This training is designed for teachers that have never been trained on the GMM program.  We will begin by looking at how Get More Math improves a typical math classroom and give an in-depth demonstration of the program’s most important features.  We will discuss best practices for increased success as well as common mistakes to avoid.  This program works because it was developed by Josh Britton, a former PA math teacher. Josh created and developed Get More Math while working in his classroom to support initial mastery and long-term retention for grades 4 through Algebra I and Geometry.

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Mathematical Literacy: Developing Students’ Writing Skills in Mathematics

This session will engage participants in developing students’ abilities to explain in writing their thinking processes when solving mathematical problems. The session will focus on building vocabulary skills to develop precise language in open ended responses to mathematical questions. In addition, participants will deepen their knowledge of the complex skill of writing and how to support students in the writing process in mathematics.

Objectives

Participants will:

1. Describe the skills required to engage in the act of writing
2. Identify the techniques used to teach mathematical vocabulary
3. List three ways to break words into meaningful chunks (morphemes) to increase student understanding
4. Connect the standards of mathematical practice to writing in math

Target Audience:K-12 Special Educators, K-12 Regular Educators, Math Supervisors and Coaches, Supervisors of Curriculum and Instruction.

PRESENTERS: DAWN DURHAM and ERICA KAURUDAR, Educational Consultants at PaTTAN, Harrisburg

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Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is an initial training, and not a re-certification.   
 

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Text Dependent Analysis:

 A SERIES OF WORKSHOPS FOR TEACHERS TO HELP STUDENTS 
UNDERSTAND TDA’s

Goals: (What we want participants to know/do 

* Literary elements found in the standards for relevant grade levels<br> 
*Definitions/examples of literary elements 
* Identify literary elements in text* Determine the complexity of a text<br> 
* Choose appropriate text for TDA instruction<br> 

Topics: 
* Literary elements in the standards 
* Author’s craft 
* Poetic devices 
* Text structures 
*Informational text genres
* Lexile levels 
* Quantitative and qualitative 
  
Participants will create: 
* Scope and sequence of literary elements 
* Resources for complex text by grade level to use for TDA instruction 
* Rubrics to help choose text for TDA instruction 

 

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This course is designed for teachers of grades 4 to 12 who incorporate geography, science, history, social studies, and technology, into their curriculum. It will introduce teachers to the traditional process of making charcoal, known as the “pit” or “meiler” method, as practiced at area ironworks throughout the Juniata Valley, Pennsylvania, and elsewhere in the 19th century. Traditionally, charcoaling was a highly skilled occupation. Ironworks paid “colliers” (charcoal makers) well, who were among the highest paid of the “blue-collar” workers. As the charcoal iron industry faded into history, and new mechanical means of producing charcoal for other uses were developed in the 20th century, the traditional method of charcoal making was almost lost. Only through the far-sighted efforts of personnel at Hopewell Furnace National Historic Site in Berks County, Pa. in the 1930s was the process documented, preserved, and passed on to others. The workshop consists of two consecutive days (Saturday and Sunday) of field school on site, and 15 hours additional time completing an out-of-class assignment. Teachers taking the course will participate in an actual charcoal burn demonstration. The process used is nearly identical to that used at Greenwood Furnace in the 19th century, the only difference being the size of the “pit” is greatly reduced (1/3 cord of wood versus 35 to 50 cords historically). Participants will gain hands-on experience in preparing the hearth, stacking the pit, leafing and dusting, lighting and burning, and raking out. They will also help to cook typical collier food that the public can sample. The entire burn will last 30 continuous hours from beginning to end. Teachers will be required to be present for the first 4 hours (9 am to 1 pm Saturday) and the last 3 hours (1 pm to 4 pm Sunday). The remaining 8 hours of will be scheduled during the burn, in one or more shifts, which may include overnight shifts. Teachers may work additional hours as desired. They may also tent camp overnight near the hearth for no charge. There is no classroom-based instruction in the course, rather, instruction will be provided during the demonstration. Additional reading materials will be given to teachers on the process. Please bring your own lunch. More

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is a RE-CERTIFICATION training only   

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This course is designed for teachers of grades 4 to 12 who incorporate geography, science, history, and technology, into their curriculum. It will introduce teachers to basic concepts of archaeology. While famous archaeological sites such as ancient Egypt and the Meso-American sites of the desert southwestern United States grab headlines, no less important are archaeological studies in the local area. Most archaeological sites in Pennsylvania fall into three categories — pre-historic, historic, and industrial. Greenwood Furnace State Park is the region’s best-preserved iron site open to the public and can offer experience in historic and industrial archaeology. The workshop will consist of one week (five days) of field school in which teachers will learn about and participate in an authentic archaeological dig. In addition, the course introduces teachers to Greenwood Furnace State Park, and how the site can be utilized as an outdoor classroom for their students. A copy of the “Diggin’ The Past: Historic and Industrial Archaeology at Greenwood Furnace State Park ” is provided as part of the course. This guide contains educational modules for incorporating archaeology into the classroom. SPECIAL INFORMATION: This course involves manual labor in the outdoors on an actual archaeological site. Duties may include shoveling and moving buckets of dirt, and moving small to medium sized rocks and bricks. You will be digging all five days of the course. Wear appropriate clothing you do not mind getting dirty, including long pants, sturdy shoes, and a wide brim hat. With prior notice, we can provide alternative activities on-site for teachers unable to do the manual labor. Bring your own lunch. It will be offered for 2 Graduate Credits or for 60 hours toward Act 48. More

This course is designed for teachers of grades 4 to 12 who have previously taken the Level I course. In this course, teachers will act as group leaders directing one or more groups of children, adults, and teachers taking the level I course. They may also be digging. As part of the out-of class assignment, you will produce an archaeological report on a section of the excavation during the week. The workshop will consist of one week (five days) of field school in which teachers will learn about, participate in, and help to direct a portion of an authentic archaeological dig. SPECIAL INFORMATION: This course involves manual labor in the outdoors on an actual archaeological site. Duties may include shoveling and moving buckets of dirt, and moving small to medium sized rocks and bricks. You will be digging all five days of the course. Wear appropriate clothing you do not mind getting dirty, including long pants, sturdy shoes, and a wide brim hat. With prior notice, we can provide alternative activities on-site for teachers unable to do the manual labor. Bring your own lunch. It will be offered for 2 Graduate Credits or for 60 hours toward Act 48. More

As more children become diagnosed with Type 1 Diabetes, there is a need for teacher training in the use of the equipment, understanding blood sugar numbers, the effects of diabetes on their social, emotional, and physical well being. Teachers need to understand that diabetes can be life threatening. 
This course will meet the following Health, Safety, and Physical Education Standards: 
  10.1.3 Concepts of Health B, C, D, E 
  10.2   Healthful Living C 
  10.3.3 Safety and Injury Prevention B 
  10.4.3 Physical Activity B 
  10.4.9 Physical Activity B 
  10.5.3 Concepts, Principles, and Strategies of Movement D

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Summer Professional Development  for Paraeducators.

8:00 - 8:30 - Registration Alumni Hall 

8:30 - 10:00 - Opening Keynote Betsy Miller, BSN, RN-BC, Child Care Health and Safety, LLC - "Strategies for the Caregiver" - All Registrants

10:15 - 12:15 - Dan Habib’s “Intelligent Lives” Viewing and Discussion - All Registrants

12:15 - 1:15 - Lunch *There will be golf carts outside Brumbaugh at 12:15 for those that would like a ride to lunch

1:30 - 3:00 ( 1.5 hour session ) Choose a session 

 

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This course is designed for teachers of grades 4 to 12. It will introduce teachers to the science of archaeology through a curriculum guide. It is open to all teachers of all grades. Greenwood Furnace State Park is a preserved iron site open to the public and can offer practical experience in archaeology. The workshop will consist of 15 hours of instruction on the science of archaeology. This course is all classroom-based, and includes hands-on activities to demonstrate the concepts of archaeology. There is no actual "digging in the ground". A copy of "Diggin" the Past: Historical and Industrial Archaeology at Greenwood Furnace" will be provided as part of the course. In addition, the course introduces teachers to Greenwood Furnace State Park, and how the site can be utilized as an outdoor classroom for their students. There are no prerequisites for the course, however, this course is designed to be taken together with the 2-credit “Discovering Our Past Through An Historical Archeology Field School I” course. It will be offered for 1 Graduate Credit or for 30 hours toward Act 48. PLEASE BRING YOUR OWN LUNCH. More

Free Training – 1 Day

 

Creating Welcoming Services for LGBTQ Individuals and Their Families 

Who Should Attend:  Anyone wishing to become more aware of issues faced by persons referred to as “sexual minorities”.  This heterogeneous population also includes persons with gender identity differences. 

Course Description:  In this seminar we examine the effects of language, culture, and power dynamics on the developing person hood of those who carry the labels represented in LGBTQ/SOGIE.  We will also examine our own biases, values and thinking, conditioned by our own upbringing, acculturation, and knowledge.  Our focus will be on ways to become more truly welcoming and affirming to all persons who differ from us and learn from them how to be helpful as part of a healing community of support.  There will be an emphasis on affirming service for people who are transgender.

How to Apply:  See registration form below.   
*A $35.00 fee will be charged for professional continuing education credits.* 

For continuing education information contact Joel Brecht, KPRI Trainer joel.brecht@outlook  or 814-323-5535

This training is made possible through a Substance Abuse and Mental Health Services Administration (SAMHSA) grant awarded to the Pennsylvania Mental Health Consumers Association and updates by the Persad Center, Pittsburgh Pa. Drexel University College of Medicine, Behavioral Healthcare Education Credit Statement — College of Medicine – Drexel University

APA (Psychology):  Drexel University College of Medicine, Behavioral Healthcare Education is approved by the American Psychological Association to offer continuing education for psychologists.  Drexel University College of Medicine, Behavioral Healthcare Education maintains responsibility for the program.  This program is being offered for up to 5 hours of continuing education. 

NBCC (National Counselors):  Drexel University College of Medicine, Behavioral Healthcare Education is recognized by the National Board of Certified Counselors to offer continuing education for National Certified Counselors.  We adhere to NBCC continuing education guidelines and can award a maximum of 5 hours of continuing education credit for this program.

PA Nurses Drexel University College of Medicine, Behavioral Healthcare Education is an approved provider of continuing nursing education by the PA State Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. Participants will be awarded a maximum of 5 contact hours for attending this program.

Certificate of Attendance for all others 

 

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As we prepare for the retirement of the AIMSweb 1.0 Platform on July 31, 2019, we’re often asked how aimswebPlus is different.  Plan to attend this webinar to get your questions answered!  During the session, we’ll describe the primary differences and show you many of the exciting benefits of moving to aimswebPlus. We will provide an overview of the system in regards to benchmark screening, progress monitoring, goal setting.  Other topics we plan to cover include a comparison measures, data collection, and reports.  Don’t worry, we’ll also leave ample time for any additional questions about making the switch!  Webinars will be recorded and sent to all registrants, regardless of live attendance. Presented by Bianca Redd and Heather Haugse.

 

 

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Teach children how to manage their strong emotions, eat foods that develop the brain, and use exercise to calm the nervous system while simultaneously teaching adults how to respond to these emotions, get kids to eat real food, and promote healthy exercise.  

TBH’s systematic programming provides children and adults with tools based on trauma and neuroscience research that builds and strengthens relationships, fosters respect and responsibility, teaches children to recognize and neutralize their emotional state as well as solve problems, eat well, and use regulating exercise. 

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AimsWeb workshop for Non-public school teachers.

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Text Dependent Analysis: A SERIES OF WORKSHOPS FOR TEACHERS TO HELP STUDENTS UNDERSTAND TDA’s

Goals:)(what we want participants to know/do)
* Purpose of a replacement unit 
* Components of a replacement unit Topics:
* Identifying the need for TDA instruction 
* Model the creation of a replacement unit
* Creation of replacement unit

Participants will create: • Replacement units More

Reducing School Bullying and Its Impact Through the “PIP Strategy” of Prevention, Intervention, & Protection

This workshop will provide attendees with a detailed framework for understanding bullying and harassment (similarities and differences); the bullying dynamic of aggressor, target, and bystander; and conflict vs. bullying. These core concepts form the basis for the prevention of bullying, intervention to disrupt the bullying dynamic, and protection of targets and bystanders. The importance of youth engagement and the role of Upstanders will be emphasized. Some legal issues will be discussed, such as developing an effective policy and requirements for adults’ response. We will also consider how the larger school climate context impacts bullying, with particular attention to the role of social emotional learning. Specific concerns about Lesbian, Gay, Bisexual, and Transgender students’ safety needs will be discussed.

Randy Ross has an M.S. in Educational Leadership and an M.A. in Anthropology. She has been a teacher, principal, and professional development educator. She has been committed to the field of bullying prevention and school climate improvement since 2003, when she worked for the NJ Attorney General’s Office and led a state-wide initiative called New Jersey Cares About Bullying. In 2005, Randy joined the New England Equity Assistance Center at Brown University. In that position, she engaged with state departments of education and numerous school districts on equity issues and bullying prevention. Since 2014, she has served as Senior Consultant at the National School Climate Center. Her anti-bullying and school climate work over the last 20 years has taken her to multiple states – including all of New England, New Jersey, Pennsylvania, and North Carolina. She is currently on the Steering Committee of SEL4MA and a National Advisor to SEL4US. More

Evaluating Your District’s ELD Program
Training Opportunities for English Language Learner Specialists, Administrators and Practitioners 
All Trainings Presented by Melanie Wolf-Greenberg More

The continued focus of each networking meeting is to increase the opportunity to collaborate with colleagues who provide emotional support services to students in the K-12 setting. We recognize that this high incidence population of students can require some unique strategies as well as a variety of support systems, planning and programs. Topics of these meetings will include but are not limited to: social skills instruction/coping skills, functional behavioral assessments, inclusive practices for ES students, collaboration and consultative skill building, book studies, and an exploration of products and resources. Please register for each network meeting on the IU website. Special presentations will be announced prior to each meeting if applicable.

Please register for each network meeting on the IU website. There is no cost for this training and lunch is on you own. More

The Pathway is designed for small teams of K-12 educators (5-10 participants) with a stake in improving STEM educator at the represented school or district. For your team, consider including senior administrators (such as superintendent, assistant superintendent, curriculum directors, building principals), coaches, K-12 teachers (not just STEM subjects), and progressive, innovative thinkers that will make for a successful implementation.

Teams smaller than five are welcome; we recognize that it can be a challenge to get that many people to the table at any one time. However, it´s important that the team you send can speak to the state of STEM within your building or district, is capable of developing goals that reflect the needs and perspectives of his or her colleagues, and has the support and agency to guide the implementation of those goals back in the school or district.

The Emerging Workshop on October 31, 2019, the Progressing Workshop on February 5th will follow the same hours. The Advancing workshop on May 9th will run from 8:30 to 12:30. 
Teams should plan on attending all three workshops. More

Our day together will include:

• Networking with school age and early intervention Speech Therapists providing support across TIU 11 area 
• Discussions to gain insights, suggestions and ideas surrounding questions, challenges and topics of interest
• Sharing time of a product, app, or strategy
• Please bring along the following: a favorite read aloud book; 1 artic/language tool you can’t live without; 1 app you love!
• Act 48 Hours provided More

Integrate science and engineering within your literacy block, periodically during the school year. Interactive read aloud lesson plans coupled with STEAM lesson plans shared. Several high Based Learning integrated writing samples also modeled. Blank templates for all will be made available to participants. How do you assess STEM? Discover how to use simple formative checklists and students´ illustrations to evaluate the advancements of student STEM learning.

Participants will learn Inquiry-Based methods; Review the following: PA Standards & Science Frameworks; Review NGSS Crosscutting Concepts with Science & Engineering Practices; Engineering Design Process: Tinker, Make, Improve; What is Engineering for Young Children?; Six Components of a Lesson; Solve Simple Engineering Challenges; Debrief how to teach STEAM; STEM assessment tools and strategies; and take additional literacy and traditional STEAM resources for immediate use in their classrooms. More

Text Dependent Analysis: A SERIES OF WORKSHOPS FOR TEACHERS TO HELP STUDENTS 
UNDERSTAND TDA’s

Goals:(what we want participants to know/do)

* Understanding of the TDA rubric 
* The “look fors” in a TDA response
* Coding the components of a TDA response
Topics:<
* Model and practice scoring state released responses 
* Practice scoring different genres
* Scoring authentic student responses 

Participants will create:
* A process for scoring/evaluating student work<br> 
* Sample scored student work 
 

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PURPOSE Please be aware that this is a competencies-based training and full attendance is mandatory in order to receive certification. This excellent K-12 staff development program is designated to prepare additional persons to participate on the school’s SAP core team. Participants will learn about the Mental Health and Drug and Alcohol agencies and how these agencies, in collaboration with the educational system, intervene in an effective efficient way to remove the barriers of learning for at-risk students. This training meets the requirements of the Commonwealth of PA Interagency Commit- tee for Student Assistance Programs. WHO SHOULD ATTEND Building administrators, central office administrators, counselors, psychologists and classroom teachers who will be joining existing SAP core teams should attend this training. Child-serving agencies such as juvenile probation and children services would also benefit from this valuable training. REGISTRATION WILL BEGIN AT 8:30 AM More

Andy Faust, Partner, Sweet/Stevens/Katz/Williams.

Join us for an informal presentation on what one needs to know in the area of special education to avoid due process/litigation.

Andy will offer his insights and wit in a review of recent developments, trends, challenges and preventative law strategies related to special education services, due process and related litigation.

With the law quickly evolving and uncertainty about the obligations of school administrators becoming g a serious concern, school attorney Andy Faust will provide guidance and an understanding of the direction in which the law appears to be moving in the area of special education.

Lunch will be provided.

IF YOU HAVE SJPECIFIC TOPICS YOU WOULD LIKE ADDRESSED OR QUESTIONS YOU WOULD LIKE ANSWERED PLEASE EMAIL THEM TO: sdinardi@tiu11.org More