Welcome to PD Center

In this module, you will review Pennsylvania's Title 22, Chapter 339 requirements, discuss how to access FRCPP, and review the questions asked in each section of the K-12 Guidance Plan.

This tutorial is designed to provide you with a method for establishing measurable language learning goals for your ELs, guidance on using EL data, how to collect and interpret additional information about your program, and how to engage in program improvement efforts.

In this module, you will examine evidence-based literacy strategies that help build skilled readers.

Part I of the New Director Seminar focuses on completing a new program application, changes to existing programs, and requirements for application submissions.

Part II of the New Director Seminar focuses on familiarizing school directors and acting directors with requirements for compliance with the Private Licensed Schools Act and its regulations as well as board policies. This is the second part of the three part training program.

Part III of the New Director Seminar focuses on familiarizing school directors and acting directors with requirements for financial reporting, which is required with license renewals and in quarterly reports (for those schools placed on quarterly financial reporting). Important note: Schools should always consult a professional accountant for financial questions and guidance. This is the third and final part of the three part training program.

This tutorial is meant to help you plan for meeting your responsibilities as an EL Coordinator and plan for implementation of your program. When you complete this tutorial, you should have a collection of resources including the information that we will cover along with your notes, a [plan for addressing areas that need attention, and contacts for assistance if needed.

After completing this course, you should be able to define structured literacy and describe the rationale for structured literacy; explain the importance of structured literacy; identify and describe the six key features of structured literacy; and identify and describe the elements of structured literacy.

In this session, you will examine: why a new set of standards for early childhood educators is being implemented , the development of the Pennsylvania Professional Standards, the main aspects and the components of the Pennsylvania Professional Standards, and key shifts found throughout the Pennsylvania Professional Standards.

In this 2-hour module, you will: become familiar with the principles, standards, and policies that a paraprofessional must follow; understand how biases and differences can influence our practice supporting students and working with other professionals; and understand why continued learning is an important practice for paraprofessionals.

In this 4-hour module, you will: examine strategies for addressing the diverse learning needs of individual students; gain insight into how disabilities can influence development and affect both students and their families; learn how to foster growth, independence, and self-advocacy in students with disabilities; and, develop an appreciation for diversity and the value of individual differences.

In this 2-hour module, you will: demonstrate understanding of the unique learning needs of individual students, understand the impact of disabilities on development for individual students and their families, promote the growth of students with disabilities and encourage their independence and self-advocacy skills, and understand and value the diversity and individual differences.

In this 3-hour module, you will: understand the purposes and rationale of various types of assessments and data collection processes, as well as the link between these assessments and individualized instructional planning; apply multiple types of data collection strategies; and use strategies and methods to collect accurate data.

In this 5-hour module, you will: support paraprofessionals in enhancing their ability to distinguish the unique learning needs of students, identify High-Leverage Practices in academic instruction, explain the differences between instructional technology and assistive technology, and demonstrate the differences between various instructional strategies in academic instruction.

In this 2-hour module, you will: discuss the basic principles of behavior and consideration of how function plays a part, touch on classroom management and discuss user-friendly strategies to proactively and preventatively ward off any challenges within your classroom, and discuss the connections between positive behavior interventions and supports and multitiered systems of supports, demonstrating cohesiveness.

In this 2-hour module, you will: identify integral members of the school team, use effective strategies, collaborate with multiple team members, and improve student outcomes.

In this 2-hour module, you will: Identify the principles, standards, and policies that guide ethical practice a paraprofessional must follow; distinguish between implicit and explicit biases and how that influences our practice in supporting students and working with other professionals; and, realize the importance of continued learning for paraprofessionals.

In this 4-hour module, you will: recognize how culture and language impact communication styles and learning; understand the impact of speech/language development on learning; identify and support nonverbal communication methods, including AAC, and students’ use of self-assessment, problem-solving, and cognitive strategies; and, facilitate verbal and nonverbal communication to help students express thoughts and feelings and social connection.

In this 2-hour module, you will: demonstrate understanding of the unique learning needs of individual students; understand the impact of disabilities on development for individuals and their families; promote growth of students with disabilities and encourage their independence and self-advocacy skills; and understand and value the diversity and individual differences.

In this 4-hour module, you will: understand the difference among four types of school assessments; understand the link between assessment and instruction; use data collection procedures as directed by the instructional team; and follow student accommodations for classroom and standardized assessments as directed by the instructional team.