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CIU 20 Online Schoology Courses

Our Schoology courses are asynchronous which allows participants flexibility to learn on their own schedule.

 

Each course is designed to take 7 hours from start to completion however, the time may vary depending on each individual person's pacing.  

 

Upon completion of the course, 7 Act 48 hours will be awarded. Hours will be awarded within 2 weeks of course completion notification being received.

Cost:

  • No cost for CIU 20 member districts.
  • A $30 registration fee per course will be charged for non-CIU20 districts, non-public entities, and private school participants.
Click here to register! (www.ciu20.org/OnlinePD/)

Assistive Technology


Throughout this online course, participants will gain a better understanding of what assistive technology is. During this course, participants will explore various assistive technology resources that they can use to access information as well as resources to utilize in their classroom. Participants will examine a process for determining assistive technology for students.

Becoming a Trauma Informed Educator


Trauma is prevalent and it is impacting your students. More than two-thirds of children reported experiencing a traumatic event by the age of 16 which includes psychological, physical, or sexual abuse, witnessing or experiencing domestic violence, sudden loss of a loved one, among other events.

Individuals who have experienced trauma are at an increased rick for being negatively impacted academically, behaviorally, and socially. Becoming a trauma-informed educator involves being prepared to realize, recognize, and respond to individuals who have experienced trauma.


Through this course, participants will gain foundational understandings of trauma and the impact it has on the brain and ultimately, student outcomes. Participants will also learn and apply trauma-informed practices that can be implemented both at the classroom and building-level, with an emphasis on cultivating a positive learning environment.

Classroom Diagnostic Tools (CDT)


This course is appropriate for educators who need an introduction, refresher, or updates on Classroom Diagnostic Tools (CDT). Participants will learn how to set up and administer the tests in-person and remotely, and to use CDT data to improve instruction. The course includes step by step procedures with visual supports for using the CDT interface and will serve as a resource for implementation.

Classroom Management Series


Our 2-part Classroom Management course focuses on effective, evidence-based classroom management strategies and procedures that are critical to promoting a positive learning environment for educators and students.


Section 1: Overview, Environment, and Antecedent Strategies, will provide an overview of behavior and a focus on the classroom environment and antecedent strategies.


Section 2: Student Engagement, Reinforcement, and Consequence Strategies, will focus on student engagement, reinforcement, and consequence strategies.


Throughout the courses, you will engage in varying activities and use multiple sources to support your learning.


Participants must complete Section 1 prior to registering for Section 1.

Classroom Practices to Support Executive Functioning


Executive function, defined as the ability to hold information in working memory, to inhibit fast and unthinking responses to stimulation, and to flexibly shift the focus of one's mental frame, is the foundation to the intentional, volitional self-directed control of behavior.


This course will focus on classroom based Executive Functioning practices and interventions to support students' success.  Participants will learn about executive functioning skills and the impact deficits in these areas have on students.  Participants will also learn practical and evidence-based techniques to support students in all areas of executive functioning; initiation, organization, mental flexibility, inhibition, emotional regulation, working memory, planning, communication, metacognition, problem solving, and self-regulation.

Data Daze: Data Informed Instruction


"Not everything that counts can be counted, and not everything that can be counted counts." - Bruce Cameron.


This course focuses on the opportunity to examine these questions through content delivery and thoughtful inquires. Course participants will walk away with a deeper understanding of what data is, why it matters, and how to make it work for you to create equitable opportunities for all students.

Differentiated Instruction for Secondary Educators


The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in the classrooms.

Differentiated instruction is the way in which a teacher anticipates and responds to a variety of students' needs in the classroom. To meet students' needs, teachers differentiate by modifying the content (what is being taught), and/or the process (how it is taught), and/or the product (how students demonstrate their learning). This course will explore the Prinicples of Effective Differentiation and classroom applications.

Educating Students with Complex Instructional Needs


The purpose of this course is to prepare educators to understand presuming competence as a foundational component of education. Participants will examine factors impacting students with complex instructional needs. Additionally, participants will focus on how to eliminate barriers and identify solutions to support students with complex needs to access general education curriculum regardless of placement.

Equity


This self-paced course is designed intentionally to allow for self-reflection and personal growth. The course enables participants to examine equitable practices through a focus on academics, behavior, inclusive practices, as well as discipline disproportionality.

Gifted Boot Camp


Gifted Boot Camp is for every educator tasked with providing research-aligned, PDE-compliant instruction and services to students who are gifted.

This self-paced online course is an updated version of the traditional Gifted Boot Camp, and is appropriate for teachers working with gifted learners for the first time or who want to refresh their understanding of gifted education in Pennsylvania.

Increasing Student Engagement


The purpose of this course is to deepen the participants' understanding surrounding all aspects of student engagement. The sources and activities on this path range from theory, research, and practice. These materials have been selected to present a full picture of engagement, and allow you to challenge, refine, expand, and/or strengthen your current understanding of the topic. The hope is that the activities will be flexible enough to meet the needs of teachers from all grades, content areas, and experience levels.

Integrating Studies to Foster a Deeper Understanding of Content for Your Students


Deepen your understanding of UDL and MTSS with integrated studies to support all learners.  This course focuses on various content areas and how to use those connections to help foster learning.  Discover innovations and best practices for combining multiple academic subjects to prepare students for a world where all knowledge is integrated.  Integrated studies are designed to adapt the curriculum for "unfinished learning."  This course has connections to math, science, social studies, reading, STEM, and more!

Making an Impact on Inclusive Practices for Special Education


For more than twenty-five years, inclusion has been on the rise.  In Pennsylvania specifically, the Gaskin Settlement in the early 2000's brought attention to the need to increase access to and supports for students with disabilities to participate alongside typically developing peers in the regular education setting, also known as "inclusion" in special education.  Yet, we continue to have a need to increase the skill set of educational professionals to successfully teach and support students in an inclusive setting.


This course will examine optimal inclusive practices, including an investigation of federal guidelines (IDAE) as it relates to Individualized Educational Programs (IEP), Supplementary Aids and Services and the SaS Toolkit, the Optimizing Inclusive Practices framework, and more.  By participating in this course, learners will have an increased understanding in consideration to support learners with disabilities in the regular education setting.

Making Content Accessible for English Language Learners (ELLs)


Become a more culturally responsive and effective teacher for all students, including English Learners (ELs)! This online course focuses on effective, targeted strategies for making content area curriculum accessible for ELs in your classroom. Following the course pathway, you will become aware of resources for setting and meeting your EL students' language objectives and evidence-based approaches for teaching key academic vocabulary. Making Content Accessible to English Learners will give you insights to better match your instruction to students’ language needs within your core class content. 

Making Words Stick: How to Make Your Vocabulary Instruction More Effective


Did you know that vocabulary can contribute 50- 60% of a student's reading comprehension? This course will enable you to dig deeper and consider instructional strategies that will build your background knowledge on vocabulary instruction. This learning path not only provides educators with strategies about how to make vocabulary instruction more effective, but it also enables them to make vocabulary "stick" and become a part of the learning process.

Social Emotional Learning (SEL) in the K-12 Classroom


Social Emotional Learning (SEL) - the term seems to be catching on in education, but what does it actually mean? What does it look like in the school setting?

This course serves as an entry-point in supporting learners to be able to answer the what, why, and how for the five components of SEL, as indicated by Collaborative for Academic, Social, and Emotional Learning (CASEL). Through varied methods of content delivery and learner expression including readings, videos, and discussion, participants will gain a clear understanding of SEL with practical application opportunities for the K-12 classroom.

Special Education Law: IDEA Refresher


As educational professionals, it is imperative that we are familiar with special education law and the implications for our daily practices. Topics explored in this learning path include the history of Special Education, Free and Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE), Child Find, IEPs and Evaluation/Reevaluation Reports, Placement, Discipline, and more. A blend of videos, articles, interactive sites, and direct instruction are used to support your learning as you reacquaint yourself with the law that protects our students with disabilities.  

Supporting Students with Autism Spectrum Disorder


This course will focus on utilizing research-based strategies in a variety of settings to support students with Autism Spectrum Disorder (ASD).  Participants will understand the definition and characteristics of ASD, examine common instructional barriers for students with ASD, understand positive behavior supports and principles, examine prompting levels and strategies, and describe evidence-based practices/strategies for students with ASD.

TDA: Embedding Text Dependent Analysis in Instructional Practices


This course will offer educators who teach grades 3-8 an opportunity to examine the underlying skill development necessary to understand and respond to text dependent analysis (TDA) prompts. Participants will complete activities such as examining text complexity, deconstructing TDA prompts, writing their own TDA responses, as well as complete reflective discussion posts in reference to how their new learning will impact their current TDA instruction. All of the resources and materials shared in the course can be used to strengthen student’s understanding and completion of TDA tasks. 

Click here to register! (www.ciu20.org/OnlinePD/)

Questions? Contact:

Gretchen Stoudt

Professional Learning Services

gstoudt@ciu20.org

610-515-6506

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