Participants will review philosophy and strategies for working with young children birth to the age of Beginners. They will review assessment process, determination of eligibility, and development of individual educational programs and timelines in accordance with regulations. There will be a parent panel in the afternoon. This inservice is designed for all newly hired Early Intervention Staff working in the Capital area’s Early Intervention Programs. This includes Cumberland/Perry MH/MR; Dauphin County MH/MR and Capital Area Intermediate Unit’s Preschool Program.

The CAIU and Kagan Cooperative Learning are pleased to invite administrators, teachers, mentors, and supervisors who want to learn how to use collaborative pairs to engage students. A Nationally Certified Kagan Trainer will present teacher-friendly strategies to implement immediately. If you want more fun in teaching, highly engaged students who love your classroom, and elevated test scores this workshop is for you! Kagan Cooperative Learning Structures are simple, research-based instructional strategies that make learning more active and interactive. In this workshop, participants will learn: • easy ways to use Kagan Structures as a part of every lesson. • how to create greater engagement, deeper understanding of the content. • structures that improve retention and greater liking for class and content. • how to spice up existing lessons with new, engaging structures that make learning come alive. • how to build will in your classroom, implement management techniques and embed social skills in your instruction. • how to promote higher-level thinking with any curriculum.

This session is designed to be a round table learning opportunity to explore a new strategy or tool to impact student daily learning needs in the classroom concerning Assistive Technology. Topic for the session will be using Sequencers to improve participation for students with speech/language disabilities. Participants will have hands on opportunities to practice and use sequencers and to discuss new uses for the devices in the every day classroom. Please bring your classroom sequencer (if applicable) to utilize in the training.

Due to Federal accountability measures under IDEA 2004, every district in the State is required to be 100% compliant with Indicator 13 (i.e. writing coordinated, measurable, annual IEP goals that will reasonably enable students to meet post secondary outcomes) of the State Performance Plan. In order to accomplish this goal, PDE has assigned specific districts to professional development cohort groups over the next 5 years to provide training & professional development to secondary staff. Since Indicator 13 is the only one of the 20 State Performance Indicators that has a 100% compliance requirement, PDE has mandated professional development for all secondary staff involved with writing transition related IEPs in order to meet this Federal requirement. In response, a one day training, designed to cover major components of Secondary Transition addressing the requirements of Indicator 13, is being offered on 5 separate dates, in order to accommodate district scheduling of secondary staff & needed substitutes. Follow- up on site visits are being individually arranged as per district request. ** PLEASE NOTE: Each participant is required to bring a completed IEP from a student in their district with ALL identifying information removed, and accompanied by a completed Indicator 13 IEP checklist which was distributed during the core team overview training on October 2nd.

CPR certification is completed in conjunction with the American Red Cross.Those passing the course requirements will receive a card indicating certification for one year for CPR. Due to the length of the class, participants should bring their lunch as there will be no time to leave the building. NOTE: Please wear comfortable clothing to the session.

Due to Federal accountability measures under IDEA 2004, every district in the State is required to be 100% compliant with Indicator 13 (i.e. writing coordinated, measurable, annual IEP goals that will reasonably enable students to meet post secondary outcomes) of the State Performance Plan. In order to accomplish this goal, PDE has assigned specific districts to professional development cohort groups over the next 5 years to provide training & professional development to secondary staff. Since Indicator 13 is the only one of the 20 State Performance Indicators that has a 100% compliance requirement, PDE has mandated professional development for all secondary staff involved with writing transition related IEPs in order to meet this Federal requirement. In response, a one day training, designed to cover major components of Secondary Transition addressing the requirements of Indicator 13, is being offered on 5 separate dates, in order to accommodate district scheduling of secondary staff & needed substitutes. Follow- up on site visits are being individually arranged as per district request. ** PLEASE NOTE: Each participant is required to bring a completed IEP from a student in their district with ALL identifying information removed, and accompanied by a completed Indicator 13 IEP checklist which was distributed during the core team overview training on October 2nd.

This workshop will be hands on with participants being introduced the basic accessibility features already present in Microsoft Window 2000 or above. Features included Sticky Keys, text to speech, speech to text, FilterKeys, how to use large icons. This activity is for the classroom teachers, occupational therapists, speech language pathologists, physical therapists, and paraprofessionals.

This session introduces phonemes and discusses the importance of phonological awareness in reading and spelling instruction. 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. **LETRS Module 1 is a prerequisite to this module.

Particpants will receive an overview of the most current updates to Chapter 16 regulations. Teachers will also brainstorm training options to determine professional development sessions that will be offerred in the spring.

The Capital Area Intermediate Unit is a proud provider of American Red Cross Health and Safety Training programs. This class covers assessment, first aid and care and evacuation planning for injuries sustained in remote locations. Delayed help is when an incident is more than half a mile or half an hour from definitive medical care. The training is recommended for anybody responsible for taking groups into remote locations, including field study, hikes, youth groups, outdoor pursuits and canoeing. These skills also would be of value in disasters or civil emergencies when there is limited medical support or large numbers of casualties. The course uses a combination of classroom, skills practice and role play to teach the response steps and treatment of injuries and illnesses. The course will include emergency action steps, contacting help, caring for the patient, providing useful information for EMS and healthcare workers, preventing disease transmission, prioritizing care, specific injury treatment, planning and evacuation. Discussion also will be focused on how to apply skills learned to participants specific circumstances. This event does not include in depth CPR training. This training would be a useful extension to the skills of persons trained in basic first aid and CPR but no prior certification is required. Upon completion of the course, you will be issued a certificate valid for three years. Refreshments will be provided and you are asked to bring your own light lunch. Please note the start and finish times. Please dress comfortably. Some activities may be conducted outside.

These monthly council meetings are open to Transition Coordinators and other representatives from districts in Cumberland, Dauphin, Perry & N. York Counties, as well as, representatives from adult service agencies & higher education who provide linkages & support beyond high school. Standing agenda items provide resource information, training opportunities, effective practices relevant to secondary transition. Networking and collaborative exchanges are also built into the sessions following presentations on topics pertinent to secondary transition & career development in preparation for PostSecondary Education & Training, Employment & Independent Living.

This is a networking meeting for high school principals in the Capital Area I.U. region

This is a network meeting for Middle School Principals from school buildings within the Capital Area I.U. region.

Network meetings for all elementary principals where standing agenda items will include PDE updates and Learning Focused Schools discussions.

This session is intended to kick off opportunities for CAIU and District MDS and LSS teachers to connect and collaborate with the mutual goal of providing quality programs. The information that will be covered includes: an overview of the Unique Learning System curriculum, an overview of some technology options to maintain ongoing collaboration, and support and sharing of ideas. Each participant should come prepared to share one thing that they are proud of in their program and one thing that they are struggling with. There will be discussion regarding the future direction and goals of this type of networking and an opportunity to meet with people in shared roles.

PowerSchool Training

Prerequisites: LFS Strategies Training. Participants will gain a better understanding of the differences and individual components of the different learning units: Essential, Important, and Compact. This is an extension of Day 4 Strategies’ Training with an emphasis on decisions 2-11 in the unit planning process. To provide for content specific collaboration, participation is limited to secondary social studies and language arts educators. Essential Questions: How are the three learning units different? What could/should be included in each of the decisions when planning a learning unit?

Bill Jenson, author of The Tough Kid Book, will be presenting The Tough Kid Workshop. This workshop will focus on behavioral interventions for tough kids. School Wide Positive Behavior Support will also be discussed.

This session will provide support to emotional support teachers. Topics to be discussed will include: FBA's, regulation updates, form changes, the role of the ES teacher, and many more.

As a result of this 2-day workshop,teachers will learn how to enable students to become comfortable thinking and writing, to develop the essential writing skills they need for future academic success, and to perform well on state and national assessments.Participants will learn: what the five types of writing assignments are, how to be an effective writing teacher without being a great writer, how to integrate writing into every class without sacrificing the teaching of the content, how to use writing to save time during classroom instruction, how to use writing as a catalyst to enhance the quality of classroom discussions, how the five types of writing can improve test scores, how to quickly create great writing assignments that promote learning of content and motivate students, how to empower students to use self-monitoring and peer feedback during the writing process,and how to implement a portfolio and an authentic assessment model.

Participants learn how to differentiate instruction for learning. Varied and diverse classrooms present challenges for teachers when planning for learning. Teachers learn the most effective instructional practices to differentiate and what exactly should be differentiated. The workshop includes reviewing up to 35 detailed differentiated assignments;discovering best practices for differentiating; participants creating their own assignments with assistance.

These monthly council meetings are open to Transition Coordinators and other representatives from districts in Cumberland, Dauphin, Perry & N. York Counties, as well as, representatives from adult service agencies & higher education who provide linkages & support beyond high school. Standing agenda items provide resource information, training opportunities, effective practices relevant to secondary transition. Networking and collaborative exchanges are also built into the sessions following presentations on topics pertinent to secondary transition & career development in preparation for PostSecondary Education & Training, Employment & Independent Living.

The College Board will present a two-hour review of five-year trend data on the participation and performance of your students on the PSAT/NMSQT, SAT, SAT Subject Tests and AP Exams by ethnicity at the district and high school levels. District leaders can share the data with school level staff, inform decisions on improving curriculum and instruction and identify steps that can be taken to make students “college ready” by graduation. Target Audience: Superintendents, Assistant Superintendents, Directors of Curriculum, Content Supervisors and High School Principals. How did your students perform compared to the state and the nation? • Do the participation rates parallel the demographics of the district? • What are the next steps for AP expansion? • What actions/interventions will impact The College Board Middle States Regional Office 2 Bala Plaza, Suite 900 Bala Cynwyd, PA 19004 www.collegeboard.com

This is a recertification course. You must bring your CPR certification card to the class. Your card cannot be expired.Certification is valid for one year for CPR.IF your CPR certification is out of date, you must take the full-day CPR certification course. Participants must come prepared to test and perform the required skills. There will be NO review prior to the testing. NOTE: Please wear comfortable clothing to the session.

This is a recertification course. You must bring your FA certification card to the class. Your card cannot be expired. Certification is valid for three years for FA. If your FA certification is out of date, you must take the full certification course. NOTE: Please wear comfortable clothing to the session.

This session will be an exciting experience for- Experienced educators who want a re-energizingexperience- Teachers pursuing a Masters degree and looking foran innovative focus- Teachers who envision a teacher/leader career trackParticipate in activities and discussions developed bythe Institute of Educational Excellence andEntrepreneurship (3E Institute) of West ChesterUniversity of Pennsylvania. (WCU.) This workshop ispart of a unique and tested model of professionaldevelopment for educators that can lead to a graduatecertificate in Entrepreneurial Education, with the first course, Teacher as Leader, to be offered in the Capital Area this spring. Take the workshop to get apreview of unique 3E opportunities for educators coming soon to this region.Here are some of the exciting topics and activities of the seminar:“Entrepreneurial Education – What Difference Does It Make?”“How to be a Change Agent”“Creating a Strategic Mindset”“Teacher Leaders, Mentors, Coaches”“Make Your ‘Big Idea’ a Reality”“Daily Mindbenders” - Using Numbers to Make DecisionsCollaborating with Business and CommunityExperience Collaborative Problem Based Learning for the 21st Century“The Professional Path of an Entrepreneurial Teacher Leader”

The purpose of this workshop is to prepare educators to be successful mentors to new employees to your organization. This two-part workshop presents a framework to provide reflective support and assist beginning teachers as they grow professionally. This program is both structured and flexible, and consists of a series of activities focused on the process of mentoring and coaching. It is designed tube used by mentors as they assist and coach beginning teachers. During this workshop, participants will understand the roles of coach, mentor, and evaluator; develop core skills necessary to be a successful coach; practice verbal and nonverbal communication skills that create a positive mentoring climate; learn to use effective conferencing and observation techniques; increase proficiency, appropriateness, and clarity when asking questions. In a highly experiential learning environment, you will practice the core mentoring skills in the context of conferencing.

This workshop provides all teachers with a model for giving exemplary reading assignments in order to raise achievement. Learn to build reading comprehension to improve standards-based assessments in all content areas. Participants receive modeling and instruction on how to create strategic readers. Each participant will receive a copy of the LFS book: Reading to Learn and the LFS Reading Assignments Flipchart. It is recommended that participants have completed LFS Strategies prior to participating in this workshop.

This is the 4-day instructional strategies workshop for teachers. It provides skills, knowledge, practices, and resources for implementing the Learning-Focused® Model. The workshop is four days of intensive instruction and modeling. The most effective method of implementation is for participants to attend days 1 and 2 of the workshop, practice for six to eight weeks and then attend days 3 and 4. Administrators who have never been through the 4-day Strategies training are required to attend the training with their teachers. Administrators who have been through the 4-day Strategies training in the past should plan to join their teachers on the afternoon of Day 2 to discuss an implementation plan. Administrators give teacher participants assignments during day 2 of the workshop. This workshop includes: • What is exemplary practice? • What is the Learning-Focused® Schools Model & Framework? • What are the characteristics of successful learners? • What are the three levels of learning? • How are they used in planning?

Presents a few major strategies that help students process and remember the main ideas in written text. 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.. **LETRS Module 1 is a prerequisite to this module.

This session will prepare teachers to effectively administer the PASA by reviewing test criteria, discussing appropriate modification and accommodations, and applying the scoring rubric to videotaped examples. This session is specifically designed for staff who have not administered the PASA (Alternate Assessment) in the past.

First Aid certification is completed in conjunction with the American Red Cross. Those passing the course requirements will receive a card indicating certification for three years for FA. NOTE: Please wear comfortable clothing to the session.

This is the 4-day instructional strategies workshop for teachers. It provides skills, knowledge, practices, and resources for implementing the Learning-Focused® Model. The workshop is four days of intensive instruction and modeling. The most effective method of implementation is for participants to attend days 1 and 2 of the workshop, practice for six to eight weeks and then attend days 3 and 4. Administrators who have never been through the 4-day Strategies training are required to attend the training with their teachers. Administrators who have been through the 4-day Strategies training in the past should plan to join their teachers on the afternoon of Day 2 to discuss an implementation plan. Administrators give teacher participants assignments during day 2 of the workshop. This workshop includes: • What is exemplary practice? • What is the Learning-Focused® Schools Model & Framework? • What are the characteristics of successful learners? • What are the three levels of learning? • How are they used in planning?

This workshop will show you how you can be true to best practices in your core content instruction AND prepare your students for the written response sections for the various PSSA tests. By using assorted writing genres and activities in your reading, math, science, and/or language arts classes, you can integrate writing to demonstrate knowledge into your current program without teaching to the test. We will examine sample PSSA prompts and a variety of student responses with different ratings. We will collaborate to produce a master list of desired characteristics for writing in response to prompts. Workshop participants will engage in writing to shape a response to a prompt. These approaches can be used with students within your existing content area and grade level.

Moodle Districts

Prerequisites: LFS Strategies Training. Participants will gain a better understanding of the differences and individual components of the different learning units: Essential, Important, and Compact. This is an extension of Day 4 Strategies’ Training with an emphasis on decisions 2-11 in the unit planning process. To provide for content specific collaboration, participation is limited to secondary math and science educators. Essential Questions: How are the three learning units different? What could/should be included in each of the decisions when planning a learning unit?

This is a combined session which includes a focus on vocabulary and acceleration and previewing. The recommended prerequisite is LFS Strategies Part I & II. The day will begin with vocabulary, one of the top five instructional components of exemplary learning; effective vocabulary instruction is a major factor in meeting school achievement goals. This workshop leads teachers through a variety of the latest research-based vocabulary strategies. Next, this session will look at ways to catch kids up through acceleration and previewing, an alternative to the traditional remedial approach to meeting the needs of the struggling learner. This workshop will include direct vocabulary instruction strategies, the role of student learning maps in vocabulary instruction, advance organizers and activating strategies, designing and using word walls in the classroom, scaffolding learning, and designing an acceleration lesson.

This round-table seminar is designed to help school administrators and school counselors work cooperatively to support the academic and social-emotional learning of students in Central Pennsylvania schools.

The Capital Area Writing Project invites administrators and/or a member of their team to breakfast for an introduction to our National Writing Project site housed at Penn State-Harrisburg. During our session, we will share information about the Invitational Summer Institute for teachers as well as numerous professional development programs that use the model of "teachers teaching teachers." Please join us for fellowship as well as writing experiences for your students, your staff, and you.

This network meeting is specifically designed to improve our collaborative efforts between the K-12 schools and higher education institutions in our region.

This is a combined session which includes a focus on vocabulary and acceleration and previewing. The recommended prerequisite is LFS Strategies Part I & II. The day will begin with vocabulary, one of the top five instructional components of exemplary learning; effective vocabulary instruction is a major factor in meeting school achievement goals. This workshop leads teachers through a variety of the latest research-based vocabulary strategies. Next, this session will look at ways to catch kids up through acceleration and previewing, an alternative to the traditional remedial approach to meeting the needs of the struggling learner. This workshop will include direct vocabulary instruction strategies, the role of student learning maps in vocabulary instruction, advance organizers and activating strategies, designing and using word walls in the classroom, scaffolding learning, and designing an acceleration lesson.

CPR certification is completed in conjunction with the American Red Cross.Those passing the course requirements will receive a card indicating certification for one year for CPR. Due to the length of the class, participants should bring their lunch as there will be no time to leave the building. NOTE: Please wear comfortable clothing to the session.

With your attention focused upon assessment and skills, you probably wonder how you can motivate your students and yourself to write with excitement, anticipation, and appreciation. Join National Writing Project Fellows as they share proven strategies as well as research that will help you encourage your students to write better and more often. This workshop will include an explanation of the importance of writing across all levels and subject areas with motivational techniques that promote student writing. Planned strategies for the workshop include activities for young writers, reluctant boy writers, whole group writers, content area writers, and challenged writers. Discover the nature of found poetry, RAFT writing, social writing, and other genres throughout this interactive session.

This training is intended for those with minimal experience in completing Functional Behavior Assessments. A brief overview of the new regulations in regards to the completion of FBA’s will be provided. The need and reasoning behind the FBA will be determined. The course will review the three step process involved in completing an FBA. Various data collection tools will also be discussed.

This one credit graduate course is designed for teachers of English Language Learners. This course is part of the requirement for an ESL Program Specialist Certificate. Educators taking this course will develop knowledge of the process of literacy development for second language learners and strategies to assist ELLs in the different stages of second language usage.Competencies:1.Participants will identify the cross-linguistic literacy transfer of knowledge, strategies and skills2.Participants will identify the need to acquire structures and vocabulary for the development of literacy.3.Participants will compare and contrast the orthographies of other languages.4.Participants will understand the basic principle of alphabetic writing.5.Participants will compare and contrast text structures across cultures.(e.g. argument structures vary across cultures)6.Participants will develop reading focus questions at higher level of thinking skills in the following areas: predicting content and outcomes; relating the text to prior knowledge; making inferences and supporting conclusions; relating to self and one’s culture.7.Participants will develop questions for the Conferencing aspect of the Writing Workshop process8.Participants will select a text based on interest and on being comprehensible semantically and syntactically, with some elements beyond the student’s present levels.9.Participants will develop a concrete learning experience that will provide for conceptual growth and development using hands-on activities such as simulations, role-plays, demonstrations, dramatizations, games, discovery experiments. They provide a meaningful context for learners to construct meaning while interacting with words. 10.Participants will list academic tasks a student may need to be successful in a mainstream academic environment. 11.Participants will identify the advantages of using a literature-based curriculum

These monthly council meetings are open to Transition Coordinators and other representatives from districts in Cumberland, Dauphin, Perry & N. York Counties, as well as, representatives from adult service agencies & higher education who provide linkages & support beyond high school. Standing agenda items provide resource information, training opportunities, effective practices relevant to secondary transition. Networking and collaborative exchanges are also built into the sessions following presentations on topics pertinent to secondary transition & career development in preparation for PostSecondary Education & Training, Employment & Independent Living.

Participants learn how to differentiate instruction for learning. Varied and diverse classrooms present challenges for teachers when planning for learning. Teachers learn the most effective instructional practices to differentiate and what exactly should be differentiated. The workshop includes reviewing up to 35 detailed differentiated assignments; discovering best practices for differentiating; participants creating their own assignments with assistance. This workshop is funded through the Committed to Excellence Grant through Cumberland-Perry Vo-Tech and is open only to teachers/administrators from schools served by Cumberland-Perry Vo-Tech. Participants will receive a $90 stipend for attending the training.

The Wilson Intervention Workshop is a 15-hour workshop (Feb. 10,11, & 12, 2009 Snow Date: Friday, Feb. 20, 2009) that provides the practice and guidance needed to effectively begin implementing the Wilson Reading System in our Intervention Model Setting. The Intervention Model targets students who are reading or spelling below grade level, and is implemented in small groups and reading classes in the special education classroom, after-school programs, literacy and adult education settings. The workshop introduces the general program concepts and provides instruction in the lesson plan format targeted for a group setting. Minimum 5 registrations needed

An informal discussion group centered around a DVD presentation by Dr.Tony Attwood on anger management, teaching teachers and teenage issues as they relate to Asperger's Syndrome. Therewill be large and small group discussion in regard to the information presented. Please feel free to bring your own snack.

Participants will receive hands-on training in the basic programming and features of Dynavox products from CAIU AT consultants. Participants will learn how to select page sets that are appropriate for their students, modify buttons, create quick pages, link pages to existing pages, import digital photos, and back-up files. Implementation information will also be discussed. Opportunities will be provided to problem solve individual cases and develop page sets to support children that the participant’s serve. Participants are asked to bring their student’s device to the training.

Participants will be able to indentify strategies to increase participation of children in their preschool programs. Participants will identify and demonstrate skills in the following learning environments: Teacher directed; Peer directed and non directed.

This is a recertification course. You must bring your CPR certification card to the class. Your card cannot be expired.Certification is valid for one year for CPR.IF your CPR certification is out of date, you must take the full-day CPR certification course. Participants must come prepared to test and perform the required skills. There will be NO review prior to the testing. NOTE: Please wear comfortable clothing to the session.

This is a recertification course. You must bring your FA certification card to the class. Your card cannot be expired. Certification is valid for three years for FA. If your FA certification is out of date, you must take the full certification course. NOTE: Please wear comfortable clothing to the session.

This is a networking meeting for high school principals in the Capital Area I.U. region

Safe Crisis Management training increases staff confidence in potentially dangerous situations, reduces the number and severity of physical encounters, reduces injury and increases staff ability to cope with aggressive behavior in a way that does not lead to a recurrence of physical aggression. Only certified SCM personnel will be authorized to use Safe Crisis Management's Techniques.

This is a network meeting for Middle School Principals from school buildings within the Capital Area I.U. region.

Network meetings for all elementary principals where standing agenda items will include PDE updates and Learning Focused Schools discussions.

This is a 1 credit Continuing Professional Education Course that has been developed for individuals seeking a program specialist certificate for ESL. This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. Cultural awareness is a basic level on a scale from concrete or visible culture to deep culture for promoting school staff understanding about other cultures. Course participants will be required to demonstrate knowledge of fundamental concepts and practices of English as a Second Language instruction as related to cultural awareness based on the following competencies. * Knowledge of behaviors, beliefs, and attitudes of multicultural and multilingual learners and families * Knowledge of current methods and techniques, based on recognized principles of teaching English as a Second Language (ESL), in working with culturally and linguistically diverse students/families * Knowledge of how to facilitate the English Language Learners (ELLs), and their families, in understanding and collaborating with ESL and other school staff * Knowledge of how to promote school staff’s understanding and sensitivity toward cultures other than American and languages other than English * Knowledge of how other cultures compare-relate to the American culture in areas as communities, businesses, languages, education, and systems in other countries. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. Class is Februrary 21 and March 7, 2009

The CAIU and Kagan Cooperative Learning are pleased to invite administrators, teachers, mentors, and supervisors who want to learn how to use collaborative pairs to engage students. A Nationally Certified Kagan Trainer will present teacher-friendly strategies to implement immediately. If you want more fun in teaching, highly engaged students who love your classroom, and elevated test scores this workshop is for you! Kagan Cooperative Learning Structures are simple, research-based instructional strategies that make learning more active and interactive. In this workshop, participants will learn: • easy ways to use Kagan Structures as a part of every lesson. • how to create greater engagement, deeper understanding of the content. • structures that improve retention and greater liking for class and content. • how to spice up existing lessons with new, engaging structures that make learning come alive. • how to build will in your classroom, implement management techniques and embed social skills in your instruction. • how to promote higher-level thinking with any curriculum.

This network is designed to facilitate discusssions around pertinant literacy topics to encourage collaboration across our districts.

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. Included: differences between syllables and morphemes; differences between “irregular” and “high frequency” words; differences among six syllable types. **LETRS Module 1 is a prerequisite to this module.

Safe Crisis Management (SCM) training increases staff awareness of the benefits of a well organized structured setting and the use of preventative techniques. SCM raises confidence in assessing potentially dangerous situations and how to use effective strategies to intervene and reduce the number and severity of physical encounters, minimize the risk of injury, and increase staff ability to cope with aggressive behavior in a way that promotes safety when a situation is critical and physical intervention is necessary. Only certified SCM personnel will be authorized to use Safe Crisis Management Techniques.

The Grant Leadership Academy (GLA) is an intensive grant development course that addresses the key elements of effective grant development. The GLA takes a holistic approach to the activities involved in grant development. Participants will work individually and with other participants to create and review grant components. This 2½-day course will cover: 1. Introduction to Grant Development & Finding Funding 2. Conducting Needs Assessments 3. Developing Performance Measures 4. Program Development, Budgets, & Sustainability 5. Program Evaluation 6. Reviewing & Finalizing a Grant Application When: February 25-26, 2007 9 AM–3 PM and February 27, 2007 8:30 AM–11:30 AM Where: Capital Area IU 15, Summerdale Cost: CAIU Grant Consortium members may send 1 participant free of charge; $300/participant for Consortium non-members and each additional participant for member districts. PLEASE BRING YOUR LAPTOP Cost includes: Workshop registration, materials, and lunch on Wednesday and Thursday. The GLA is most appropriate for individuals w/beginner to intermediate grant development skills.

First Aid certification is completed in conjunction with the American Red Cross. Those passing the course requirements will receive a card indicating certification for three years for FA. NOTE: Please wear comfortable clothing to the session.

An informmal discussion group centered around a DVD presentation by Carol Gray on Writing Social Stories. A step by step training for writing effective Social Stories will be described. There will be large and small roup discussion in regard to the information presented. Please feel free to bring your own snack.

This session will provide support to emotional support teachers. Topics to be discussed will include: FBA's, regulation updates, form changes, the role of the ES teacher, and many more.

Addresses the instructional needs of students who are inaccurate and/or slow in reading and spelling multisyllabic words. Begins with phoneme-grapheme mapping and 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. **LETRS Module 1 is a prerequisite to this module.

By using research-based literacy strategies in your lessons, you can and will connect your students to your academic content. When students read and write across the content areas, they learn more quickly and communicate more clearly both inside and outside the classroom. Additionally, they become better engaged in thinking, speaking and listening as they study specific subject matter and construct meaning from that content. All content area instructors, at all levels, can help their students successfully access and understand their curriculum so that no child is left behind in today's world. Discover and explore ways in which you can foster your student's literacy skills while you teach core content. During this interactive workshop, both presenters and participants will practice teaching strategies that improve student's reading, writing, listening, speaking and thinking skills. All lessons and material can be revised to meet your grade level and content area.The Capital Area Writing Project model enhances the strategies designed for Learning Focused Schools and the Literacy Framework.

The Capital Area Intermediate Unit will again host 4 ESL Networking sessions for the 2008-2009 school year. The Networking sessions are open to any and all educators working with English language learners (Ells) and to those who are nterested in ESL issues and strategies.Our first session is scheduled for October 8th 2008. We have asked Barbara Mowrey, ESL Advisor from the Pennsylvania Department of Education, to speak and update us on all the current happenings with ESL at the state level. A revised agenda will be sent out closer to the meetings. These sessions are no charge for those districts in the Title III Consortium through the CAIU. For those districts not in the consortium there is a minimum fee of $10.00.

Participants will receive hands-on training in advanced programming and customization options of Dynavox products, including page editing features and modifications, options for individualization (alternative access, forms of representation, voice options, etc.), moving students between page sets, and use of Internet features. The Dynavox Products representative and CAIU AT consultants will be available to problem solve more advanced programming needs and assist participants in developing customized systems for their students. Participants are asked to bring their student’s device to the training.

This is a recertification course. You must bring your CPR certification card to the class. Your card cannot be expired.Certification is valid for one year for CPR.IF your CPR certification is out of date, you must take the full-day CPR certification course. Participants must come prepared to test and perform the required skills. There will be NO review prior to the testing. NOTE: Please wear comfortable clothing to the session.

This is a recertification course. You must bring your FA certification card to the class. Your card cannot be expired. Certification is valid for three years for FA. If your FA certification is out of date, you must take the full certification course. NOTE: Please wear comfortable clothing to the session.

This workshop provides participants with a comprehensive literacy model that explicitly teaches the comprehension skills that are critical to reading and provides a model that teaches students to become independent readers. This model provides a framework for teaching reading using your current resources and participants will receive many model lessons, will learn about options for flexible grouping and will learn how to differentiate instruction. Each participant will receive a copy of the LFS book: Learning to Read, K-2 and the LFS Reading Assignments K-5 Flipchart. It is recommended that participants have completed LFS Strategies prior to participating in this workshop.

These monthly council meetings are open to Transition Coordinators and other representatives from districts in Cumberland, Dauphin, Perry & N. York Counties, as well as, representatives from adult service agencies & higher education who provide linkages & support beyond high school. Standing agenda items provide resource information, training opportunities, effective practices relevant to secondary transition. Networking and collaborative exchanges are also built into the sessions following presentations on topics pertinent to secondary transition & career development in preparation for PostSecondary Education & Training, Employment & Independent Living.

This workshop connects reading standards with the explicit teaching of the most common comprehension strategies. Strategies include the use of signal words, graphic organizers, and questioning techniques in fiction and nonfiction text. This training is different from many in that comprehension strategies are explicitly taught and modeled through fiction and applied to nonfiction. All lessons – acquisition and extending thinking - connect to comprehension strategies. Reading to Learn makes reading instruction practical and successful and applies LEARNING-FOCUSED strategies in reading. Each participant will receive a copy of the LFS book: Reading to Learn, 2-5 and the LFS Reading Assignments K-5 Flipchart. It is recommended that participants have completed LFS Strategies prior to participating in this workshop.

The CAIU and Kagan Cooperative Learning are pleased to invite administrators, teachers, mentors, and supervisors who want to learn how to use collaborative pairs to engage students. A Nationally Certified Kagan Trainer will present teacher-friendly strategies to implement immediately. If you want more fun in teaching, highly engaged students who love your classroom, and elevated test scores this workshop is for you! Kagan Cooperative Learning Structures are simple, research-based instructional strategies that make learning more active and interactive. In this workshop, participants will learn: • easy ways to use Kagan Structures as a part of every lesson. • how to create greater engagement, deeper understanding of the content. • structures that improve retention and greater liking for class and content. • how to spice up existing lessons with new, engaging structures that make learning come alive. • how to build will in your classroom, implement management techniques and embed social skills in your instruction. • how to promote higher-level thinking with any curriculum.

In this 2 credit course for ESL Program Specialist certificate, participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate to K-12 settings, their communities and the communities in which they teach. Participants will be able to categorize and distinguish cultural/linguistic components of certain language minority groups by making application of the models discussed in class. Participants will be able to categorize and distinguish cultural and linguistic components of certain ethnic and language minority groups according to models presented in class. Participants will be able to describe the distinguishing characteristics in language and in the dominant U.S. culture, as well as those of others. Through participation in in-class experiential activities, participants will reflect on and discuss issues related to cultural behaviors, beliefs and attitudes on the educational process. Participants will also demonstrate knowledge of current methods and techniques, based on recognized principles of teaching English as a Second Language (ESL), in working with culturally and linguistically diverse participants/ families. Finally, participants will demonstrate knowledge of the various teaching approaches that promote equity among linguistically and culturally diverse populations. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg.

This workshop will be hands on with participants learning the advanced features of Boardmaker Version 6 including using the Mayer-Johnson Web site and others for free templates and additional symbols, new features in Boardmaker 6, creating custom symbol sets, changing the background, button colors and more advanced digital images uses. In addition to those highlighted, the presenter will take questions and adapt the course for attendee’s needs. Boardmaker is a computer program that provides this augmentative or alternative means. This activity is for the classroom teachers, occupational therapists, speech language pathologists, physical therapists, and paraprofessionals who already have knowledge of basic Boardmaker functions such as making a button, making a communication board and using templates.

CPR certification is completed in conjunction with the American Red Cross.Those passing the course requirements will receive a card indicating certification for one year for CPR. Due to the length of the class, participants should bring their lunch as there will be no time to leave the building. NOTE: Please wear comfortable clothing to the session.

There are many students who have been diagnosed with Asperger's Syndrome. Each of the students have unique needs. This forum provides an opportunity for us to share our ideas, successes and frustrations in the area of social skill development. Topics will be determined by the needs of the group attending the session. It could include: assessment, intervention: where to begin, goal-writing, progress monitoring, specially designed instruction. There will also be opportunity to discuss specific cases.

PowerSchool Districts

This network is designed to facilitate discusssions around pertinant literacy topics to encourage collaboration across our districts.

This is a networking meeting for high school principals in the Capital Area I.U. region

An informmal discussion group centered around a DVD presentation by Nick Dubin on Asperger Syndrome and Employment. There will be large and small group discussion in regard to the information presented. Please feel free to bring your own snack.Therewill be large and small group discussion in regard to the information presented. Please feel free to bring your own snack.

PRE-REQUISITE: STRATEGIES PART I & PART II This 6-12 workshop assists math teachers with implementing the model most effectively. Participants learn about the interlocking pieces of the LFS math model: coomprehension, problem solving, skill building, and authentic use. Teachers walk through many lesson and unit examples, learn the key elements of a LFS math lesson, and develop lessons specifically for their own class. Our professionals also spend time modeling the strategies for the participants.

This is a network meeting for Middle School Principals from school buildings within the Capital Area I.U. region.

Network meetings for all elementary principals where standing agenda items will include PDE updates and Learning Focused Schools discussions.

These monthly council meetings are open to Transition Coordinators and other representatives from districts in Cumberland, Dauphin, Perry & N. York Counties, as well as, representatives from adult service agencies & higher education who provide linkages & support beyond high school. Standing agenda items provide resource information, training opportunities, effective practices relevant to secondary transition. Networking and collaborative exchanges are also built into the sessions following presentations on topics pertinent to secondary transition & career development in preparation for PostSecondary Education & Training, Employment & Independent Living.

The Capital Area Intermediate Unit will again host 4 ESL Networking sessions for the 2008-2009 school year. The Networking sessions are open to any and all educators working with English language learners (Ells) and to those who are nterested in ESL issues and strategies.Our first session is scheduled for October 8th 2008. We have asked Barbara Mowrey, ESL Advisor from the Pennsylvania Department of Education, to speak and update us on all the current happenings with ESL at the state level. A revised agenda will be sent out closer to the meetings. These sessions are no charge for those districts in the Title III Consortium through the CAIU. For those districts not in the consortium there is a minimum fee of $10.00.

CPR certification is completed in conjunction with the American Red Cross.Those passing the course requirements will receive a card indicating certification for one year for CPR. Due to the length of the class, participants should bring their lunch as there will be no time to leave the building. NOTE: Please wear comfortable clothing to the session.

Moodle Districts

Students come to us with a variety of backgrounds and at diverse levels of language acquisition, it is important for ESL teachers to have the knowledge and skills necessary to create and implement a developmentally appropriate curricular program for all students. Upon completion of this course, teachers will be expected to be able to: design and implement an ESL program tailored to meet the needs of each student. Participants will be able to identify appropriate materials and resources to be used with children at each level of English Proficiency.Competencies: 1. Participants will be able to assist ELLs in the process of acquiring English and cognitive academic language skills. 2. Participants will be able to select and design teaching resources for ELLs according to their language proficiency, native language development and literacy development. 3. Participants will be able to develop, implement, and evaluate a variety of curricular and instructional activities for diverse ELLs. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course at the CAIU. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU.

Develop understanding of the components of a quality math program and how they fit together within a unit. Figure out the strengths of textbooks and other resources and how to meet student needs. In the 1-day Comprehensive Math Model workshop teachers will: 1. Learn how to utilize the four interlocking pieces of the Learning-Focused Mathematics model 2. Build units on standards 3. Learn to select and implement teaching strategies to develop comprehension 4. Design problem solving lessons 5. Learn strategies for skill building and computing fluently 6. Learn to develop culminating activities for learning units 7. Develop activites and lessons with real world applications Why attend the Comprehensive Math K-6 workshop? • Experience the components/skills of math that should be in every instructional math unit • Learn to design math instruction using national and state mathematics standards • Learn how to connect the components of math within learning units • Accelerate and scaffold grade level content for struggling learners • Learn how to teach students a problem solving process and strategies for success • Obtain sample units, lessons and activities for teaching/learning mathematics

Learn what LEARNING-FOCUSED looks like in math! Design math acquisition lessons. Discover how to use your math text book with LEARNING-FOCUSED. What is Connecting Math Strategies in Aquisition Lessons? A model for developing quality acquisition lessons that are standards driven and reflect exemplary practices. In the 1-day Connecting Math Strategies in Acquisition Lessons workshop teachers will: 1. Experience model Learning-Focused math lessons 2. Learn math activating strategies and how to connect them to the rest of the lesson and standards 3. Learn which graphic organizers work best in math 4. Learn how to plan and implement error analysis and assessment for learning math 5. Learn summarizing strategies and how to connect them to the rest of the lesson and stadards 6. Teachers modify their own lessons or create new lessons based on their new learning 7. Put it all together! Why attend the Connecting Math in Acquisition Lessons workshop? • Discover what a quality acquisition math lesson looks like - including EATS, graphic organizer, distributed practice and summarizing, assessment point prompts and error analysis • Experience how to plan a lesson and what a lesson looks like when taught • Get numerous examples and lots of new ideas for activating strategies, graphic organizers, summarizing strategies • Obtain sample lessons from all strands of mathematics

This course is designed to meet the requirements for the ESL Program Specialist certification process in the area of instructional materials and strategies. Competencies that will be developed will be: *Knowledge of methods, strategies, research, and resources that address the educational needs of ELLs in their learning process, including the use of computer technology *Knowledge and application of a variety of currently accepted, research based ESL instructional methods and strategies to meet specific instructional needs of ELLs *Knowledge of instructional adaptations/modifications to assist ELLs in the regular classroom *Knowledge to use meaningful instructional strategies that support the ELL/students culture and acculturation process *Knowledge of teaching strategies and resources that promotes multi-cultural information through various curricula * Knowledge to adapt classroom activities/procedures and assessment to maximize second language acquisitions and learning, including working collaboratively in small groups. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course at the CAIU. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU.

This session will provide support to emotional support teachers. Topics to be discussed will include: FBA's, regulation updates, form changes, the role of the ES teacher, and many more.

This is a recertification course. You must bring your CPR certification card to the class. Your card cannot be expired.Certification is valid for one year for CPR.IF your CPR certification is out of date, you must take the full-day CPR certification course. Participants must come prepared to test and perform the required skills. There will be NO review prior to the testing. NOTE: Please wear comfortable clothing to the session.

This is a recertification course. You must bring your FA certification card to the class. Your card cannot be expired. Certification is valid for three years for FA. If your FA certification is out of date, you must take the full certification course. NOTE: Please wear comfortable clothing to the session.

Safe Crisis Management training increases staff confidence in potentially dangerous situations, reduces the number and severity of physical encounters, reduces injury, and increases staff ability to cope with aggressive behavior in a way that does not lead to a recurrence of physical aggression. Only certified SCM personnel will be authorized to use Safe Crisis Management's Techniques.

The CAIU and Kagan Cooperative Learning are pleased to invite administrators, teachers, mentors, and supervisors who want to learn how to use collaborative pairs to engage students. A Nationally Certified Kagan Trainer will present teacher-friendly strategies to implement immediately. If you want more fun in teaching, highly engaged students who love your classroom, and elevated test scores this workshop is for you! Kagan Cooperative Learning Structures are simple, research-based instructional strategies that make learning more active and interactive. In this workshop, participants will learn: • easy ways to use Kagan Structures as a part of every lesson. • how to create greater engagement, deeper understanding of the content. • structures that improve retention and greater liking for class and content. • how to spice up existing lessons with new, engaging structures that make learning come alive. • how to build will in your classroom, implement management techniques and embed social skills in your instruction. • how to promote higher-level thinking with any curriculum.

This network meeting is specifically designed to improve our collaborative efforts between the K-12 schools and higher education institutions in our region.

CPR certification is completed in conjunction with the American Red Cross.Those passing the course requirements will receive a card indicating certification for one year for CPR. Due to the length of the class, participants should bring their lunch as there will be no time to leave the building. NOTE: Please wear comfortable clothing to the session.

PowerSchool Training

Assessment and Support for English Language Learners is a 3 Credit course designed to expand participants’ knowledge of effective assessment practices and support services available for English language learners. This course is part of the requirement for an ESL Program Specialist Certificate. In addition to effective assessment practices, purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments, and formal/informal assessment tools will be discussed. Participants will learn the availability of school support services to assist ELLs in language acquisition and content learning and ways to promote parental/family involvement with their children’s educational program. Participants will gain hands-on experience in test administration, interpretation, and reporting. Individualized Education Plans for ELLs identified as special education students will also be discussed. Shippensburg University and the Capital Area Intermediate have partnered to provide graduate credit opportunities for students registered for the ESL courses at the CAIU. If you are taking this course for Shippensburg credit please register but send no payment - you will pay(check/credit card) to Shippensburg the first day of the course. If you are taking this course from Shippensburg University, please keep in mind that you will be required to complete additional requirements beyond participants not seeking graduate credits from Shippensburg. If you are taking this course as a Continuing Professional Education Credit (CPE) please register and pay (or invoice) the CAIU. NOTE: Times vary...NOTE:Location-Northern York County SD - No refreshments will be served Dates are 76/15-19 & 6/22-23/09

Participants will receive hands-on training in the new layout, navigation, programming, and implementation of Intellitools Classroom Suite v. 4. Participants will explore/create activities in Classroom Suite, consider ways to differentiate instruction for those with various abilities/disabilities (autism spectrum disorder, multiple disabilities, learning support, general education, etc.), and discuss accessibility options. Basic instruction and programming of the Intellikeys keyboard and Overlay Maker will further be provided. Participants are asked to bring flash drives if they would like to save activities they created for future use.