CALENDAR OF EVENTS & ACTIVITIES

The College Board’s K12 Assessment Reporting Tool is a valuable source of information for counselors, administrators and teachers. Your students’ SAT and PSAT scores are two data points that can help you better understand how well your students are prepared for college and career.

During this hands-on training session, we will provide an overview and a demonstration of the SAT K12 Assessment Reporting Tool. You will gain a deeper understanding of the enhanced scores, data, and reporting available. This session will provide support along with best practices in developing strategies for using these rich data sources to improve student outcomes starting with the PSAT 8/9 and continuing through the SAT.

We will review updates to the K12 Assessment Reporting Tool, as well as highlight how to use newly released PSAT/NMSQT data in a variety of ways to support schools and students. Each participant should bring a fully charged tablet or laptop computer and should have access to their school/district data portal.

Come and join us for an informative Lunch and Learn session featuring the materials of the Fountas and Pinnell Classroom, a multi-text approach to literacy instruction. Relax, enjoy a light meal, and learn about great literacy materials along with your fellow literacy enthusiasts!

CS First provides free, easy-to-use computer science curriculum materials that engage a diverse student population in grades 4-8. Facilitators use the video content to teach kids coding basics with Scratch, a block-based coding tool.

Anyone can teach CS First - no computer science experience needed! The CS First kit includes lesson plans and solution sheets for the teacher, as well as fun passports and stickers for the students.

The Transatlantic Outreach Program (TOP) offers Social Studies and STEM educators an opportunity to participate in a two-week, fully funded study tour of Germany. Topics will include an overview of TOP, reflections and experiences from a teacher who attended the program last summer, and details on the application process. All those attending will also receive free instructional resources on contemporary Germany for use in their classroom.

When schools actively pursue initiatives to meet the needs of ELs, everyone benefits!
When teachers at all levels and in all content areas learn more about language and the language acquisition process, all students benefit, because all students are developing language skills even as they learn content.
When schools truly embrace and value cultures and languages, all students and teachers develop the understanding and skills needed by global citizens.
When collaboration is valued at all levels, all learners’ needs can be known and considered in the decision-making process. This can result in individualized placement and instruction of ELs, with consideration of the needs of all learners and teachers.
Come to this workshop to develop understanding, skills and perspectives needed to meet the needs of English learners, and discuss school applications which can bring positive benefits to all.
The Registration Price includes a copy of Jan's book, "What School Leaders Need to Know about English Learners."
Registration also includes a light breakfast and lunch.

Participants will earn 5 1/2 Act 48 hours.

Join us for an interactive workshop that takes inside look at the test and question design of the SAT Suite of Assessments. Designed for curriculum leads and/or lead teachers, we will take an up-close look at the questions on the SAT Suite of Assessments. Participants will develop a deeper understanding of not only the question format and structure, but the content and skills students are asked to demonstrate. Participants will work in subject groups to brainstorm instructional strategies they can bring back to their schools and classrooms as well as receive resources to conduct subject specific workshops in their schools. This workshop will be broad in nature, but would appropriate for all subject areas, include Math, English Language Arts, Social Studies and Science.

Banish math anxiety and give students of all ages a clear roadmap to success! Mathematical Mindsets provides practical strategies and activities to help teachers show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. This workshop will explore the work of Jo Boaler—Stanford researcher, professor of math education, and expert on math learning — who has studied why students don’t like math and often fail in math classes. Boaler translates Carol Dweck’s concept of ‘mindset’ into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. We will explore how Mathematical Mindsets….
• Explain how the brain processes mathematics learning
• Reveal how to turn mistakes and struggles into valuable learning experiences
• Provide examples of rich mathematical activities to replace rote learning
• Explain ways to give students a positive math mindset

PLEASE NOTE: The start time for this event is 7:45am. Registration begins at 7:15am.
This event is sponsored by the Central Bucks School District with the support of the Bucks County Intermediate Unit. Central Bucks welcomes Jimmy Casas, author of Culturize: Every Student. Every Day. Whatever It Takes. The session will include a keynote presentation from 7:45 a.m. to 9:15 a.m., with a follow-up session from 9:30 a.m. to 10:45 a.m.

Explore STEAM methods for teaching and learning about the local environment and habitat issues.

See highlights of the Planting Seeds exhibit in Artmobile and meet artist Kim Kurki.

Kurki will outline the multifaceted approach she used to create her monthly feature in Your Big Backyard magazine over eight years – observing, researching and highlighting insects, animals and plants, largely from her own Bucks County backyard. Experience her methodology first-hand during a nature walk and discover her inspiration for creativity and learning.

Take home Planting Seeds Teacher Manuals, explore lesson samples, and share your STEAM ideas with colleagues.

We’re making some improvements to the way AP works, including giving students and teachers new resources to support them all year. Beginning August 1, 2019, AP teachers and students will have access to a robust set of new classroom resources. At the same time, some of the processes around AP Exam registration and ordering will change.

Learn more about the new resources and operational changes, including key implementation information for AP Coordinators and school administrators. These changes will affect all schools who offer Advanced Placement courses, and it is important that schools are equipped with the key information and resources to implement the new changes prior to August 1st. It is recommended that schools send at least one person to this workshop. There will be a separate workshop just for AP Teachers on June 5, 2019.

What do high standards really look like? Each year Linda asks this question of herself and of her students, as she plans, designs and implements the kind of reading and writing instruction that builds on what students know and pushes them to challenge their notions of what makes effective writing and the deepest reading. Not only will we look at the what, and how, of helping students engage closely and widely as writers and readers, but also the why. What are the beliefs about literacy that guide our teaching?

In this one-day workshop based on her two newest books, Linda will show us ways that get kids reading and writing, ways to deepen their response to reading, ways to help students strengthen their writing through constructive feedback and mentor texts, and ways to expand their ideas into a variety of genres, including persuasive writing. Ultimately, she is guiding, challenging, teaching students to be thoughtful readers and writers in order to be thoughtful, articulate citizens of the world.

In this workshop we will read, write, talk—and look at the implications for our classrooms. We will ask of each other, in what ways are we using what we believe about reading and writing to guide our practice? The Quickwrite Handbook and ReadWriteTeach are meant to help frame the conditions that need to be in place to lead adolescent students on the journey to becoming lifelong readers and writers.

Are you looking for a way to improve STEM Education at your school? The Carnegie STEM Excellence Pathway is a strategic planning process to improve STEM education at your school or district. Carnegie STEM Excellence Pathway is provided by the Bucks IU in collaboration with Carnegie Science Center, Pittsburgh.

The Carnegie STEM Excellence Pathway is built on the belief that school systems, individual schools, departments, and individual teachers can improve their STEM education practices through a positive, collaborative approach. It is designed to help the widest possible range of school districts and schools adopt best practices in STEM education.

The Progressing Workshop is intended for schools or districts who have been consistently working for several months to implement the Action Plans created during the Emerging Workshop. The primary goal of this workshop is to collaborate with other Pathway Partner schools in the sharing of best practices toward completing the Action Plans and addressing challenges to implementing change. Partners will have the opportunity to collaborate with one another specifically in breakout sessions designed around common Action Plan goal areas. Partners teams will also review their progress toward completing their Action Plans, identifying further supports and resources that can be used to complete their goals.

Join literacy coach, Lynne Dorfman, and reading specialist/staff developer, Rose Cappelli, for a day focused on the use of mentor texts to teach literary skills in the classroom. The presenters are co-authors of three books on writing, including Mentor Texts: Teaching Writing Through Children's Literature. Participants and presenters, together will explore generating writing topics, building content, developing style, experimenting with different structures, and developing an understanding of grammar and mechanics and more.

Did you know that the Bucks IU purchased two different giant maps of Pennsylvania to support students' geographic learning? Come learn with Keith Bellinger, a teacher in the Centennial School District and member of the Pennsylvania Alliance for Geographic Education, as he shares lesson plans you can use in your classrooms as you teach Pennsylvania geography to your students. You must participate in a workshop in order to borrow one of the giant maps.

4:30 PM - Registration

5:00 PM - Light dinner (included in registration price)

5:30-6:30 PM - Interactive workshop

This workshop, sponsored by the Bucks IU Tender Bridges Advisory Council, will be conducted by certified and experienced occupational therapists. The presenters will highlight both sensory processing and the continuum of fine motor skill development in young children. Specifically, the morning session will focus on the sensory processing patterns that influence how a child interacts with objects and people in their environment. The afternoon session will address the continuum of fine motor skill development that occurs during the preschool years and supports the successful transition into kindergarten.


Participants will:
• Learn to recognize sensory processing patterns in young children.
• Learn how to support the young child's development of sensory processing in every day activities.
• Learn the normal development of fine motor skills and understand the parameters of the continuum as seen in the classroom and how to support the young child's fine motor skill development.

Registration starts at 8:00am.

The creation of an effective school schedule is a key component of every elementary leadership team’s work. Based upon 30+ years of experience working in schools across the country Michael D. Rettig, Professor Emeritus from James Madison University, and co-author of Elementary School Scheduling: Enhancing Instruction for Student Achievement, will outline problems that have been identified with typical elementary school schedules, relate general principles for effective district and school scheduling, provide a process for creating quality schedules, and share examples and templates. Handouts and a digital scheduling template (in Excel) will be provided. Significant time will be devoted to possible scheduling options for intervention and enrichment activities in Multi-tiered Support Systems.

This technical assistance opportunity will complement the K-12 Guidance and Counseling Plan Training series. Participants will receive additional support and assistance as they work on their 13-part K-12 Guidance and Counseling Plan.

We’re making some improvements to the way AP works, including giving students and teachers new resources to support them all year. Beginning August 1, 2019, AP teachers and students will have access to a robust set of new classroom resources. At the same time, some of the processes around AP Exam registration and ordering will change.

Learn more about the new resources and classroom supports for teachers and students, including a new AP Question Bank, digital performance dashboard, planning guides that outline content and skills for commonly taught units within a course, and more. This workshop will be broad in nature and is applicable for all AP Subjects.

Are you looking for a way to improve STEM Education at your school? The Carnegie STEM Excellence Pathway is a strategic planning process to improve STEM education at your school or district. Carnegie STEM Excellence Pathway is provided by the Bucks IU in collaboration with Carnegie Science Center, Pittsburgh.

The Carnegie STEM Excellence Pathway is built on the belief that school systems, individual schools, departments, and individual teachers can improve their STEM education practices through a positive, collaborative approach. It is designed to help the widest possible range of school districts and schools adopt best practices in STEM education.

The Advancing Workshop is intended for schools or districts who are completing the Pathway process. Participants reflect on the implementation of their Action Plans and their organization’s connection to the four pillars of STEM education.

The goals of the Advancing workshop are to:

1. Reflect upon your connection to the four pillars of STEM education.

2. Share experiences on Action Plan implementation.

3. Make a plan to continue the Pathway.

In a two-day workshop, participants will learn to teach functional life skills using Essential for Living, a Communication, Behavior, and Functional Skills Assessment, Curriculum, and Teaching Manual for Children and Adults with Moderate-to-Severe Disabilities, including Autism. This will be accomplished through didactic and hands-on training. Specifically, participants will learn to: select functional skills for older children, adults, or children with very limited skill repertoires or multiple disabilities and develop functional IEPs and ISPs, improve the effectiveness of their instruction and minimize the occurrence of problem behavior by emphasizing The Essential 8 Skills, select an alternative method of speaking for non-verbal learners that lasts a lifetime measure and document very small increments of learner progress, track learner progress with respect to functional skills and problem behavior, track very specific information about supports that learners require and easily transfer this information to new settings or new programs, and teach more effectively using specific, scientifically-validated procedures.

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The presenter has requested that you purchase the handbook for the workshop. The ordering information is: https://www.essentialforliving.com and click on store; the website may be down for maintenance on Dec. 8 and 9 (Saturday and Sunday); order by Friday and select UPS ground so that you will have a handbook before the workshop.

Training of behavior analysts for networking, mentoring and professional development

“Social intuition is the lifeline that saves most of us on a daily basis from an array of potentially disastrous social situations.” Understanding The Hidden Curriculum by Myles, Trautman, and Schelven provide you with strategies to support students who need assistance in this critical area.

Training of behavior analysts for networking, mentoring and professional development

This workshop will discuss how emotional development unfolds and areas of the brain involved in social interactions and emotional reactions. This course will also discuss the role of relationships and attachment in social emotional development, the effects of stress on social emotional development, and the development of empathy.

This conference is intended to provide individuals from the schools with the latest concussion information and to directly apply that information in the school setting for students during the return to learn process. This includes initial concussion management from an academic perspective through prolonged recoveries. Cost of this event includes a light breakfast and a full lunch.

Participants will be able to describe clinical updates, treatments, research in concussion as they relate to the impact on education.

Participants will be able to describe initial management and academic modifications for students with concussion, as well as what to consider for a student with a prolonged recovery from concussion.

Participants will be able to identify discipline specific (e.g., nursing, psychology, counseling, ATCs) procedures/supports that might benefit students with concussions in the return to learn process.

Speakers:

Dr. Matt Grady (CHOP Concussion Clinic)

Roni Robinson CRNP (CHOP Concussion Clinic)

Sarah Krusen (Bucks County BrainSTEPS Team)

Kevin Reilly (Former NFL Player)

Graham Thomas (Untold Foundation)

Justin Rubenstein (Bensalem High School Psychologist)

Sarah Hobensack/Karen Barnett (Centennial & Central Bucks School Nurses)

Dr. J Stone (Neuropsychologist)

Dr. Sarah Babins (William Tennent School Counselor)

Coady Knowles (Physical Therapist-Nova Care)

Dr. Ryan Tierney (Temple University)

These meetings include a series of presentations and professional discussions on topics of interest to school social workers, such as Mental Health, Developmental Disabilities, Ethics, ADHD, etc

Training of behavior analysts for networking, mentoring and professional development

This workshop will review considerations specific to English Learners during the pre-referral process, including gathering parent input, screening procedures, collaborating with teachers, and gathering evidence to make appropriate referrals.

Training of behavior analysts for networking, mentoring and professional development

These meetings include a series of presentations and professional discussions on topics of interest to school social workers, such as Mental Health, Developmental Disabilities, Ethics, ADHD, etc

Starting at Age 14, all students with IEPs in Pennsylvania must have a plan embedded within their IEP to coordinate the transition to life after taking the HS diploma. These goal driven plans focus on Postsecondary Education/Training, Employment, and Independent Living. Paraprofessionals play an essential role in this process starting well before the age of 14.

This workshop will review best practices for evaluating speech-language skills in English Learners, including the appropriate use of standardized assessment and dynamic assessment and distinguishing the difference between speech/language differences vs. disorder.

Training of behavior analysts for networking, mentoring and professional development

These meetings include a series of presentations and professional discussions on topics of interest to school social workers, such as Mental Health, Developmental Disabilities, Ethics, ADHD, etc

Training of behavior analysts for networking, mentoring and professional development

This workshop will provide a basic overview of cultural variations in speech articulation, syntax, and pragmatics which are commonly encountered in the speech-language evaluation process, and review strategies for therapists who seek to increase their cultural competence.

This 3 credit (90 Act 48 Hours) online course is designed to describe the beliefs, attitudes, and interactions that form an atmosphere conducive to learning in our best classrooms and schools. Time Frame: 1/24/19 - 2/25/19

This course focuses primarily on "specific things that great teachers, legendary teachers" do. The book "What Great Teachers Do Differently" is filled with strategies and ideas to motivate students. There are many meaningful websites to stimulate your students and simple suggestions that you can integrate into your current routine.

Required book: "What Great Teacher's Do Differently - 14 things that matter most"
By Todd Whitaker (May be purchased at Amazon or other book stores)

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This 3 credit (90 Act 48 Hours) online course is designed to address modern-day problems and provide practical solutions for establishing an effective learning environment. Time Frame: 1/24/19 - 2/24/19


The participant will develop an awareness of suggestions for establishing and maintaining respectful, nurturing relationships with students. The participant will be acquainted with creating a classroom climate that enhances academic learning, uses encouragement rather than rewards and instills valuable social skills and positive behavior. The participant will understand the motivation behind students' behavior instead of looking for causes.
Strategies for implementation of this course include:


Participants will read the book "Positive Discipline, A Teacher's A-Z Guide, by Jane Nelsen, Linda Escobar, Kate Ortolano, Roslyn Duffy, and Deborah Owen-Sohocki"- this book will acquaint one with suggestions for establishing and maintaining respectful, nurturing relationships with students, while understanding the motivation behind students' behavior.

Participant will evaluate and synthesize information on creating a classroom climate that enhances academic learning by using encouragement and instilling valuable social skills.

Participants will participate in group discussions by replying to 2-3 participants per discussion panel- the panels will provide positive feedback between class members by exchanging meaningful ideas and strategies within the group.

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Required Book: Positive Discipline, A Teacher's Guide, by Jane Nelsen, Linda Escobar, Kate Ortolano, Roslyn Duffy and Deborah Owen-Sohocki.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This 3 credit (90 Act 48 hours) online course is designed to focus on successful teaching instruction and strategies for preschool to grade 3. Time Frame: 1/28/19 - 2/28/19

Subject areas include the strategies for promoting: a comfortable learning environment, positive reinforcement, icebreakers, learning and literacy centers, organization skills for teacher and student, bulletin boards, successful subject area lessons (math, language arts, social studies, science, art, music, physical education), and overall meaningful teaching and learning strategies. This course contains hundreds of activities and lessons that all teachers can access; and illustrates ways all students can participate in them.
Some Interpersonal skills include:
• Participants will read, discuss and implement strategies for promoting a comfortable learning environment.
• Participants will read meaningful articles and websites and be able to enforce positive reinforcement skills.
Some Academic skills include:
• Participants will read, analyze and develop successful teaching and learning activities for grades Pre K-3.

They will consist of the following:
• Participants will participate and develop activities, techniques and strategies for Pre K-3, which include content areas. (math, social studies, science, reading, physical education, art, music)
• Participants will understand the various techniques to provide a positive learning environment.
Some Early Childhood Skills include:
• Participant will read and develop activities to promote social interaction.
• Participant will build a file of activities which promote physical activity while engaging in other forms of learning.
• Participant will analyze and present activities which encourage curiosity and exploration for the student.
This course does not require a book, all work will be completed through websites and discussion panels.

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Colleen Anzio is the instructor.

This is a 3 credit (90 Act 48 Hours) online credited course. Participants will create an online and virtual extension of their classrooms using Moodle and readily available technology. Time frame: 1/29/19-2/28/19

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Josh Stein is the instructor.

This 3 credit (90 Act 48 Hours) online course takes a deeper look into creative and critical thinking and the importance of promoting both to ensure student success and college and career readiness. Time Frame: 2/5/19 - 3/5/19

It offers new and veteran teachers detailed information and practical strategies to effectively begin or enhance classroom instruction that will develop a classroom of creative and critical thinkers. The course focuses on increasing student achievement and learning outcomes through; understanding the foundations of thinking skills and learning theories, creating a learning environment for creative and critical thinking, analyzing how to develop critical thinkers, and exploring strategies and tools to assist educators in promoting and developing students as creative and critical thinkers, as well as problem solvers.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Ashleigh James is the instructor.

This 3 credit (90 Act 48 Hours) online course takes a deeper look into formative assessment and provides educators with a solid knowledge base on the topic. Time Frame: 2/5/19 - 3/5/19

It offers new and veteran teachers detailed information and practical strategies to effectively begin or enhance formative assessment and differentiated instruction in the classroom. The course focuses on increasing student achievement and learning outcomes through; understanding and implementing the elements of the formative assessment process in the classroom, using formative assessment data to inform instruction and develop tiered lessons that will address all student needs, and exploring strategies and tools to assist with the natural integration of formative assessment and differentiation into all educator's instruction.

Given a great number of resources and readings on formative assessment, by the end of this course, all participants will:
• Identify, describe, evaluate and synthesize essential ideas while reading several articles and informative resources on formative assessment.
• Apply learned information by developing formative assessment and differentiation strategies for the classroom.
• Develop tiered lesson plans, as well as lesson plans focusing on GRR elements.
• Implement formative assessment strategies and use collected student data to differentiate and inform instruction in the classroom.
• Participate in online group discussions, synthesizing information, ideas, and opinions, and responding in an informative and professional manner.
• Utilize online educational tools (examples of alternate methods of assessment) to complete assignments.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Ashleigh James is the instructor.

Time Frame: 2/6/19 - 3/6/19

Our responsibility as educators, parents, providers and caretakers is not to change the card a child is dealt. Instead, it is to help him to play his card in the best way possible. This 3 credit (90 Act 48 Hours) online course is designed to provide educators with powerful insights into new ways to help children become happier and more successful. This course will show teachers and parents how to find creative solutions to difficult problems that you encounter while working with children. The book "The Dance of Interaction" by Jeanine Fitzgerald is full of stories and ideas that give hope and help to those who love children. As educators you will gain an understanding and ability to create a bond and develop an awareness that "an ounce of prevention is worth a pound of cure."
Participants will read the book above. This book will acquaint one with creative solutions to handle the challenging behaviors of children.
Participants will analyze and implement strategies by gaining insights into new ways to help children become happier and more successful, realizing the most important factors in a child's success is having a relationship with a supportive, competent adult.
Participants will participate in group discussions by replying to 2-3 participants per discussion panel-open discussions provide open communication between all participants.
Culminating Project- Participants will be given several scenarios of inappropriate behavior; they will discuss possible strategies the teacher may use which display creative solutions. Solutions which are successful when dealing with a challenging behavior.

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Required Book: The Dance of Interaction by Jeanine Fitzgerald
Order online at www.personalityinsights.com

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This 3 credit (90 Act 48 Hours) online course is a teacher's toolkit of strategies that are effective with all types of students. Time Frame: 2/6/19 - 2/27/19

This course offers practical suggestions for both new and seasoned veterans to create a dynamic classroom environment. It focuses primarily on; proactive strategies for preventing misbehavior, activities that foster positive teacher-student connections, ideas for addressing student learning preferences, and tips for developing higher-order thinking skills into lessons. There are many meaningful websites and simple suggestions to integrate into your current routine.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This Online 3 credit (90 Act 48 Hours) course will help you learn how to deal with any bullying. Time Frame: 2/19/19 - 3/19/19

Everyone knows Bullying is an issue. Hopefully you haven't been forced to deal with it. But you can't just sit on the sidelines and wait for the worst to happen. No! You must take this course so that you can be counted as one of the many who are fighting against bullying in our schools! The course is designed as a self paced distance learning module. You can learn from the comfort and privacy of your own home. You will be required to read books and articles, watch videos, provide written responses as well as write a brief essay at the culmination of class.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Josh Stein is the instructor.

A 3 credit (90 Act 48 Hours) online course - With more and more students being diagnosed with Autism Spectrum disorders, it is important for educators to examine their perceptions and expand their knowledge base of this disability category in order to meet these students' needs. Time Frame: 3/1/19 - 3/22/19

Session 1: Autism Spectrum-The class participant will examine the latest research from the National Institute of Mental Health on Autism Spectrum Disorders.
• Aspergers
• PDD-NOS
• Autism

Session 2: Social Aspect of Autism-The class participant will explore the social idiosyncrasies of students with autism.
• Modern movie portrayals of people with autism
• Examine "The Social Code," a program to promote social inclusion
• Social Stories

Session 3: Working with Students with Autism in your Classroom-The class participant will research strategies and interventions to utilize in the classroom when working with students with autism.
• Multiple learning modalities
• Promoting on task behavior
• Defining teacher role vs. assistant role
• Routines

Session 4: Setting your Classroom up for Success - the particpant will review teacher tested strategies for supporting students with autism in their classroom.
• Creating calm classroom climate
• Building positive relationships between home and school
• Augmentative and alternative communication options

Session 5: Autism and the Law. The class participant will examine current case studies dealing with students with autism in the classroom.
• Case studies of current legal cases
• IEP development
• IEP implementation

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event.
Michael and Rhonda Bielawski are the instructors.

A two credit online (60 Act 48 Hours) course designed to provide educators an overview of benefits in using games as a source of reinforcement in the classroom. Participants will explore successful strategies and instruction used in the daily classroom to accommodate each student.Time Frame: 3/6/19 - 3/26/19
Participants will be acquainted with the purpose of games, developing, adapting and implementing the appropriate game to fit their curriculum. They will become acquainted with the different types of games including, memory, physical and board games.

Throughout the course participants will analyze, adapt, create and demonstrate the use of appropriate and effective learning tools based on readings, activities and group discussions. They will learn techniques used to improve motivation and learning through classroom experiments and games.

Strategies for implementation of this course include:

Participants will view several websites, lectures and videos, these resources will acquaint one with suggestions for establishing and developing many meaningful games to be used in the classroom setting.

Participants will evaluate and synthesize information on creating a classroom climate that enhances academic learning by using games to promote and instill valuable social and educational skills in the classroom.

The participant will be evaluated through participation in discussion groups, they must reply to at least 2-3 classmates for each lesson. The panels will provide positive feedback between class members by exchanging meaningful ideas and strategies within the group.
Culminating activities will include various educational games they devise and use in class that encourage the use of physical activity, memory games and board games as reinforcement strategies.

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An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

A 3 credit (90 Act 48 Hours) online course - With more and more students being diagnosed with Autism Spectrum disorders, it is important for educators to examine their perceptions and expand their knowledge base of this disability category in order to meet these students' needs. Time Frame: 3/21/19 - 5/23/19

Session 1: Extremely Loud and Incredibly Close - The participant will read the book, Extremely Loud and Incredibly Close, by Jonathan Safran Foer.

Session 2: The Curious Incident of the Dog in the Night Time - The participant will read the book, The Curious Incident of the Dog in the Night Time by Mark Haddon

Session 3: Eye Contact - The participant will read the book, Eye Contact, by Cammie McGovern

Session 4: Napoleon Dynamite - The participant will view the movie, Napoleon Dynamite.

Session 5: Rain Man - The participant will view the movie, Rain Man.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Michael and Rhonda Bielawski are the instructors.

A 3 credit (90 Act 48 Hours) online course - Time Frame: 3/25/19 - 4/15/19

With approximately 7 to 8% of students being diagnosed with learning disabilities, it is important for educators to examine their perceptions and expand their knowledge base of learning disabilities in order to meet these students' needs. Given the information provided throughout the course, participants will have the opportunity to more completely understand what learning disabilities are, how they are identified and how they are managed in the educational setting. It is with this knowledge through viewing videos, examination of research, discussions amongst colleagues, review of legal cases, assessment of student case studies and development of sample lesson plans, IEP goals, accommodations and modifications, that participants will have tools to implement strategies within their classroom to promote student achievement for all students with learning disabilities.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Michael and Rhonda Bielawski are the instructors.

This is an online 3 credit (90 Act 48 Hours) Moodle course teaching a six step process to building self esteem in kids. Time Frame: 3/26/19 - 4/26/19

Objectives:
• The participants will demonstrate that self esteem building is an important educational issue.
• The participant will be able to identify and state three elements of good Digital Citizenship as defined by Pa Technology Standards.
• Participants will take an online self esteem quiz at www.selfesteemawareness.com/selfesteem_quiz.htm to assess their current level of self esteem.
• Participants will read and evaluate several articles that support positive self esteem in children and post a review of the article on our Moodle.
• The participant will develop a six step plan to build self esteem in their students.

This course is an online Moodle class. Each Session is a series of lessons, video, written response, and other activities designed to lead the participant to the knowledge that will allow them to meet the session objective.

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An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Josh Stein is the instructor.

This 3 credit (90 Act 48 Hours) online course takes a deeper look into creative and critical thinking and the importance of promoting both to ensure student success and college and career readiness. Time Frame: 4/2/19 - 5/2/19

It offers new and veteran teachers detailed information and practical strategies to effectively begin or enhance classroom instruction that will develop a classroom of creative and critical thinkers. The course focuses on increasing student achievement and learning outcomes through; understanding the foundations of thinking skills and learning theories, creating a learning environment for creative and critical thinking, analyzing how to develop critical thinkers, and exploring strategies and tools to assist educators in promoting and developing students as creative and critical thinkers, as well as problem solvers.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Ashleigh James is the instructor.

This 3 credit (90 Act 48 Hours) online course takes a deeper look into formative assessment and provides educators with a solid knowledge base on the topic. Time Frame: 4/2/19 - 5/2/19

It offers new and veteran teachers detailed information and practical strategies to effectively begin or enhance formative assessment and differentiated instruction in the classroom. The course focuses on increasing student achievement and learning outcomes through; understanding and implementing the elements of the formative assessment process in the classroom, using formative assessment data to inform instruction and develop tiered lessons that will address all student needs, and exploring strategies and tools to assist with the natural integration of formative assessment and differentiation into all educator's instruction.

Given a great number of resources and readings on formative assessment, by the end of this course, all participants will:
• Identify, describe, evaluate and synthesize essential ideas while reading several articles and informative resources on formative assessment.
• Apply learned information by developing formative assessment and differentiation strategies for the classroom.
• Develop tiered lesson plans, as well as lesson plans focusing on GRR elements.
• Implement formative assessment strategies and use collected student data to differentiate and inform instruction in the classroom.
• Participate in online group discussions, synthesizing information, ideas, and opinions, and responding in an informative and professional manner.
• Utilize online educational tools (examples of alternate methods of assessment) to complete assignments.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Ashleigh James is the instructor.

This 3 credit (90 Act 48 Hours) online course is designed to focus explicitly on inclusive classrooms and provides unique suggestions for meeting the needs of students with disabilities, including those with learning, cognitive, and sensory differences.Time Frame: 4/5/19 - 5/5/19

This course contains hundreds of familiar novel activities that all teachers can access; and illustrates ways all students can participate in them.

Participants will need to purchase and read the book "Joyful Learning-Active and Collaborative learning in Inclusive Classrooms" by Paula Kluth and Alice Udvari-Solner. This book will present a range of strategies that can be used at both the elementary and secondary levels to engage students in discussion, debate, creative thinking, questioning and teamwork. Providing classroom -tested examples, specific guidelines and reproducibles.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This 3 credit (90 Act 48 Hours) online course is designed to improve academic performance, increase productivity, and encourage self-esteem in students through appropriate use of classroom management techniques and motivational strategies in the class. Time Frame: 4/9/19 - 5/8/19

The participant will become acquainted with the various personality profiles, including their own, and strategies to encourage an atmosphere conducive to the students' ultimate learning ability. Participants will develop an awareness of how their profile interacts with student profiles and with this knowledge adapt lessons accordingly. The strategies will be presented to promote positive teacher/student interaction, gain insight on predicting a students' behavior, and knowing how to uniquely respond to the students differentiated styles.
Participants will read the book "A+ Ideas For Every Student's Success", by Robert Rohm - this book will acquaint one with the various profiles and strategies to encourage an atmosphere conducive to the Student's ultimate learning.
Participants will participate in group discussions by replying to 2-3 participants per discussion panel.- open discussions provide an open communication between all participants, it also encourages participants to exchange ideas and strategies in a non threatening environment.

Culminating Project- Participants will select one scenario from section 6 and give a reasonable explanation for the behavior of the four profile types according to Dr. Robert Rohm. They will also state the reaction of the teacher, giving an example of each profile.

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Required Book: A+ Ideas For Every Student's Success, by Robert Rohm.
Order online at www.personalityinsights.com

This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Colleen Anzio is the instructor.

This Online 3 CPE (Continuing Professional Education) credit (90 Act 48 Hours) approved by the PA Dept of Education at a graduate level Moodle course is designed to persuade and encourage educators to use effective 21st century best teaching practices and to expose them to resources and techniques to facilitate this. Time Frame: 4/16/19 - 5/16/19
Objectives:
• Participants will be able to identify their personal learning style. Participants will be able to describe at least 2 learning styles of current students.
• The participant will be able to identify and state three elements of good Digital Citizenship as defined by Pa Technology Standards.
• The participant will experience a variety of new technologies and will be able to describe educational uses for these technologies.
• The participant will be able to describe; Chat rooms, Blogs, Wikis and forums.
• The participant will be able to define and integrate three Formative Assessment practices in their community.

This course is an online Moodle class. Each Session is a series of lessons, video, written response, and other activities designed to lead the participant to the knowledge that will allow them to meet the session objective.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Josh Stein is the instructor.

A 3 credit (90 Act 48 Hours) online Course - Time Frame: 4/17/19 - 5/8/19

With more and more students being diagnosed with Autism Spectrum disorders, it is important for educators to examine their perceptions and expand their knowledge base of this disability category in order to meet these students' needs.
Given a current research related to Autism Spectrum Disorder and best practices in working with students with such diagnosis, the course participants will be able to develop and implement sample IEPs for students with autism by writing about at least three (3) current legal case studies, with at least three (3) personal reactions to each case, and at least three (3) impacts to the field of education.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Michael and Rhonda Bielawski are the instructors.

This Online 3 credit course (90 Act 48 hours) will help you learn how to deal with any parent. Time Frame: 4/21/19 - 5/21/19

You will learn how to diffuse anger as well as inspire action. Become proactive in your communication and hold students as well as parents accountable. The course is designed as a self paced distance learning module. You can learn from the comfort and privacy of your own home. You will be required to read books and articles, watch videos, provide written responses as well as write a brief essay at the culmination of class. If you want to learn how to talk to parents then this is the course for you!

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Josh Stein is the instructor.

A 3 credit (90 Act 48 Hours) online course - With more and more students being diagnosed with ADHD, it is important for educators to examine their perceptions and expand their knowledge base of this disability category in order to meet these students' needs. Time Frame: 5/10/19 - 5/31/19

Given a current research related to Attention Deficit Hyperactivity Disorder and best practices in working with students with such diagnosis, the course participants will be able to analyze social behaviors students exhibit by developing at least three (3) lessons, and at least two (2) action plans to implement an enhanced program within a classroom setting.

Given a current research related to Attention Deficit Hyperactivity Disorder and best practices in working with students with such diagnosis, the course participants will be able to develop and implement sample IEPs for students with ADHD by writing about at least three (3) current legal case studies, with at least three (3) personal reactions to each case, and at least three (3) impacts to the field of education.

Given a current research related to Attention Deficit Hyperactivity Disorder and best practices in working with students with such diagnosis, the course participants will be able to design a classroom management plan with at least five (5) positive behavior supports, at least three (3) ways in which student independence can be enhanced, and at least three (3) ways in which support personnel are valued in the process.

Exploring positive behavior supports in a meaningful way in a classroom setting opens multiple pathways for learning. The course was designed to provide practical strategies for appropriate implementation within a classroom setting.

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This is an online course. An introductory letter will be sent a few days before the start date with information on how you will participate in this event. Michael and Rhonda Bielawski are the instructors.

Comprehensive CPR, First Aid and AED Training by the Emergency Care and Safety Institute. Certificates are good for two years.

CPR and First Aid cards for IU staff and contractors will be filed in employee's file. CPR and First Aid cards will be mailed to external participants.

The BCIU is now only offering CPR and First Aid training as a HYBRID workshop. This means that the first part of the workshop is taken online (knowledge) and the second part is face-to-face (demonstration of skills). You must complete the knowledge portion of the test before you attend the face-to-face demonstration of skills.

Steps to follow:

1. Register online here for the date you want to demonstrate the skills you acquired.

2. Two weeks before the date of the demonstration of skills portion of the workshop, you will be sent an email with directions on how to log on to the ECSI website and participate in the knowledge portion of the workshop.

3. You will take an online test at the end of the knowledge portion. Upon successful completion of this test, you will receive a certificate. You will print out your certificate. You MUST bring the certificate with you to the skills portion of the workshop.

4. You will receive an email a few days before the demonstration of skills portion of the workshop as a reminder.

5. Go to the face-to-face skills class. Time is open ended. You may come anytime between the hours listed. It should only take 10-15 minutes for you to show the instructor the skills you have mastered through the online learning. There will be a sign in sheet for verification of your attendance.



Cut off date for registration is two weeks (approximately) before Demonstration date.

Comprehensive CPR, First Aid and AED Training by the Emergency Care and Safety Institute. Certificates are good for two years.

CPR and First Aid cards for IU staff and contractors will be filed in employee's file. CPR and First Aid cards will be mailed to external participants.

The BCIU is now only offering CPR and First Aid training as a HYBRID workshop. This means that the first part of the workshop is taken online (knowledge) and the second part is face-to-face (demonstration of skills). You must complete the knowledge portion of the test before you attend the face-to-face demonstration of skills.

Steps to follow:

1. Register online here for the date you want to demonstrate the skills you acquired.

2. Two weeks before the date of the demonstration of skills portion of the workshop, you will be sent an email with directions on how to log on to the ECSI website and participate in the knowledge portion of the workshop.

3. You will take an online test at the end of the knowledge portion. Upon successful completion of this test, you will receive a certificate. You will print out your certificate. You MUST bring the certificate with you to the skills portion of the workshop.

4. You will receive an email a few days before the demonstration of skills portion of the workshop as a reminder.

5. Go to the face-to-face skills class. Time is open ended. You may come anytime between the hours listed. It should only take 10-15 minutes for you to show the instructor the skills you have mastered through the online learning. There will be a sign in sheet for verification of your attendance.



Cut off date for registration is two weeks (approximately) before Demonstration date.

Comprehensive CPR, First Aid and AED Training by the Emergency Care and Safety Institute. Certificates are good for two years.

CPR and First Aid cards for IU staff and contractors will be filed in employee's file. CPR and First Aid cards will be mailed to external participants.

The BCIU is now only offering CPR and First Aid training as a HYBRID workshop. This means that the first part of the workshop is taken online (knowledge) and the second part is face-to-face (demonstration of skills). You must complete the knowledge portion of the test before you attend the face-to-face demonstration of skills.

Steps to follow:

1. Register online here for the date you want to demonstrate the skills you acquired.

2. Two weeks before the date of the demonstration of skills portion of the workshop, you will be sent an email with directions on how to log on to the ECSI website and participate in the knowledge portion of the workshop.

3. You will take an online test at the end of the knowledge portion. Upon successful completion of this test, you will receive a certificate. You will print out your certificate. You MUST bring the certificate with you to the skills portion of the workshop.

4. You will receive an email a few days before the demonstration of skills portion of the workshop as a reminder.

5. Go to the face-to-face skills class. Time is open ended. You may come anytime between the hours listed. It should only take 10-15 minutes for you to show the instructor the skills you have mastered through the online learning. There will be a sign in sheet for verification of your attendance.



Cut off date for registration is two weeks (approximately) before Demonstration date.

Bucks County - Join us for these FREE informational events. Parents and guardians of children with special needs, their families, service providers, agency members, and educators are encouraged to attend. Refreshments provided.