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.

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.

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

This course is for Administrators, Principals, & other Education Leaders looking to acquire 45 PIL hours online. Leadership & Human Relations is a practical, hands-on 7 week course that consists of 14 hours of online instruction and 16 hours of relevant, job-embedded learning. Participants will also benefit from individual, personalized onsite coaching with an experienced educational leader. The course focuses on three aspects of leadership and includes job-related assignments, current topical readings and a culminating project based on concepts and content organized around these three lessons: Personnel Relations Leader Community Relations Leader Family Relations Leader In addition to all the day-to-day roles and responsibilities of school administrators and principals, another critical issue is finding time for their own professional growth and development. PDE requires that school leaders engage in at least 180 hours of continuing professional education during every five year cycle, but leaving the district or school during the instructional day is often problematic. One solution is for school leaders to participate in PDE authorized online courses to earn the required hours, to keep current on important topics and to network with colleagues across the region.

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

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 or workshop on the day before the start date. A User ID and link to the course site will be emailed to you at that time, there will not be any additional electronic communications before then. If books or materials are included in the tuition, these items will be mailed to you, provided the course is paid for, before the start of the course. Forty-five hours of out-of-class time are required for this 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 session will define self-determination and look at its various components. Some ways to assess and promote self-determination in schools are also looked at to promote student self-awareness.

This session will define self-determination and look at its various components. Some ways to assess and promote self-determination in schools are also looked at to promote student self-awareness.

Changing beliefs about the abilities of students with complex instructional needs by presuming competence is just the start to developing expert learners. In this session participants will work through hands-on simulation activities which provide an opportunity to realize what it might feel like to have learning challenges. They will explore strategies to adapt or modify academic skills to help reduce barriers for students.

Changing beliefs about the abilities of students with complex instructional needs by presuming competence is just the start to developing expert learners. In this session participants will work through hands-on simulation activities which provide an opportunity to realize what it might feel like to have learning challenges. They will explore strategies to adapt or modify academic skills to help reduce barriers for students.

Changing beliefs about the abilities of students with complex instructional needs by presuming competence is just the start to developing expert learners. In this session participants will work through hands-on simulation activities which provide an opportunity to realize what it might feel like to have learning challenges. They will explore strategies to adapt or modify academic skills to help reduce barriers for students.

Changing beliefs about the abilities of students with complex instructional needs by presuming competence is just the start to developing expert learners. In this session participants will work through hands-on simulation activities which provide an opportunity to realize what it might feel like to have learning challenges. They will explore strategies to adapt or modify academic skills to help reduce barriers for students.

A look at the top iPad Augmentative and Alternative Communication (AAC) apps. Join in this exciting experience to share knowledge and learning with others. As a result of this activity, participants will be able to: 1. Define augmentative and alternative communication (AAC) 2. Compare various AAC iOS Apps 3. Identify AAC app features 4. Learn process for SLPs to request free access to the full app.

A look at the top iPad Augmentative and Alternative Communication (AAC) apps. Join in this exciting experience to share knowledge and learning with others. As a result of this activity, participants will be able to: 1. Define augmentative and alternative communication (AAC) 2. Compare various AAC iOS Apps 3. Identify AAC app features 4. Learn process for SLPs to request free access to the full app.

A look at the top iPad Augmentative and Alternative Communication (AAC) apps. Join in this exciting experience to share knowledge and learning with others. As a result of this activity, participants will be able to: 1. Define augmentative and alternative communication (AAC) 2. Compare various AAC iOS Apps 3. Identify AAC app features 4. Learn process for SLPs to request free access to the full app.

Explain the reasons and value of collecting student behavior data. Defining obserable and target behaviors. Defining and reviewing types of data collection tools. Practice using data collection tools and charting behaviors.

The goal for this training is to construct an enhanced understanding of progress monitoring and data collection to establish a solid foundation for sound instruction. Participants will review the development of measurable annual goals and connect the goals with progress monitoring.

Leadership & Assessment & Data Usage is an asynchronous, online course using the Moodle online classroom environment 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 its application to the collection, interpretation and use of data to improve teaching and learning. Three distinct lessons encompassing various aspects of leadership comprise the course: Assessment & the Data-Oriented Leader, Assessment & the Data-Literate Leader, Assessment & the Data-Informed 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 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.

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.

Monthly A-TSI meeting.

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.

Monthly district principal meeting.

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.

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.

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

This course is divided into two sections, which means two weeks for Year 1, Day 1 and two weeks for Year 1, Day 2.

YEAR 1 Day 1: Act 48,Instructional II, ESL Overview, PDE SAS/Standards.Year 1 Day 2: Instructional Strategies, Classroom Management and Questioning Strategies.

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 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.

Monthly A-TSI meeting.

Monthly district principal meeting.

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

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.

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.

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

Leadership and Instruction is an asynchronous, online seven week 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, its characteristics, roles, responsibilities and opportunities. Three distinct lessons encompassing various aspects of leadership comprise the course: Quality Leader, Instructional Leader and Learning 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 Pass/Revise/Fail 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 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.

This course is divided into two sections, which means two weeks for Year 1, Day 1 and two weeks for Year 1, Day 2.

YEAR 1 Day 1: Act 48,Instructional II, ESL Overview, PDE SAS/Standards.Year 1 Day 2: Instructional Strategies, Classroom Management and Questioning Strategies.

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 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.

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.

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.

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.

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.

Monthly A-TSI meeting.

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.

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.

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.

Monthly A-TSI meeting.

Monthly A-TSI 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.

Monthly district principal meeting.

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.

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.