This training series will provide intensive training and guided practice in teaching skills for applied behavior analytic interventions incorporating an analysis of verbal behavior. It is designed to meet the needs of teams who are participating in the PaTTAN Autism Initiative: Intermediate Unit One ABA/VB efforts. Focus will be on skills related to teaching students with autism and related developmental disorders. The five day training series will involve having participants demonstrate skills related to identifying the verbal operants and other ABA concepts, developing classroom schedules and card sort systems for teaching, demonstrating procedures for intensive teaching (discrete trial instruction) and basic mand training skills. The training series will include a brief overview of the VB-MAPP assessment tool and deriving student programs based on the assessment outcomes. Establishing instructional control and reducing problem behavior will also be discussed. Participants will be required to demonstrate acquisition of conceptual skills through oral assessments, complete guided and independent activities, and demonstrate implementation of various teaching protocols.

This course is designed for all Teachers in grades K-12 and provides professional development in content knowledge in reading, reading comprehension and teaching skills. Participants will complete a written project, performance assessment and an action plan for implementation. Participants will be assessed using a 20 item multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. In addition a lesson plan or project with action plan is required. In an online format, participants (k-12 teachers) will discover and implement reading activities (pre-reading, during reading, and post reading) within the classroom, written evaluations of the reading activities, shared discussions with fellow classmates regarding the pros and cons of reading activities as part of their personal research, implementation and growth. This course is online and available for 24 hours a day during the term of the course. 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. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course. 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. Make sure your email address and PDE ID# is correct in your account on this site.

This training series will provide intensive training and guided practice in teaching skills for applied behavior analytic interventions incorporating an analysis of verbal behavior. It is designed to meet the needs of teams who are participating in the PaTTAN Autism Initiative: Intermediate Unit One ABA/VB efforts Year 2. Focus will be on skills related to teaching students with autism and related developmental disorders. The training series will focus on conducting VB MAPP assessment, including the barrier and transition components, applying behavior principals and reinforcement strategies, effective group instruction and the collection of curriculum data, intensive teaching procedures and manding procedures, and conducting a functional behavior assessment. Participants will be required to demonstrate acquisition of conceptual skills through oral assessments, complete guided and independent activities, and demonstrate implementation of various teaching protocols.

2012 marked the start of the iPad invasion into the classroom. The use of this device has the power to revolutionize the way students learn. These 21st Century learners need the opportunity to use 21st Century Skills. They need to be creative, think critically, collaborate and communicate in order to be successful. Using the iPad as part of instruction can help to achieve the 21st Century Student Outcomes that are outlined by the Partnership for 21st Century Skills in their Framework for 21st Century Learning. In this three credit online Moodle course, through a series of lessons, videos and articles, participants will identify the unique needs that the 21st century student brings to the classroom, explore apps that align with Bloom's Digital Taxonomy, learn how to effectively integrate the use of iPads into the classroom according to best practices and discover a plethora of apps that are available. By the conclusion of the course, participants will have not only a collection of apps and lessons that they created for their classroom, but also the confidence to use the iPad effectively. It is not necessary to have an iPad. This course is applicable for any teacher at any grade level that would like to integrate the iPad into instruction.

This course is for all teachers in K - 12 and meets the professional-k development requirements for academic content, reading comprehension, and teaching skills. In an online format, participants will discover and implement writing across the curriculum activities (graphic organizers, essay writing, writing to learn, and project writing) within the classroom, written evaluations of the writing activities, collaboration and shared discussions with fellow classmates regarding the pros and cons of writing across the curriculum activities as part of their personal research, implementation and professional growth. This course is online and available for 24 hours a day during the term of the course. This is an online course. You will receive specific information concerning this course or workshop 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. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course. 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. Make sure your email address and PDE ID# is correct in your account on this site.

This Induction workshop is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

The workshop provides an overview and history of Least Restrictive Environment; it defines and describes the differences between inclusion, team teaching, and co-teaching.

The workshop also describes the six approaches to co-teaching, classroom strategies for implementing the approaches, and online resources to assist teachers when planning for co-teaching.

In order to receive hours for this workshop, all classwork, including the evaluation, must be completed online through Moodle.

This 4-day training series is designed to build internal capacity of IU and district special education staff in the areas of creating and maintaining pleasant learning environments, analyzing challenging behaviors, designing appropriate behavior interventions, and evaluating the effectiveness of functional behavior assessments and positive behavior support plans.

The Language Arts Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:
• Introductory activity such as a mindfulness moment or ice breaker activity
• Open discussion about challenges and solutions
• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers
• Resource Rescue where members present a favorite resource for the team
• Open discussion to debrief and plan next steps Ancillary benefits include:
• Newsletter
• Research Review (i.e.: The Science of Reading)
• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

The Language Arts Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:


• Introductory activity such as a mindfulness moment or ice breaker activity


• Open discussion about challenges and solutions


• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers


• Resource Rescue where members present a favorite resource for the team


• Open discussion to debrief and plan next steps Ancillary benefits include:


• Newsletter


• Research Review (i.e.: The Science of Reading)


• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

10.5 Act 48 credits will be awarded after completion of the 3-part series.

The Language Arts Network for middle and high school teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:
• Introductory activity such as a mindfulness moment or ice breaker activity
• Open discussion about challenges and solutions
• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers
• Resource Rescue where members present a favorite resource for the team
• Open discussion to debrief and plan next steps Ancillary benefits include:
• Newsletter
• Research Review (i.e.: The Science of Reading)
• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

The Language Arts Network for middle and high school teachers will meet to form a community of educators dedicated to improving student achievement in the language arts. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, support one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around participants' interests and identified needs. Each half-day session will include:

• Introductory activity such as a mindfulness moment or ice breaker activity

• Open discussion about challenges and solutions

• Professional development based on participants' identified interests facilitated by IU professionals and/or guest speakers

• Resource Rescue where members present a favorite resource for the team

• Open discussion to debrief and plan next steps Ancillary benefits include:

• Newsletter

• Research Review (i.e.: The Science of Reading)

• Resource Repository Sessions are in person with a virtual option. We are flexible and will work with you!

Private PLC: The IU1 Aquaponics Collaborative Virtual Meet-ups are for teachers who are currently a part of the collaborative and who are looking to connect with those who engage students in Aquaponics and Hydroponics in their classrooms. During these sessions, we will openly discuss challenges and solutions, spotlight successes, and engage in learning together around topics relevant to the Aquaponics systems and technology integration.

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.

This course is only available to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their Induction Coordinator before they register.

YEAR 1 Days 1 & 2: Act 48,Instructional II, ESL Overview, PDE SAS/Standards, Instructional Strategies

Please choose a set of dates to attend Day 1 and a set of dates to attend Day 2!

Day 1: Act 48, Instructional II Certificate, ESL Overview, PDE SAS/Standards and Anchors

(choose one set of dates to register for): October 4 - 15, or October 18 - 29, 2021

Day 2: Instructional Strategies

(choose one set of dates to register for): November 1 - 12 or November 15 - December 3 , 2021

Participants will complete all online activities, including a review of PPTs, videos and assignments.

Location: Asynchronous online courses via IU 1 Moodle - participants will be sent a link prior to the start of the course.

To receive credit, you must attend both Day 1 and Day 2 online sessions and complete all Moodle assignments, and course evaluations.

This will be 1 of 4 A-TSI Network Support meetings.

Participants will understand what EntreEd is and how to incorporate entrepreneurial skills into their existing lessons.

Participants will understand what EntreEd is and how to incorporate entrepreneurial skills into their existing lessons.

This training series will provide intensive training and guided practice in teaching skills for applied behavior analytic interventions incorporating an analysis of verbal behavior. It is designed to meet the needs of teams who are participating in the PaTTAN Autism Initiative: Intermediate Unit One ABA/VB efforts. Focus will be on skills related to teaching students with autism and related developmental disorders. The two day training series will involve having participants demonstrate skills related to identifying the verbal operants and other ABA concepts, demonstrating procedures for skills streaming and fluency. The training series will include an overview of Skills Streaming and Fluency and deriving student programs based on the assessment outcomes. Participants will be required to demonstrate acquisition of conceptual skills through oral assessments, complete guided and independent activities, and demonstrate implementation of various teaching protocols.

Culturally responsive teachers are highly self-reflective and aware that their culture can shape their individual views of the world. They realize their culture, history, and experiences shape the opportunities that they provide to their students. This session will allow teachers to self-reflect on their perceptions of how cultures affect their views of the world and their classroom. Teachers will acquire pedagogy that provides equity for inclusion of all learners in all subject areas.

Culturally responsive teachers are highly self-reflective and aware that their culture can shape their individual views of the world. They realize their culture, history, and experiences shape the opportunities that they provide to their students. This session will allow teachers to self-reflect on their perceptions of how cultures affect their views of the world and their classroom. Teachers will acquire pedagogy that provides equity for inclusion of all learners in all subject areas.

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.

Students today are known as the "Touch-Screen Generation". These students do not know of a time when computers did not exist. They are immersed in technology. Many have smart phones. They know how to tweet and post images but are they digitally literate? Do they know how to analyze and interpret the information they acquired from a Google search? Can students use digital tools appropriately? In this three-credit online Moodle course through a series of lessons, videos and articles, participants will explore the skills necessary to be a digitally literate teacher and the role they play in creating and supporting digitally literate students. By the conclusion of the course, participants will have not only a collection of activities and lessons that they created, but also the confidence to use these Digital Tools and resources effectively. This course is applicable for any teacher at any grade level that would like to help students become digital literate. This is a self-paced online Moodle Course that consists of six modules. You will receive specific information concerning this course or workshop 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.

Struggling to meet those requirement for Career Readiness? Conquer the standards utilizing the amazing resources from EntreEd! No curriculum just ready made lessons and activities for you to implement the next day in your classroom.

Struggling to meet those requirement for Career Readiness? Conquer the standards utilizing the amazing resources from EntreEd! No curriculum just ready made lessons and activities for you to implement the next day in your classroom.

Participants will explore Science of Reading (SoR) research and discuss their observations. The first half of the day will focus on participants completing close reading of a variety of SoR research documents and addressing guiding questions regarding the research. The later part of the day participants will discuss how to incorporate the science of reading (including SoR) into the art of reading.Participants will explore Science of Reading (SoR) research and discuss their observations. The first half of the day will focus on participants completing close reading of a variety of SoR research documents and addressing guiding questions regarding the research. The later part of the day participants will discuss how to incorporate the science of reading (including SoR) into the art of reading.

Participants will explore Science of Reading (SoR) research and discuss their observations. The first half of the day will focus on participants completing close reading of a variety of SoR research documents and addressing guiding questions regarding the research. The later part of the day participants will discuss how to incorporate the science of reading (including SoR) into the art of reading.Participants will explore Science of Reading (SoR) research and discuss their observations. The first half of the day will focus on participants completing close reading of a variety of SoR research documents and addressing guiding questions regarding the research. The later part of the day participants will discuss how to incorporate the science of reading (including SoR) into the art of reading.

This workshop will provide educators with deeper dive into using the IU1 Lending Library Tools in your math curriculum. Educators will go through a math lesson/activity that incorporates a Lending Library tool that can be used in their classroom today! Educators will leave the workshop with 2-3 activity guides to implement in their classroom. Participants that attend and complete this workshop will be able to loan out the IU1 Lending Library tools at NO COST (including delivery/pickup) to use in their classroom. Lending Library tools for this workshop are TBD and will be added soon! Check out the IU1 Lending Library at https://sites.google.com/iu1.org/innovationanddesign/lending-library. This workshop will be delivered face to face at the IU1 Central Office.

No two students learn the same way. In this three-credit online course learn how to use technology to create a learning environment in which all students can achieve their very best. Explore the latest tech tools that are available for the K-12 classroom and how to use these trending tools to differentiate any lesson or activity. The course content will provide participants with ideas and activities on how to use social media, podcasts, gamification tools, websites, and much, much more. By the conclusion of the course, participants will not only have a collection of activities and lessons that they created for their classroom, but also the confidence to use the tech tools successfully. When using technology, students are more engaged. A more engaged student learns. More learning leads to higher student achievement. This is a self-paced online Moodle Course that consists of six modules. You will receive specific information concerning this course or workshop 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.

The Math Teacher Network for Secondary teachers will meet to form a community of educators dedicated to improving student achievement in the mathematics. During these sessions we will share strategies and resources, investigate and analyze pedagogies and support each other in a math community setting.

The Math Teacher Network for Secondary teachers will meet to form a community of educators dedicated to improving student achievement in the mathematics. During these sessions we will share strategies and resources, investigate and analyze pedagogies and support each other in a math community setting.

The Math Teacher Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the mathematics. During these sessions we will share strategies and resources, investigate and analyze pedagogies and support each other in a math community setting.

The Math Teacher Network for Elementary teachers will meet to form a community of educators dedicated to improving student achievement in the mathematics. During these sessions we will share strategies and resources, investigate and analyze pedagogies and support each other in a math community setting.

The Science Educator Hub for Secondary Science teachers will meet to form a network of educators dedicated to improving student achievement in middle and high school science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

The Science Educator Hub for Secondary Science teachers will meet to form a network of educators dedicated to improving student achievement in middle and high school science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

A link for this virtual session will be sent to your email before the session begins.

This session will discussion the meaning of fluency, why it matters, fluency fallacies, and necessary beginnings for fluency. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

This session will discussion the meaning of fluency, why it matters, fluency fallacies, and necessary beginnings for fluency. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

The Science Educator Hub for Elementary Science teachers will meet to form a network of educators dedicated to improving student achievement in science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more! This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

The Science Educator Hub for Elementary Science teachers will meet to form a network of educators dedicated to improving student achievement in science. During these sessions we will investigate and analyze pedagogies and strategies to improve student achievement, provide peer support and planning to one another, and allow for meaningful reflection and sharing. Professional Development will be strategically planned around an initial need assessment, but may include topics such as: the new science standards, digital science notebooks, engaging students through PBL, and more!

This registration is for a three-day series. By registering for this series, you must attend all three sessions to obtain your Act 48 credit hours.

A link for this virtual session will be sent to your email before the workshop begins.

This workshop will provide educators with deeper dive into using Tello Drones from the IU1 Lending Library Tools in your math curriculum. Educators will go through a math lesson/activity that incorporates Drones that can be used in their classroom today! Educators will leave the workshop with 2-3 activity guides to implement in their classroom. Participants that attend and complete this workshop will be able to loan out the IU1 Lending Library Tello Drones at NO COST (including delivery/pickup) to use in their classroom. Check out the IU1 Lending Library at https://sites.google.com/iu1.org/innovationanddesign/lending-library. This workshop will be delivered face to face at the IU1 Central Office.

This Induction workshop is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

The workshop provides an overview and history of Least Restrictive Environment; it defines and describes the differences between inclusion, team teaching, and co-teaching.

The workshop also describes the six approaches to co-teaching, classroom strategies for implementing the approaches, and online resources to assist teachers when planning for co-teaching.

In order to receive hours for this workshop, all classwork, including the evaluation, must be completed online through Moodle.

This workshop is designed for middle and high school English and Social Studies teachers. The session will explore instructional strategies for teaching young adult literature (YAL), both fiction and nonfiction. Presenters will review selected works, including American Dirt by Jeanine Cummins and Vincent and Theo: The Van Gogh Brothers by Deborah Heiligman. Session participants are eligible to win a YAL book door prize during the workshop!

Please bring your own lunch.

This workshop is designed for middle and high school English and Social Studies teachers. The session will explore instructional strategies for teaching young adult literature (YAL), both fiction and nonfiction. Presenters will review selected works, including American Dirt by Jeanine Cummins and Vincent and Theo: The Van Gogh Brothers by Deborah Heiligman. Session participants are eligible to win a YAL book door prize during the workshop!

Virtual sessions are for the registrant only; Act 48 hours will only be awarded to registrants.

This workshop will provide educators with deeper dive into using Microbits from the IU1 Lending Library Tools in your science curriculum. Educators will go through a science lesson/activity that incorporates Microbits that can be used in their classroom today! Educators will leave the workshop with 2-3 activity guides to implement in their classroom. Participants that attend and complete this workshop will be able to loan out the Microbits from the IU1 Lending Library at NO COST (including delivery/pickup) to use in their classroom. Check out the IU1 Lending Library at https://sites.google.com/iu1.org/innovationanddesign/lending-library. This workshop will be delivered face to face at the IU1 Central Office.

This session will discuss 7 significant strategies for developing fluency and how to build automaticity with basic facts. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

This session will discuss 7 significant strategies for developing fluency and how to build automaticity with basic facts. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

This training series will provide intensive training and guided practice in teaching skills for applied behavior analytic interventions incorporating an analysis of verbal behavior. It is designed to meet the needs of teams who are participating in the PaTTAN Autism Initiative: Intermediate Unit One ABA/VB year three efforts. Focus will be on skills related to teaching students with autism and related developmental disorders. The two day training series will involve having participants demonstrate skills related to identifying the verbal operants and other ABA concepts, developing classroom schedules and card sort systems for teaching, demonstrating procedures for intensive teaching (discrete trial instruction) and basic mand training skills. The training series will include a brief overview of fluency and natural environment training (NET) and deriving student programs based on the assessment outcomes. Participants will be required to demonstrate acquisition of conceptual skills through oral assessments, complete guided and independent activities, and demonstrate implementation of various teaching protocols.

Looking for ways to engage your students. Making your class interactive will keep your students on task and motivated to reach success. An excellent way to differentiate your instruction.

Looking for ways to engage your students. Making your class interactive will keep your students on task and motivated to reach success. An excellent way to differentiate your instruction.

This workshop will provide educators with deeper dive into using the IU1 Lending Library Tools in your ELA Elementary School curriculum. Educators will go through a ELA lesson/activity that incorporates a Lending Library tool that can be used in their classroom today! Educators will leave the workshop with 2-3 activity guides to implement in their classroom. Participants that attend and complete this workshop will be able to loan out the IU1 Lending Library tools at NO COST (including delivery/pickup) to use in their classroom. Lending Library tools for this workshop are TBD and will be added soon! Check out the IU1 Lending Library at https://sites.google.com/iu1.org/innovationanddesign/lending-library. This workshop will be delivered face to face at the IU1 Central Office.

Most people only know Desmos as a free graphing calculator, but it is so much more! This session will dive into Desmos and how to use it to to transform our instruction!

Most people only know Desmos as a free graphing calculator, but it is so much more! This session will dive into Desmos and how to use it to to transform our instruction!

This training offers staff the foundational skills in Applied Behavior Analysis and data collection necessary to conduct Functional Behavior Assessments(FBA). Staff will identify guidelines and demonstrate procedures for the FBA and Positive Behavior Support Plan (PBSP) as well as practice creating effective interventionsthat match the function of behaviors.

Join us to learn about various instructional tools that can make an impact on your students' learning this year, either in the face-to-face or digital classroom. During the session, you will have time to explore, practice, and plan implementation on using tools for differentiated instruction, formative assessment, feedback, reflection, and more. Tools covered may include, but are not limited to Google's Jamboard, Flipgrid, Plickers, Blooket, and Nearpod.

Join us to learn about various instructional tools that can make an impact on your students' learning this year, either in the face-to-face or digital classroom. During the session, you will have time to explore, practice, and plan implementation on using tools for differentiated instruction, formative assessment, feedback, reflection, and more. Tools covered may include, but are not limited to Google's Jamboard, Flipgrid, Plickers, Blooket, and Nearpod.

This workshop will provide educators with deeper dive into using the IU1 Lending Library Tools in your ELA Middle and High School curriculum. Educators will go through a ELA lesson/activity that incorporates a Lending Library tool that can be used in their classroom today! Educators will leave the workshop with 2-3 activity guides to implement in their classroom. Participants that attend and complete this workshop will be able to loan out the IU1 Lending Library tools at NO COST (including delivery/pickup) to use in their classroom. Lending Library tools for this workshop are TBD and will be added soon! Check out the IU1 Lending Library at https://sites.google.com/iu1.org/innovationanddesign/lending-library. This workshop will be delivered face to face at the IU1 Central Office.

Participants will explore Priority Instructional Content in ELA guidance from Student Achievement Partners and discuss considerations for instructional content and practice. Topics will include social, emotional, and academic development (SEAD), rationale and research basis, and the importance of keeping grade-level complex texts at the center of reading, writing, speaking and listening. Session is in person with a virtual option. If choosing a virtual option, please contact the instructor for virtual link and password. Virtual sessions are for the registrant only and Act 48 credits will only be awarded to registrants. Lunch is on your own.

Participants will explore Priority Instructional Content in ELA guidance from Student Achievement Partners and discuss considerations for instructional content and practice. Topics will include social, emotional, and academic development (SEAD), rationale and research basis, and the importance of keeping grade-level complex texts at the center of reading, writing, speaking and listening. Session is in person with a virtual option. If choosing a virtual option, please contact the instructor for virtual link and password. Virtual sessions are for the registrant only and Act 48 credits will only be awarded to registrants. Lunch is on your own.

This session will discuss how to practice fluency, assess fluency, and engage families in fluency. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

This session will discuss how to practice fluency, assess fluency, and engage families in fluency. You will also learn some engaging fluency games that can be implemented in your classroom the very next day!

This 2-day training series is designed to build internal capacity of IU and district special education staff in further evaluating the effectiveness positive behavior support plans and identifying behavior intervention strategies that align with the principles of behavior and hypothesis statements. In addition, participants will demonstrate the ability to complete a manifestation determination and identify when it is necessary. Participants will gain an understanding of Social Emotional Learning, how trauma effects social emotional learning of students, and identify trauma informed teaching practices that can be utilized in the classroom and school environments for special education students.

This Induction workshop is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

In this workshop, participants will learn essential background of the GSuite for Education. They will focus on tools such as Google classroom, Drive, Calendar, Gmail, Sites, Slides, and Chrome and learn effective ways to integrate such tools into their individual settings. The facilitators will also share information about the process in becoming a "Google Educator" for those who wish to pursue that status.

This course is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

Course Description: This course is divided into two sections, which means 2 weeks for School Law and 2 weeks for Technology Integration. This course is designed to meet the requirement for Year 1 Days 3 & 4 for IU 1 Induction Consortium Schools and teachers in grades K-12. Participants in the course will have hands on experience with the T-Pack model, Google, PLN's, and educational websites using the Internet. Participants in the course will be required to complete pre and post tests and develop at least one lesson integrating technology and complete an action plan for implementation. The second half of the course will take pre and post-tests in school law. In addition, participants will write a paper summarizing a court case that they have read.

Objectives: Participants will develop knowledge and skills in integration of technology. Participants identify the crucial areas of school law relevant to working with students, staff, and parents in public and non-public schools.

This registration is only for those in Induction who are attending this CPE Course for Induction as part of the two day course for Induction and Act 48 hours. You will have to attend both days and complete all the course requirements to receive credit.

This is an online course delivered through our Moodle platform. You will receive specific information concerning this course or workshop 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.

Students often struggle with mathematical vocabulary and solving word problems. This session will focus on improving those skills through mathematical language routines. You will leave this session with a greater knowledge of mathematical language routines and ways to implement them in your classroom the very next day!

Students often struggle with mathematical vocabulary and solving word problems. This session will focus on improving those skills through mathematical language routines. You will leave this session with a greater knowledge of mathematical language routines and ways to implement them in your classroom the very next day!

This Induction workshop is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

In this workshop, participants will learn essential background of the GSuite for Education. They will focus on tools such as Google classroom, Drive, Calendar, Gmail, Sites, Slides, and Chrome and learn effective ways to integrate such tools into their individual settings. The facilitators will also share information about the process in becoming a "Google Educator" for those who wish to pursue that status.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

An overview of the scoring of the PSSA items will be reviewed as well as several instructional strategies to improve a student's chances of success.

This course is only for IU 1 Induction Consortium participants. Please inform your district´s Induction Coordinator of your registration.

Course Description: This course is divided into two sections, which means 2 weeks for School Law and 2 weeks for Technology Integration. This course is designed to meet the requirement for Year 1 Days 3 & 4 for IU 1 Induction Consortium Schools and teachers in grades K-12. Participants in the course will have hands on experience with the T-Pack model, Google, PLN's, and educational websites using the Internet. Participants in the course will be required to complete pre and post tests and develop at least one lesson integrating technology and complete an action plan for implementation. The second half of the course will take pre and post-tests in school law. In addition, participants will write a paper summarizing a court case that they have read.

Objectives: Participants will develop knowledge and skills in integration of technology. Participants identify the crucial areas of school law relevant to working with students, staff, and parents in public and non-public schools.

This registration is only for those in Induction who are attending this CPE Course for Induction as part of the two day course for Induction and Act 48 hours. You will have to attend both days and complete all the course requirements to receive credit.

This is an online course delivered through our Moodle platform. You will receive specific information concerning this course or workshop 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 training offers staff the foundational skills in Applied Behavior Analysis and data collection necessary to conduct Functional Behavior Assessments(FBA). Staff will identify guidelines and demonstrate procedures for the FBA and Positive Behavior Support Plan (PBSP) as well as practice creating effective interventionsthat match the function of behaviors.