This course is the sixth and final course for obtaining ESL certification. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Professionalism is regarded as a key domain for second language teacher educators. Not only do ESL teachers need to establish themselves as highly qualified experts in their field, they must serve as sources of knowledge about current language policy. To advocate for the profession and their students, ESL teachers must be able to take full advantage of professional resources and relationships at local, regional, and national levels. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. All students must purchase their own textbook.

Required text:Classroom Instruction that Works with English Language Learners, Author: Jane D. Hill and Kathleen M. Flynn Publisher: ASCD ISBN:978-1-4166-0390-0.

This course is part of the ESL Certification Program you must be accepted into the program to take this course. This course is for Teachers seeking ESL Certification in grades K-12 and meets the following professional development criteria: ESL Standards for Reading, Speech and Listening as well as the Pennsylvania Professional Education Criteria for classroom teachers, guidance counselors and education specialists, Enhances the educator's content knowledge in the area of the educator's certification or assignment, increases the educator's teaching skills based on research on effective practice and empowers educators to work effectively with parent and community partners, and reading comprehension. Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course participants will be exposed to these processes. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. Because of the heavy linguisitic background needed for the Field work, the first two weeks are concentrated on the textbook activities. Field work begins in Week Three with an ESL classroom Profile and Assessment.

All Students Must Purchase their own book. Required text: Essential Linguistics: What you Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar.,Author(s)David E. Freeman and Yvonne S. Freeman, Publisher: Heinemann, ISBN 0-325-00274-6.

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

This course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed. ESL teachers will be prepared to view culture as a dynamic and multilayered system of symbolic resources that impact individuals identity, values and behaviors in varying degrees. They will also be prepared to address the deep and often invisible dimensions of culture (i.e. worldviews, power, privilege)and their impact on student achievement, participation in the target language community, and patterns of interaction between home and school. Moreover, successful candidates view cultural identity or affiliation as an on-going process of negotiation within and among groups as well as within individuals. Participants will develop an awareness of how their own culture impacts their views of teaching, learning, and classroom expectations; explore the varied roles of teacher, parent, and student in terms of cultural and educational expectations; and understand that acculturation is not only a complex process, but a matter of individual choice. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments.

Participants will need to purchase the book "The Crosscultural, Language and Academic Development Handbook- A Complete K-12 Reference Guide" by Lynne T. Diaz-Rico and Kathryn Z. Weed, second edition. The ISBN is: 0-205-33685.

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.

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.

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.

This session is intended for teachers or administrators who have given the CDT at least one time during the school year. The session will focus on measuring student growth and ongoing actions that can be taken regarding CDT reports.

In the ever-evolving landscape of education, integrating technology has become imperative for effective teaching and learning. This course is designed to equip K-12 teachers with the skills and knowledge to navigate the digital realm confidently and harness its potential to enhance educational outcomes. Throughout the course, educators will explore digital literacy comprehensively, delving into key concepts, tools, and best practices tailored to the K-12 environment. Participants will gain a deeper understanding of digital citizenship, information literacy, media literacy, and critical thinking in the digital age. The course will commence with an overview of foundational digital literacy skills. By the conclusion of the course, educators will emerge with a robust toolkit of digital literacy skills, empowering them to leverage technology as a powerful educational tool in K-12 classrooms. Participants will be prepared to navigate the digital landscape confidently, equipping students with the essential skills for success in the digital age.

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.

During the 24-25 school years, the bureau of special education has directed a required training, entitled Building Capacity and Promoting Instruction Through the PASA DLM. The training aims to build statewide capacity of standards, aligned instruction for students with significant cognitive disabilities. The training has been divided into two parts (Part 1 will be asynchronous (Moodle) and Part 2 will be offered in-person or virtual (Zoom). The training will be offered two times during the 24-25 school year, one in Oct-Nov and one in Feb-Mar. Participants are to register for either Series 1 or Series 2.

Series 2, Part 1 (online / asynchronous)

PASA DLM: Building Capacity and Promoting Instruction

Using Moodle, participants will complete modules within the Moodle Learning Management System. Participants will understand and be able to explain the transition to DLM, and the value of this platform as an instructional resource to improve access to standards aligned instruction for students with significant cognitive disabilities. Act 48: 4.5 hours.

This registration is for Part 1 and will be online/asynchronous through the IU1 Moodle site. A welcome email with instructions will be sent via email on February 3, 2025.

Let's face it, one of the biggest hurdles for students in our classroom today is comprehending and solving word problems. Join us in a two-part series of unwrapping the challenges posed by word problems to 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, two-day workshop. Day 1, setting the foundations: (1) Clue words, not keywords for breaking down the structure of word problems texts; (2) Word problem schemas for addition and multiplication; Day 2, refining our understanding: (1) Attack strategies: to CUBES or not to CUBES?; (2) Co-created and numberless word problems; (3) Other instructional routines for supporting vocabulary acquisition and word problem solving. *If you attended the 1-day session in spring of 2024, then part 2 of this session is the right fit for you! There will be some overlap with last year's session, but we'll introduce new routines and dig more deeply into already learned instructional routines,

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.

This cutting-edge course is designed to empower educators with the skills and insights needed to revolutionize traditional teaching methods using Artificial Intelligence. Dive into the latest advancements in AI-driven educational tools, curriculum personalization, and student engagement techniques. Participants will learn to integrate AI technologies into their teaching methods, fostering creativity, critical thinking, and collaboration among students. Explore ethical considerations and best practices for creating a safe and inclusive AI-enhanced learning environment. Participants will grasp the ethical considerations of AI implementation in education while harnessing its potential to create inclusive, adaptable, and data-driven learning environments. Whether you're a seasoned educator or new to the field, this course equips you with the expertise to navigate the evolving landscape of education, ultimately shaping a new era of impactful, AI-infused teaching practices.

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.

This session is intended for teachers or administrators who have given the CDT at least one time during the school year. The session will focus on measuring student growth and ongoing actions that can be taken regarding CDT reports.

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.

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.

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.

The Play Included Brick-by-Brick® Advanced Facilitator Training is a day-long, hands-on, in-person course for Brick-by-Brick® Program Certified Facilitators (Previously Level 1) who are looking to bolster both their understanding of the methodology and their confidence in delivering the Brick Club experience. Participants will take part in a day of facilitated play designed to explore and generate discussion around the intricacies of running Brick Clubs.

Unlock the mysteries of Generative AI in this engaging 5-hour workshop designed for K-12 school staff. Dive into the fundamentals of large language models, artificial intelligence, and basic prompting through hands-on activities. Participants will explore the capabilities and ethical considerations of AI, learn how to generate text using interactive prompts, and discover practical applications for enhancing teaching and learning experiences. By the end of the session, attendees will have gained a deeper understanding of Generative AI and its potential impact on education. (And yes - aside from this sentence, this entire description and title were AI generated; let's learn how to maximize AI so that we can spend our time where it matters most!)

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.

Monthly A-TSI meeting.

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.

Everyone agrees math class would run so much smoother if our kids "just knew” their multiplication facts! But what else matters when it comes to multiplicative reasoning? In this session, we'll define multiplicative reasoning, including a dive into the specific multiplication strategies that apply from single digit operations through multi-digit and decimal multiplication and division. We'll overview models essential for bringing student thinking to life (including ratio tables and area model progressions), and practice instructional routines that are integral to supporting students' developing number sense, because multiplication is so much more than skip-counting! This is part 4 of a 5-part series. Teachers are welcome to attend each session individually, but are highly encouraged to attend the full series. Please email me (teresa.brown@IU1.org) after registering if you have any food allergies so I can have lunch ready for you!

This session gives a look into the DRC online testing portal used for PSSA exams, Keystone exams, CDTs, and the Firefly benchmarks in Grades 3-8 Math, ELA, and Science. Teachers will learn about various testing tools that exist in the DRC portal, including technology enhanced items (TEIs) and open-ended response questions. The session will not only focus on teachers learning the tools, but also designing their own TEI style questions using Google applications that can be integrated into instruction. This workshop is designed to be both informative and practical, so come prepared to collaborate, create, and walk away with resources ready for the classroom!

Participation for this synchronous session is in-person at the IU1 Central Office.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

Participation for this synchronous session is virtual via the Zoom link.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

The Zoom link will be emailed prior to the virtual session.

Participation for this synchronous session is in-person at the IU1 Central Office.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

Participation for this synchronous session is virtual via the Zoom link.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

The Zoom link will be emailed prior to the virtual session.

This session gives a look into the DRC online testing portal used for PSSA exams, Keystone exams, CDTs, and the Firefly benchmarks in Grades 3-8 Math, ELA, and Science. Teachers will learn about various testing tools that exist in the DRC portal, including technology enhanced items (TEIs) and open-ended response questions. The session will not only focus on teachers learning the tools, but also designing their own TEI style questions using Google applications that can be integrated into instruction. This workshop is designed to be both informative and practical, so come prepared to collaborate, create, and walk away with resources ready for the classroom!

Participation for this synchronous session is in-person at the IU1 Central Office.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

Participation for this synchronous session is virtual via the Zoom link.

Participants will be able to identify the alignment of Essential Elements (EEs) to PA Core, and support students using EEs to guide instruction.

The Zoom link will be emailed prior to the virtual session.

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.

Unlock the mysteries of Generative AI in this engaging 5-hour workshop designed for K-12 school staff. Dive into the fundamentals of large language models, artificial intelligence, and basic prompting through hands-on activities. Participants will explore the capabilities and ethical considerations of AI, learn how to generate text using interactive prompts, and discover practical applications for enhancing teaching and learning experiences. By the end of the session, attendees will have gained a deeper understanding of Generative AI and its potential impact on education. (And yes - aside from this sentence, this entire description and title were AI generated; let's learn how to maximize AI so that we can spend our time where it matters most!)

What did the average American know about the Holocaust as it was occurring and what was the response? This program uses content from The U.S. and the Holocaust, a film by Ken Burns, Lynn Novick & Sarah Botstein, to examine how the American people and our leaders responded to one of the greatest humanitarian disasters of the twentieth century, and how this catastrophe challenged our identity as a nation of immigrants and the very ideals of our democracy. Echoes & Reflections is the premier source for Holocaust educational materials and dynamic content, empowering teachers and students with the insight needed to question the past and foresight to impact the future. We partner with educators to support them, foster confidence, and amplify their skills and resources to teach about the Holocaust in a comprehensive and meaningful way.

Unlock the mysteries of Generative AI in this engaging 5-hour workshop designed for K-12 school staff. Dive into the fundamentals of large language models, artificial intelligence, and basic prompting through hands-on activities. Participants will explore the capabilities and ethical considerations of AI, learn how to generate text using interactive prompts, and discover practical applications for enhancing teaching and learning experiences. By the end of the session, attendees will have gained a deeper understanding of Generative AI and its potential impact on education. (And yes - aside from this sentence, this entire description and title were AI generated; let's learn how to maximize AI so that we can spend our time where it matters most!)

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.

Learn how to transform your creative ideas into tangible, customized objects using cutting-edge 3D printing technology. From concept to design and final product, you'll explore key aspects of 3D modeling, material selection, and printer operation. Whether you want to craft unique gifts, prototype inventions, or create personalized tools, this workshop will provide the skills and knowledge to bring your imagination to life. No prior experience required!

Networking meeting for school counselors

We're wrapping up our fluency series by making sense of the five fraction constructs and relating their concepts to the levels of sophistication that students' progress as they become mathematically fluent. As always, we'll get our hands dirty in our math content, practice instructional routines, and rehearse modeling students' thinking. Whether fractions are your favorite or LEAST favorite part of mathematics, this session is for you! This is part 5 of a 5-part series. Teachers are welcome to attend each session individually, but are highly encouraged to attend the full series. Please email me (teresa.brown@IU1.org) after registering if you have any food allergies so I can have lunch ready for you!

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.

Mastering basic addition and subtraction facts is a must for primary grades, but if you've ever watched students count out an entire page of addition facts, using their fingers for every problem, even counting out the same fact twice in a row without realizing it was the same, you're not alone! There IS a better way! Join us for a day of discussing how students can master and retain basic facts through pattern recognition, mathematical modeling, and engaging play-based learning. You'll walk away with no prep instructional routines and strategies as well as sky high confidence that this will be your best year yet!

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.

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.

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.