Courses
Optimized Inclusive Practices in Pennsylvania Module 2: Effective Leadership
Module 2 is the second in a series of eight professional development modules designed to provide an overview of the big ideas, concepts and competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices for students with low incidence and significant cognitive disabilities in Pennsylvania. The OIP Framework outlines big ideas, concepts an competencies in eight focused areas. Module 2 provides an overview of Big Idea A: Effective leadership. This module focuses on concepts and competencies needed by district and school leaders to ensure that inclusive educational practices are embedded across policies and procedures, structures, and professional development for stakeholders. In this module, you will learn about the importance of effective leadership in developing an inclusive vision, continuous improvement, responsive procedures, responsive delivery systems, and sustained and coordinated professional development. Act 48 credits may be available through your LEA. Participants are encouraged to discuss options for Act 48 credits with their district or IU BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Optimized Inclusive Practices in Pennsylvania Module 3: School Climate and Family and Community Involvement
Module 3 is the third in a series of eight professional development modules designed to provide an overview of the big ideas, concepts and competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices for students with complex instructional needs in Pennsylvania. The OIP Framework outlines big ideas, concepts and competencies in eight focused areas. Module 3 provides an overview of two of these areas: Big Idea B: All students are welcomed and valued as participating members of the school community. Big Idea E: Family and community involvement is essential in creating and sustaining effective inclusive educational practices. In this module, you will learn about the importance of a welcoming school climate for students, families and community members as you continue to move your district and school toward optimized inclusive practices. Act 48 credits may be available through your LEA. Participants are encouraged to discuss options for Act 48 credits with their district or IU BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Optimized Inclusive Practices in Pennsylvania Module 4: Purposeful Collaboration
Module 4 is the fourth in a series of nine professional development modules designed to provide an overview of the Big Ideas, Concepts and Competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices for students with low incidence and significant cognitive disabilities in Pennsylvania. The OIP Framework outlines Big Ideas, Concepts and Competencies in eight focused areas. Module 4 provides an overview of Big Idea D: the importance of Purposeful Collaboration in supporting optimized inclusive practices that are embedded across policies and procedures, structures, and professional development for stakeholders. In this module, you will learn about the importance of purposeful collaboration in supporting optimized inclusive practices. Act 48 credits may be available through your LEA. Participants are encouraged to discuss options for Act 48 credits with their district or IU BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Optimized Inclusive Practices in Pennsylvania Module 6: Effective Instructional Practices (Concept G.1.)
Module 6 is the sixth in a series of nine professional development modules designed to provide an overview of the Big Ideas, Concepts and Competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices with a special focus on students with low incidence and significant cognitive disabilities in Pennsylvania.
Module 6 provides an overview of Big Idea G: "Effective teachers work to engage all students and recognize their responsibilities for the learning of all students" with a focus on concept G.1: "Teachers use multiple evidence-based practices to ensure that all students, including students with low incidence and significant cognitive disabilities, are actively engaged in meaningful learning."
Topics discussed in Module 6 include standards-aligned unit planning, alternate eligible content, the essentialization process, effective instructional practices, instructional engagement and Assistive Technology/Augmentative and Alternative Communication, and classroom management/Positive Behavior Intervention and Support.
PLEASE NOTE: Module 6 includes a robust overview of a wide variety of topics and resources related to effective instructional practices. It may require a larger allocation of time to fully explore all topics and materials than previous OIP modules. Each section highlights a few suggested resources. A complete, annotated resource list is provided in section 9. Participants are encouraged to review the PowerPoints and, based on the self-reflections, to explore those resources that they feel are most appropriate to their specific needs and situations.
Act 48 credit may be available through your LEA. Participants are encouraged to discuss options for Act 48 credit with their employers BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Optimized Inclusive Practices in Pennsylvania Module 7: Effective Instructional Practices (Concepts G.2 and G.3)
Module 7 is the seventh in a series of nine professional development modules designed to provide an overview of the Big Ideas, Concepts and Competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices with a special focus on students with low incidence and significant cognitive disabilities.
The OIP Framework outlines Big Ideas, Concepts and Competencies in eight focused areas. OIP PD Modules 6 and 7 provide an overview of Big Idea G: Effective teachers work to engage all students and recognize their responsibilities for the learning of all students. Module 7 focuses on two concepts under Big Idea G: Concept G.2: "Assessment regularly occurs and drives the instruction for all students", and Concept G.3: "Educators effectively coordinate instructional support provided by paraprofessionals."
Act 48 credits may be available through your LEA. Participants are encouraged to discuss options for Act 48 credits with their district or IU BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Optimized Inclusive Practices in Pennsylvania Module 8: Supplementary Aids and Services
Module 8 is the eighth in a series of nine professional development modules designed to provide an overview of the Big Ideas, Concepts and Competencies described in the Optimized Inclusive Practices (OIP) in Pennsylvania Framework. The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices with a special focus on students with low incidence and significant cognitive disabilities in Pennsylvania.
The OIP Framework outlines Big Ideas, Concepts and Competencies in eight focused areas. Module 8 provides an overview of Big Idea H : the use of supplementary services to support to ensure that a student with disabilities is successful and meets their goals within an inclusive setting.
Act 48 credits may be available through your LEA. Participants are encouraged to discuss options for Act 48 credits with their district or IU BEFORE completing the OIP Framework Professional Development Modules. LEAs may require submission of specific documentation (certificate of course completion and documentation of completion of course activities) in order to receive credit.
Supplementary Aids and Services Consideration Toolkit On-Demand Facilitator Training
This on-demand training is specifically designed to prepare IU TaC and targeted LEA personnel to become facilitators for student-focused teams utilizing the Supplementary Aids and Services (SaS) Consideration Toolkit. Individuals participating in this training are expected to co-facilitate a SaS Consideration Toolkit with a student team under guidance from an experienced SaS Consideration Toolkit facilitator. Individuals who complete all components of this training will be eligible to download and print a certificate of completion.
Supporting Administrators In Navigating Complex Student Issues: Communicating Effectively (1)
This professional development opportunity is one of three training modules designed to support school administrators in their understanding of special education law, implementing strategies for communicating effectively with families, and creating systems to share information with families of students with disabilities.
The purpose of these training modules is to share information and resources with administrators to assist them in developing and enhancing relationships with families. With the knowledge gained from the training modules, administrators will be well posed to support families and school staff in addressing student issues in positive, proactive ways.
Supporting Administrators In Navigating Complex Student Issues: Sharing Information (1)
This professional development opportunity consists of three training modules designed to support school administrators in their understanding of special education law, implementing strategies for communicating effectively with families, and creating systems to share information with families of students with disabilities.
The purpose of these training modules is to share information and resources with administrators to assist them in developing and enhancing relationships with families. With the knowledge gained from the training modules, administrators will be well posed to support families and school staff in addressing student issues in positive, proactive ways.
Supporting Administrators In Navigating Complex Student Issues: Understanding Special Education Law (1)
This professional development opportunity consists of three training modules designed to support principals in their understanding of special education law, implementing strategies for communicating effectively with families, and creating systems to share information with families of students with disabilities.
The purpose of these training modules is to share information and resources with administrators to assist them in developing and enhancing relationships with families. With the knowledge gained from the training modules, administrators will be well posed to support families and school staff in addressing student issues in positive, proactive ways.
