Part 1: 8:30am - 10:00am

Research from the past five decades and across the world that is derived from multiple fields can guide all students to be proficient readers and writers. This workshop will share the research and explore how the brain processes reading and writing. It is through the teacher's understanding of the Science of Reading that better instructional decisions can and should be made to get students to be more successful in literacy.

Part 2: 10:00am - 11:30am

Structured Literacy instruction and interventions provide a strong core of explicit, systematic teaching of foundational skills that include decoding, vocabulary, comprehension, and writing. This workshop will provide the beginning of quality Structure Literacy instruction by identifying the strengths and weaknesses in students and teachers through scientifically based practices. Various learning scenarios will be shared to highlight Structured Literacy instruction.

All participants need to have their cameras on in order to have meaningful engagement over the content.

Emergency Substitute Online Program

This workshop is for individuals who have met with the Human Resources Department at Intermediate Unit 1 and who have been instructed to attend in order to become certified as an Emergency Substitute.

Information about starting this course will be sent to your email address.

This class is completed online in the IU1 Moodle. Instructions will be sent to the email address you used during registration on the day the class begins.

Each building will be required to have a signed Commitment to the PaPBS Network Letter prior to attending the first day of training. 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.

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

Monthly district principal meeting.

This daylong workshop is for the new gifted coordinator. Topics will include an overview of PA's definition of gifted education, Chapter 16 and a review of the forms that support gifted education.

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 is an asynchronous book study opportunity. In this book study, we will read selected chapters of the "Framework for K-12 Science Education" to help you to better understand the 3-Dimensional aspect of the new STEELS Standards and why these are the backbone to our new standards.

The first 10 participants to register will be able to receive a physical copy of the book, "A Framework for K-12 Science Education". All participants will be provided with the appropriate links to access readings throughout the course.

Educators making accommodations and modifications in their classrooms is essential for creating an effective learning environment and is a crucial aspect of supporting ESL students with diverse needs. This workshop will provide teachers with the knowledge, skills and resources they need to make accommodations and modifications on classwork, homework assessments and more in order to create a welcoming and inclusive classroom where Els can thrive academically.

Participants should bring a laptop and any materials that they would want to modify such as homework/classwork, tests, quizzes, etc.

Monthly A-TSI meeting.

Discover how EntreEd can assist you in conquering the state Career Education and Work (CEW) Standards for entrepreneurship in your school! You will leave with resources and strategies to assist in launching and implementing entrepreneurship activities with your students. EntreEd provides educators with strategies and resources to reach all students.

This cohort is by invitation only.

It is specific to reading and math teachers utilizing the MTSS framework.

Let's face it, one of the biggest hurdles for students in our classroom today is comprehending and solving word problems. Join us in unwrapping the challenges posed by word problems and gain insights into why students often find them confusing. We'll explore the evidence-based strategies that support students' understanding of word problems in this interactive, all-day workshop. This session is designed for K-6 educators seeking to better understand the science behind word problem structures. We'll discuss attack strategy selection and application and demonstrate various instructional routines that develop students' conceptual understanding of math in word problem contexts. Teachers will leave the session with free downloadable resources, including additive and multiplicative schema posters, attack strategy posters, and instructional templates and activities. Can't wait to see you there!

REGISTRATIONS DIRECTIONS: After registering on Frontline, please email the grade level(s) you teach to Teresa.Brown@IU1.org

Monthly district principal meeting.

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

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

1st annual Health and Wellness Day on January 3, 2024 from 8:00 am to 3:00 pm held at the Charleroi High School auditorium and gym. Employees from Intermediate Unit One, Charleroi School District and Bentworth School District will all be participating in this exiting day. Lunch is not provided and is on your own.

This collaborative in-service day will bring together a variety of wellness speakers and vendors so participants can explore the areas of mental, physical, and financial wellness.

Participating vendors include:

Lytle Employee Assistance Program

BeBalanced Centers

Davis Vision

Wilfred Cameron Wellness Center

Highmark

Robinson Chiropractic and Wellness Center

Mon Valley YMCA

Washington Health Systems

Ohiopyle State Park and many more!

Schedule:

7:30-8:00: Registration in the auditorium

8:00-8:45: Welcome and Opening Speakers

8:45-9:30: Keynote Speaker: Allison Clarke, author of The Kindness Habit

9:30-9:45: Break/Transition

9:45-11:30: Speakers in auditorium and Vendor Fair in gym

11:30-12:45: Lunch on your own

12:45-2:30: Speakers in auditorium and Vendor Fair in gym

2:30-2:45: Break/Transition to Auditorium

2:45-3:00: Closing remarks and raffle drawings

When you arrive on January 3, please enter the auditorium to register and receive an official schedule for your day.

1st annual Health and Wellness Day on January 3, 2024 from 8:00 am to 3:00 pm held at the Charleroi High School auditorium and gym. Employees from Intermediate Unit One, Charleroi School District and Bentworth School District will all be participating in this exiting day. Lunch is not provided and is on your own.

This collaborative in-service day will bring together a variety of wellness speakers and vendors so participants can explore the areas of mental, physical, and financial wellness.

Participating vendors include:

Lytle Employee Assistance Program

BeBalanced Centers

Davis Vision

Wilfred Cameron Wellness Center

Highmark

Robinson Chiropractic and Wellness Center

Mon Valley YMCA

Washington Health Systems

Ohiopyle State Park and many more!

Schedule:

7:30-8:00: Registration in the auditorium

8:00-8:45: Welcome and Opening Speakers

8:45-9:30: Keynote Speaker: Allison Clarke, author of The Kindness Habit

9:30-9:45: Break/Transition

9:45-11:30: Speakers in auditorium and Vendor Fair in gym

11:30-12:45: Lunch on your own

12:45-2:30: Speakers in auditorium and Vendor Fair in gym

2:30-2:45: Break/Transition to Auditorium

2:45-3:00: Closing remarks and raffle drawings

When you arrive on January 3, please enter the auditorium to register and receive an official schedule for your day.

Leadership and Curriculum is an asynchronous, online course using Moodle as the instructional vehicle. It is designed to meet the specific needs and interests of PK-12 administrators and principals whose work schedules prohibit leaving their districts during the instructional day. It complies with the requirements of Act 45, addresses the three PA Core Leadership Standards and offers participants 45 PIL hours. It also fulfills these professional development criteria: enhances content knowledge and leadership skills, fosters knowledge and understanding of the PA Core Standards and provides authentic opportunities for administrators to think and plan strategically. The focus of this course is Instructional Leadership and Curriculum, its characteristics, roles, responsibilities and opportunities. Three distinct lessons encompassing various aspects of leadership comprise the course: Cultural Leader, Accountable Leader and Curricular Leader. Participants will implement their knowledge and skills as related to the PA Core Leadership Standards and will demonstrate their knowledge and skill as Strategic Planners for Student Success, Architects of Standards-Based Reform and Data-Informed Decision-Makers through authentic, Job-Embedded Assignments and a Culminating Project. Participants will also contribute to community conversations using Forum Posts, engage in formative, performance-based and summative assessments and complete a Culminating Project. Participants' assignments, postings assessments and the Culminating Project will be evaluated on a Complete/Incomplete basis. Textbooks are not required for this course; however current articles, case studies, research papers, websites and other Internet resources will be provided online for participants' study and use as support for their assignments and projects.

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.

More information is forthcoming about the amendments related to these competencies Culturally Responsive and Sustaining Education (CR-SE) for induction plans.

According to the Pennsylvania Professional Standards and Practices Commission, "In recognition of the magnitude of the responsibility inherent in the education process and by virtue of the desire to maintain the respect and confidence of their colleagues, students, parents and the community, educators shall be guided in their conduct by their commitment to their students, colleagues and profession." In short, educators are held to a higher community standard than other occupations. In this course, participants will examine the Code of Professional Practice and Conduct for Educators, and the Model Code of Ethics for Educators in order to understand and put into action professional and ethical behavior. The teacher's actions demonstrate integrity and ethical conduct while consistently advocating for all students.

Course dates: January 8, 2024 - May 17, 2024.

This workshop will provide a clear step by step roll out to improve quality text dependent analysis (TDA) writing for students in grades 3-8. The strategies described and modeled are effective learning tools throughout all content learning. Participants will be guided through each step of the roll out process with PSSA models. Time will be given for each teacher or administrator to create their own model to share with their students as well.

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

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

This 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.

Interpret and break down CDT data to drive instruction.

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

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

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

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

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

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

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

Networking meeting for school counselors

Monthly district principal meeting.

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

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

Monthly A-TSI meeting.

This course was created by PaTTAN and it intended for anyone eager to understand more about the science of reading including classroom teachers, administrators, specialists, paraprofessionals, and families, and what it should look like in our Pennsylvania schools. This course also serves as part of the professional development requirement for all K-8 teachers as detailed in Pennsylvania legislation. While it is intended to address the kindergarten through 2nd grade levels, the information is applicable to all beginning and struggling readers, regardless of age.

This course will run 1/29/2024 - 4/8/2024

Coursework is done through Schoology. You will receive more information before the course begins.

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

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

Interpret and break down CDT data to drive instruction.

This training will provide intensive training and guided practice in utilizing the TIPS meeting model as it applies to PBIS and other building-level team meetings. It is designed to build skills in data-driven decision making and meet the needs of PBIS teams who are participating in the PaPBS Network, as well as academic, and other building-level teams that are looking to make their meetings more efficiently and effectively run. Focus will be on developing the skills related to the team roles of Faciliator, Minute-Taker, and Data Analyst. Various resources and templates will be discussed and shared throughout the training. Participants will be required to demonstrate acquisition of conceptual skills through completing guided and independent meeting scenario activities.

Participants must bring laptop or request to borrow an IU1 laptop and have access to internet and an active google account prior to training, as much of the training material will be presented electronically.

Participants MUST attend as part of a PBIS, academic, or other building-level team.

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 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.

More information is forthcoming about the amendments related to these competencies Culturally Responsive and Sustaining Education (CR-SE) for induction plans.

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

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

Monthly district principal meeting.

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

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

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.

Monthly A-TSI meeting.

Networking meeting for school counselors

In today's classroom, most students use either a personal or school-issued device to access online curriculum, analyze web-based content, and/or use tech tools to create and share online content. Whether students are using iPads, Chromebooks, smartphones, or laptops, they are asked to interact with a variety of digital resources daily. In order to create digitally literate students, teachers need to model and assist students with interacting with digital material in a responsible and effective manner. In this three-credit online course, 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 to help students become digitally literate.

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

The Leopold Education Project is a conservation education curriculum designed to instill a land ethic among tomorrow´s stewards by providing direct experiences with the natural world. Based on Aldo Leopold´s conservation classic, A Sand County Almanac, LEP is both a hand´s on and interdisciplinary approach. The lessons in this class are intended for classes from 3-12 grade level. They are appropriate for language, social study and science classes. A large part of this class will be investigating the text and completing hands on lessons based on that text. Participants will spend a large portion of class time outside. There will be moderate physical activity as well. Out of class work will include reading a large portion of the Almanac and a project related to the reading. All participants will be required to participate in class activities, and complete a pre and post test and implementation plan.

Class days will be in-person at the Ohiopyle State Park Visitors Center on Saturday, March 9, 2024 and Saturday, March 23, 2024 from 8:00am - 4:00pm.

You must attend both in-person sessions to receive credit for this course.

Monthly A-TSI meeting.

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.

Networking meeting for school counselors

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

Monthly district principal meeting.

Monthly A-TSI meeting.

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

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

Monthly district principal meeting.

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

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

Monthly A-TSI meeting.

Monthly district principal meeting.

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