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.

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.

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.

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.

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 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.

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.

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!

Special education process and procedures require parent participation. Specifically, the Individuals with Disabilities Education Act (IDEA) authorizes parents to provide informed written consent related to the evaluation of and provision of special education services. However, there are certain situations in which a child may not have a parent to serve as an education decision maker. Whenever parents of a child are not known, cannot be located after reasonable efforts, the child is a ward of the state or an unaccompanied homeless youth, a surrogate parent must be appointed. This is a legal obligation for LEAs, including school districts and public charter schools. This duty encompasses developing methods for (1) determining when a student requires a surrogate parent and (2) assigning a surrogate parent to a student in need of such an appointment. This training is required of those who would like to serve as a surrogate parent.

Special education process and procedures require parent participation. Specifically, the Individuals with Disabilities Education Act (IDEA) authorizes parents to provide informed written consent related to the evaluation of and provision of special education services. However, there are certain situations in which a child may not have a parent to serve as an education decision maker. Whenever parents of a child are not known, cannot be located after reasonable efforts, the child is a ward of the state or an unaccompanied homeless youth, a surrogate parent must be appointed. This is a legal obligation for LEAs, including school districts and public charter schools. This duty encompasses developing methods for (1) determining when a student requires a surrogate parent and (2) assigning a surrogate parent to a student in need of such an appointment. This training is required of those who would like to serve as a surrogate parent.

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.

Teaching math with manipulatives for students K-2 is important to the development of number sense. This session will explicitly teach how to use certain manipulatives to increase student engagement and achievement! This session will be put on in partnership with Hand2Mind. Each in-person participant will receive an individual manipulative kit to take home and a 60-day free trial to the virtual math manipulatives from BrainingCamp!

Teaching math with manipulatives for students K-2 is important to the development of number sense. This session will explicitly teach how to use certain manipulatives to increase student engagement and achievement! This session will be put on in partnership with Hand2Mind. Each in-person participant will receive an individual manipulative kit to take home and a 60-day free trial to the virtual math manipulatives from BrainingCamp!

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!

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 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.

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.

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.

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 course is part of the 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 designed to expand participants' knowledge of effective assessment practices and support services available for ELL students.

This course is the fifth course in the ESL certification program. This course will allow teachers to gain exposure to the tools necessary to be able to assess English Language Learners appropriately and in a timely way. The course will offer knowledge on benchmarks for different proficiency levels. An ESL teacher will need to know, demonstrate and share knowledge and techniques of appropriate assessment with a range of stakeholders. This will include the ability to implement required testing as well as to make accommodations to such testing where appropriate; the expertise to help colleagues and families understand how assessment can be designed and interpreted to best demonstrate what ELLs know and can do; the use of data generated by multiple measures of assessment to ensure that ELLs have access to a quality language instructional program; and to make forward progress toward benchmarks in language and academic proficiency while enrolled and exited the program.

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

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 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.

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.

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.

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.

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.

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!

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!

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.

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.

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.

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.

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.

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.

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.