Professional Development » Professional Learning Menu of Services

Professional Learning Menu of Services

It is CIU 20 Professional Learning Department’s honor and privilege to assist our regional schools in the pursuit of excellent and effective professional learning for their educators.  
 
We offer customized professional development services to meet the needs of its member school districts. Trainings are offered on a wide-range of topics including, but not limited to, curriculum & instruction, special education, assistive technology and educational technology.  The majority of these services are available at no cost.
 
Please view the categories under their drop-downs to see an overview of the customized trainings that we currently offer.  
 
Don't see something on the list that you'd like us to offer?  Contact the Professional Learning Department and we'll do our best to accommodate your needs.
 
Need to Request a Training?  www.ciu20.org/requestatraining

Classroom Diagnostic Tool (CDT) Overview

This workshop will provide teachers with a working knowledge of the CDT and the interactive and dynamic reporting suite, as well as providing long range classroom implementation of the use of the CDT. The CDT is a free set of online assessments designed to provide diagnostic information in order to guide instruction and provide support. The CDT is offered to students in grades 3-12 and is currently available for use in PA schools and classrooms. The CDT reporting system is fully integrated with the Standards Aligned System (SAS).


Classroom Diagnostic Tool (CDT) Next Steps

The Next Steps training is a follow-up training to support districts in continuing CDT implementation. The training will provide a brief review of the CDT, hands-on content simulations, review of new enhancements, and guidance and practice for one-on-one student conferencing.


Providing Supports for Student Achievement (PSSA): A Collaborative Practicum

  • Alignment of practical instructional strategies to the content standards
  • Application of the Assessment Anchor Content Standards to planning and instruction
  • Maximize supports for all learners
  • Strategies to increase student efficacy and independence

PASA (Pennsylvania Alternate State Assessment) training topics include:

  • Student enrollment, teacher training for test administration and PASA evaluations

PA Core Standards and Graduation Requirements

In this interactive workshop, participants will:

  • Develop an understanding of the Keystones
  • Analyze the Keystone Exam Eligible Content and Assessment questions
  • Develop an understanding of Webb’s Depth of Knowledge and its comparison to Bloom’s Taxonomy
  • Review resources available from PDE
  • Consider classroom practice to support students in the Keystones

Progress Monitoring for Special Education Teachers

Progress Monitoring with data collection of Individualized Education Program (IEP) annual goals is such an important process to implement in order to improve outcomes and results for students with disabilities.  Participants will build effective habits for progress monitoring by identifying the purpose of a variety of progress monitoring tools, aligning skill deficits and tools used for data collection, exploring ways to collect and represent data, and identifying the How, When, and What of instructional adjustments that leads to student success.

  • Measurable goals and objectives
  • Specific skills and general outcomes Progress Monitoring
  • Data Analysis
  • Intervention strategies for Progress Monitoring (e.g. reading, math & specific skills)

Assistive Technology Consultation:

  • Facilitate a SETT meeting for a multidisciplinary team to identify the students’ demands of the environment. (This is not an evaluation) http://www.ciu20.org/apps/pages/AT/
    • Assist the multidisciplinary team with recommendations for assistive technology
    • Assist with loan and trial of assistive technology
    • The process is facilitated on-site with collaboration from team members and is ongoing
  • Provide resources for use of assistive technology as a means to improve/increase access to the general education curriculum
  • Provide on-site technical assistance to aid in the successful implementation of assistive technology
  • Provide specific training on hardware and soft ware to meet identified student needs
  • Provide a lending library for equipment trials http://www.ciu20.org/apps/pages/AT/

Assistive Technology Professional Development:

  • Assistive Technology Workshop (What is AT?)
    • Can be tailored to suit the needs of target audience (itinerant therapists, special education teachers)
    • Full-day or half-day workshop
  • Assistive Technology Process Training
    • Collecting and analyzing data, SETT process, developing and implementing an action plan (special education teachers, therapists, administrators
    • Half-day or full-day workshop
  • Accessible Instructional Materials (AIM)/Accessible Educational Materials (AEM)
  • Equipment-Specific – Outcomes of the Assistive Technology Evaluation Process
  • Kurzweil - talking word processor with word prediction (literacy tool)
  • Read and Write Gold - talking word processor with word prediction, electronic text reader (literacy tool)
    • ReadOUTLoud for Bookshare - soft ware program that reads DAISY
    • Intellitools Classroom Suite Training (suite of literacy and math tools)
    • Dragon Naturally Speaking–overview of features and functionality (half-day, special education and regular education)
    • Accessibility features for MAC and Windows Operating Systems (half-day, special education and regular education
    • WORD tools for writing and reading (full day, regular and special education teachers)
    • Proloquo2go
    • iPads and iPods in the classroom
    • Google Apps for Education
    • First Author – writing soft ware
    • Clicker 6 – writing soft ware

Universal Design for Learning (UDL):

  • Universal Design for Learning Introduction and Overview (half-day)
  • Universal Design for Learning in Depth (for the schools and districts interested in beginning implementation of UDL):
    • This workshop will begin with an overview of the guiding principles of UDL and will plan (special education teachers, therapists, administrators) books downloaded from Bookshare education teachers and SLPs) education and regular education) allow participants time to reflect on current practices and help align them with UDL.  Participants will also have the opportunity to develop lessons and curriculum that is universally designed. **Recommended as three two-hour sessions or three half-day sessions throughout the school year or one semester**

Podcasting:

  • Strategies to integrate podcasting as an authentic learning tool
  • Free technology tools
  • Teacher/student podcasts

Autism Services:

Consultation is available to districts and school teams to assist with developing and implementing interventions, instructional strategies and accommodations/modifications for students with Autism Spectrum Disorder (ASD) in the areas of social skills, communication, academic performance, behavior and inclusion. All consultation focuses on the use of assessment information and data to make intervention and instructional decisions.

To request an Autism Consultation, please complete the form at:  http://www.ciu20.org/apps/pages/requestpd/


Professional Development: 

Workshops are provided for, but not limited to, the following core topics in the area of Autism Spectrum Disorder (ASD): Communication and Social Skills, Academic Instructional Strategies, Positive Behavior Support, and Transition Planning. The trainings can be presented individually or in any order, and include:

  • Developing Social Skills for Students with ASD: Social Skill Assessment and Intervention
    • Methods for social skill assessment and the concepts of skill versus performance deficits, and accommodation versus assimilation will be presented. Discussion and practice with social skill intervention for such topics as thoughts/feelings, reciprocal interactions, role laying/behavioral rehearsal, cognitive flexibility, and emotional regulation will be included. Training can also be provided on specific strategies such as social narratives (e.g., Social Stories©, Comic Strip Conversations, and Power Cards).
    • Target audience: School staff working with students with ASD
  • Developing Effective Academic Teaching Strategies for Students with ASD
    • This session will provide participants with an overview of the academic needs and characteristics of students with Autism Spectrum Disorders (ASD). Specific instructional strategies for reading comprehension and writing will be presented with practice opportunities. Key academic behaviors necessary for school success will also be discussed and instructional strategies provided.
    • Target audience: School staff working with students with ASD
  • Developing Behavior Plans and Data Collection Tools for Students with ASD
    • Using Positive Behavior Support as a foundation, participants will practice collecting antecedent-behavior-consequence (ABC) data using direct observation and interviews/rating scales. Participants will then learn strategies for analyzing data and using data to create positive behavior support plans. Discussion time for behavior intervention strategies will also be provided.
    • Target audience: School staff working with students of any age with ASD
  • Developing Transition Plans with Outcome Based IEP Goals for Students with ASD
    • Participants will learn person-centered planning methods and models for developing outcome based transition plans. Self-determination, post secondary education and employment will also be presented and discussed within the context of transition planning.
    • Target audience: School staff working with students with ASD in middle and high
  • Executive Functioning for Students with Autism Spectrum Disorders
    • Identify trauma and how it impacts the brain and regulation.
    • Have a common language and understanding to discuss trauma.
    • Define Executive Functioning.
    • Highlight Executive Functioning Deficits.
    • State Executive Functioning Interventions.
    • Describe associated brain activities to support regulation of the brain.
  • Presuming Competence: Creating a Learning Environment for ALL
    • Understand the concept of presuming competence and the least dangerous assumption
    • Develop a list of potential supports for students to promote inclusion
    • Create a correlation between the Civil Rights Movement and Presuming Competence
    • Anticipate and address barriers to presuming competence
    • Define the current paradigm and the potential dangers of its current influence on society

Classroom Management

On-site training and consultation can provide assistance with assessing current classroom management structures and implementing strategies for such topics as increasing student engagement, establishing consistency in expectations and consequences, creating positive teacher-student interactions, strategically increasing reinforcement and evaluating teacher behavior.  


Consultation/Program Development for Emotional Support Programs

A wide range of consultation activities to assist school districts in providing effective educational programming for students with behavior disorders including, but not limited to, classroom organization, effective instruction, classroom-based behavioral interventions, creating alliances with families, and collaborative strategies to improve student behavior.


Functional Behavioral Assessment (FBA) Training

  • On-site training and consultation can be provided to school-based teams conducting FBA’s and developing positive behavior support plans based on the assessment data. The emphasis will be on building team capacity to conduct FBA’s and to provide training and support to their fellow teachers.
  • Topics can include (but are not limited to): 
    • Positive Behavior Support
    • Basic behavioral principles (e.g., antecedents, positive and negative reinforcement)
    • Direct observation tools (e.g., data sheets) and techniques (e.g., interval data collection)
    • Other data collection tools (e.g., interviews and rating scales)
    • Data analysis and graphing
    • Developing data-based, positive behavior support plans
    • Implementation fidelity
    • Data collection for monitoring progress and making data-based decisions
  • Training other staff in FBA proceduresTraining can also be provided on the PTR model of FBA’s (Dunlap, Iovannone, Kincaid, Wilson, Christiansen, Strain, & English, 2010). PTR stands for Prevent-Teach-Reinforce and provides a standardized process for completing an FBA and developing an FBA-based positive behavior support plan. The process employs a team approach throughout all steps, and also includes a data collection tool for goal setting and progress monitoring of the plan. Training for this PTR model of FBA’s would require training sessions to learn the procedures of the model, with follow-up coaching opportunities to continue to learn the process while working to support a student’s positive behavior.

RENEW (Rehabilitation for Empowerment, Natural Supports, Education, and Work): 

RENEW is a structured school-to-career transition planning and individualized wraparound process for youth with emotional and behavioral challenges and/or needing Tier 3 supports. The model focuses on supporting each youth to design and pursue a plan for the transition from school to adult life. RENEW has substantially increased the high school completion, employment, and post-secondary education participation rates among our most vulnerable youth.  With the help of a trained facilitator, students complete several “maps” focusing on their history, current situation, and hopes/dreams; these “maps” allow the student to self-reflect, and in the process, identify several short and long term goals. The student and the facilitator, with the help of an individualized team, then create and problem-solve an action plan to achieve those goals. 

  • Because RENEW has been a part of the PaTTAN behavior initiative for several years, RENEW training is standardized and requires two full days of facilitator training with additional coaching opportunities throughout at least the first year of implementation. Additional training can be provided to target how to incorporate RENEW into a school or district’s PBIS multi-tiered systems of support.

School-Wide Positive Behavior Support (SWPBS)

  • For schools beginning to implement SWPBS, training and consultation can include, but is not limited to, an overview presentation to the faculty, building needs assessment and 3-5 days of training for the core SWPBS team that includes development of expectations, lesson plans, acknowledgement systems and dissemination procedures.
  • For schools implementing SWPBS, training and consultation can include, but is not limited to, monthly meetings with the core SWPBS team and assistance with data collection, data analysis, problem solving and assessment of implementation fidelity. Additional topics can include expanding into the targeted/secondary and individual tiers with data collection and intervention strategies.  
  • For schools interested in developing a system for collecting and analyzing school-wide behavior data, training can be provided for SWIS (School-Wide Information System; www.pbisapps.org an online database that schools can purchase in order to facilitate their SWPBS problem-solving efforts.
  • Support and consultation can also be provided to districts interested in implementing SWPBS on a district level.

Analyze Data Utilizing:

  • PVAAS
    • Analysis of student growth
    • Measure of student progress from year to year
    • Consultant and technical assistance in PVAAS data analysis

  • eMetric
    • Analysis of PSSA data
    • Identify academic strengths/weaknesses and performance gaps
    • Evaluation of instructional effectiveness

  • Progress Monitoring for Special Education Teachers
    • Measurable goals and objectives
    • Specific skills and general outcomes Progress Monitoring
    • Data Analysis
    • Intervention strategies for Progress Monitoring (e.g. reading, math & specific skills)
    • DataNotGuessworkTM (DNG) - Dr. Susan Leddick - data sampling strategies for Regular Education

  • Using Data to Improve Written Language Skills for Students
    • Each session is two hours in length. Sessions I and II are prerequisites for Session III.
    • Session I: Participants will learn how to progress monitor students’ writing samples.
    • Session II: Participants will explore specific instructional strategies and interventions designed to boost student writing performance.
    • Session III: Participants will develop a plan to improve specific students’ writing using their progress monitoring data and effective instructional strategies and interventions.
Networking Meetings:
Participants will discuss and develop an awareness of the challenges faced by English Language Development Learners as they try to adjust to content in a general education setting. Participants will learn various strategies for building comprehension amongst English Language Development Learners and consider an assortment of teaching practices for increasing student achievement for those learning English as a Second Language. 
  • Building Oral Language Development in the Classroom
  • Effective Teaching for ELDs
  • The What, Why and How of Vocabulary Instruction for ELDs
  • Making Standards-Based Lessons Understandable for ELDs
 
ELD Network meeting are also held during the year to provide an opportunity for educators to share resources and information with their counterparts in other districts. http://www.ciu20.org/apps/pages/Networking
The IU offers professional development opportunities designed to help educators better serve and support high-ability students and to inform educators of best practices in gifted education.
 
Topics include:
  • Chapter 16
  • GIEP Development and Planning
  • Engagement strategies 
 
Gifted Network meeting are also held during the year to provide an opportunity for educators to share resources and information with their counterparts in other districts. http://www.ciu20.org/apps/pages/Networking

As a community of learners, it is important to determine instructional supports that will maximize student participation and interaction, promote independence, build on learners’ strengths, be generalized across the school and community settings and benefit all students.

 

Technical supports for staff and students who would benefit from the services listed below:

  • Assistive technology assessment and needs
  • Classroom observation
  • Facilitation and/or participation on multi-disciplinary teams
  • Collaboration and consultation with team members
  • Supplementary Aids and Services (SAS) consideration tool kit facilitation

Co-Teaching and Collaboration

  • Co-Teaching occurs when two educators jointly deliver instruction to a group of  diverse students, primarily in one classroom. The teachers have different knowledge, skills and talents, but have joint responsibility for designing, delivering, monitoring and assessing instruction. The following workshops can be adjusted and adapted to meet the needs of your district:
  • Overview of Co-Teaching
  • Definitions of inclusion, co-teaching and collaboration
  • Student and teacher goals of co-teaching
  • Characteristics of effective teams
  • Classroom management considerations
  • Roles and responsibilities of each teacher
  • Styles of co-teaching
  • Outlining the history of inclusion
  • Practical Considerations for Co-Teaching to Ensure Success for Teachers and Students
  • Getting started
  • Avoiding the pitfalls
  • Communication considerations
  • Planning for co-teaching
  • Monitoring stages of team growth
  • District-Specific Needs and Concerns
  • Accommodations and modifications of curriculum

Disability Awareness

  • The purpose of these trainings is to increase understanding and awareness of disability. This workshop is a highly interactive, discussion-based training.

 

Overview of Inclusive Practices

  • Legal basis for inclusion (e.g. Oberti, Gaskin, IDEA ‘04)
  • Types of inclusion (e.g. physical, academic and social)
  • Components of an effective inclusion program

Overview of Accommodations and Modifications of Curriculum

  • Participants will discuss and develop a common definition of terms related to adaptation, accommodation and modification
  • Participants will consider ways to accommodate and modify the classroom environment. The following areas can be modified in a variety of practical ways:
  • Classroom environment or setting
  • Presentation of instruction
  • Pace, time or scheduling
  • Curriculum content
  • Ways that a student may respond to instructional information
  • Adapted materials or equipment
  • Organizational strategies that promote independence
  • Types of instruction that address diverse learner needs
  • Assessment and grading considerations demonstrate true mastery of information by all students

Presuming Competence: Creating a Learning Environment for ALL

  • Understand the concept of presuming competence and the least dangerous assumption for ALL students
  • Develop a list of potential supports for students to promote inclusion
  • Create a correlation between the Civil Rights Movement and Presuming Competence
  • Anticipate and address barriers to presuming competence
  • Define the current paradigm and the potential dangers of its current influence on society

Students Needing Continuous System of Supports for Academic Inclusion

  • Special education support historically have had a difficult time generalizing content, processes and procedures from one academic class to another. A continuous system of support “casts a wider net” for student success. The consistency of core practices and procedures frees students to focus on content and mastery of content.
  • Through a series of guiding questions, participants will identify and refine existing procedures that support students’ growth.
  • A facilitator will guide participants to agree on common core practices and procedures that support academic inclusion success for all students (e.g. common procedures for vocabulary instruction, note taking and graphic organizers).
  • Participants will consider how using their core practices over time, across grade levels, would increase student capacity for mastery.
Language Essentials for Teachers of Reading and Spelling (LETRS®)
Each of the 12 modules requires six hours of professional development which can be presented as one full day session.  In addition, follow-up coaching and modeling is suggested.  Each module requires a book to be purchased for each participant.
  • Module 1: The Challenge of Learning to Read
    • The first module in the LETRS series explores the reasons why many students have reading difficulties and explains how children learn to read. Case studies illustrate the progression of reading development; the influences of biological, genetic, cognitive, environmental, and instructional factors in learning to read; and the components of effective reading instruction. A “four-part processing system” model is explored in detail.
  • Module 2: The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness
    • This module introduces phonemes (speech sounds) and discusses the importance of phonological awareness in reading and spelling instruction. Module 2 also discusses the features of consonants and vowels and covers some of the problems that children who speak other languages or dialects may have when learning English. 
  • Module 3: Spellography for Teachers: How English Spelling Works
    • This module explores the structure and history of English spelling from several angles: phoneme-grapheme correspondences, letter patterns within words, syllables, meaningful word parts (morphemes), and historical layers in the orthography. The module addresses differences between syllables and morphemes, between “irregular” and “high-frequency” words, and among six syllable types. After learning this content, teachers can approach phonics, spelling, and word study with confidence. 
  • Module 4: The Mighty Word: Building Vocabulary
    • Vocabulary instruction differs from other areas of reading. This module addresses varied approaches to instruction, including indirect (contextual) and direct methodologies, and stressing techniques for fostering word use, knowledge of word relationships, and awareness of word structure and its connection to meaning. Participants apply what they have learned about vocabulary instruction to several examples of narrative and expository text. 
  • Module 5: Getting Up to Speed: Developing Fluency
    • Comprehensive reading instruction includes deliberate fluency building at the subword, word, phrase, and text levels for those students who read too slowly. This module reviews the rationale for a fluency component in lesson design. Participants learn and practice techniques for speed drills, repeated reading, simultaneous and alternate oral reading, calculating reading fluency, and charting the results of exercises.
  • Module 6: Digging for Meaning: Teaching Text Comprehension
    • Comprehension instruction is one of the most researched areas in reading education, yet it is also one of the most challenging. This module addresses the research base for teaching comprehension, the reasons why children have difficulty with comprehension, and approaches for teaching comprehension at the phrase, sentence, paragraph, and passage levels. Questioning techniques and strategies that are useful before, during, and after reading are reviewed.  Exercises include text analysis for planning instruction.
  • Module 7: Teaching Phonics, Word Study, and the Alphabetic Principle
    • Effective, enjoyable, systematic phonics instruction involves many subroutines that are all practiced in this module. The sequence and substance of concept development in code-based instruction is emphasized, including the importance of applying learned skills to reading and writing. Answers to common questions are provided, including, “How Much Phonics?”, “Who Needs Phonics?”, “What Kind of Phonics?”, and “Why Phonics?”
  • Module 8: Assessment for Prevention and Early Intervention
    • In this module, screening and progress monitoring assessments are distinguished from diagnostic and outcome assessment. The rationale for early screening with fluency-based measures is reviewed. DIBELS® is used as one of the examples of a valid, reliable, efficient approach to early screening. A developmental spelling inventory is taught. Exercises include review of classroom reports and individual case studies in light of children’s instructional needs and the “three-tier” concept of intervention.
  • Module 9: Teaching Beginning Spelling and Writing
    • This module addresses writing instruction for children in grades K-2 who need to be taught the component skills that underlie composition. Drawing on recent research at the University of Washington that explicates the cognitive and linguistic components of composition skill, a framework for analyzing writing samples is applied to several examples of students at different levels of achievement. Instruction that builds automaticity in critical components while teaching children the stages of the writing process is explained and modeled.
  • Module 10: Reading Big Words: Syllabication and Advanced Decoding
    • Module 10 addresses the instructional needs of students in grades 3 and up who are inaccurate and/or slow in reading and spelling multisyllabic words. Beginning with phoneme-grapheme mapping, the module goes on to address systematic teaching of syllabication, syllable spelling types, and ending rules. Morphology–including inflections, Anglo Saxon compounds, Latin and Greek roots and affixes, and derivational word learning processes–is addressed in some depth. An Advanced Decoding Survey is included with this module along with lists of instructional resources and programs.
  • Module 11: Writing: A Road to Reading Comprehension
    • If students actively seek, organize, and reformulate information in their own words, their reading comprehension is likely to improve. Module 11, designed for all classroom and content area teachers, presents a few major strategies that help students process and remember the main ideas in written text. Additionally, it reviews the many causes of reading comprehension difficulties and addresses the research consensus on teaching reading comprehension. Text structure and its relation to comprehension are explored, and participants learn to implement the Key Three Routine, to include construction of topic organizers, note-taking, and summarizing. A list of effective curriculum materials for teaching older students to read and write is included in the module.
  • Module 12: Using Assessment to Guide Instruction
    • Module 12 is an advanced module for intermediate and middle school educators to help them identify and pinpoint the instructional needs of all struggling readers. The module describes efficient, reliable, and research-based assessment strategies that enable a school staff to focus on the effectiveness of instruction. Participants review a strategic plan for screening students and learn how to assemble a group of suitable assessments for individual and classroom use. Diagnostic tests that measure decoding and word analysis, spelling, written composition, reading fluency, and comprehension are demonstrated and rehearsed. Case studies allow participants to discuss and analyze assessment results and their implications.
 
READING
  • Research-Based Reading Intervention Programs for Struggling Adolescents, examples include (but are not limited to)
    • Corrective Reading – Decoding
    • Corrective Reading – Comprehension
    • REWARDS
  • A series of reading workshops are designed to maximize the information gathered from the Acadience (formerly DIBELS) assessment, to provide more in-depth analysis of the building blocks of literacy, and finally, to offer educators specific tools/strategies to assist individual students with meeting grade level targets.  
  • Using Data to Improve Reading Instruction - guides educators through the process of using the DIBELS assessment to plan effective reading instruction for individual students and small and large student groups
    • Building grade level teams
    • Review assessment data to improve instruction
    • Grade level teams set goals for systematic program improvement
  • DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that:
    • Are quick and efficient to administer and score
    • Serve as universal screening (or benchmark assessment) and progress monitoring
    • Identify students in need of intervention support
    • Evaluate the effectiveness of interventions
    • Support the RtII/Multi-tiered Model
  • DIBELS Next Transition training for schools that currently use 6th edition and are transitioning to DIBELS Next.  Participants will:  
    • Gain understanding of the changes to the scoring rules
    • Review the scoring rules for the measures that have not changed
    • Develop understanding of new measures
  • DIBELS Next Essentials for those new to DIBELS Next.  Participants will:
    • Explore the foundations of DIBELS Next, including the purposes, design, and uses
    • Understand the administration and scoring of each measure
    • Understand how DIBELS Next data can be used as a framework for data-based decision-making
  • Phonics and Word Study – provides an in-depth analysis of alphabetic principle, its impact on beginning literacy and specific tools to develop the skill in young children
    • Phonics and Word Study – Grades K-2
      • Impact on early reading acquisition
      • Five phases on word learning
      • Explicit vs. Embedded Phonic Instruction
      • Lesson sequence for teaching phonics in early literacy
      • Spelling-Reading Connection
      • Spelling and Phonic Inventories
      • Strategies and techniques to enhance reading and spelling skills
  • Word Study – Grades 3-5
    • Sequence of instruction for the development of advanced decoding skills
    • Instructional materials that support word study skill development
    • Spelling-Reading Connection
    • Spelling Inventories
    • Word Study strategies and techniques
  • Comprehension Strategies – Grades 3-5
    • Provides an overview of research on reading comprehension and strategies for classroom implementation
      • Overview of research on reading comprehension
      • Factors that influence reading comprehension
      • Reading comprehension strategies that students should use
      • Teaching techniques to address reading comprehension strategies
      • Intervention framework to comprehension
      • Assessing and diagnosing a struggling reader’s comprehension
  • Using Running Records to Drive Instruction – K-2 Teachers
    • Recording and analyzing running records using the three sources of information: meaning, structure and visual
    • Analyzing running records to identify patterns of student responses
    • Using the data to improve instruction using the three sources of information
  • Creating Fluent Readers – Grades K-2
    • Analysis of fluent reading
    • Impact of fluency on literary skills
    • Specific tools and strategies are modeled to develop fluent reading
    • Rubrics for fluency are reviewed
  • Improving Oral Reading Fluency – Grades 3-5
    • Analysis of fluent reading
    • Impact of fluency on literacy skills
    • Specific tools and strategies are modeled to develop fluent reading
    • Rubrics for fluency are reviewed
  • Literacy Work Stations – Grades K-2
    • Overview of literacy work stations: the purpose and impact on instruction
    • Managing students using multiple literacy work stations
    • Setting up literacy work stations
    • Specific tools and strategies to implement work stations
  • Literacy Work Stations – Grades 3-5
    • Overview of literacy work stations: the purpose and impact on instruction
    • Managing students using multiple literacy work stations
    • Setting up literacy work stations
    • Specific tools and strategies to implement work stations
  • Making Words Stick: Vocabulary Instruction – Grades K-2
    • Overview of the research on the impact of direct vocabulary instruction
    • Guidelines for selecting vocabulary words
    • Multiple high leverage strategies for classroom instruction modeled
  • Making Words Stick: Vocabulary Instruction – Grades 3-5
    • Overview of the research on the impact of direct vocabulary instruction
    • Guidelines for selecting vocabulary words
    • Multiple high leverage strategies for classroom instruction modeled
  • Making Words Stick: Vocabulary Instruction – Grades 6-12
    • Overview of the research on the impact of direct vocabulary instruction
    • Guidelines for selecting vocabulary words
    • Multiple high leverage strategies for classroom instruction modeled
  • Phonemic Awareness – K-2 Teachers
    • In-depth analysis of phonemic awareness and its impact on literacy development
    • Overview of the research-based literacy skill sequence
    • Tools and strategies needed to develop the skill in beginning readers
    • Assessment tools to measure phonological awareness
  • Mini-Workshop Part I: Getting Students to Look at Print – K-1
    • Active from the start
    • Strategies and techniques to use with students to foster visual attention to the print
  • Mini-Workshop Part II: Looking at Print.  Hands-on Techniques to:
    • Use with students that will help them visually attend to different parts of the word
    • Help students understand how words work
    • Target Audience: K-2 Teachers
  • Setting Up Non-fiction for Primary Classrooms.  Address aspects of the non-fiction classroom including: 
    • Setting up the classroom, mini-lessons, conferences, read-alouds, inferring from visual text features and developing quality responses to non-fiction texts
  • Building a Strong Foundation for Core Reading Instruction: Differentiating Reading Instruction K-2.
    • Learn how to use formative assessment to target instructional needs
    • Utilize strategies for grouping to increase instructional flexibility
    • Explore strategies for supporting primary readers
  • Building a Strong Foundation for Core Reading Instruction: Differentiating Reading Instruction Grades 3-5
    • Learn how to use formative assessment to target instructional needs
    • Utilize strategies for grouping to increase instructional flexibility
    • Develop an understanding of utilized tiered assignments
  • Taking a Close Look at Close Reading
    • Learn thoughtful, critical analysis of text through phases of close reading to respond to text-dependent questions
    • Develop understandings of a text’s form, craft, and meanings
  • The Deep Work of PSSA ELA Item Type Text-Dependent Analysis 
    • Understand and analyze text-dependent analysis questions and rubric
    • Develop text-dependent analysis questions and responses to meet performance levels
 
WRITING
  • Writing Workshop: A Place for All Students to Develop Themselves as Writers
    • An overview of the Writing Workshop components and possibilities for mini lessons when launching a Writing Workshop will be presented and discussed.
    • Grades K-2
    • Grades 3-5
    • Grades 6-8
  • Writing Process: Powerful Instructional Design: Intervention in an Inclusive Setting
    • Applicable strategies/processes that are specifically designed to include struggling writers will be explored and applied.
    • Grades 4-11
  • Writing to Learn Strategies for All Content Areas, grades 1-12
    • Short, applicable strategies 
    • Longer, more extended, applicable strategies 
  • Using Data to Improve Written Language Skills for Students
    • Each session is two hours in length. Sessions I and II are prerequisites for Session III.
    • Session I: Participants will learn how to progress monitor students’ writing samples.
    • Session II: Participants will explore specific instructional strategies and interventions designed to boost student writing performance.
    • Session III: Participants will develop a plan to improve specific students’ writing using their progress monitoring data and effective instructional strategies and interventions.
    • All grades
  • Grammar: A Gatekeeper to Improving Writing Instruction
    • Teachers will explore the conventions of writing in order to inform their instruction and transform their students’ writing.
    • Grades 4-8
  • Writing to the Prompt Nested in Writing Workshop
    • Teachers will be offered practical ways to scaffold their students’ thinking and writing to prepare for assigned writing topics within the context of a writing workshop.
    • Grades 3-8
  • Finding a Place to Live Like a Writer: A Writer’s Notebook
    • Participants will discover how a writer’s notebook is an essential tool intended to springboard students into developing their voice and craft for writing.
    • Grades 2-8
  • It’s All in the Poetry: Embedding Poetry into an Existing Curriculum to Develop Writing Skills
    • This workshop will present a lively way for teachers to have poetry included in middle school curriculums every day. Lessons about fine writing and its application to poems, narratives and expositions of their own will be presented in ways that will help students gain perspective about their identities and make Sense of the world while simultaneously honing their skills as critical readers and writers.
    • Grades 6-8
  • Writers in Transition: Teaching Revision Strategies
    • By the end of the primary grades, children have mastered the alphabet, a sense of the story and the basics of writing workshops. A unit of study in the writing workshop on revision is a great way for these writers in transition to take on a multitude of ways to refine and improve their writing. Lessons, strategies and goals of the unit of study will be viewed and discussed.
    • Grades 3-6
  • Weaving Poetry across the Year (K-2)
    • Discover how poetry can develop:
      • Fluency
      • Understanding the concept of print
      • Comprehension
      • Syntax
      • Phonological and phonemic awareness
  • Weaving Poetry across the Year (3-6) 
    • Teachers will develop a lens which enables them to understand the tools a poet uses to craft poetry. 
  • Becoming Teachers of Craft for Young Writers
    • Understand the developmental stages of emergent writing
    • Examine how students can learn to read like writers
    • Explore structures of narrative texts using touchstone texts to inform writing
  • POWERful Instructional Strategies for Writing - Grades 1-5 and Grades 6-12
    • Mini-sessions using research based explicit instructional strategies to improve a student’s writing
    • Each mini-session will focus on one specific mode of writing using the “POWER” steps. These steps have been proven to be highly effective for all writers, including the struggling writer.
    • Mini-sessions:
      • Fact Paragraphs
      • Descriptive Writing
      • Short Report (Expository)
      • Imaginative Story
      • Personal Narrative
      • Persuasive Essay
      • PA Core Writing:  A Focus on Genres
      • Narrative
      • Persuasive/Argumentative
      • Informative
 
Follow Up Professional Learning
Additional professional development is available to individual and grade-level teachers on-site, to follow up on knowledge and skills from participation in district sponsored CIU 20 workshops.
  • The job-embedded professional development is intended to assist in the on-going efforts of the principal, reading supervisor, reading specialist and/or literacy coach to build capacity and increase student literacy achievement.
  • Services could include mini-workshops, technical assistance, question and answer sessions, observing struggling students, analyzing student work and providing recommendations.
  • Professional development must be requested by the principal and/or reading supervisor.
PA Multi-Tiered System of Support (MTSS) - Response to Instruction and Intervention (RTII)
Overview of the Pennsylvania Three Tiered Model
  • Grade level data analysis meetings
  • Use of Standard Protocol Interventions
  • Effective instructional strategies in a MTSS/RtII framework
  • Scientifically Validated Reading Program
    • Core Reading Program
    • Supplemental Reading Program
    • Intervention Reading Program
  • School-wide behavior support project
  • The role of IST in a MTSS/RtII framework
  • Special education eligibility with a MTSS/RtII framework
  • Integrating multiple school-based supports in a MTSS/RtII framework
Para Professional Development
  • Role and Responsibilities
  • Characteristics of Disabilities
  • Instructional Strategies in support of reading/literacy and math
  • Student Data Collection
  • Effective Behavioral Management
  • Teaming and Communication 
  • Confidentiality
  • Understanding IEP Goals and Objectives
  • Test preparation for CIU 20 Highly Qualified Paraprofessional Assessment: math, reading and writing
 
Presuming Competence: Creating a Learning Environment for ALL
  • Understand the concept of presuming competence and the least dangerous assumption for ALL students
  • Develop a list of potential supports for students to promote inclusion
  • Create a correlation between the Civil Rights Movement and Presuming Competence
  • Anticipate and address barriers to presuming competence
  • Define the current paradigm and the potential dangers of its current influence on society

Comprehensive Planning

  • Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning.  Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate.
  • CIU20 offers customized training on consultation and facilitation on developing the comprehensive plan, monitoring progress and assist in the strategic plan process. 

 

Educator Effectiveness

  • Improving the effectiveness of teachers is critical to student success, as well as creating safe, nurturing school environments based on the premise of high expectations for all. This two day training will provide participants with an in depth review of the Teacher Effectiveness Model that PDE has adopted. Through this model Pennsylvania is actively engaged in improving teaching and learning by implementing better teacher and educational specialist systems that provides these professionals with the feedback they need to improve their practice. The model focuses on Charlotte Danielson’s Research-Based Framework. Participants will spend time learning the four domains in Danielson’s Framework and the process for the pre-observation, observation and post-observation which will be used as part of the teacher evaluation system.
  • CIU 20 offers customized trainings on:  
    • Teacher effectiveness
    • Specialist effectiveness
    • Non-Teaching Professional effectiveness 
    • Principal effectiveness

 

School Performance Profile

  • Pennsylvania’s School Performance Profile (SPP) is the basis for the scoring system applied to all public schools (charter, cyber charter, traditional district schools, and career and technical centers). The SPP generates a school-level score on a one hundred point scale. The score reflects weighted indicators of: 1) student achievement (Reading, Writing, Mathematics, and Science); 2) academic growth (Reading, Writing, Mathematics, and Science); 3) closing the achievement gap for all students and historically underperforming students; and 4) other factors including graduation rate, promotion rate, attendance rate, evidence of rigorous course offerings, and PSAT/Plan participation. Extra credit is provided for schools based upon advanced performance of students in state assessments, Advanced Placement, and industry standard certifications. 
  • CIU 20 offers customized trainings on how to analyze your score and how to communicate your score to the public in a positive way

 

Student Learning Objectives 

  • Pennsylvania Department of Education’s Educator Effectiveness Leadership Team determined Student Learning Objectives (SLO) as the process to meet the requirements of the multiple measures portion of the Teacher Effectiveness System, SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. 
  • CIU20 offers customized training on the SLO process, how to evaluate SLOs and support to roll this information to teachers. 

 

Project Based Assessments (PBAs) - Graduation Requirement

  • The Pennsylvania Department of Education (PDE) has developed a project based assessment system (PBA) that is aligned with the modules for each Algebra I, Biology, and Literature Keystone Exam for students who are unable to demonstrate proficiency on a Keystone Exam or Keystone Exam module. Successful completion of a PBA aligned to the Keystone Exam or Keystone Exam module on which a student did not demonstrate proficiency shall satisfy the Chapter 4 Keystone Exam graduation requirements. 
  • CIU20 offers customized training on PBA implementation, enrolling students and work through the process. 

 

PVAAS Growth Data

  • PVAAS teacher-specific reporting comprises a part of the teacher specific data portion of the overall educator effectiveness system in PA.   This includes teachers who are permanent or temporary professional employees, who hold a valid PA teaching certificate and who have full or partial responsibility for content specific instruction of assessed eligible content as measured by PA’s assessments (PSSA and/or Keystone exams).  
  • PVAAS teacher-specific reporting will not be used on a teacher’s final rating form until a teacher receives a PVAAS three-year rolling average. The first year a thre-year rolling average will be yielded for any PA teacher will be after the completion of SY15-16 (based on reporting from school years 2013-14, 2014-15, and 2015-16) to be used on the SY15-16 final rating form.  
  • CIU20 offers customized training on analysis of student growth, measure of student progress and teacher specific reporting.  

 

PA Core Standards and Graduation Requirements

  • In this interactive workshop, participants will:
    • Develop an understanding of the Keystones
    • Analyze the Keystone Exam Eligible Content and Assessment questions
    • Develop an understanding of Webb’s Depth of Knowledge and its comparison to Bloom’s Taxonomy
    • Review resources available from PDE
    • Consider classroom practice to support students in the Keystones
Classroom Instruction that Works Training Series
A series of workshops based on ASCD’s number one selling book by Robert Marzano, which highlights the top nine instructional practices that have been shown across multiple studies to increase student achievement. Workshops can be tailored to meet school/district time frames; however, follow up is essential. 
 
  • Cooperative Learning
    • Essential elements of effective cooperative learning
    • Research on effective cooperative learning
    • Strategies for organizing and managing cooperative learning groups
    • Strategies for using cooperative learning to meet academic objectives
  • Non-linguistic Representations 
    • One day or two half-day sessions for mastery of eight graphic organizers each connected to a cognitive process 
    • Across classrooms, over time, the maps provide support to assist students with higher level thinking
    • Define the eight Thinking Maps TM and their cognitive purposes
    • Determine the appropriate use of the maps and transfer 
    • Thinking Maps TM into classroom instruction
    • Identify how Thinking Maps TM align to the Pennsylvania State Standards
    • Implement a common visual language across grade levels and content areas
  • Goal Setting & Feedback - DataNotGuessworkTM(DNG)
    • DNG is a tool for monitoring the progress of groups of students using data sampling strategies. An overview of DNG can be conducted as a  separate training or combined with other trainings such as Thinking MapsTM. 
  • Similarities & Differences
    • Strategies for using comparing/contrasting, classifying, simile and metaphor across the curriculum are modeled
  • Summarizing/Note-taking
    • Strategies for effective note-taking and summarizing across the curriculum are modeled
  • Questioning, Cues and Advanced Organizers
    • Questioning techniques, effective uses of prompts and cues, and advanced organizers will be reviewed 
  • Activating Prior Knowledge
    • Strategies for eliciting prior knowledge will be modeled 
  • Generating and Testing Hypotheses
    • Strategies for generating and testing hypotheses will be modeled
  • Reinforcing Effort 
    • Explore the types of reinforcement and which has the highest effect on student achievement 
    • Strategies for reinforcing effort seamlessly throughout the school day will be modeled

The STEM Competencies are:

  • Global Awareness
  • Communication Skills
  • Analytical Thinkers
  • Technology Literate
  • Digital Literacy
  • Problem-Solving

The following workshops provide the opportunity to integrate STEM in the content areas:


Google Apps for Education

  • These trainings explore Google Documents, Google Slides, Google Forms, and Google Sites. The training sessions also provide some inspiring classroom integration ideas as well as provide participants an opportunity to work collaboratively with Google Apps. 

Nearpod

  • These trainings will explore the Nearpod app/program and how it can be integrated into classroom instruction to present, engage, and assess student learning.  Training objectives include creating presentations, exploring the various features of the program as well as the administrative side of Nearpod for district and school managers.

LEGO MINDSTORMS

  • With LEGO MINDSTORMS Education, convert classrooms into a hands-on robotics laboratory! Students will model real-life mechanisms and use creativity, logic, and problem-solving skills while learning key STEM concepts.

PA Core Standard 101

  • This course is designed to introduce teachers to the format, content and intent of the PACS for Mathematics.  At the end of this interactive session, participants will understand the organization of the two sets of standards, the on-line resources to support them, and the timeline for alignment by PA schools.  This course will also integrate the Keystone Mathematics Exam Eligible Content into the presentation.  In addition, time will be given to begin planning for integration of the PACS and Keystone Eligible Content into classroom practice and instruction.

PA Core Standards:  Transition to PA Core Standards for Math and English Language Arts

  • These trainings will focus on the transition to PA Core for Math and English Language Arts.  Objectives include:   
  • Gain a deep understanding the PA Core Standards
  • Explore the instructional shifts as related to PA Core
  • Develop skills to assist in transitioning to PA Core Standards
  • Share effective strategies for transition to PA Core Standards
  • Each session can be customizable to support a districts’ current transition continuum

Math Work Stations: Getting Started K-5

  • Gather strategies for creating and implementing math work stations in classrooms
  • Develop an understanding of how math work stations complement a standards-based classroom

Brain Research and Its Application on Reading and Math

This half-day training will encourage teachers to make practical considerations and application of the findings related to brain research in education.

  • Background about the complex act of reading and math, in addition to practical strategies and guidelines for designing successful reading and math programs will be provided.
  • Brain-compatible lesson plan development, activities and assessment will be addressed.

Developing Effective Mathematical Ideas....Building Conceptual Understanding of Student Mathematical Reasoning in Number Systems

This professional development opportunity is offered to help teachers deepen their content knowledge about number systems.

  • The seminar series will explore and examine the Big Ideas of Numbers and Operations in grades K-6 by analyzing the instructional strategies that assist students’ learning of the base ten system and the four basic operations.

Differentiated Instruction in the Elementary Math Class Using Investigations

This three day training series focuses on incorporating differentiated instructional practices, using the Investigations math program, in grades 1-4.

  • Teachers will explore how to differentiate the components of the program such as classroom routines, games and lessons.
  • Differentiated strategies such as tiering, extension menus, ThinkDOTs, RAFTs and anchoring activities are addressed and applied to support teachers in implementing the math program to meet diverse learners.

Building Math Number Sense in Early Childhood

  • Developing a strong sense of number is a precursor for succeeding in mathematics.
  • Exposing students early and often to activities that build on one’s sense of number is the key to strengthening one’s ability in computation.  This interactive workshop will present various ideas to develop a strong foundation with numbers that will lay the groundwork for future success with mathematics.

Power Teaching in Math for Grades 1-12

  • This workshop provides an instructional framework designed to energize mathematics education.
  • Power Teaching offers professional development that will provide math teachers with tools to deliver rich, powerful lessons by connecting core resources with PA Standards Aligned Systems.
  • This workshop also connects the PA Big Ideas in Math to cooperative learning techniques that have effectively improved student achievement.

Aligning Math Curriculum

PA Core Standards and Assessment Anchors

  • Develop open-ended questions
  • Develop item-specific rubrics
  • Determine gaps and overlaps in curriculum
  • Provide instructional uses for the PSSA item banks

PA Core Standards PACS 101


Big Ideas of Mathematics (Grades 6-8)–A series of eight workshops

  • Incorporate activities that encompass the Big Ideas of Mathematics
  • Share and discuss the latest pedagogy and strategies involving mathematics
  • Understand why students struggle in mathematics
  • Collaborate and develop activities for use in the classroom
  • Apply research-based strategies to help students understand math concepts and skills
    • Workshop 1–Basic Facts and Operations
    • Workshop 2–Fraction Concepts & Computation with Fractions
    • Workshop 3–Decimal & Percent Concepts & Decimal Computation
    • Workshop 4–Data Analysis
    • Workshop 5–Probability
    • Workshop 6–Algebraic Concepts
    • Workshop 7–Geometry
    • Workshop 8–Measurement

Using Children’s Literature to Teach Mathematics (Grades K-2 or 3-5)–A series of five full-day workshops

  • Realize the impact children’s literature has on the understanding of math skills and concepts Acquire practical suggestions for utilizing children’s literature to teach mathematics
  • Engage in various math activities that utilize children’s literature
    • Workshop 1–Numbers & Operations
    • Workshop 2–Measurement
    • Workshop 3–Geometry
    • Workshop 4–Algebraic Concepts
    • Workshop 5–Data Analysis & Probability

iTouches and iPads in the Curriculum

  • Identify ways the iPod Touch and iPad can be incorporated into the classroom 
  • Explore free and/or low-cost apps that are available through iTunes 
  • Create content, such as podcasts and PowerPoints, that can be uploaded to students’ iTouches to extend learning outside the classroom
  • Learn accessibility features that are built into the iTouch and iPad to help learners with special needs 
  • An iTouch case containing 20 iTouches can be loaned out to districts through the CIU 20 IMS library

Geocaching 101

  • Understanding the basics of geocaching
  • Design and create a geocache 
  • Incorporate geocaching into the classroom

Digital Storytelling: Using a Green Screen in the Classroom

  • Examine copyright friendly sites for images and music 
  • Identify practical applications of digital storytelling
  • Incorporate best practices to integrate digital storytelling
  • Develop assessments to evaluate digital story projects
  • Green Screen kits can be loaned out to districts through the IMS library

Curriculum Alignment

  • Curriculum Mapping Process
  • SAS curriculum mapping tool
  • Integrating the ISTE (International Society of Technology Education) Standards for
    • Students
    • Teachers
    • Administrators
    • Coaches
    • Computer Science Educators
    • Integrating the National Educational Technology Standards for Administrators, Teachers and Students
    • Assessing the ISTE’s National Technology Standards

Integrating Technology into the Curriculum

  • Tailored to district needs, the Coordinator of Educational Technology offers trainings, presentations and instructional support to member districts looking to embed the use/integration of technology into the curriculum including, but not limited to:
  • Web-based technologies for collaboration
    • Emerging Technologies
    • 21st Century Teaching and Learning
    • ISTE Standards
    • Videoconferencing in the Classroom
    • iPad Integration
    • Using Interactive Whiteboards Effectively
    • Validating Web-based Research and Resources
    • Social Networks in K-12 Education
    • Internet Safety and School Concerns
    • Google Earth
    • Google Docs
    • Content Management Systems 
    • Discovery Education

Digital Media in the Classroom

  • Basics of integrating digital media into the classroom
  • Creating dynamic student multimedia projects using digital media 
  • Using video to do video storytelling
  • Streaming digital media

Electronic Resources for Student Research and Increasing Knowledge

  • Searching and evaluating internet-based content
  • U.S. Copyright Law and Digital Millennium Copyright Act
  • Presentations and/or support at the building level (or department level) pertaining to use of electronic resources in the classroom

Differentiated Instruction

  • Connecting Understanding by Design and Differentiated Instruction
  • Utilizing technology as a tool for Differentiated Instruction

Literacy (6-12)

  • Technology Tools as a means to activate literacy
  • Implementing Mode Specific Writing Rubrics
    • Integrating the National Educational Technology Standards for Administrators, Teachers, and Students 
    • Integrating awareness of the ISTE (International Society for Technology Education) Standards
    • Electronic Resources for Student Research and Increasing Knowledge
  • Reading Apprenticeship and Technology
  • Integrate technology tools to enhance PA strategies
  • Technology can be utilized for Talking to the Text, Metalogs, discussions and meta-cognitive conversations

21st Century Coaches Meetings

  • Sessions are offered throughout the year to support technology coaches
  • Network with other technology coaches across the region
  • Gain professional development on technology tools and best practices

Follow–Up Professional Development

  • Additional professional development is available, to individual and grade-level teachers on-site, to follow-up on knowledge and skills from participation in district sponsored CIU 20 workshops. 
  • The job-embedded professional development is intended to assist in the on-going efforts of the principal, math supervisor, math specialist and/or math coach to build capacity and increase student proficiency in math.
  • Services could include mini-workshops, technical assistance, question and answer sessions, lesson modeling, analyzing student work and conducting an error analysis.
  • Professional development may be requested by the principal and/or math supervisor.
Secondary Transition professional development is designed to enhance ability to provide effective programs and supports for students transitioning from high school to adult life. 
 
These opportunities include:
  • Successful Practices in Secondary Transition for Continuous Improvement 
  • Effective Practices in Secondary Transition 
  • Secondary Transition Resources
  • Secondary Transition Engagement: Family, Student and District 
  • Standards Aligned Measurable Annual Goals for Secondary IEPs
  • Indicator 13 – Ensuring Success and Compliance in Secondary Transition & Focused Monitoring
CIU 20 Cyber Services promotes a collaborative, regionalized approach to online teaching and learning for school districts in an effort to provide ALL students with the highest degree of quality online educational opportunities.
 
For more information on any of the services below please contact Renee Harris rharris@ciu20.org
 
Cyber Program Management Services
As cyber opportunities continue to increase, schools face the task of providing online opportunities for students.  Cyber Management Services is a partnership with the school district that assists districts with the development and management of in-district cyber programs.
Partnership Management Advantages: 
  • Development of online programs that are an extension of the school district
  • Expedite the implementation of programs that provide online opportunities to students
  • Enables students to remain a part of their school community
  • Enables the school district to grow capacity within programs prior to dedicating staff
  • Provides the district time to develop long range plans
  • Provides district savings on personnel costs
  • Assistance in the design and development of district procedures and protocols
  • Collaboration in program analysis and customized future plans that meet the needs of the district
  • Cyber Management Services can handle the daily activities involved in running a district cyber program.  Services can be customized for each district to meet the district’s current and future needs.  
  • Communication liaison and promotion of cyber program
  • Coordination of student and parent information sessions and orientations
  • Facilitation of student enrollment in the program and courses
  • Monitoring and reporting of student progress, grades, attendance
  • Communication and meetings with students, parents and all stakeholders involved in promoting student success
  • Coordination of safety-nets that promote student success 
  • Development and documentation of procedures and protocols 
 
Consultation
Consultation is available to districts and schools to assist with developing, implementing and expanding online options (hybrid learning, blended learning, academy development, enrichment) for students.  Consultation focuses on reviewing the district and school needs and focusing on options that will meet those needs now and planning for the future.
 
Colonial Cyber School - Summer School Partnership
Colonial Intermediate Unit 20 provides a Summer School Partnership with the District/LEA to assist in providing services to students.  In collaboration with schools, students can enroll in Colonial Cyber School’s Summer Program where they can complete course work to recover credits based on District/LEA’s criteria or relearn information prior to moving on to the next grade level.
 
Networking:
Champions of Online Learning and Teaching (COLT)
Networking opportunities throughout the year where District/LEA leaders in online learning and teaching come together to discuss current topics and trends that impact schools. 
 
PDE Online Teaching Endorsement:
In an effort to meet the needs of K-12 students, educators need the opportunity to obtain the knowledge, pedagogy and skills that enable them to provide rigorous, high quality online educational opportunities.   
 
Through a four course program of study, candidates will be exposed to various aspects of online teaching and learning resulting in the creation of an online portfolio demonstrating proficiency in meeting the PDE competencies for online instruction. 
 
Colonial Virtual Program (CVP)
CVP is an online learning solution offered by the Colonial Intermediate Unit 20's Cyber Services.
 
Students are members of their local schools while having the opportunity to take virtual courses on a part-time to full-time basis.
 
As a partner with local schools, our structure allows students to earn a diploma from their local school, participate in school-sponsored activities, athletic and extracurricular programs and attend vocational technical high schools. We provide solutions to schools and districts that assist them in increasing options for students.
 
Hybrid Learning Initiative
Hybrid learning is an instructional strategy that blends innovative digital resources with proven teaching techniques to provide a more personalized learning experience for students at school.
 
Colonial Intermediate Unit 20 (IU 20) is the newest member of HLI. Through a partnership with Bethlehem Area School District, Dellicker Strategies and IU 20 we will provide professional development, instructional coaching and support to regional schools.
 
If you would like additional information about HLI, how hybrid learning can benefit your students and IU20’s support in this partnership please let us know.
Audits
 
Technology 
CIU20 can conduct a technology audit to collect, analyze and synthesize data in the following areas:
  • Level of teachers’ technology integration.
  • Level of student engagement as indicated by SAMR Model (Substitution, Augmentation, Modification, Redefinition).
  • Level of classroom technology integration as indicated by the H.E.A.T. Model (Higher-Order Thinking, Engaged Learning, Authentic Connections, Technology Use).
  • Types of technology tools currently integrated in classrooms and instruction.
  • Future goals and investments in technology that can best meet needs of district mission, vision and goals.
 
 
Professional Development Long Range Planning
 
“High-quality professional learning is the foundation on which any improvement effort in education must build. But to be successful in those efforts we must plan backward, beginning with the student learning outcomes we want to affect. From there we can consider what new practices and policies can be implemented to achieve those goals, the organizational support required, the knowledge and skills educators must have, and optimal professional learning activities that will help them gain that knowledge and skills. Our success in the end will depend on how we begin.”  Guskey, T. R. (2014). Planning Professional Learning. Journal of Staff Development, 71(8), 10.
 
The Colonial IU20 Curriculum Department is skilled at partnering with all schools and districts to plan for effective, long-term professional learning events and activities.  We have a gifted staff ready to help administrators and teachers brainstorm and plan efficiently, effectively and with student learning outcomes at the core.  Please contact the Curriculum Department for your professional learning needs:  http://www.ciu20.org/apps/pages/requestpd/
 
 
Assistive Technology Facilitation
 
Assistive Technology Consultation with SETT Framework
The SETT Framework is not an evaluation it is a process of using a straightforward frame for gathering data to make effective team-driven decisions about which assistive technology devices, graphic organizers or other tools may beappropriate for a student to most effectively access the curriculum. To submit a request, please complete the online form at http://www.ciu20.org/apps/pages/AT/.
 
We can support your team by:
  •  Facilitating a SETT framework meeting
  •  Providing specific device training
  •  Providing professional development on accommodations/adaptations for learning
  •  Offering short term device loans
 
Instructional Coaching
 
A strand of workshops or facilitated study groups designed to launch and sustain coaching as a cultural practice in schools.
 
Coaching: Problem-Based Approach to Literacy Coaching K-3
  • Participants will learn how literacy coaches are used within schools to strengthen practices, define the role of the coach and create suggestions for building relationships in the school community.
  • Roles and Misperceptions about Literacy Coaches
  • Identifying Needs and Working with Teams to Meet those Needs
  • Identifying Needs and Working with Individuals to Meet those Needs
 
Coaching: Relationship Building and Transition Strategies
  • Participants will acquire understanding about the differentiation between coaches and supervisors, a variation of coaching activities, how to perform the role and the transition process from teacher to coach.
  • Distinction between Coaches and Supervisors
  • Roles and Activities of Instructional Coaches
  • How a Coach Performs Different Roles 
  • Transitioning from Teacher to Coach
 
Coaching: Communication Skills for Coaches K-12
  • Participants will examine the communication tools necessary to become an effective coach.
  • How Coaches Create a Common Language
  • Critical Communication Skills for Coaches
  • How Coaches Design Quality Visitation Cycles and Presentations 
  • Practices and Protocols that Aid in Teacher and Student Learning
 
Coaching: Models and Your Schools K-12
Participants will learn to understand that quality coaching models inspire coaches to positively affect school culture, support significant changes in school learning, promote reflection and decision-making, honor adult learners, strive for student achievement, and serve teachers, students and the system.
  • The Key Components of Coaching Models
  • Building Trust with Teachers
  • How Coaches Identify Models to Fit Different Situations
 
Coaching: The Role of Data K-12
Participants will uncover how coaches use data to inform and impact teacher and student performance. Types of data, which data to use, how to gather and interpret data, and how to respond to the data in order to make an impact will be discussed.
  • Diverse Types of Data for Coaches to Use
  • Determining Data to be Used
  • How Coaches Gather and Interpret Data (K-5)
  • How Coaches Respond to Data
 
Coaching: Application of Learning Styles K-12
Participants will engage in a myriad of facets about learning styles and their implications.
  • Characteristics and Needs of Adult Learners
  • Discovering Styles of Learning
  • Identifying the Learning Styles of Teachers 
  • Incorporating Teachers’ Learning Styles into Their Instruction
 
 
Integrating Technology Into The Classroom
 
Integrating Technology into the Curriculum
Tailored to district needs, the Coordinator of Educational Technology offers trainings, presentations and instructional support to member districts looking to embed the use/integration of technology into the curriculum including, but not limited to:
  • Learning Management Systems Moodle and Schoology
  • Web-based technologies for collaboration
  • Emerging Technologies
  • 21st Century Teaching and Learning
  • Videoconferencing in the classroom
  • Using Interactive Whiteboards Effectively
  • Validating Web-based Research and Resources
  • Social Networks in K-12 Education
  • Google Earth
  • Google Docs
  • Discovery Education
  • Integrating Mobile Devices into Classroom Instruction
 
Digital Media in the Classroom
  • Basics of Integrating Digital Media into the Classroom
  • Creating Dynamic Student Multimedia Projects Using Digital Media
  • Using Video to do Digital Storytelling
 
Electronic Resources for Student Research and Increasing Knowledge
  • Searching and Evaluating Internet-based Content