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 | Course #L970
Course Description: Application: All subjects/grade levels
Points or percentages? Weights? Dropping the lowest mark? Offering a curve? There are many variables when it comes to implementing grades and grading policies, all of which must be considered as we strive to create a fair, dependable, understandable system for our students and their parents, as well as for administration. Teachers enrolled in this course will explore tried and true grading practices that focus on creating such a system while steering clear of pitfalls and common mistakes.
Applicable to teachers of all subjects and grade levels.
(3 credits/45 hours) In-Service Credit only | |
 | Course Description: As educators, we must remain dynamic and flexible as we navigate the unchartered waters of modern education. Our students have changed and so has life around them. Following a pandemic, online/remote and hybrid learning have become new norms. Students, regardless of age/grade/level, are faced with new challenges, both academically and socially. And while we cannot always predict these changes, we must be able to adapt our teaching methods in order to provide our students with the best education possible.
Teachers enrolled in this course will explore proven pedagogical strategies focusing on the modernization of education and the flexibility and adaptability teachers must employ.
Applicable to teachers of all subjects/grade levels.
ON-LINE (3 credits/45 hours) In-Service Credit only | |
 | PDLI9000
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Randi Miller rmillerliips@gmail.com Graduate Level Credits
Course Description:
Each year, approximately 2–5% of children refuse to come to school. School refusal can be observed in kindergarten students who demonstrate relatively mild separation anxiety to more severe cases where a student misses’ weeks or months of school. As a result of the social and educational consequences associated with missing school, the issue needs to examine and addressed promptly. This course will look at the factors associated with and contributing to the occurrence of school refusal. Participants will examine the short- and long-term effects of absenteeism, the signs and symptoms commonly associated with school refusal and research solutions to the problem.
This course is relevant to all who work in schools and with children ages 5-21 in both regular and special education settings. This course has been designed for school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists and pathologists and occupational and physical therapists. | |
 | With the adoption of the CCLS one major instructional shift has been to incorporate more nonfiction into the classroom. As educators, one of our major goals is to prepare students to be college and career ready. Approximately ninety-five percent of daily work-related information is in expository form. Based upon this information, it is necessary for educators to teach students ways to navigate and comprehend this form of text.
This course will help teachers improve nonfiction instruction and expository reading comprehension with their students.
Topics covered in this class include:
expository text structure, features and patterns
strategies for vocabulary instruction
metacognition strategies like activation of prior knowledge (new to known), self-monitoring skills, questioning the text, determining importance, and synthesizing
As a result of this course participants will gather helpful unit plans of study for incorporating nonfiction for immediate classroom use. A must for all educators K-12!!
ON-LINE (3 credits/45 hours) in-service credit only | |
 | “Fluency is the ability, to read smoothly, easily, and readily with freedom from word recognition problems. Fluency provides a bridge between word recognition and comprehension. It is not a stage of development at which readers can read all words quickly and easily. Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text.”
—National Institute for Literacy (NIFL)
Fluent reading is a sign of a proficient reader and is a major goal of literacy instruction. When readers are fluent, they are free from word recognition challenges and are able to fully focus on meaning and comprehension.
This course will explain fluency and the components of fluent reading in depth. Educators will learn key fluency terms including: phrasing, intonation, automaticity, and expression. Participants will learn how fluency develops and various methods/tools to assess/measure fluency. In addition, educators will research successful instructional strategies to implement within his/her own classroom. Teacher will gather many fluency lesson plans for immediate use with students. A must for all educators!!
ON-LINE (3 credits/45 hours) in-service credit only | |
 | “America must provide students with a strong education in science, technology, engineering, and mathematics (STEM) to prepare them to succeed in the global economy.”
-U.S. Department of Education
This course will examine the philosophy of STEM education as well as current research about the STEM initiative. The various methods of STEM implementation will be discussed. Participants will learn the components of successful STEM instruction and have the opportunity to research/evaluate useful STEM resources. Local resources and field trip opportunities will be explored in order to bring the STEM experience to life in the classroom. As a result of this course, participants will gather a variety of materials for effective STEM instruction that will be ready for immediate classroom use. A must for all educators K-12!
ON-LINE (3 credits/45 hours) in-service credit only | |
 | According to the NYS Department of Education, a digitally literate person is someone who can use technology strategically to find and evaluate information as well as connect and collaborate with others over the Internet. As educators we must prepare students to learn in the digital age while maintaining good citizenship. This course will cover the components of information literacy and website content evaluation. Participants will be given ready to use lesson plans to incorporate digital literacy and digital citizenship instruction in his/her classroom. In addition, participants will gather the necessary tools to teach students how to search safely and effectively. Other topics explored in this course include: digital footprint and reputation, cyberbullying, and privacy and security. A must for all educators K-12!
ON-LINE (3 credits/45 hours) in-service credit only | |
| The focus of this course will be to provide educators with an overview of the Next Generation Learning Standards recently adopted by New York State. Participants will have the opportunity to research and study the philosophy behind the new standards and the timeline for implementation. During this course, educators will research the ELA, Math, and Science standards appropriate to his/her grade level. In addition, educators will examine the differences between the Next Generation Learning Standards and the current Common Core Learning Standards. As a culminating activity, students will create dynamic lessons aligned to the Next Generation Learning standards utilizing the information learned in this course.
ON-LINE (3 credits/45 hours) in-service credit only | |
| Teaching in the 21st Century now requires educators to embrace technology. Smartphones, ipads, and tablets are expanding the learning experience like never before for teachers and students. In this course, participants will research hundreds of educational apps appropriate to his/her grade level and content area. Participants will become familiar with apps for both students and teachers which can be used inside and outside of the classroom. Student centered apps will help to make learning more engaging and interactive while developing a deeper understanding of content. Teacher centered apps will help teachers develop innovative lessons, monitor progress, implement the common core standards, stay organized, grade, and much more! In addition, research will be conducted on apps specifically designed for ELL and special education students. As a result of this class, participants will gather resources and information necessary to effectively utilize apps as a beneficial learning tool.
ONLINE COURSE (3credits/45hours) In-service credit only | |
 | The proper assessment of English Language Learners (ELL) merits attention at all levels of the education system. English Language Learners (ELL)—students who are still developing proficiency in English— represent a large and rapidly growing subpopulation of students in K-12 classrooms. This course will provide participants with effective assessment techniques for K-12 students across a variety of educational settings.
ON-LINE (3 credits/45 hours) in-service credit only | |
| An author study is a thorough examination of the life, career, and literary works/achievements of an author. Through this study, students are given the opportunity to critically evaluate an author’s themes, characters, and writing style. In addition, students will make connections between the author’s life, work, and characters as well as make personal connections to the books and characters.
ON-LINE (3 credits/45 hours) in-service credit only | |
| The Common Core requires educators to infuse a plethora of higher order skills , as well as deductive reasoning techniques into the classroom. Effective questioning, critical thinking skills, and increased vocabulary development are all factors in student success. 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. Teachers will gain a multitude of strategies to extend student thinking. Poetic forms, non-fiction sources, as well as mastery level power words will be utilized. Participants will be able to gain and comprehend a wealth of definitions that pertain to Bloom’s taxonomy and beyond as well as develop problem solving strategies, all of which contribute to student mastery. Applicable for K-12 teachers
ON-LINE (3 credits/45 hours) in-service credit only | |
 | This course explores the creation of a classroom community that meets the needs of all students, including learners with disabilities and learners with diverse backgrounds. Suitable all educators K-12.
A primary objective of this course is to help teachers understand how the Building a Classroom Community approach boosts children’s social and academic skills while reducing behavior problems.
Particpants completing this course will:
• Receive materials, readings and research relevant to building a classroom community
• Learn how to develop strategies that will enable all students to participate in group activities and explore team building activities
• Morning Meeting Approach
• Investigate the Responsive Classroom approach to discipline
• Gather practical tips to try in your classroom right away
ON-LINE (3 credits/45 hours) in-service credit only | |
 | No two learners are the same; therefore, the way in which we approach our classes has to be different. As fledgling and experienced teachers, we know the reality that every class is comprised of diverse learners with varied needs. This course will provide you with multiple suggestions for accommodating those needs. When one thinks of diversity, learning styles, multiple intelligences, brain research, and gender-based differences come into play. This couse will tap into all of these modes and provide you with innovative strategies for your students. You will learn to foster intrinsic motivation, develop activities that evoke complex thinking, and learn how to raise the bar for student achievement. Flexible grouping will be discussed as well as tiered lessons that provide appropriate challenges to all students. (A must for all K-12 educators)
ON-LINE (3 credits /45 hours) | |
 | Reading, Writing, and Arithmetic. Yes, these are often the focal points of our lessons. With that having been said, we must consider that there is more to what we do. Our students – regardless of age or grade level – enter our classrooms in September and leave in June. During that span, there is noticeable maturation, emotional growth, and cognitive development. Our role is vital, and Character Education is crucial. Yes, our students are measured by tests and numbers, but helping them grow to be well-adjusted, respectable members of society is essential. Teachers enrolled in this course will explore realistic pedagogical methodologies that focus on helping our students develop pride, integrity, and character.
ON-LINE (3 credits/45 hours) in-service credit only | |
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Course Description:
This course will focus on how with the number of students with learning disabilities on the rise, how a solution had to be found. As educators, we are confronted with the challenges of educating all students, even the ones with numerous learning delays and/or disabilities. Educators will discuss different ways in which they are required to find lessons in which to meet the needs of all learners. This course will explore co-teaching strategies that will enhance student learning. We will also investigate various learning strategies that meet the needs of students with various learning needs. This course is a must for all educators levels K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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| It is the tireless task of the educator today to find the means to advance all learners in his/her class! Great teachers know exactly the steps to take to produce outstanding and consistently effective learners. Teaching students in a dynamic, ingenious way that motivates and excites them about learning is the ticket to success. Having students learn collaborative and cooperative techniques is essential for their growth. Enabling students to have intense instruction that challenges them and enables them to critically think is the way to create meaningful learning opportunities for them. This course will effectively demonstrate the means of reaching all individuals in one’s class via informative techniques for all types of learners. It will provide intensive strategic instruction that guides them through the reading process, comprehension process, key words, and textual structures. All disciplines will be covered and synthesis will take place.
A Must for all K-12 Educators!!!
ON-LINE (3 credits/45 hours) in-service credit only | |
 | Course Description:
This course will focus on the FUNdamentals of communication in the classroom. How we communicate with our students impacts all aspects of our lives and theirs. Educators will learn how to create a fun classroom environment where students can develop and strengthen their communication skills. Teachers will share verbal and nonverbal communication tips as well as share feedback. This course is a must for all educators K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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| Autism affects 1 in 68 children in the United States. As educators, we are confronted with the challenges of educating students with Autism and social disorders, while managing behaviors within the classroom. This course will explore communicative strategies useful for focusing, learning material, managing behaviors and socializing with peers. Alternative and augmentative means of communication will be discussed. At the conclusion of this class, participants will gain useful tools to maximize communication for all students within the classroom and therapy environments. A must for all Educators!
ON-LINE (3 credits/45 hours) in-service only | |
| The comprehension of literature and development of reading skills is at the foundation of the education process. This course will address ways that educators can help English Language Learners (ELL) improve on understanding text. It will examine the relationship between oral English proficiency and literacy, while providing participants with oral reading strategies to use with the ELL students. The information provided in this course will support instruction in all K-12 classrooms.
ON-LINE (3 credits/45 hours) in-service credit only | |
 | Imagine a classroom that is teaming with engaged learners – students making connections, pulling out textual evidence, fully interested in the “meat” of the lesson. In this classroom, the standards are met insidiously, not overtly; thus making learning more engagin and complete. In this course, you will be provided with the tools that students need to comprehend the entire gamut of informational, persuasive, procedural, and narrative documents that make up our disciplines. Your students will become much better readers and thinkers in your subject field using engaging activities. You will be provided with fantastic short articles, explicit step-by-step lessons that will be aimed at enriching your students learning. Reading, annotating, decoding, collaborating, and utilizing the jigsaw technique will be covered. Perfect for all disciplines and grade levels!
ON-LINE (3 credits/45 hours) in-service credit only | |
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Course Description: Developing a sense of engagement in students is tantamount to learning. Students today need a wide gamut of activities that engage them and foster creativity and connectedness. Developing and possessing common core graphic organizers assists students dramatically. In this course, teachers will learn the ins and outs of cooperative learning, thus promoting socialization, collaboration, and cooperation. Methodologies for extensive learning will be provided.
*A Must for K-12 Educators!!!!!!
ON-LINE (3 credits/45 hours) in-service credit only | |
 | *New Course Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com Summer 2025 Dates – July 7th-11th Course Credits: – 3 credits/45 Hours Course Description: Culturally responsive classroom education is at the forefront of teaching in the 21st Century. Students need to learn how to take educational risks and assume the responsibilities of independent work and collaboration. They need to be able to identify inequities and advocate for diversity within the classroom environment. In this course, participants will be able to learn how to create a classroom environment that represents and values all cultural backgrounds within the confines of their classroom. They will learn how to inculcate various perspectives throughout their respective disciplines and address ways in which empathy, conversations, backgrounds, and perspectives play a part in learning. The class will address the ways that students take ownership in their learning and view mistakes as ways to be constructive. *A Must for K-12 Educators* | |
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Gayle Meinkes-Lumia – (gaylelumia@yahoo.com)
Having the responsibility of being a role-model in one’s classroom is not for the faint of heart. Students today arrive with confused notions and beliefs that are anything but neutralized. Acknowledging differences in viewpoints and establishing a classroom procedure and repertoire helps students make sense of democratic values and focus on civic responsibility and critical thinking skills. In this course, teachers will learn to address and navigate students’ relationship with the world. They will develop lessons that engage their learners and direct them with critical thinking skills and help them to make sense of the world we live in. A social justice perspective will be covered as well as societal misinformation, animosity, and racism.
A Must for all K-12 educators!!!! | |
 | Every classroom is full of students who learn differently and thrive on different forms of assessment. Some struggle with exams while excel at projects that allow for creativity. Teachers will learn that differentiated learning is not as difficult to implement as was once thought. They will explore the multitude of ways; proactive, qualitative, student driven and group instruction driven, that this can be implemented into all classes. Effective use of assessment is the foundation of the differentiated classroom. Teachers will learn how to gain information from their students and gear their assessments in ways to promote the retention of materials for students and their learning goals.
ON-LINE (3credits/45hours) In-service credit only | |
 | Course #L6270 or L6271
Course Description:
This course discuss with educators the what, how and why to differentiate instruction. Educators will explore division of teaching time and strategies for varying ability levels in the classroom. A 1-credit course for educators of all subjects and grade levels K-12.
ON-LINE (1 credits/15 hours) or (3 credits/45 hours) in-service credit only **choose which option when you add to cart
Instructor: Kim Kittredge kkittredgeliips@gmail.com
**not eligible for any discounts if choosing the 1 credit course | |
 | Course #PDLI9060
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Kim Kittredge kkittredgeliips@gmail.com
Course Description:
This course will explore how our daily instruction as an educator must constantly be changed and molded to fit our students’ needs. Since many of our students learn differently, it is our job as effective teachers to guide them through the learning process. Participants will discuss what a differentiated classroom really is, and how to differentiate for any grade level and/or subject. Educators will collaborate and work on a multitude of learning techniques and assessments for all learning styles. Applicable all Educators and staff K-12. | |
 | To group or not to group, that is the question. According to Carol Ann Tomilson, a leading authority on differentiating instruction, students need new and innovative means in order to comprehend and process information and make sense of what they learn. In academically responsible classrooms, all students should be appropriately challenged and become more successful at accessing, processing, and expressing information.
In this course, participants will learn everything there is to know about differentiating their classrooms. They will learn the secrets to recognizing and building on the individual talents of each student, while preparing all students for the rigors of new standards and assessments. In addition, teachers will gain student centered ideas, lessons that differentiate, challenging ways to motivate students, current research on differentiation, constructivist practices, ideas for putting the research into action, examples and strategies that assist in differentiation, assessment ideas for differentiation, ideas for tiered lessons, web sites for differentiated instruction, and so much more!
Perfect for teachers of all subject areas! – K-12
ON-LINE (3 credits/45 hours) in-service credit only | |
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Course Description: Reflecting and analyzing our practices as educators is critical. Creating learners that possess both intrinsic and extrinsic motivation is transformative. This course focuses on a plethora of ways that students and teachers alike can cultivate and systematically address their learners. A myriad of ideas and lessons will be shared that challenge and guide students towards success. Lessons include literary studies, critical thinking exercises, poetry snippets, dramatic dialogues, Sample mini-lessons, activities, and strategies will be provided. A must for all K-12 instructors!!!!!!
(3 credits/45 hours) In-service credit only | |
| Enhancing one’s students to be motivated and to learn is at the forefront of education today. Increasing students’ emotional well-being is tantamount to good teaching. This course will focus on the whole child and the components that make up the learning dynamic. Participants will learn how to utilize their most powerful teaching tool – their vernacular – to bring out the best in their learners. Teachers will be instructed on empathy skills and will be trained in classroom techniques involving empathy as: building positive relationships, strengthening community, fostering classroom connections, preparing for leaders in the classroom environment. Overall, participants will be creating a classroom culture of acceptance and gratitude. A must for all educators in the K-12 classroom!!!!!
ON-LINE (3 credits/45 hours) in-service credit only |