Monthly district principal meeting.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.

In compliance with IDEA, IU 1 coordinates training and assignment of surrogate parents, who volunteer in this capacity. A surrogate parent assumes responsibility in matters relating to identification, evaluation, and educational placement of students for whom no parent/guardian can be identified, their whereabouts is unknown, or the child is a ward of the state.

Individuals interested in serving as surrogate parents, or those appointed by districts to receive the surrogate parent training should attend.

This course is the sixth and final course for obtaining ESL certification. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Professionalism is regarded as a key domain for second language teacher educators. Not only do ESL teachers need to establish themselves as highly qualified experts in their field, they must serve as sources of knowledge about current language policy. To advocate for the profession and their students, ESL teachers must be able to take full advantage of professional resources and relationships at local, regional, and national levels. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. All students must purchase their own textbook.

Required text:Classroom Instruction that Works with English Language Learners, Author: Jane D. Hill and Kathleen M. Flynn Publisher: ASCD ISBN:978-1-4166-0390-0.

This course is part of the ESL Certification Program you must be accepted into the program to take this course. This course is for Teachers seeking ESL Certification in grades K-12 and meets the following professional development criteria: ESL Standards for Reading, Speech and Listening as well as the Pennsylvania Professional Education Criteria for classroom teachers, guidance counselors and education specialists, Enhances the educator's content knowledge in the area of the educator's certification or assignment, increases the educator's teaching skills based on research on effective practice and empowers educators to work effectively with parent and community partners, and reading comprehension. Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course participants will be exposed to these processes. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. Because of the heavy linguisitic background needed for the Field work, the first two weeks are concentrated on the textbook activities. Field work begins in Week Three with an ESL classroom Profile and Assessment.

All Students Must Purchase their own book. Required text: Essential Linguistics: What you Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar.,Author(s)David E. Freeman and Yvonne S. Freeman, Publisher: Heinemann, ISBN 0-325-00274-6.

This course is part of the ESL Certification Program you must be accepted into the program to take this course.

This course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed. ESL teachers will be prepared to view culture as a dynamic and multilayered system of symbolic resources that impact individuals identity, values and behaviors in varying degrees. They will also be prepared to address the deep and often invisible dimensions of culture (i.e. worldviews, power, privilege)and their impact on student achievement, participation in the target language community, and patterns of interaction between home and school. Moreover, successful candidates view cultural identity or affiliation as an on-going process of negotiation within and among groups as well as within individuals. Participants will develop an awareness of how their own culture impacts their views of teaching, learning, and classroom expectations; explore the varied roles of teacher, parent, and student in terms of cultural and educational expectations; and understand that acculturation is not only a complex process, but a matter of individual choice. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments.

Participants will need to purchase the book "The Crosscultural, Language and Academic Development Handbook- A Complete K-12 Reference Guide" by Lynne T. Diaz-Rico and Kathryn Z. Weed, second edition. The ISBN is: 0-205-33685.

CISA representatives will be on site to complete tabletop exercises, as well as engage in important discussions addressing current cyber threats and best practices for mitigation.

Join us for a day of discovering Prisms, a cutting-edge spatial learning platform designed to make abstract math and science concepts engaging, meaningful, and effective for learners. With Prisms' innovative modules, students delve into real-world challenges, gaining a deeper understanding of key concepts while honing their skills in middle and high school math and science. Say goodbye to the question 'How is this relevant to my life?' as Prisms immerses students in captivating learning experiences. Come explore Prisms with us and experience it firsthand!

Acadience Reading is comprised of measures of early reading skills that help educators identify children at risk for reading difficulties and determine the skills to target for instructional support. This essential workshop is designed to provide an orientation on the foundations of Acadience Reading as well as training on how to administer and score each measure. The training will start with the foundations of Acadience Reading, then teach of the measures, and end with the logistics of benchmark testing and progress monitoring.

Acadience Math is comprised of measures of early numeracy, computation, and problem solving that function as indicators of the essential skills that every child must master in order to become proficient in mathematics. Acadience Math is designed for use in identifying children experiencing difficulty in the acquisition of basic mathematics skills, in order to provide support early and prevent the occurrence of later mathematics difficulties. The Acadience Math Essential Workshop is designed to provide an orientation on the foundations of Acadience Math, as well as training on how to give and score each of the measures. The training will start with the foundations of Acadience Math, then teach each of the measures, and end the workshop with the logistics of benchmark testing and progress monitoring.

Monthly A-TSI meeting.

Monthly district principal meeting.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Schools primarily focus on teaching academics. However, with the rate of suicide, cyber bullying and school violence on the rise, it is time that changes. Schools need to start educating the whole student. In addition to academics, schools and teachers need to begin developing social emotional learning skills. Some of the benefits of teaching social emotional learning include improved attitudes, relationships, student social and emotional skills, academic performance and better attendance. In this three-credit online course, participants will learn how to create a positive classroom climate where students feel safe. Students who feel safe in their classrooms are more likely to solidify and retain concepts long-term, which in turn will impact student achievement. By the end of the course, participants will be able to identify the five key competencies of social emotional learning and design lessons that utilize digital tools to develop students' social emotional learning skills.

This is a self-paced online Moodle Course that consists of four modules. You will receive specific information concerning this course on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. Forty-five hours of out-of-class time are required for this course.

This training will provide an overview of brain injury, the impact brain injury can have on student learning, and ideas and resources to support the student with brain injury in the school environment. Two very common types of acquired brain injury will be discussed: concussion and seizures. BrainSTEPS will also be explained in terms of purpose and services available to students, families, and staff. Participants will learn the mechanisms of brain injury; the physical, cognitive and emotional impact of brain injury on the student; how brain injury impedes academic performance as well as strategies to support the learner.

In the ever-evolving landscape of education, integrating technology has become imperative for effective teaching and learning. This course is designed to equip K-12 teachers with the skills and knowledge to navigate the digital realm confidently and harness its potential to enhance educational outcomes. Throughout the course, educators will explore digital literacy comprehensively, delving into key concepts, tools, and best practices tailored to the K-12 environment. Participants will gain a deeper understanding of digital citizenship, information literacy, media literacy, and critical thinking in the digital age. The course will commence with an overview of foundational digital literacy skills. By the conclusion of the course, educators will emerge with a robust toolkit of digital literacy skills, empowering them to leverage technology as a powerful educational tool in K-12 classrooms. Participants will be prepared to navigate the digital landscape confidently, equipping students with the essential skills for success in the digital age.

This is a self-paced online Moodle Course that consists of six modules. You will receive specific information concerning this course on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. Forty-five hours of out-of-class time are required for this course.

In today's diverse and complex educational landscape, understanding the impact of trauma on students' learning experiences is crucial for K-12 teachers. The online professional development course, "How to View Students Through a Trauma-Informed Lens," is designed to equip educators with the knowledge, tools, and strategies to recognize, address, and support students who have experienced trauma. By adopting a trauma-informed lens, teachers can create a safe and supportive environment that promotes students' emotional well-being, academic success, and overall development. This comprehensive course delves into the foundational principles of trauma-informed teaching, guiding educators through the process of recognizing the signs of trauma, understanding its effects on students' behaviors and learning, and implementing appropriate strategies to foster a trauma-sensitive classroom. By the end of the course, participants will have gained:


•A comprehensive understanding of trauma-informed education and its impact on student success.


•A comprehensive understanding of trauma-informed education and its impact on student success.


•Practical strategies for creating trauma-informed classrooms that promote safety, connection, and resilience.


•Enhanced skills in recognizing and responding to trauma triggers in students.


•Improved communication and engagement techniques to foster positive relationships with students and their families.


•Increased self-awareness and self-care practices to support their own well-being as educators.

This course is for the Charleroi School District ESL Certification Program.

There is no textbook for ESL 1.

This is a basic introductory course to English as a Second Language. It will include five domains of teaching English language learners: culture, language, planning instruction, assessment, and professionalism. Emphasis is placed on the Teachers of English to Speakers of Other Languages (TESOL) teaching standards and ESL K-12 standards.

Teachers will examine research-based practices in relation to the five domains and identify their role as an English as a Second Language (ESL) teacher.

This course is part of the Charleroi School District ESL Certification Program.

This course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed. ESL teachers will be prepared to view culture as a dynamic and multilayered system of symbolic resources that impact individuals identity, values and behaviors in varying degrees. They will also be prepared to address the deep and often invisible dimensions of culture (i.e. worldviews, power, privilege)and their impact on student achievement, participation in the target language community, and patterns of interaction between home and school. Moreover, successful candidates view cultural identity or affiliation as an on-going process of negotiation within and among groups as well as within individuals. Participants will develop an awareness of how their own culture impacts their views of teaching, learning, and classroom expectations; explore the varied roles of teacher, parent, and student in terms of cultural and educational expectations; and understand that acculturation is not only a complex process, but a matter of individual choice. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments.

Participants will need to purchase the book "The Crosscultural, Language and Academic Development Handbook- A Complete K-12 Reference Guide" by Lynne T. Diaz-Rico and Kathryn Z. Weed, second edition. The ISBN is: 0-205-33685.

This cutting-edge course is designed to empower educators with the skills and insights needed to revolutionize traditional teaching methods using Artificial Intelligence. Dive into the latest advancements in AI-driven educational tools, curriculum personalization, and student engagement techniques. Participants will learn to integrate AI technologies into their teaching methods, fostering creativity, critical thinking, and collaboration among students. Explore ethical considerations and best practices for creating a safe and inclusive AI-enhanced learning environment. Participants will grasp the ethical considerations of AI implementation in education while harnessing its potential to create inclusive, adaptable, and data-driven learning environments. Whether you're a seasoned educator or new to the field, this course equips you with the expertise to navigate the evolving landscape of education, ultimately shaping a new era of impactful, AI-infused teaching practices.

Embark on a transformative journey at the "Unlocking Excellence: An Integrated Summer Retreat for Principals, Curriculum Coordinators, and Special Education Leaders". This retreat is a unique opportunity for educational leaders to unite and collaborate to focus on current educational issues.

FREE for IU1 District Principals, Curriculum Coordinators, and Special Education Leaders!

$150 per Individual for Districts outside of IU1, District will be sent invoice.

Overnight accommodations are available and are the responsibility of the participant.

Agenda: June 20, 2024

9:00 am - 10:00 am - Registration and Refreshments

10:00 am - 11:15 am - Introductions and Main Speaker

11:30 am - 12:20 pm - Breakout Session #1

12:30 pm - 1:30 pm - Lunch

1:30 pm - 2:20 pm - Breakout Session #2

2:30 pm - 2:50 pm - Vendors

3:00 pm - 3:50 pm - Breakout Session #3

4:00 pm - 4:50 pm - Breakout Session #4

5:00 pm - 7:00 pm - Networking and Dinner

Agenda: June 21, 2024

8:00 am - 9:00 am - Breakfast

9:00 am - 10:00 am - Speaker

10:10 am - 11:00 am - Breakout Session #1

11:10 am - 11:45 am - Networking Stations

12:00 pm - 1:00 pm - Wrap Up with Lunch

In order to keep pace with the changing world, teachers need to infuse 21st century skills into their classrooms. The students of today need to be prepared to enter a world that requires them to be able to think critically, create, communicate and collaborate to solve meaningful problems. Problem-Based Learning and Challenge-Based Learning are two instructional strategies, when used that can accomplish these goals. Project-Based and Challenge-Based learning are instructional strategies that require students to work together in order to solve real-world problems/challenges. The implementation of these instructional strategies helps to promote life-long learning. In this three credit on-line Moodle course, through a series of lessons, videos and articles, participants will learn the basic pedagogy, benefits and framework of Project-Based Learning and Challenged-Based Learning. This course is applicable for any teacher at any grade level that would like to implement Project-Based and/or Challenge-Based Learning into their classroom.

Diversity in the classroom is increasing. For the first time in history, the majority of students are racial and ethnic minorities. Unfortunately, the teaching styles, materials and classrooms do not reflect these diverse cultures and backgrounds, thus leaving the majority of students disconnected from the learning process. Students need to be exposed to authors and characters that look, sound and act like them. Classrooms need to reflect diversity, not only on holidays but all the time. Spanish culture, achievements of minorities and black history need to be embedded daily not taught only during a designated month or on a holiday. When students' backgrounds are not considered, problems such as language barriers, systemic discrimination and lack or representation occur. In this three-credit online course, participants will explore the principles of culturally responsive teaching and examine teaching strategies that promote a culturally responsive classroom.

This is a self-paced online Moodle Course that consists of five modules. You will receive specific information concerning this course on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then.

This comprehensive online course delves into leveraging iPads to foster essential 21st-century skills among students. Participants explore apps aligned with Bloom's Digital Taxonomy and learn effective integration techniques rooted in best practices. Guided by insights into modern learners' needs, educators craft tailored lesson plans to meet these demands. By course completion, participants possess a curated collection of apps and meticulously designed lessons, ready to enhance the educational journey for their students. Armed with newfound confidence, educators emerge ready to harness the potential of iPads as dynamic educational tools, empowering students with the skills requisite for success in the 21st century.

Students are 21st Century Learners. Are they entering classrooms equipped to provide them with the opportunity to be creative, collaborate, communicate and think critically? Many classrooms still resemble those of the 1900's. Students need to work with technology. Technology is a part of their world except for when they are in school. This three-credit online class will educate participants on what tech tools are currently available, how to effectively integrate them the classroom and how to use tech tools as a means to differentiate lessons and activities. By the conclusion of the course, participants will have not only a collection of activities and lessons that they created for their classroom, but also the confidence to use tech tools effectively. When using technology, students are more engaged. A more engaged student learns better. More learning leads to higher student achievement.

This is a self-paced online Moodle Course that consists of six modules. Forty-five hours of out-of-class time are required for this course.

This course is part of the Charleroi School District ESL Certification Program you must be accepted into the program to take this course.

The textbook "Teaching English Language Learners: Cultural Implications, Communications, Connections, and Curriculum" will be mailed to you from IU1 before the course begins.

This course will provide an examination of the theories, principles, and practices that assist English language learners in achieving academic proficiency in the content areas. Planning standards-based instruction and adapting instruction in the content areas is emphasized. To promote the academic success of English language learners, teachers will involve the family and community, and analyze the learner to establish learning goals and assessment measures that are appropriate for the individual student.

The ESL teachers will be able to demonstrate knowledge of their ELLs and the role of individual characteristics in the process and outcome of language learning. Drawing upon this knowledge, they will demonstrate an ability to observe and plan standards-based ESL and content instruction for students from K-12. They will use performance-based measures to assess ELLs discrete and integrated ability to use grammar, vocabulary, listening, speaking, reading, and writing to communicate.Participants must have a working knowledge of computers and Internet use, high speed Internet access, and a working email account for the duration of the course.

This course is part of the Charleroi School District ESL Certification Program.

This course is for teachers seeking ESL Certification in grades K-12 and meets the following professional development criteria: ESL Standards for Reading, Speech and Listening as well as the Pennsylvania Professional Education Criteria for classroom teachers, guidance counselors and education specialists, Enhances the educator's content knowledge in the area of the educator's certification or assignment, increases the educator's teaching skills based on research on effective practice and empowers educators to work effectively with parent and community partners, and reading comprehension. Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course participants will be exposed to these processes.

All Students Must Purchase their own book. Required text: Essential Linguistics: What you Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar.,Author(s)David E. Freeman and Yvonne S. Freeman, Publisher: Heinemann, ISBN 0-325-00274-6.

This course is part of the Charleroi School District ESL Certification Program you must be accepted into the program to take this course.

All students must purchase their own textbook.

Required text: Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement, Author: Margo Gottlieb Publisher: Corwin ISBN:978-0761988892.

This course is for Charleroi School District ESL Certification Program.

All students must purchase their own textbook.

Required text:Classroom Instruction that Works with English Language Learners, Author: Jane D. Hill and Kathleen M. Flynn Publisher: ASCD ISBN:978-1-4166-0390-0.

This three day workshop will provide a clear step by step roll out to improve quality text dependent analysis (TDA) writing for students grades 3-8.