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.

Join IU1 and the Community College of Beaver County for an informational setting regarding scheduling high school students into CCBCs High School Academies.

Intermediate Unit One is partnering with Community College of Beaver County to offer a branch campus at the IU1 McMurray Campus location.

Beginning in Fall of 2023, CCBC will be moving into the upstairs of the IU1 McMurray location and will be offering High School Academies in Aviation, STEM, Criminal Justice, Health Care, Construction, and Education to interested high school students.

(Invite Only): By participating in the Ambitious Science Teaching Book study, you will gain an understanding of teaching practices to support students of all backgrounds to deeply understand science ideas, participate in activities of the disciplines, and solve authentic problems.

Prerequisite: This series is a part of the Ambitious Science Teaching Book Study Series. These virtual sessions follow the half-day face-to-face session held January 27 at IU1 Central Office.

In an online format, participants (k-12 teachers) will discover and implement reading activities (pre-reading, during reading, and post reading) within the classroom, written evaluations of the reading activities, shared discussions with fellow classmates regarding the pros and cons of reading activities as part of their personal research, implementation and growth.

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

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

Join us at the IU1 Fab Lab at Colonial to learn different ways to complete projects with acrylic. During this session we will go over acrylic bending, squeegee techniques for custom designs, and pressure fit best practices. This session is for any educator interested in learning more about how to use acrylic to design projects for digital fabrication 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.

Interpret and break down CDT data to drive instruction.

Understand and Use the State Data sites to help finding root cause.

This virtual meeting is dedicated for those interested in joining or who are a part of the Southwest PA Science Leadership Network. During this session, we will have a discussion around our Book Study on the Framework for K-12 Science Education (NRC, 2011).

Come and explore all that the IU1 Lending Library has to offer. Even if you have the tools and just want to learn more on how to use them in your classroom! This session will allow participants to explore the technology tools and software at this hands on workshop.

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 all teachers in K - 12 and meets the professional-k development requirements for academic content, reading comprehension, and teaching skills. In an online format, participants will discover and implement writing across the curriculum activities (graphic organizers, essay writing, writing to learn, and project writing) within the classroom, written evaluations of the writing activities, collaboration and shared discussions with fellow classmates regarding the pros and cons of writing across the curriculum activities as part of their personal research, implementation and professional growth. This course is online and available for 24 hours a day during the term of the course. 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.

The new Pennsylvania Integrated Standards for Science, Environment, Ecology, Technology and Engineering emphasize the use of science and engineering practices to teach critical science content and introduce the concept of three-dimensional learning. Join us to learn more about the standards, 3-Dimensional teaching and learning, and best practices in supporting the implementation of the standards in your classroom. Please plan to bring a laptop and lunch to this session. Lunch will be on your own.

This virtual meeting is to support teachers who are implementing Aquaponics in their classrooms. During these sessions, Intag will be providing support on important topics needed to know for using the systems and will be available for questions. During these sessions we will share success stories as well as have an opportunity to network around challenges.

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.

Networking meeting for school counselors

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.

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.

Under new federal regulations, it is required that all childcare providers must complete pediatric first aid and pediatric cardiopulmonary resuscitation (CPR) training. Pediatric first aid and pediatric CPR training must be completed before childcare staff can care for children unsupervised. Code §3270, §3280, and §3290 which now require all staff persons to complete professional development in Pediatric First Aid and Pediatric CPR within 90 days of hire and renew their certification in Pediatric First Aid and CPR on/or before the expiration of the most current certification (55 Pa.§ 3270.31, §3280.31, §3290.31). Pediatric First Aid and Pediatric CPR training must be conducted by an approved Pennsylvania Quality Assurance System (PQAS) Instructor using an OCDEL recognized curriculum.

Monthly A-TSI meeting.

Monthly district principal meeting.

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.

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.

Curriculum Development: Social Studies Workshops are series of professional development opportunities for social studies instructors to enhance their curriculum and classroom experiences for students.

Intermediate Unit 1 and Beaver Valley Intermediate Unit welcome K-12 educators to engage in a meaningful, relevant, and real watershed education experience! Register to learn more about how to successfully implement Meaningful Watershed Experiences (MWEEs) in your classroom to enhance environmental literacy while increasing standards-based student achievement.

In this presentation, you will learn how the science of reading and systems implementation intersect and strategies for aligning systems with science. Implementing the science of reading leads to literacy success for many students, including those with and at-risk for reading disabilities including dyslexia. This has implications for school and district leaders in designing and implementing reading instruction within an effective multi-tier system of support (MTSS). Although some components will change, others remain the same.

Lunch will be provided.

Monthly A-TSI meeting.

This meeting is dedicated for those interested in joining or who are a part of the Southwest PA Science Leadership Network. During these sessions, we will focus our time on effectively building our PLC, discuss valuable resources for supporting your science standards implementation in your classroom, and identify tools to support building a regional repository.

This virtual meeting is to support teachers who are implementing Aquaponics in their classrooms. During these sessions, Intag will be providing support on important topics needed to know for using the systems and will be available for questions. During these sessions we will share success stories as well as have an opportunity to network around challenges.

Networking meeting for school counselors

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.

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.

Registration will be 8:30-9:00. Lunch will be 12-1. Sessions will be 9-12 and 1-3.

Topics include: Strategies and adaptations for inclusion in the preschool classroom ; Social/ emotional skills for positive behaviors; Early literacy; Handwriting. Lunch will be provided, sponsored by Centimark

Registration will be 8:30-9:00. Lunch will be on your own from 12-1 pm. Sessions will be 9-12 and 1-3.

Topics include: Strategies and adaptations for inclusion in the preschool classroom; Social/emotional skills for positive behaviors; Early literacy; Handwriting.

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 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.

Join us at the IU1 Fab Lab at Waynesburg to design your own personalized cutting board. Participants will learn step by step how to create their own unique cutting board while learning how this project can start student entrepreneurship in the classroom. All materials will be provided. This session is part 1 of 2.

Monthly A-TSI meeting.

This virtual meeting is to support teachers who are implementing Aquaponics in their classrooms. During these sessions, Intag will be providing support on important topics needed to know for using the systems and will be available for questions. During these sessions we will share success stories as well as have an opportunity to network around challenges.

Under new federal regulations, it is required that all childcare providers must complete pediatric first aid and pediatric cardiopulmonary resuscitation (CPR) training. Pediatric first aid and pediatric CPR training must be completed before childcare staff can care for children unsupervised. Code §3270, §3280, and §3290 which now require all staff persons to complete professional development in Pediatric First Aid and Pediatric CPR within 90 days of hire and renew their certification in Pediatric First Aid and CPR on/or before the expiration of the most current certification (55 Pa.§ 3270.31, §3280.31, §3290.31). Pediatric First Aid and Pediatric CPR training must be conducted by an approved Pennsylvania Quality Assurance System (PQAS) Instructor using an OCDEL recognized curriculum.

Interpret and break down CDT data to drive instruction.

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.

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.

Must attend Fab Lab Cutting Boards Part 1 workshop.

Join us at the IU1 Fab Lab at Waynesburg to complete the design your own personalized cutting board from the first session. All materials will be provided. This session is part 2 of 2.

This virtual meeting is to support teachers who are implementing Aquaponics in their classrooms. During these sessions, Intag will be providing support on important topics needed to know for using the systems and will be available for questions. During these sessions we will share success stories as well as have an opportunity to network around challenges.

Monthly A-TSI meeting.

Curriculum Development: Social Studies Workshops are series of professional development opportunities for social studies instructors to enhance their curriculum and classroom experiences for students.

Rural Arts Collaborative Spring Institute registration for Act 48 hours.

You must also RSVP to RAC@ruralartscollaborative.org

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.

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.

Under new federal regulations, it is required that all childcare providers must complete pediatric first aid and pediatric cardiopulmonary resuscitation (CPR) training. Pediatric first aid and pediatric CPR training must be completed before childcare staff can care for children unsupervised. Code §3270, §3280, and §3290 which now require all staff persons to complete professional development in Pediatric First Aid and Pediatric CPR within 90 days of hire and renew their certification in Pediatric First Aid and CPR on/or before the expiration of the most current certification (55 Pa.§ 3270.31, §3280.31, §3290.31). Pediatric First Aid and Pediatric CPR training must be conducted by an approved Pennsylvania Quality Assurance System (PQAS) Instructor using an OCDEL recognized curriculum.