New Course for Summer 2022!

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 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.

News-O-Matic is an educational resource for readers in grades K through 8. Every weekday, News-O-Matic publishes interactive daily news content that teaches children 21st-century skills such as critical thinking, media literacy, and global awareness. Thousands of schools incorporate News-O-Matic articles into their literacy, science, social studies, and social-emotional learning curricula. News-O-Matic is available across the web and all mobile devices, facilitating learning anywhere and anytime.

This training will provide an overview of Applied Behavior Analysis and Verbal Behavior and benefits of implementation, review the administrator's active role in follow-through and support of their Verbal Behavior Team Select (VBTS) participating classroom/s, staff, and students, and the consultation process.

Administrators will: Gain understanding of their active role in follow-through and support of their Verbal Behavior Team Select (VBTS) participating classroom/s, staff, and students. Gain understanding of the evidence-based benefits of implementing Applied Behavior Analysis and Verbal Behavior strategies with student with autism and language delays. Become familiar with the consultation process and fidelity checklists. Acquaint themselves with the implementation minimum requirements for VBTS participants to progress through to the next training year series.

Prerequisite:Administrators who have current classrooms in VBTS through the IU or who have been invited to participate in the 2022-23 school year.

This training will provide an overview of Applied Behavior Analysis and Verbal Behavior and benefits of implementation, review the administrator's active role in follow-through and support of their Verbal Behavior Team Select (VBTS) participating classroom/s, staff, and students, and the consultation process.

Administrators will: Gain understanding of their active role in follow-through and support of their Verbal Behavior Team Select (VBTS) participating classroom/s, staff, and students. Gain understanding of the evidence-based benefits of implementing Applied Behavior Analysis and Verbal Behavior strategies with student with autism and language delays. Become familiar with the consultation process and fidelity checklists. Acquaint themselves with the implementation minimum requirements for VBTS participants to progress through to the next training year series.

Prerequisite:Administrators who have current classrooms in VBTS through the IU or who have been invited to participate in the 2022-23 school year.

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 training 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 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.

1. Identify and complete basic data collection procedures related to NET data 2. Identify target NET goals for atleast 1 student 3. Locate relevant files from PaTTAN resource disc 4. Participants will identify when it is appropriate to consider utilizing the Essential for Living Curriculum with students that have moderate to severe disabilities and demonstrate the ability to conduct the quick assessment and academic assessment 5. Participants will demonstrate ability to choose a response form (method of speaking) for a student utilizing the Essential for Living resources and assessment information 6. Participants will identify how to locate and order the Essential for Living Curriculum if they need it for a student as well as describe the basic components of EFL and the benefits for students with moderate to severe disabilities.

Teacher must have completed Year 1 and Year 2 training series.

Teacher must be registered to attend Fall ABA Bootcamp or have previously attended ABA Boot Camp and must have the Autism Verbal Behavior Team Select: Intructional materials available prior to first consultation.

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 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.

Teacher must have completed the VB Team Select Year 1 training series and completed minimum requirements.

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 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, Structured Literacy and 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 3 - 14, or October 17 - 28, 2022

Day 2: Structured Literacy and Instructional Strategies

(choose one set of dates to register for): October 31 - November 11 or November 14 - December 2 , 2022

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 training will provide an overview of Positive Behavior Intervention and Support (PBIS), review the commmitment to the PaPBS Network process and requirements, and clarify administrators' active roles in supporting their PBIS Core Building Teams for successful fidelity of implementation.

Administrators will: ~Gain understanding of the PaPBS Network commitment process and plan for Network commitment in order to ensure their building's participation in the designated Cohort training series. ~Clarify the administrators' roles in supporting their PBIS team/s. ~Become familiar with the evidence-based benefits of installing and implementing SWPBIS.

This training will provide an overview of Positive Behavior Intervention and Support (PBIS), review the commmitment to the PaPBS Network process and requirements, and clarify administrators' active roles in supporting their PBIS Core Building Teams for successful fidelity of implementation.

Administrators will: ~Gain understanding of the PaPBS Network commitment process and plan for Network commitment in order to ensure their building's participation in the designated Cohort training series. ~Clarify the administrators' roles in supporting their PBIS team/s. ~Become familiar with the evidence-based benefits of installing and implementing SWPBIS.

Each building will be required to have a signed Commitment to the PaPBS Network Letter prior to attending the first day of training (10-20-2022). Participants MUST attend with their PBIS Core Team members, including administrators, and are required to attend the sessions together as a team.

This cohort will provide guided development with Elementary and Middle School building PBIS teams (including Administrators) of their building's Universal Tier 1 PBIS Framework components. It is designed to build foundational skills to meet the needs of PBIS teams who are committed to and participating in the PaPBS Network. Various resources and templates will be discussed, shared, and utilized throughout the training series. PBIS Core Teams will be required to reflect and action plan throughout the training series.

Participants will:Gain understanding of the evidence-based benefits of installing and implementing SWPBIS.Identify and assign team roles and responsibilities. Be introduced to a problem solving cycle and fidelity tools.Acquire an understanding of the importance of behavioral expectations. Develop behavioral expectations and matrix addressing all aspects of the school community.Create a plan for obtaining staff feedback related to each of the developed framework components. Understand why and how to teach appropriate behavior. Identify connections to the Danielson Model.Analyze the results of the Self-Assessment Survey. Identify a format for lesson plans.Establish importance of data collection for progress-monitoring. Define office vs. classroom handle problem behaviors and define how each type of behavior problem is handled in a flow chart display. Review and revise office discipline referral forms. Engage in action planning for implementation.Explain how acknowledgement systems are a critical feedback mechanism for students/adults. Develop acknowledgement systems at the school wide,classroom level, individual level. Develop feedback protocols based on systems data analysis.

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.

Each building will be required to have a signed Commitment to the PaPBS Network Letter prior to attending the first day of training (10-25-2022). Participants MUST attend with their PBIS Core Team members, including administrators, and are required to attend the sessions together as a team.

This cohort will provide guided development with High School building PBIS teams (including Administrators) of their building's Universal Tier 1 PBIS Framework components. It is designed to build foundational skills to meet the needs of PBIS teams who are committed to and participating in the PaPBS Network. Various resources and templates will be discussed, shared, and utilized throughout the training series. PBIS Core Teams will be required to reflect and action plan throughout the training series.

Participants will:Understand the benefits of implementing SWPBIS.Identify and assign team roles and responsibilities.Develop a Student Voice Committee to be involved in development feedback of framework components.Be introduced to a problem solving cycle and fidelity tools. Acquire an understanding of the importance of behavioral expectations.Develop behavioral expectations and matrix addressing all aspects of the school community.Plan to gain staff feedback related to each developed framework component.Understand why and how to teach appropriate behavior.Identify connections to the Danielson Model.Analyze the results of the Self-Assessment Survey.Identify a format for lesson plans.Establish importance of data collection for progress-monitoring.Define office vs.classroom handle problem behaviors and define how each type of behavior problem is handled in a flow chart display.Review and revise office discipline referral forms.Engage in action planning for implementation.Explain how acknowledgement systems are a critical feedback mechanism for students/adults.Develop acknowledgement systems at the school wide, classroom level, individual level.Develop feedback protocols based on systems data analysis.

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 training series will involve having participants demonstrate skills related to identifying the verbal operants and other ABA concepts, demonstrating procedures for skills streaming. The training will include an overview of Skills Streaming 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.

Participants will: Plan social interaction instruction: including peer to peer mand procedures, establish peers as conditioned reinforcers, teaching peers to play with one another. 2. Administer and score peer-to-peer manding session- structured and regular with data. 3. Demonstrate procedures for setting up programs with peers as conditioned reinforcers; including systematic procedures used with data. 4. Demonstrate ability to conduct a sample Skills Streaming lesson(play or leisure) and take data.

Teacher must be registered to attend Fall ABA Bootcamp or have previously attended ABA Boot Camp and must have the Autism Verbal Behavior Team Select: Intructional materials available prior to first consultation.

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

In this workshop, you will gain the understanding that all educators, regardless of race, skin color, ethnicity, gender identity, age, nationality, language, class, economic status, ability, sexual orientation, religion, and other identity markers have a responsibility to provide fair and equitable access to all educators, learners, their families, and the larger ecosystem of which they are a part of.

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. Both sections of this course address the standards of behavior, values, and principles that inform and guide professional decision-making of behavior, which are detailed in the Pennsylvania Model Code of Ethics for Educators.

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

In this workshop, you will gain the understanding that all educators, regardless of race, skin color, ethnicity, gender identity, age, nationality, language, class, economic status, ability, sexual orientation, religion, and other identity markers have a responsibility to provide fair and equitable access to all educators, learners, their families, and the larger ecosystem of which they are a part of.

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. Both sections of this course address the standards of behavior, values, and principles that inform and guide professional decision-making of behavior, which are detailed in the Pennsylvania Model Code of Ethics for Educators.