This three-module series is open to participants who attended "TDA: Effective Instructional Practices” during a previous school year. In this series, participants will deepen their understanding of the reading, thinking, and writing processes necessary for TDA success, examine student work, and use the TDA Learning Progressions to make instructional decisions. Cost: $450 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This fully online four-module series focuses on effective teaching practices for helping students overcome some of the biggest struggles with the text dependent analysis (TDA) portion of the PSSA. Sessions will focus on teaching students how to understand the prompt, read and write for analysis, determine the best evidence, and craft the essay. Participants will engage in modeled research-based and classroom-tested activities to strengthen their own instruction. Cost: $600 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to attend this workshop, and your supervisor is aware of the professional development fee.

The K-3 Reading Apprenticeship Model is a unique professional development model that supports primary reading teachers with the knowledge, skills, best practices and on-site support in teaching all students to be skilled readers and writers. This professional development opportunity consists of initial intensive, comprehensive training in reading history, pedagogy, theory, research and proven instructional practice and monthly follow-up trainings to build breadth and depth of professional knowledge in the English Language Arts. Teachers meet for 12 sessions at the AIU and additional technical support takes place at each site. Cost: $3,800 per participant (with onsite coaching and technical support) or $2,800 (no coaching and technical support). Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This four-day series focuses on effective teaching practices for helping students overcome some of the biggest struggles with the text dependent analysis (TDA) portion of the PSSA. Sessions will focus on teaching students how to understand the prompt, read and write for analysis, determine the best evidence, and craft the essay. Participants will engage in modeled research-based and classroom-tested activities to strengthen their own instruction. Cost: $600 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to attend this workshop, and your supervisor is aware of the professional development fee.

This three-session series is open to participants who attended "TDA: Effective Instructional Practices” during a previous school year. In this series, participants will deepen their understanding of the reading, thinking, and writing processes necessary for TDA success, examine student work, and use the TDA Learning Progressions to make instructional decisions. Cost: $450 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to attend this workshop, and your supervisor is aware of the professional development fee.

Join the RAC Reading Specialists' Network for an opportunity to connect with other reading specialists in Allegheny County. Each session will feature research-based best practices and strategies that specialists need in order to be effective in their role as they work with students, teachers, and parents in all three tiers of literacy. Sessions will be held in a hybrid format, giving participants the option to join in person at the AIU or via Zoom. There is no charge for this network series.

The Adolescent Literacy Institute is a series of online modules for middle and high school teachers focused on research-based literacy practices that support students as they become college and career ready. Specifically aligned with brain research on how adolescents learn, this workshop series engages participants in the research behind and modeling of effective reading and writing instruction for the secondary grades. Cost: $600 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This professional development series consists of four online modules that focus exclusively on the literacy domain of reading comprehension. Targeted for teachers in grades 3 to 8, the content is directly aligned with the PA Core standards and state test expectations. Participants learn instructional techniques to unlock reading comprehension, applicable to both literature and informational text. Cost: $600 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This professional development series consists of four online modules designed to build students' critical thinking skills through writing. Designed for practical application in grades 4-8 ELA classrooms, participants engage in instructional practices based on current research on what makes a difference in student writing. Topics include teaching academic form, increasing the frequency of writing opportunities, providing effective and timely feedback, incorporating writing into reading, incorporating grammar instruction into reading and writing, conducting document reviews of student work, and teaching mode-specific writing to meet the writing requirements of the PA Core Standards. Cost: $600 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

The Verbal Behavior Milestones Assessment and Placement Program VB-Mapp) is one option to consider for assessment and program guidance when supporting students with autism and other individuals who demonstrate language delays. The VB-MAPP is a criterion-referenced assessment, curriculum guide and skills tracking system. It combines principles of ABA and Skinner's analysis of verbal behavior to provide a behaviorally based language assessment program for all children with language delays. In this three-day training, participants will learn about the components of language, how to administer the assessment, interpret results, and design instructional programming for students. Additionally, staff will receive instruction on identifying learner motivation and how to teach students to make requests (mand) for a variety of items, activities, and information. Follow up support in district, is available to teams to ensure effective practices are in place and address individual student programming needs.

This professional development series consists of four sessions that focus exclusively on the literacy domain of reading comprehension. Targeted for teachers in grades 3 to 8, the content is directly aligned with the PA Core standards and state test expectations. Participants learn instructional techniques to unlock reading comprehension, applicable to both literature and informational text. Cost: $600 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

Implementing behavior supports for students requries matching interventions to the function of a student's behavior. In many cases, students are motivated by connection to their peers more than connection to adults. Join us for a session that focuses on how peers can be involved in interventions that lead to positive behavioral outcomes. This session is perfect for those who have behavior interventions at the tier 2 and 3 level in place but want to consider adding a peer component to those interventions.

Thinking Through the Pencil is a four-session workshop series designed to build students' critical thinking skills through writing. Designed for practical application in grades 4-8 ELA classrooms, participants engage in instructional practices based on current research on what makes a difference in student writing. Topics include teaching academic form, increasing the frequency of writing opportunities, providing effective and timely feedback, incorporating writing into reading, incorporating grammar instruction into reading and writing, conducting document reviews of student work, and teaching mode-specific writing to meet the writing requirements of the PA Core Standards. Cost: $600 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

Do you want to learn new practices to support discipline at both the classroom and office level? This training aims to empower educators with knowledge and practical strategies to create a positive, supportive, and inclusive learning environment through restorative and preventative discipline practices. This series will support teachers and administrators in developing a classroom and office continuum of responses for their context. The sessions will focus on treating all students with dignity, building relationships, responsibility, and problem-solving skills. Participants will leave with actionable insights and tools to foster positive behavior and enhance student success.

Solving mathematical word problems is an ongoing problem for students with both reading and math learning disabilities, as well as students who do not have an identified learning disability. Schema-based instruction is a problem-solving strategy that emphasizes identifying the underlying structure or schema to create a visual representation of the important information in order to be able to solve the problem. Through this session, participants will learn each of the underlying structures in addition, subtraction, multiplication, and division problems to solve single-step and multi-step word problems.

Do you want to learn new practices to support discipline at both the classroom and office level? This training aims to empower educators with knowledge and practical strategies to create a positive, supportive, and inclusive learning environment through restorative and preventative discipline practices. This series will support teachers and administrators in developing a classroom and office continuum of responses for their context. The sessions will focus on treating all students with dignity, building relationships, responsibility, and problem-solving skills. Participants will leave with actionable insights and tools to foster positive behavior and enhance student success.

Join the AIU and Hampton School District for this three-session series. This series is designed to equip teachers with resources and tools to diversify the texts in their classroom libraries and provide strategies for implementation; help teachers identify and address bias in classroom tasks so all students can be included; and finally, provide a safe space for children to explore their racial identities and become accepting of all.

Do you want to systemtize your Tier 2 small group instruction or lunch bunches? This session will help participants to identify key features of an effective social academic instruction group including data, systems, and practices to ensure strong outcomes for group participants. Discussions will include how to select students and topics for groups, structure instruction, and use data to evaluate the effectiveness of groups. Information on selecting and installing SEL programs at Tier 2 will be shared.

LETRS® is a flexible literacy professional development solution for preK-12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals of reading instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language. Completion of Volume 1 and 2 course meets PA Structured Literacy Chapter 49 requirement

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This session is tailored to certificate holders who are required to take structured literacy training but not teaching ELA (for example, middle school non-ELA certificate holders) or those holding a certificate but not using it (for example, a high school teacher who is special education certified but not teaching special education classes).

The Adolescent Literacy Institute is a series of workshops for middle and high school teachers focused on research-based literacy practices that support students as they become college and career ready. Specifically aligned with brain research on how adolescents learn, this workshop series engages participants in the research behind and modeling of effective reading and writing instruction for the secondary grades. Cost: $600 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This one-day event provides primary teachers who have taken the K3 RAC Reading Apprenticeship Course with updated research in beginning reading. Teachers will learn evidenced based strategies for teaching reading using a structured literacy approach that follows The Science of Reading. Cost for the one day session is $150 and districts will be invoiced following completion of the class. There is a repeat session on October 3rd.

Course registration is open to all K-8 educators in the Allegheny Intermediate Unit's service footprint.

Course Objectives:

Participants will be able to:

1. Define the terms science of reading and structured literacy

2. Understand what research explains about the reading brain and the implications for instruction

3. Identify the structured literacy components in classroom practice examples

4. Synthesize course content to develop a personal plan for aligning practices to the science of reading

Others interested in the course may visit PaTTAN Events.

Individuals must register with their current school email.

Registrants will receive a separate email containing directions for accessing the course during the week before the start date.

Build your students into word wizards! This three-module online professional development series presents teachers in grades 3-12 with research and practical strategies to strengthen students word knowledge, through both indirect vocabulary exposure and direct vocabulary instruction. Cost: $450 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

Social studies is a practice field for building thinking and reading skills. Primary documents can be used to build student text dependent analysis, visual memory, critical and strategic thinking and comprehension. The day will introduce why and how to use primary documents in elementary classrooms k-5. Hands on experience and resource materials will be included. Participants will be able to return to classroom with materials for use the next day. Don't miss this engaging session with Sally Flaherty, former PDE Social Studies Advisor, on a fun exploration of how to use elementary-level appropriate sources in your K-5 Social Studies classes!

This course is designed to provide administrators with in-depth knowledge and skills to support teachers with effective, evidence based instruction aligned to principles of Science of Reading using a structured literacy approach. Participants will learn the big ideas of reading instruction and how to use tools in classroom observations to discover strengths and gaps in instruction at the classroom and school/district levels. Administrators will also analyze structures in place that support keeping an eye on student growth and achievement, reflect upon effectiveness observed, and problem solve next steps to enhance teaching and learning. Participants earn 40 Act 45 credits: 18 in-class and 22 job-embedded hours.

This session will review the research and practical application of the new practice guide for students in grades 4-9. This practice guide provides four evidence-based recommendations that teachers can use to deliver reading interventions to meet the needs of their students. Teachers will leave with practical activities that can be used to support all students. To preview the practice guide, visit https://ies.ed.gov/ncee/wwc/PracticeGuide/29.

Build your students into word wizards! This three-session professional development series presents teachers in grades 3-12 with research and practical strategies to strengthen students word knowledge, through both indirect vocabulary exposure and direct vocabulary instruction. Cost: $450 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

Join us for a focused professional development session to craft a streamlined Chapter 504 process. Tailored for school district teams including: 504 administrators, coordinators, and stakeholders, this session covers legal history, eligibility, service agreements, LEA responsibilities, and current trends. Together, we'll design an efficient process for conducting, evaluating, implementing, and progress monitoring 504s.

Pennsylvania's transition community has a rich history of helping youth and young adults successfully transition from school to adult life. Since 1990 PA's Local Transition Coordinating Councils (LTCCs) have played an instrumental role in this process. With cross-stakeholder representation, the TCCAC will host 4 meetings during the 2024-2025 school year. The meeting series will be conducted as a full day, in-person experience to afford attendees time for professional development, networking, coordination, and resource development. Each session is designed to educate transition coordinators, educational professionals, parents, and agency providers to better coordinate, collaborate, problem solve, and support transition age youth with disabilities successfully navigate their pathway toward graduation. Please consider attending each council meeting to expand your professional network, enhance your knowledge and expertise, gather meaningful tools and resources and learn about upcoming events to assist you in your profession or community network.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

Get ready to transform your teaching approach with this exciting session designed for educators working with students who have cognitive disabilities and autistic learners with higher support needs. Packed with innovative ideas, practical strategies, and interactive activities you leave with the know-how and skills to boost student engagement, implement effective group contingencies, develop and implement high-quality morning meetings and other group activities, create independent work systems, and seamlessly integrate skills across various domains.

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This two-day session is tailored to special educators and reading specialists.

Reducing chronic absenteeism is a growing challenge for schools. This session will give an overview of some of the root causes of absenteeism and how to address those causes through a multi-tiered approach. Topics in this session will include the following: how to analyze attendance data, identifying barriers to regular attendance, evidence-based interventions, and supporting students who are chronically absent. By the end of the session, participants will have some strategies that can be implemented schoolwide, with small groups, and with individual students.

Reducing chronic absenteeism is a growing challenge for schools. This session will give an overview of some of the root causes of absenteeism and how to address those causes through a multi-tiered approach. Topics in this session will include the following: how to analyze attendance data, identifying barriers to regular attendance, evidence-based interventions, and supporting students who are chronically absent. By the end of the session, participants will have some strategies that can be implemented schoolwide, with small groups, and with individual students.

This training series is designed for classroom practitioners to gain a deeper understanding on the prevalence and impact of trauma in the classroom as well as the greater school community. The session will focus on specific trauma responsive classroom practices that can be embedded within daily classroom routines.

Participants will examine instructional practices to support learners with dyslexia including a multisensory, structured literacy approach. Time will be devoted to exploring accommodations that provide access to grade-level content for reading and writing.

The ELA Symposium is the Reading Achievement Center's annual workshop addressing a critical need for strengthening teacher practice that improves student achievement. This session, for ELA teachers in grades 3-5, will focus on key qualities of writing instruction at the paragraph level and up.

Join Nick Slotterback, PDE Health & Physical Education Content Advisor and the staff of Shape PA for a two-tracked day of professional development for both elementary and secondary health and physical education teachers. The day's focus includes strategies to enhance elementary education programs, promoting lifelong fitness, and aides to managing school HPE inventory.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

The ELA Symposium is the Reading Achievement Center's annual workshop addressing a critical need for strengthening teacher practice that improves student achievement. This session, for ELA teachers in grades 6-8, will focus on key qualities of writing instruction at the paragraph level and up.

In this training session, participants will learn how to cultivate a supportive learning environment through Social Emotional Learning (SEL). Participants will explore strategies to empower students with the tools they need to develop agency, foster a sense of belonging, forge meaningful connections, and promote equity within educational settings. Participants will gain practical insights and resources to effectively integrate SEL practices into daily classroom routines, enhancing both academic achievement and overall well-being.

This series is designed to build internal capacity within schools for staff to conduct Functional Behavior Assessments (FBAs) and develop positive behavior support plans (PBSPs). Across three full days all steps of the FBA & PBSP process will be explored. Time will be allotted to discuss function-based interventions, crisis planning, and implementation fidelity. Participants will be expected to attend all in -person sessions as content connects and builds from one topic to the next.

Check-In/Check-Out (CICO) is a Tier II, evidence-based, behavioral intervention designed to support students by providing more frequent instruction regarding expected behavior, increasing structured contact between students and adults in school, providing a formal mechanism for students to receive feedback on their behavior and increasing opportunities for reinforcement contingent on expected behavior. This session will provide SWPBIS teams the necessary knowledge and skills to implement CICO within their buildings.

Do you grapple with student engagement, low motivation and learners who struggle with reading and writing in your social studies classroom? Beginning with learner variability, come learn how, through the principles of universal design for learning, we can remove barriers, increase student engagement, and provide instructional strategies to access content and materials to allow students to showing what they know through self-expression.

Geared toward teachers of history in the middle grades (5-8). This 3-session professional development workshop series provides participants with an in-depth experience in utilizing inquiry-based lessons. Through the incorporation of primary sources, the use of evidence, and other historical thinking concepts, this sequence of workshops guides teachers toward a more student and concept-centered pedagogy.

Pennsylvania's transition community has a rich history of helping youth and young adults successfully transition from school to adult life. Since 1990 PA's Local Transition Coordinating Councils (LTCCs) have played an instrumental role in this process. With cross-stakeholder representation, the TCCAC will host 4 meetings during the 2024-2025 school year. The meeting series will be conducted as a full day, in-person experience to afford attendees time for professional development, networking, coordination, and resource development. Each session is designed to educate transition coordinators, educational professionals, parents, and agency providers to better coordinate, collaborate, problem solve, and support transition age youth with disabilities successfully navigate their pathway toward graduation. Please consider attending each council meeting to expand your professional network, enhance your knowledge and expertise, gather meaningful tools and resources and learn about upcoming events to assist you in your profession or community network.

Transitioning students to the demands of the PA Core Standards is not a job just for teachers in the tested grades! This four-session series will support teachers in the primary grades in aligning their instructional practices to the PA Core. Participants will engage with teaching informational text, text dependent questions, close reading, scaffolding instruction using complex text, annotating text, designing rigorous tasks, and incorporating academic vocabulary into students' vocabularies, specifically focusing on how to implement these concepts into everyday practice. Cost: $600 per participant. Districts will be invoiced after the first session. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This session is tailored to upper elementary and middle school ELA teachers.

Transitioning students to the demands of the PA Core Standards is not a job just for teachers in the tested grades! This four-module series will support teachers in the primary grades in aligning their instructional practices to the PA Core. Participants will engage with teaching informational text, text dependent questions, close reading, scaffolding instruction using complex text, annotating text, designing rigorous tasks, and incorporating academic vocabulary into students' vocabularies, specifically focusing on how to implement these concepts into everyday practice. Cost: $450 per participant. Districts will be invoiced after the first module opens. When registering, please select "Purchase Order” as your payment method if the district is to be invoiced for the cost of the workshop. By registering, you certify that you have obtained supervisor permission to participate in this workshop, and your supervisor is aware of the professional development fee.

This professional development session offers comprehensive training on effective classroom management, focusing on evidence-based practices to reduce supervision issues. Participants will explore the six Evidenced-Based Practices of Classroom Management and learn practical strategies, tips, and procedures to design and implement an effective classroom management plan, fostering positive behavior modifications in students.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

The Educational Benefit Review (EBR) training is provided to teams who are to ensure that students with IEPs are receiving educational benefit. Teams will be provided with the legal background on EBR and participate in a four-step process to analyze and compare three years of IEPs to determine if a student has received educational benefit. While working alongside their EBR Facilitator, EBR teams will compare 2-3 years of a student's IEP to determine educational benefit, identify/target specific areas related to their school-age grade bands, and assist to identify technical support or professional development needs to support their knowledge and expertise of educationally beneficial IEP composition. The intention of this training will not only to fulfill requirements for cyclical monitoring, but for districts to consider integrating EBR as a best practice when composing IEPs annually. For this training, the EBR Facilitator (Special Education Administrator, Principal, LEA representative, or designee) will be asked to attend with their team. It is highly recommended that schools attend as a team. EBR Teams must be comprised of at least 1 Special Educator, at least 1 general educator, and at least 1 Related Service Provider, and the EBR Facilitator. TOOLS & MATERIALS NEEDED: Teams will be required to bring laptops and three years of a selected student's IEPs *Please be advised, if your district has been selected for 2024-2025 cyclical monitoring (CMCI), you may utilize this training date to work with your EBR teams to complete the 10 EBR students' cases selected by your BSE advisor. Additionally, support can be provided by AIU TaC to facilitate this requirement. If additional time and dates are needed, that can be arranged to provide optimum support and time to complete this requirement.

In this training session, participants will learn how to cultivate a supportive learning environment through Social Emotional Learning (SEL). Participants will explore strategies to empower students with the tools they need to develop agency, foster a sense of belonging, forge meaningful connections, and promote equity within educational settings. Participants will gain practical insights and resources to effectively integrate SEL practices into daily classroom routines, enhancing both academic achievement and overall well-being.

Join us for a focused professional development session to craft a streamlined Chapter 504 process. Tailored for school district teams including: 504 administrators, coordinators, and stakeholders, this session covers legal history, eligibility, service agreements, LEA responsibilities, and current trends. Together, we'll design an efficient process for conducting, evaluating, implementing, and progress monitoring 504s.

Play is self-chosen and self-directed; intrinsically motivated; guided by mental rules; imaginative; and conducted in an active, alert, but relatively non-stressed frame of mind. How neurodivergent students play may be different from their neurotypical peers, but it's not wrong and does not need to be fixed. This session will focus on how to find and nurture the strengths and interests of neurodivergent early learners, accept their play as valid by joining in, and use strategies such as modeling and social play chains to promote authentic connections and growth. We will explore Parten's 6 stages of play and learn new ways to promote interaction and language across each stage. Participants will gain a better understanding of what it means to "follow the child's lead" to ensure more positive and meaningful interactions. This training is specifically for teachers working with early learners with higher support needs in the areas of communication, play, and social reciprocity. This training might benefit you if you have learners that: are non-speakers with emerging language or early communicators working to develop functional language, non-traditional, repetitive or stereotypical play, and/or do not respond or initiate social bids for attention. This training would not be beneficial for teachers that support learners that are in late stages of play including those working on game play, navigating social interactions with peers, and/or more complex use of materials for leisure activities.

Want to create a classroom culture that fosters engagement and civil dialogue? Join Jennifer Klein, seasoned Fox Chapel teacher of US Government and Politics, Sociology, and Psychology for a session filled with with free lessons and resources that will enhance your 6-12 classroom instruction in these areas!

This professional development session offers comprehensive training on effective classroom management, focusing on evidence-based practices to reduce supervision issues. Participants will explore the six Evidenced-Based Practices of Classroom Management and learn practical strategies, tips, and procedures to design and implement an effective classroom management plan, fostering positive behavior modifications in students.

This session will review the research and practical application of the four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade.

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This two-day session is tailored to administrators who cold certificates that require structured literacy training and will focus on how administrators can support the components of structured literacy in their teachers' classrooms.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

This two-day professional development session is geared toward middle level Social Studies teachers who wish to engage their students in one of our country's greatest disasters. Utilizing both LDC and C3 frameworks, this series provide educators with a trove of activities to challenge students in historical thinking concepts. Day 1 provides background and classroom resources for teaching the Johnstown Flood and Day 2 includes a visit to both the Johnstown National Flood Memorial and the Johnstown Flood Museum. Price includes the book, the Johnstown Flood by David McCullough, excerpts of which will be used in the training. *Space is limited, register early. Cost $150 per participant

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This two-day session is tailored to special educators and reading specialists.

The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools.

This professional development session offers comprehensive training on effective classroom management, focusing on evidence-based practices to reduce supervision issues. Participants will explore the six Evidenced-Based Practices of Classroom Management and learn practical strategies, tips, and procedures to design and implement an effective classroom management plan, fostering positive behavior modifications in students.

The PBIS Coaches Networking & Professional Learning Community (PLC) provides a platform for PBIS coaches, team members, and school leaders to collaborate, share expertise, and foster a culture of cooperation across our county's PBIS implementations. Through regular virtual meetings, participants will enhance their understanding of PBIS systems, data, and practices, exchanging strategies to overcome challenges and achieve successful outcomes. Facilitated by PBIS experts, each 1-hour session combines content delivery, updates on IU and PAPBS Network initiatives, and interactive discussions among districts. Additionally, school teams will showcase local implementation ideas, enriching the collective learning experience. Act 48 Hours: 1 (One) per virtual session, for a total of 12 (Twelve) Act 48 credits will be awarded after the training series 5.5 (Five and a half) Act 48 credits will be awarded after the Face to Face training. Participants are HIGHLY RECOMMENDED to attend all sessions in the series. Partial Act 48 offered. Cost: There is no cost to attend this training series. Registration Priority: Educators who work for LEAs in the AIU3 region will have priority registration.

Join us for a comprehensive professional development series designed to equip school personnel with effective strategies to support students who struggle in the classroom environment. This series, "Building a Better Classroom: Interventions to Support Struggling Students," offers a blend of asynchronous and in-person learning to provide you with a thorough understanding of behavioral interventions. Prerequisite: To maximize the benefits of this training, it is recommended that participants attend a classroom management session prior to this series. A solid foundation in classroom management will enable you to effectively implement the advanced strategies discussed in this session.

Pennsylvania's transition community has a rich history of helping youth and young adults successfully transition from school to adult life. Since 1990 PA's Local Transition Coordinating Councils (LTCCs) have played an instrumental role in this process. With cross-stakeholder representation, the TCCAC will host 4 meetings during the 2024-2025 school year. The meeting series will be conducted as a full day, in-person experience to afford attendees time for professional development, networking, coordination, and resource development. Each session is designed to educate transition coordinators, educational professionals, parents, and agency providers to better coordinate, collaborate, problem solve, and support transition age youth with disabilities successfully navigate their pathway toward graduation. Please consider attending each council meeting to expand your professional network, enhance your knowledge and expertise, gather meaningful tools and resources and learn about upcoming events to assist you in your profession or community network.

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This session is tailored to upper elementary and middle school ELA teachers.

Join us for an immersive full-day seminar dedicated to exploring the extensive resources offered by the Bill of Rights Institute. Whether you teach High School, Middle School, or Elementary, we have you covered! Dive into our collection of over 6000 lessons on Government, US History, and Civics, all designed to enhance your classroom experience. Throughout the day, we will provide dedicated time for analyzing primary sources, lesson plans, and developing disciplinary reading and writing skills. We will also focus on fostering historical thinking among students.

This practice guide presents three evidence-based recommendations for helping students in grades 6-12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the panel's advice on how to overcome potential implementation obstacles. This guide is geared towards administrators and teachers in all disciplines who want to help improve their students' writing.

Allegheny Intermediate Unit's Reading Achievement Center presents relevant professional development that meets Chapter 49 structured literacy requirements and is tailored to meet the literacy needs of different certificate holders' classrooms. This session is tailored to PreK and primary (grades K-2) teachers.

Join us for a comprehensive year-long professional development series designed to equip educators with the knowledge and skills to support elementary students struggling with mathematics. Based on the evidence-based recommendations from the "Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades" practice guide by the What Works Clearinghouse, this series will provide practical strategies, hands-on activities, and collaborative learning opportunities to enhance mathematical instruction and intervention.

Self-monitoring is a highly effective Tier 2 strategy for behavior change, designed to help students self-assess and record their behavior. By monitoring their actions, students naturally increase their focus to achieve desired outcomes. This virtual training will guide participants through structuring a self-monitoring intervention. Attendees will receive numerous resources and be introduced to I-Connect, a free technology-based self-monitoring system.