE hours)

Participants will learn "Everything Google” and how to use the Google applications to increase student participation, engagement, and communication. You can expect to learn the skills & tools for each platform and discuss curriculum integration starting with Google Classroom - such as email notifications, gradebook, plagiarism checker, and rubrics. Find out how Google Classroom integrates with your Google Drive and how to keep it in check!

Google Slides tools and how to create interactive, engaging lessons such as escape rooms and hexagonal thinking will also be explored. Ways to modify the lessons and provide accommodations will also be discussed. Templates will be provided so you'll be able to start creating lessons for your classroom during asynchronous time.

Google Jamboard tools and how to customize backgrounds will be shared. Strategies and examples of how to use Jamboard to increase student engagement & accountability, and to assess their understanding of the topic will also be covered. Google Docs offers many features such as citations, drop down tools, voice to text. Different ways to integrate these tools will be modeled.

The content of this course will be delivered through synchronous meetings via Google Meet and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials. Participants will be required to connect to the personal Google Classroom to engage in activities during the synchronous meetings.

Please note: Asynchronous assignment dates and times are simply placeholders for the hours of work in the course. You may complete the assignments on your own schedule. District approval is needed for in-service credit. (15 CTLE Hours)

In this workshop, participants will look at different artifacts from the Holocaust as a way to see how each artifact represents an individual person who died during the Holocaust, and how analyzing items owned by people from the past can give modern viewers a different way of seeing their lives and times. Participants will be encouraged to write through this workshop as they examine and discuss the artifacts.

The course content will be delivered through weekly synchronous meetings via Google Meet and asynchronous work in Google Classroom.

Please note: A personal Google account is needed to access course materials. District approval is needed for in-service credit. (15 CTLE hours)

This in-depth online book study will explore fun, creative, project-based STEAM projects and concepts featured in the new book STEAM Power from ISTE along with the author, educator Tim Needles. A range of emerging and class technologies that teach the fundamentals and are cost effective will be covered. Educators that attend this presentation will leave knowing the 18 great STEAM projects that are elastic and appropriate for any classroom.

We will cover the book's 3 parts beginning with incorporating the STEAM principles, engaging with STEAM projects, and elevating the learning to the next-level by adding elements such as collaboration, community and global learning. Participants will receive a free electronic version of the book. Paper copies are also available to borrow from MESTRACT.

Please note: District approval is required for in-service credit. (15 CTLE hours)

"Culturally Responsive Teaching for Multilingual Learners” is NOT just for English as a New Language (ENL) Teachers. It is a guide for ALL teachers who have students from different linguistic and cultural backgrounds in their classrooms. In their innovative book, Sydney Snyder and Diane Staehr Fenner share research-based tools, case studies, videos, and sketches to promote the success of Multilingual Learners in and out of the classroom.

In this 8-week course, participants will keep a reflection journal where they will reflect on each chapter. Participants will collaborate through discussion and create a lesson plan focusing on the five principles of culturally responsive teaching. The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials.

Asynchronous dates listed below are simply placeholders for the hours of work in the course. You may complete asynchronous work during hours that work best for you.

Please note: District approval is needed for in-service credit. (45 CTLE Hours)

As the population of English language learners continues to rise, teachers need to devise lessons to accommodate many diverse needs. LACI, or a Language Based Approach to Content Instruction, is a framework that has been developed to help classroom teachers in content area instruction and lesson plan creation. This research based framework focuses on the "6 C's” of language demands in classrooms with English language learners. These six principles are connection, culture, code-breaking, community and collaboration, challenge and classroom interactions. Within each principle comes elements of instructional strategies and activities to help culturally and linguistically diverse learners. While this framework is representative of good overall teaching, it is most specifically geared towards language acquisition for English language learners.

Please note: District approval is needed for in-service credit. A personal Google account is needed to access course materials in Google Classroom. (15 CTLE hours)

This online class will help educators get a better understanding of children who self-harm; the age of onset for self-harm as well as events in the lives of children that might trigger including the growing presence of social media; the emotional state of a self-injurer; treatments and how as educators/adults can create a supporting learning environment.

Learn how to best support your co-taught class with strategies for busy teachers who are often pulled in many directions. This course will focus on planning and pedagogical skills needed to facilitate a smoothly run and educationally sound co-taught class. We will focus on how to create a functional working relationship with your co-teacher that allows for open communication and a shared workload. In addition, this course will explore strategies for organization and planning along with classroom management. Co-teaching requires a delicate balance and planning time which is not always readily available during the school day. We will talk about ways to plan more efficiently when time is of the essence and discuss strategies most effective for helping all students to succeed in a co-taught classroom.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials.

Please note: Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE Hours)

This course will look at different components of Culturally Responsive Education. Practitioners will develop a common language around Culturally Responsive Education and begin the process of recognizing institutional and organizational structures in schools that perpetuate inequities. We will examine Culture and the relevance it plays in schools aiming for Equity. Participants will also bring preconceived notions to the surface and understand how that knowledge impacts beliefs, practices and policies. Building upon that, practitioners will understand that the first step in addressing microaggressions is to recognize when a microaggression has occurred and what message it may be sending. The context of the relationship and the situation is critical.

Prior to the class meetings, participants will have access to readings and videos. Participants will review and post comments on these materials. We will discuss and expand on these comments and questions and examine new materials during the remote sessions.

In this course participants will have assignments to assess and will formulate responses for an asynchronous 7 hours of the course. All responses to the asynchronous work will be submitted by the participants via google classroom. Participants will meet 8 hours in synchronous virtual meetings.

Course will open via Google Classroom on Tuesday, February 28, 2023

All course info, materials, student comments, and the Zoom code will be available through google classroom.

(15 CTLE Hours)

The implementation of the Next Generation standards shifts instruction to focus on student literacy while exploring content curriculum. "I am not an English teacher, so how can I be expected to teach literacy in my content classroom?” Simply put, reading comprehension is the key to student success in any classroom. No matter what subject you teach, developing student literacy will ultimately lead to greater student engagement and understanding. This course will examine what literacy in the content classroom looks like and prepares you to make simple changes that meet the demands of the Next Generation Learning Standards. The strategies introduced throughout the course will highlight student vocabulary development, reading comprehension, and speaking and listening discussions while students interact with content specific text and concepts so that literacy can not only be attainable by all but fun for all as well!

Please note: A personal Google account is needed to access the course materials in Google Classroom. District approval is needed for in-service credit. (15 CTLE hrs)

Create your own virtual escape room using Google slides! This can be used as a fun review of class material or simply to solve a given task with a goal of "escaping the room." Enrich the learning experience and increase student interest and engagement by centering your virtual room around a theme. Most appropriate for teachers/teaching assistants grades 3 and up. We will meet twice virtually with time in between to create your virtual escape room.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials.

Please note: District approval is needed for in-service credit. (10 CTLE Hours)

"When people reflect on what it takes to be mentally fit, the first idea that comes to mind is usually intelligence. The smarter you are, the more complex the problems you can solve-and the faster you can solve them. Intelligence is traditionally viewed as the ability to think and learn. Yet in a turbulent world, there's another set of cognitive skills that might matter more: the ability to rethink and unlearn.”

Let's take our experiences, specifically during this time of turbulence, and transform our thinking and teaching through the study of excerpts from the fascinating book, Think Again, by Adam Grant. Adam Grant is an Organizational Psychologist whose expertise is on opening our own minds, in order for us to open the minds of others by embracing the joy of being wrong, dealing with charged conversations, and building schools and workplaces of lifelong learners.

Participants will be involved in activities and discussions that will develop and teach mental flexibility which will translate to how you model and teach students to be reflective, lovers of learning.

This course is appropriate for all staff members - new, veteran, classroom, and all special areas throughout the district. The virtual 1.5 hour meetings will take place weekly (7.5 hrs) with asynchronous assignments (7.5 hrs) in Google Classroom. A personal Google account is required to access course materials.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)

The purpose of this course is to assist Elementary teachers, counselors, support staff, etc. with identifying stressors within themselves and their students. Educators will be able to identify the impact that stress has on our minds and bodies. Participants will develop strategies to mitigate the negative impact of stress by developing a supportive classroom community and incorporating SEL techniques focusing on self-care and self-management.

The content of this course will be delivered through synchronous meetings (3 hrs) via Zoom and asynchronous assignments (12 hrs) in Google Classroom. A personal Google account is required for access to the course materials.

Please note: Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE Hours)

Participants will be given examples of Arts lessons and units that support Social Emotional Learning and will be given the opportunity to examine lessons and units to find ways to further enhance and support Social Emotional Learning. Attendees will create an outline of a unit in the Arts to address Social Emotional Learning.

Please note: District approval is needed for in-service credit. (3 CTLE Hours)

This seminar provides effective strategies for communicating expectations to students, creating an environment in which appropriate behaviors are more likely to occur, and helping students learn to make appropriate choices. (3 CTLE hours)

Please note: District approval is required for in-service credit.

Join us for this fun, energizing, and interactive virtual training! Learn practical, kinesthetic strategies for boosting sight word recognition, reading fluency, decoding skills, and more. Gain ideas for increasing your students' focus, attention span, writing, and creativity! The training also includes ideas for virtual instruction and suggestions for parents. All participants will receive the Spelling Animals eBook.

Target Audience: PreK-3rd grade teachers, reading coaches, AIS reading teachers, special education teachers, and parents.

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

This course is designed to help educators create an environment where students can be creative and self-directed learners. If we want students to thrive we need to empower them with the tools to become architects of their own learning. This course aims to walk teachers through the process of designing student-centered inquiry lessons to create learning experiences that leverage student curiosity, encourages exploration, and allows the members of a learning community to learn with and from each other. There will be a strong emphasis on building student agency through choice and voice. Participants will explore the various purposes of utilizing choice, such as encouraging retrieval practice and providing students agency in terms of how they demonstrate their learning. Each module includes resources, templates, and action items designed to encourage teachers to take what they are learning and create resources and lessons they can use with students immediately.

This course will be conducted in an asynchronous online setting utilizing Google Classroom as the delivery platform with a synchronous Zoom meeting Participants meet virtually via online communities to discuss and share lessons and strategies. Personal Google accounts will be required to access the courses.

Please note: District approval is needed for in-service credit. (45 CTLE hours)

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems-including the internet-work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.

Please note: District approval is needed for in-service credit. (6 CTLE hours)

Participants will examine the many facets of identifying English learners with special needs. Federal and New York's CR Part 154-3 regulations will form the foundation of this session. Participants will analyze a case study and apply concepts and tools acquired throughout the course. Enriching discussion will focus on the collaborative process of identifying ELs who have a disability. Many practical resources and tools will be provided for educators to utilize from throughout the collaborative process.

Please note: District approval is needed for in-service credit. (3 CTLE Hours)

Using the compelling stories of adolescence as a guide this online course will give you a snapshot look at the complex world of brain and mind. A "look inside” if you will of children battling eating disorders.

When students are comfortable thinking about their learning and engaging their metacognitive muscles, they will better appreciate the value of the work they are doing. This course is designed to help teachers create digital learning experiences that develop students' metacognitive and self-regulation skills. Encouraging students to "own” the conversation about their progress will provide opportunities to keep families in the loop and to ensure everyone is working together to support the learner. In this course, participants will explore strategies necessary to help students think about their learning, set goals, track their progress, communicate with their families, and reflect on their learning. These critical skills developed over time will foster student ownership and improve student achievement. A strong emphasis will be placed on infusing digital tools to help students build agency over their learning.

Each module includes resources, templates, and action items designed to encourage teachers to take what they are learning and create resources and lessons they can use with students immediately.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)

This course is designed for school social workers, school psychologists, and school counselors, but is relevant for any school-based professional interested in learning more about available community based supports in Suffolk County. The course will provide an overview of current mental health and substance use supports accessible to our Suffolk County students, as well as how to access and leverage them for our K-12 students and families. The course will provide participants with an opportunity to share resources amongst one another. There will also be opportunities for anonymous case conferencing in which participants will be able to assist one another in problem solving for students in real-time.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. (15 CTLE Hours)

Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide educational and behavioral strategies for students with various needs. This framework can be successful by utilizing tools and best practices that support students emotionally, academically, and behaviorally. There are more students struggling than ever before. We will delve into the MTSS framework and explore best practices and tools that provide equitable learning and create positive learning experiences to support the current learning environment and meet the needs of ALL students.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. A personal Google account is needed to access course materials in Google Classroom. (45 CTLE Hours)

This seminar provides the opportunity to examine research-based strategies and approaches that assist Ells in meeting rigorous grade-level standards through a step by step breakdown of the lesson planning process that includes scaffolded language and content objectives. Participants will experience a variety of motivating and engaging instructional strategies that can be strategically applied to lesson plans as a way to increase academic language production and content comprehension of Ells.

Please note: District approval is needed for in-service credit. (3 CTLE Hours)

Teachers will learn how to use an iPad and Apple Pencil to create amazing hands-on, innovative, student lead classroom experiences. Using web 2.0 tools and apps designed for classrooms, teachers will learn how to create more interactive lessons involving things like easily taking pictures of student work to review or critique as a class and letting students pass around the iPad to write their answers, explain, and teach the class.

Only teachers from MESTRACT member schools may attend this course. Each teacher will be provided with an iPad and Apple Pencil to use during and after the course. Please arrange to pickup the iPad and Apple Pencil from the MESTRACT office prior to the start of the course.

A personal Google account is required to access the course materials in Google Classroom

Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

The activities presented in this workshop will help teachers to support students as they make their way through challenging texts. Each week the participants will unpack different strategies for scaffolding English Language Arts tasks.

The content of this course will be delivered through synchronous course meetings and asynchronous assignments in Google Classroom. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. A personal Google account is required to access the course materials in Google Classroom.

Please note: District approval is needed for in-service credit. (15 CTLE Hours)

Are you being asked to incorporate more math into your Physical Education Curriculum? Come learn how Math & Movement can teach physical education skills and improve math skills all at the same time! Learn several techniques for warm-ups, assessments, and activities that will work on P.E. skills and also allow students to have intentional and vigorous math practice! Math & Movement is a kinesthetic approach to teaching and practicing math skills that fits perfectly into Physical Education.

Target Audience: PreK-6 Physical Education Teachers

All participants will receive the Math & Movement Training Manual for K-5 Physical Education (e-Book) ($29.95 value!)

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

This seminar encourages discussions and provides a deeper awareness of the supports needed for LGBTQ students to thrive. We will review national statistics from GLSEN's 2017 National School Climate Survey, share resources, and tools for creating an inclusive school environment, and focus on how educators can create classrooms free of bullying and harassment for LGBTQ students.

This seminar was previously titled Creating Welcoming and Inclusive Environments for all Students.

Please note: District approval is needed for in-service credit. (3 CTLE hours)

Think differently about how Flip can make your classroom more connected and interactive. This course will go beyond the basics and dig deep into this flexible tool by exploring how it can be used for asynchronous learning, collaboration, encouraging critical thinking, student engagement, and assessment. You will create multiple lessons using Flip in a variety of ways. We will investigate how this tool can be used to implement the new NYS Computer Science and Digital Fluency standards into your curriculum. Flip can be used in grades K-12 and across all subjects and curriculum.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. A personal Google account is needed to access course materials in Google Classroom. (15 CTLE Hours)

Many students fail to develop multiplication fluency during third grade which hinders their math confidence in subsequent years. This interactive presentation offers kinesthetic strategies that develop multiplication fluency. Similar to learning to play a musical instrument or a sport, multiplication fluency requires repetition for most children. This presentation will provide simple steps and practical suggestions on how to infuse enjoyable movement into math practice to ensure that your students develop the fluency required by NYS Next Generation Standards (3.OA.7a) and other state standards! All participants will receive the Math & Movement Training Manual and Multiply With Me, Learning to Multiply Can Be Fun, Instructor Guide and Student Workbook ebooks and 6 skip counting banners.

Target Audience: 3rd-6th grade teachers, math coaches, AIS math teachers, special education teachers, and parents.

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

No matter the content area, as teachers we are tasked with being on the front line of educating our youth to live in an ethnically and culturally diverse America. Educators have a responsibility to create a culturally inclusive classroom and provide a means for students to become more culturally and civically aware. In this course participants will learn approaches to teaching about cultural responsiveness and civic responsibility by discussing and learning strategies to create both a tolerant and accepting classroom. We will discuss how to navigate difficult conversations and engage students in lessons that will prepare them for their future beyond their K-12 education. Participants will explore NY State learning standards, create lesson plans and activities to facilitate culturally diverse and inclusive instruction.

The content of this course will be delivered through synchronous meetings via Zoom and asynchronous assignments in Google Classroom. A personal Google account is required to access course materials.

Please note: Asynchronous assignment dates and times are simply placeholders for the hours of work in the course. District approval is required for in-service credit. (15 CTLE hours)

Participants will bring active, fun learning alive by learning to incorporate very basic design challenges using everyday materials. Design challenges will focus on active learning, collaboration, creativity, persistence and incorporating literature and other areas of curriculum. In addition to design challenges, teachers will learn about various robots and CAD software. Teachers will have time to create and finish designs on their own during the 15-hour course.

Synchronous meetings will take place online via Google Meet (7.5 hrs). The additional hours will be met via asynchronous learning and design creation in a Google Classroom to be completed on your own time (7.5 hrs). A personal Google account is required to access the course materials.

Please note: Asynchronous meetings listed are simply placeholders for the course to show 15 hours total. District approval is needed for in-service credit. (15 CTLE Hours)

According to GLSEN's 2019 National School Climate Survey, 8 in 10 LGBTQ middle and high school students experience anti-LGBTQ verbal harassment, and over a third miss school for feeling unsafe or uncomfortable. This seminar brings awareness to the challenges LGBTQ students face and how educators can take pro-active steps to prevent or intervene when students are being discriminated against because they are LGBTQ.

District approval is needed for in-service credit. (3 CTLE hours)

This one-hour session provides numerous practical strategies to understand the power of the hundred number grid as a learning tool. Learn kinesthetic, fun, game-like activities that strengthen number sense, build math-confidence, and support state standards. All participants will receive the Math & Movement Training Manual ebook.

Target Audience: Educators and Parents of PreK-2nd grade students

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

You must register to receive the Zoom link for this webinar. When registering, please use a personal email address to make sure you get the Zoom link to attend.

Teachers will learn how to use an iPad and Apple Pencil to create amazing hands-on, innovative, student lead classroom experiences. Participants are expected to already have the iPad and Apple Pencil to participate in this course. Using web 2.0 tools and apps designed for classrooms, teachers will learn how to create more interactive lessons involving things like easily taking pictures of student work to review or critique as a class and letting students pass around the iPad to write their answers, explain, and teach the class.

The content of this course will be delivered through synchronous meetings via Zoom (5 hrs) and asynchronous assignments in Google Classroom (10 hrs). A personal Google account is required to access course materials.

Please note: Asynchronous dates listed below are simply placeholders. You may complete asynchronous work during hours that work best for you. District approval is needed for in-service credit. (15 CTLE Hours)

This foundational seminar about Students with Interrupted Formal Education (SIFE) will spend time exploring characteristics of the students to better serve their needs in the classroom. During this seminar, participants will learn how to design classroom environments and apply specific strategies that both honor students' backgrounds and support the intense needs of this population, including Ells, in order to foster success. This seminar also provides a strong knowledge base for future learning opportunities in SIFE literacy, differentiation, and culturally responsive instruction.

Please note: District approval is needed for in-service credit. (3 CTLE hours)

This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs' social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

District approval is needed for in-service credit. (3 CTLE hours)

This 3-Week course is designed to help content area teachers support their English Language Learners (ELLs). Each week will highlight digital tools in a specific category: Translation Tools, Engagement Tools, & Literacy Tools. At the end of the course, participants will choose one tool to explore and create a lesson with.

Please note: District approval is needed for in-service credit. The hours listed for asynchronous assignments are simply placeholders to reflect the hours of work in the course. A personal Google account is needed to access course materials in Google Classroom. (15 CTLE Hours)

This seminar, designed for elementary teachers, focuses on language acquisition and the challenges ELLs at different proficiency levels face in the mainstream classroom. Teachers will experience a variety of research-based strategies and modifications and learn how to apply them in lesson plans that foster the academic achievement of ELLs in their classes.

This seminar will provide 3 CTLE Hours upon completion. District approval is needed for in-service credit.

This one-hour session provides numerous practical strategies to understand the power of the hundred number grid as a learning tool. Learn kinesthetic, fun, game-like activities that strengthen number sense, build math-confidence, and support state standards. All participants will receive the Math & Movement Training Manual ebook.

Target Audience: Educators and Parents 3rd-6th grade students

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

This workshop will provide an overview of the intersection of skills that cross the 38 AP courses and exams and will address the skills that are critical for college and career success. This workshop will help all high school teachers (both AP and non-AP) understand how to build skill development within and across the curriculum. The workshop will address baseline skills and provide participants with an understanding of how the skills increase in complexity and strategies to address those more complex skills. Specific topics include:

*Teaching for understanding and transfer.

*Applying critical reasoning and thinking processes.

*Importance of practice and formative assessments.

*Using AP resources to enhance instruction.

Please note: District approval is needed for in-service credit. (3 CTLE hours)

Transgender and nonbinary students have been a part of our classrooms for years. For many educators, the unique needs of these students raise challenging and confusing issues. This seminar introduces and explores strategies and resources from GLSEN. Educators will be able to draw upon best practices to meet the needs of all students and ultimately make classrooms saver, affirming and more inclusive for transgender and nonbinary students. (2.5 CTLE hours)

Please note: District approval is required for in-service credit.

Many research studies have shown that movement enhances learning. Incorporating movement throughout the day is beneficial for children and adults because exercise enhances circulation, brain function, focus and concentration. This virtual training is an application-based session offering practical suggestions on how to include movement-based learning activities throughout the day. We will lead participants through a variety of movements that can be shared with parents or students. All participants will receive the Math & Movement Training Manual ebook.

Target Audience: PreK-12 Educators, Social Workers and Administrators

Please note: District approval is needed for in-service credit. (1 CTLE Hour)

In this seminar the five high-leverage principles presented synthesize the work of leading scholars and educators and reflect basic practices that can improve teaching and learning for English learners across the content areas. Participants will examine evidence-based instructional strategies that can be incorporated into daily lesson plans and routines as well as determine effective ways to teach and assess both language and disciplinary content.

Please note: District approval is needed for in-service credit. (3 CTLE hours)

This is a three-hour seminar designed to support educators (teachers, TAs, aides, etc.) who work with students with autism. Participants will explore how the classroom and school environment can impact students with autism and strategies to make changes to provide a more supportive environment. Organizational, academic and self-management strategies will be shared through videos and activities. Come learn and develop your skills to help make your classroom a welcoming and supportive environment for students with autism. This three-hour training fulfills requirements for educators and administrators seeking CTLE hours. (3 CTLE hours)

Please note: This course cannot be claimed for training in the needs of students with autism pursuant to Sections 3004(4) and (5) of the Education Law and Subpart 57-3 of the Regulations of the Commissioner of Education

Please note: District approval is required for in-service credit.

This 6 hour session introduces a family friendly approach for families and educators to work together to improve academic outcomes for students. Our approach consists of 2 to 3 sessions led by grade level teachers to help family members better understand the New York State Standards and related foundational skills and learning activities the family can do at home. During the session, participants examine the essential elements of the FEPSS approach: Welcoming and Connecting, Grade-Level Information - NY State Standards and Foundational Skills, Family Friendly Data Sharing, Modeling and Practice of Tools and Activities, Goal setting - Individual and Class and Reflection for Action. Teachers' learn the importance of each element, how to facilitate the process, and as time permits, work across grade levels to begin planning to implement the approach their school. This model was informed by evidence and research on academic parent teacher teams.

District approval is needed for in-service credit. (6 CTLE hours)

How does language development affect learning? Through exposure to research literature and information on language acquisition theory, you will gain a deeper understanding of the intersection of language and learning. Educators will be guided to reflect on how language development affects instruction and learning in their own classrooms.

Please note: District approval is needed for in-service credit. (3 CTLE hours)