Susquehanna Township School District€¦ · Susquehanna Township School District Team Member...

1 *Topics are subject to change as the district continues to review various sources of data and manage by fact.

Rev. 08/03/16

�Susquehanna Township School District

World class. Every day. In every way.

Team Member Training and Engagement Plan

2016-2017


Rev. 08/03/16

Table of Contents Beliefs and Rationale ...................................................................................................................................... 3

Teaching and Learning .................................................................................................................................... 4

Assessment ................................................................................................................................................. 4

Curriculum Management & Lesson Planning ............................................................................................. 6

Data-Driven Decision Making ..................................................................................................................... 6

English/Language Arts ................................................................................................................................ 6

Instructional Support Staff ......................................................................................................................... 9

Mathematical Principles ........................................................................................................................... 11

Related Arts (Physical Education, Visual & Performing Arts, Business, and Technical Education) .......... 11

Science ...................................................................................................................................................... 11

Student Engagement ................................................................................................................................ 12

Leadership .................................................................................................................................................... 13

Team Member Engagement ......................................................................................................................... 14

Compliance ............................................................................................................................................... 14

Health and Wellness ................................................................................................................................. 15

Safety and Security ................................................................................................................................... 15

Student Supports and Services ................................................................................................................. 16

Facilities and Business Operations ............................................................................................................... 16

Food Services ............................................................................................................................................ 17

Technology and Processes ............................................................................................................................ 18

At-A-Glance ................................................................................................................................................... 21


Rev. 08/03/16

Susquehanna Township School District

Team Member Training & Engagement Plan 2016-2017

Beliefs and Rationale

Vision

World class. Every day. In every way.

Mission

The success of every learner

Core Values

Every learner has the right to a world class education.

We will be a leader in innovation and technology.

The learning environment must be safe and supportive.

Our diversity is our strength.

Community partnerships are vital to our success.

We will act ethically at all levels of the organization.

Rationale

According to a Dale Carnegie Institute study (2012), employee retention increases when employees are

engaged, a factor that can dramatically impact organizational improvement. The Susquehanna Township

School District is committed to providing a world class education that will ensure that every student has

the opportunity to successfully pursue their post-secondary goals. Thus, we believe that in order for

teachers and staff to effectively serve our students and their families, it is imperative that team members

are engaged through consistent, appropriate and job-embedded training and professional development

across all levels of the district. Our philosophy is grounded in the belief that a focus on organizational and

process improvements across all departments will result in improved learning experiences and

performance outcomes for students. We are committed to providing an effective training and engagement

plan that:

Focuses on supporting an increase in student performance

Embeds key functions of the workplace into training objectives

Differentiates to meet the diverse needs of every learner across departments

Harnesses technology

Is data-driven (i.e., student performance data, customer feedback, parent surveys, etc.)

Integrates research-based strategies

Provides opportunities for collaboration and reflection


Rev. 08/03/16

Critical Success Factors (CSFs)

As a part of its performance improvement and strategic planning processes, the district has identified six

(6) key factors that are essential to building internal capacity and providing a world class education. These

Critical Success Factors represent all facets of the district and impact team members, students, parents, and

members of the community:

Teaching and Learning

Team Member Engagement

Leadership

Communication and Community Engagement

Facilities and Business Operations

Technology and Processes

Course strands have been categorized within five of our CSFs to ensure that team member training is

aligned with our strategic objectives. Courses that represent district-wide and/or building level initiatives,

or are required for compliance with state and federal guidelines are mandatory (M).

Teaching and Learning These sessions are appropriate for general classroom teachers, special education teachers, para-

professionals, building administrators, specialists, and instructional coaches.

Assessment Classroom Diagnostic Tools (CDT) Administrator Training

The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online assessments, divided by content

area, designed to provide diagnostic information in order to guide instruction and remediation. The CDT

reporting system is fully integrated in the Standards Aligned System (SAS). It assists educators in

identifying student academic strengths, and areas in need of improvement. Although not a predictor for

PSSA and Keystone Exam performance, CDTs provide a snapshot on why and how students may still be

struggling or exceeding grade and/or course Eligible Content.

Offered: as needed Location: TWH, MS, HS

Common Assessments

Participants will examine current literature on the importance of utilizing common assessments. Time will

be given to create assessments that will be shared with grade level colleagues.

Offered: 05/03/17 Location: MS

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (K-3)

DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills from

kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to

regularly monitor the development of early literacy and early reading skills. Participants will learn how to

administer the assessment and monitor student progress.

Offered: as needed Location: SL/AC, TWH


Rev. 08/03/16

Group Reading Assessment and Diagnostic Evaluation (GRADE) Administration (K-3) (M)

The GRADE is a diagnostic reading test that identifies developmental reading skills deficits for the

purposes for informing instruction or intervention. Participants will learn how to administer the assessment

and interpret results.

Offered: 2x/year per location Location: SL/AC, TWH

Lexia Core 5 (K-5) (M)

Lexia Core 5 provides explicit, systematic, personalized learning in the six areas of reading instruction,

and delivers norm-referenced performance data to inform teacher intervention strategies. Lexia is a web-

based assessment and intervention tool. Participants will learn how to administer the program and analyze

performance reports.

Offered: Location:

08/24/16 SL/AC

2x/year per location SL/AC, TWH

PSSA/Keystone Site Coordinator Training (M) The Pennsylvania Department of Education requires that LEA/school personnel be trained to properly and

securely administer state assessments. Participants will learn how to maintain the security and integrity of

all assessment materials, prevent any dishonest or fraudulent behavior in the administration and handling

of the assessment and promote a fair and equitable testing environment in order to obtain reliable and valid

student scores.

Offered: February/March 2017 Location: District Office, Online

PSSA/Keystone Test Administrator Training (https://www.pstattraining.net/ ) (M)

The Pennsylvania Department of Education requires that LEA/school personnel be trained to properly and

securely administer state assessments. Participants will learn how to maintain the security and integrity of

all assessment materials, prevent any dishonest or fraudulent behavior in the administration and handling

of the assessment, and promote a fair and equitable testing environment in order to obtain reliable and

valid student scores.

Offered: February/March 2017 Location: TWH, MS, HS, Online

Study Island (M)

This course is intended for both new and experienced middle school and high school staff utilizing Study

Island. Participants will learn how to create classes, add students, add assignments and benchmark

students. Laptops will be needed for this session.


https://www.pstattraining.net/


Rev. 08/03/16

Curriculum Management & Lesson Planning

Chalk.com (M)

Participants will learn how to access district curriculum maps/units and write lesson plans by utilizing

Chalk.com, a web-based technology for building curriculum and planning instruction.

Offered: Location:

07/06/16 HS

07/18/16 MS

08/04/16 THW

08/23/16-08/25/16 SL/AC, TWH, MS, HS

Data-Driven Decision Making

Data Analysis (K-12)

Participants will work collaboratively to review student performance data and develop instructional

interventions through action planning.

Offered: bldg. admin. will schedule w/ Data Supervisor Location: SL/AC, TWH, MS, HS

Data Review: Transition Planning (Pre-K-3)

Pre-K to third grade teachers will engage in a collaborative review of student data in order to identify

strengths, needs and grade level trends. Participants will be expected to use the data to effectively plan and

inform instruction for the subsequent school year.

Offered: 05/03/17 Location: SL/AC, TWH

English/Language Arts

CAFÉ (M)

CAFÉ is a complement to The Daily 5. The CAFE system, based on research into the habits of proficient

readers, is an acronym for Comprehension, Accuracy, Fluency, and Expanding vocabulary. Participants

will learn to organize assessment data so it truly informs instruction; track each child's strengths and goals,

thereby maximizing time with him or her; create flexible groups of students, all focused on a specific

reading strategy; and help students remember and retrieve learned reading strategies.

Offered: grade level/department meetings Location: SL/AC, TWH

Daily 5 for Reading (M)

The Daily 5 provides a way for any teacher to structure literacy and math time to increase student

independence and allow for individualized attention in small groups and one-on-one.

Participants will learn to spend less time on classroom management and more time teaching; help students

develop independence, stamina, and accountability; provide students with appropriate time for practicing

reading, writing, and math; increase the time spent with students one-on-one and in small groups; and

improve student achievement in literacy and math.



Rev. 08/03/16

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (K-3): Data Analysis

DIBELS are a set of procedures and measures for assessing the acquisition of early literacy skills from

kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to

regularly monitor the development of early literacy and early reading skills. Participants will learn how to

analyze data to inform instruction.


Enrichment in Literacy

Staff will participate in literacy activities with the reading coach to gain a more in depth understanding of

how to deliver evidence based practices with proficient readers. Participants will learn how to implement

book clubs, provide student choices of texts, and foster critical thinking skills through reading, writing, and

speaking.

Offered: 04/05/17 Location: SL/AC

Literacy Across the Content Areas (K-12) (M)

Literacy encompasses reading, writing, speaking and listening. For the millennial student, this definition

must be expanded to include the mastery of technological skills, problem-solving, collaboration and

analysis. In order for students to acquire these skills, students must develop specialized strategies,

vocabulary and background knowledge in order to comprehend complex discipline-specific texts. The

integration of literacy across the curriculum requires a consistent, aligned and collaborative approach to

instruction requiring systematic and explicit planning. Participants will learn to integrate research-proven

instructional practices across content areas.

Offered: TBD Location: SL/AC, TWH, MS, HS

McGraw Hill’s Wonders (K-6) (M)

Wonders, is a comprehensive K-6 ELA program. Research-based print and digital resources provide

support for building strong literacy foundations, accessing complex texts, engaging in collaborative

conversations, and writing to sources. Participants will review components of the program, learn strategies

to effectively implement, view and discuss included materials, explore assessment options and discuss the

structure of the literacy block utilizing the Wonders program.

Offered: Location:

08/25/16 SL/AC, TWH (MS staff will join TWH)

12/07/2016 MS

4x/year (additional dates TBD) SL/AC, TWH

2x/year (additional dates TBD) MS


Rev. 08/03/16

Pearson’s myPerspectives (7-8)

myPerspectives is a blended print and digital integrated core English/language arts program that promotes

student ownership of their learning through goal-setting, student choice, and reflection. The

program encourages social collaboration and links together knowledge, skills and learning behaviors. It is

backwards designed from defined learning outcomes with activities, instruction, and assessments.

Participants will review key components of the program, learn effective methods for utilizing the program

for core instruction in reading and gain the knowledge to properly utilize this vast resource. Teacher

manuals and laptops will be needed for this session.

Offered: Location:

07/27/16 MS

08/10/16 MS

8/24/2016, 01/04/17 MS

Phonics (K-2)

Phonics is the study of letters and sounds with an emphasis on sound-symbol relationships. Phonics

includes strategies for word solving, spelling/encoding and writing. Phonics skills typically develop

gradually and sequentially through a continuum. Participants will learn what phonics encompasses; view

and discuss the phonics continuum; learn strategies to support students as they acquire phonics skills; and

explore options for assessing phonics skills.


Phonological Awareness (K-2)

Phonological awareness (PA) is the foundation for later phonics work and reading development. PA

develops gradually and sequentially through the late preschool and early elementary years with direct

instruction and repeated practice. PA skills include awareness of sounds in language, awareness of rhyme,

awareness that sentences can be broken down into words/syllables/sounds, and the ability to manipulate

sounds in a spoken word. PA ensures students understand the relationship between spoken and written

words. Participants will view and discuss the PA continuum (phonological to phonemic awareness); learn

strategies to support students as the acquire PA; and explore assessment options for PA.


Project Read (K-2)

Project Read is a synthetic phonics program that leads teachers through a systematic order of phonics

skills. It uses direct instruction and visual, auditory, tactile, kinesthetic and body language teaching

strategies. It includes detailed lessons describing teacher behavior, student participation with multisensory

activities, student practice exercises and reading material. Participants will learn the multisensory

strategies for active participation; practice using included materials; learn the structure of a Project Read

lesson; and utilize and analyze the included/accompanying assessments.

Offered: Dates TBD Location: SL/AC, TWH


Rev. 08/03/16

Instructional Support Staff Each session represents one of the 10 performance-based standards for paraeducators. Standards for

knowledge and skill competencies are the foundation for pre-service preparation, ongoing professional

development, and performance assessment of paraeducators. Knowledge (K) and Skills (S) for Beginning

Special Educators were identified by the Council for Exceptional Children (CEC) in What Every Special

Educator Must Know, 4th ed., 2000.

These knowledge and skill statements correspond with the performance-based standards for special

education paraeducators promulgated, by the CEC, the Bureau of Special Education and the Pennsylvania

Department of Education endorses the use of these ten CEC performance-based standards and their

corresponding required knowledge and skills, as they define the basic content for the initial preparation

and practice of special education paradeucators” (retrieved, June 16, 2016 at http://pattan.net-

website.s3.amazonaws.com/images/file/2011/07/20/Checklist.pdf ).

Assessment

This session focuses on the skill and knowledge areas of Standard #8: Assessment. These areas are: 8K1.

Rationale for assessment 8K2. Assessments in reading 8K3. Assessments in mathematics 8S1.

Demonstrate basic collection techniques as directed 8S2. Make and document objective collection

techniques as directed. This training will provide participants with information on the knowledge areas and

allow them to achieve these areas on their Competency Checklist. Information will also be provided to

allow participants to demonstrate S1 and S2 to supervisors.

Offered: 05/03/17 Location: TBD

Foundations of Special Education

This session focuses on the knowledge areas of Standard #1: Foundations of Special Education. These

knowledge areas are: 1K1 Purposes of programs for individuals with exceptional learning needs. 1K2

Basic educational terminology regarding students, programs, roles and instructional activities. This

training will provide participants with information on these two knowledge areas and allow them to

achieve these two areas on their Competency Checklist.


Individual Learning Differences

This session focuses on the skill and knowledge areas of Standard #3: Individual Learning Differences.

These areas are: 3K1.Rights and responsibilities of families and children as they relate to individual

learning needs. 3K2.Indicators of abuse and neglect. 3S1. Demonstrate sensitivity to the diversity of

individuals and families. This training will provide participants with information on the knowledge areas

and allow them to achieve these areas on their Competency Checklist. Information will also be provided to

allow participants to demonstrate S1 to supervisors.


Instructional Planning

This session focuses on the skill areas of Standard #7: Instructional Planning. These areas are 7S1: Follow

written plans, seeking clarification as needed and 7S2: Prepare and organize materials to support teaching

and learning as directed. This training will provide participants with information on these skill areas that

will allow them to demonstrate these skills to their supervisors.


http://pattan.net-website.s3.amazonaws.com/images/file/2011/07/20/Checklist.pdf

http://pattan.net-website.s3.amazonaws.com/images/file/2011/07/20/Checklist.pdf


Rev. 08/03/16

Instructional Strategies

This session focuses on the skill and knowledge areas of Standard #4: Instructional Strategies. These areas

are: 4K1.Basic instructional and remedial strategies and materials. 4K2.Basic technologies appropriate to

individuals with exceptional learning needs. 4K3. How students learn reading. 4K4. How students learn

mathematics. 4S1. Use strategies, equipment, materials, and technologies, as directed, to accomplish

instructional objectives. 4S2. Assist in adapting instructional strategies and materials as directed. 4S3. Use

strategies as directed to facilitate effective integration into various settings. 4S4. Use strategies that

promote the learner’s independence as directed. 4S5. Use strategies as directed to increase the individual’s

independence and confidence. This training will provide participants with information on the knowledge

areas and allow them to achieve these areas on their Competency Checklist. Information will also be

provided to allow participants to demonstrate S1, S2, S3, S4 and S5 to supervisors.


Learning Environments and Social Interactions

This session focuses on the skill and knowledge areas of Standard #5: Learning Environments and Social

Interactions. These areas are: 5K1. Demands of various learning environments. 5K2. Rules and procedural

safeguards regarding the management of behaviors of individuals with exceptional learning needs. 5S1.

Establish and maintain rapport with learners. 5S2. Use universal precautions and assist in maintaining a

safe, healthy learning environment. 5S3. Use strategies for behavior management as directed. 5S4. Use

strategies as directed, in a variety of settings, to assist in the development of social skills. This training will

provide participants with information on the knowledge areas and allow them to achieve these areas on

their Competency Checklist. Information will also be provided to allow participants to demonstrate S1, S2,

S3, and S4 to supervisors.


Professional and Ethical Practice

This session focuses on the skill and knowledge areas of Standard #9: Professional and Ethical Practice.

These areas are: K1. Ethical practices for confidential communication about individuals with exceptional

learning needs. K2 Personal, cultural biases and differences that affect one's ability to work with others.

S1. Perform responsibilities as directed in a manner consistent with laws and policies. S2. Follow

instructions of the professional. S3. Demonstrate problem-solving, flexible thinking, conflict management

techniques, and analysis of personal strengths and preferences. S4 Act as a role model for individuals with

exceptional learning needs. S5. Demonstrate commitment to assisting learners in achieving their highest

potential. S6. Demonstrate the ability to separate personal issues from one's responsibilities as a

paraeducator. S7. Maintain a high level of competence and integrity. S8. Exercise objective and prudent

judgment. S9. Demonstrate proficiency in academic skills, including oral and written communication. S10.

Engage in activities to increase one's knowledge and skills. S12. Accept and use constructive feedback.

S13. Demonstrate ethical practices as guided by the CEC Code of Ethics and other standards and policies.

Taking this course will provide participants with information on the knowledge areas and allow them to

achieve these areas on their Competency Checklist. Information will also be provided to allow participants

to demonstrate S1, S2, S3, S4, S5, S6, S7, S8, S9, S10, S11, S12, and S13 to supervisors.



Rev. 08/03/16

Mathematical Principles

Differentiated Math Instruction (Middle School)

Meeting individual students at their appropriate math level is critical to the success of every

learner. Participants will discuss building and utilizing individual math portfolios that will include

obtainable math goals; learn how to hold students accountable for tracking their own progress on their

math goals; utilize data dialogues to drive instruction.

Offered: date TBD Location: MS

Everyday Mathematics 4 (K-5) (M)

Developed by The University of Chicago, School Mathematics Project, the Everyday Mathematics 4

spirals to continually reinforce abstract math concepts through concrete real-world applications.

Participants will engage in job-embedded trainings that will focus on effective implementation of program

components; explore assessment options and increase student engagement around mathematical concepts.

Offered: 2x/year per location (dates TBD) Location: SL/AC, TWH

Related Arts (Physical Education, Visual & Performing Arts, Business, and Technical

Education)

Action Research

Action research helps educators be more effective at what they care most about—their teaching and the

development of their students. Participants will engage in a year-long, in-depth study of a self-selected

topic/area with the goal of improving educational programming for students. While this offering can

support an SLO or Professional Goal, participation does not fulfill the requirement for the development of

an SLO or professional goal. Participants may only elect this offering in coordination with a building

supervisor.

Offered: Annually/Case-by-case election Location: N/A

Science

Full Option Science System™ (FOSS) (K-5)

FOSS is an inquiry-based hands-on K-5 science program and is designed to engage students and teachers

in meaningful scientific experiences. Through authentic investigations, analysis, and reflection,

connections will be made to science and engineering practices, crosscutting concepts, disciplinary core

ideas and PA Core State Standards for English/language arts and math. Participants will learn program

components; view and discuss unit materials found in modules; explore assessment options to monitor

progress and student reflection; and integrate reading, literacy and math strategies to support the ELA

standards for all students.

Offered: 01/04/17 Location: SL/AC, TWH

Houghton Mifflin Harcourt Science Fusion

The Fusion science series is intended for the science teachers who are using these class resources.

Participants will gain the knowledge to properly utilize this vast resource. Teacher manuals and laptops

will be needed for this session.



Rev. 08/03/16

Student Engagement

Comprehensive Literacy Plan (CLP) (M)

The integration of literacy across the curriculum requires a consistent, aligned and collaborative approach

to instruction requiring systematic and explicit planning. The local comprehensive literacy plan was

developed by a cross-functional team representing staff, parents and community partners; and embodies

demonstrates the district’s commitment to providing a solid literacy foundation for all students within our

community, birth to grade 12. Participants will receive an overview of the plan and learn how the plan

will support and guide district efforts to become world class in literacy instruction.

Offered: Location:

08/23/16 SL/AC, TWH

08/24/16 MS, HS


Rev. 08/03/16

Focus on Student Engagement (M)

Engaged students are active students. In this session, participants will learn how to energize students to

become active participants in their learning, through the use of research-proven instructional strategies.

Offered: 01/04/17 Location: HS

H.E.A.T. (K-12) (M)

H.E.A.T. represents the amount of 21st Century Skills applied by students within any learning

environment. H.E.A.T. is an informal observation rubric used to evaluate the level of engagement within a

lesson. While technology plays a large role in the H.E.A.T. framework, it is important to remember that

the use of technology does not always equal high levels of learning, and therefore, the H.E.A.T. rubric

places equal focus on higher order thinking (H), engaged learning (E) making authentic connections (A)

and (T) technology integration. Participants will learn how the framework can be used to support and

enhance instructional practices.

Offered: 10/07/16, 11/02/16, 12/07/16 & 03/01/17 Location: SL/AC, TWH, MS, HS

Making Authentic Connections (M)

Students are motivated by learning about and working through real-world problems. In this session,

participants will learn how to effectively link content to real-world connections to draw students into the

learning process and increase their level of inquiry, analysis, synthesis, and overall retention within and

across content areas.


Supporting English Language Learners (M)

English language learners (ELLs) are a highly heterogeneous and complex group of students, with diverse

gifts, educational needs, backgrounds, languages, and goals. Some ELLs come from homes in which no

English is spoken, while some come from homes where only English is spoken; others have been exposed

to or use multiple languages. Some may be high achievers in school while others struggle. Students may

excel in one content area and need lots of support in another. Participants will learn to provide rigorous

instruction for all ELLs utilizing a strengths-based approach. Offered: 08/23/16 -08/25/16 Location: SL/AC, TWH, MS, HS

Technology Integration (M)

Participants will learn how to more effectively engage students through the integration of low and high-

technology integration across the content areas.


Leadership

Effective Leadership (M)

This course is designed to provide leaders in the organization with a foundation of the tenets of leadership.

The goal of this session is to examine the U.S. Army’s 11 Principles of Leadership and apply them to

administrator’s roles within the organization.

Offered: 07/12/2016 Location: Army War College


Rev. 08/03/16

Journey of HOPE – Opening & Closing Day Ceremonies (M)

During the opening and closing day ceremonies, Dr. Tod Kline, District Superintendent, will recognize

staff accomplishments, review district-wide achievements and set expectations for the future. Attendees

will learn more about the Leadership Model, the district’s Critical Success Factors (CSFs) as well as how

each will impact the district’s success on its Journey of HOPE.

Offered: 08/23/16, 06/09/17 Location: HS

Team Member Engagement

Compliance

Act 126/31 Training (M)

As of January 2, 2013, Act 126 requires that all school entities and independent contractors of school

entities, including contracted substitute teachers, who have direct contact with children complete a three

hour training every five years on child abuse recognition and mandated reporting.

Offered: as needed by arrangement with the HR Dept. Location: ONL

Act 71 Training (M)

Act 71 was signed into law in Pennsylvania on June 26, 2014. This law requires school entities to adopt a

youth suicide awareness and prevention policy; as well as provide ongoing professional development in

youth suicide awareness and prevention for professional educators in buildings serving students grades

6-12.

Offered: as needed by arrangement with the HR Dept. Location: ONL

Benefits (M)

As new benefits or changes to benefits occur, STSD is required, by law to educate employees on those

benefits/changes.

Offered: As needed Location: TBD

Diversity and Inclusion Training

Diversity and inclusion training is an ongoing process to educate employees on the proper way to treat

people of different backgrounds. The main goal of a successful diversity training program is to create a

positive work environment.

Offered: TBD Location: TBD

HIPAA/ FERPA Briefing (M)

HIPAA stands for the Health Insurance Portability and Accountability Act of 1996, which governs the

privacy of an individual's medical records. FERPA is an acronym for the Family Educational Rights and

Privacy Act (also referred to as the Buckley Amendment) and is a federal law designed to: Protect the

privacy of student education records. Establish the right of students to inspect and review their education

records. This briefing will cover responsibilities of employees regarding FERPA, and how the district

considers an employee’s medical records.



Rev. 08/03/16

PA Worker Right to Know Briefing (M)

The Pennsylvania Worker and Community Right to Know Act requires that information about hazardous

substances in the workplace and in the environment is available to public sector employees and employees

of private sector workplaces not covered by the Federal Occupational Safety and Health Administration

(OSHA) Hazard Communication Standard and to all persons living or working in the state. Public sector

employers and private sector employers not covered by the OSHA Hazard Communication Standard must

provide an annual education and training program to employees exposed to hazardous substances.


Sexual Harassment Briefing (M)

Sexual harassment training fosters a safe and productive work environment by training employees on what

is considered sexual harassment, prevention training, and what to do if they see or experience sexual

harassment. Preventing sexual harassment in the workplace will save time and money, protect employees

and build organizational morale.


Health and Wellness Health and Wellness (VU)

A variety of topics may be included under this title to include weight management, smoking cessation,

stress reduction, civility in the workplace, effective communications, etc. The District will be provide

these types of trainings throughout the year on a voluntary basis.

Offered: see All Staff emails for dates Location: TBD

Safety and Security

Active Intruder Training (M)

This course is designed to prepare a broad range of stakeholders on issues such as active shooter

awareness, incident response, and workplace violence. The goal of this session is to better prepare staff to

deal with an active shooter situation and to raise awareness of behaviors that represent pre-incident

indicators and characteristics of active shooters.

Offered: 09/07/16 Location: District-wide

Positive Behavior Interventions and Supports (PBIS) (K-12) (M)

PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based

behavioral interventions into an integrated continuum that enhances academic and social behavior

outcomes for all students.

Offered: Location:

08/23/16 - 08/25/16 SL/AC, TH, MS, HS


Rev. 08/03/16

Student Supports and Services

504 Plans

This session is intended for the School Counselor who is responsible for writing 504 plans. Participants

will increase their knowledge of the 504 writing process, discuss best practices and accommodations that

can be included in 504 plans; and helping teachers meet 504 accommodations in their classrooms


504s What Are They and Why are They Important?

This session is intended for all Instructional Staff interested in increasing their knowledge of these

important legal documents. Participants will learn how to differentiate instruction to accommodate

students with 504 plans and the legal ramifications for failing to implementing a 504 Plan.

Offered: 10/07/2016, 01/04/17 Location: MS

Multi-Tiered System of Supports (MTSS/RTII)

This session is intended for the Instructional Staff to learn about this academic system of intervention.

Participants will learn about the tiered interventions, the importance of data portfolios and how to run 1:1

data dialogues with students.

Offered: Location:

08/23/16 SL/AC

01/04/17 MS

Managing Difficult Behavior

This session is designed for all Instructional Staff interested in improving classroom management skills.

Participants will gain valuable knowledge on best practices in classroom management needed to properly

and efficiently manage students demonstrating difficult classroom behaviors.


Facilities and Business Operations

CSIU Fund Accounting

The CSIU Fund Accounting application is a comprehensive package offering tools for all-inclusive tracking,

storing and reporting of Fund Accounting data, accounts receivable and payable, purchase orders and budget

preparation. Major features and characteristics include record keeping, data manipulation tools, and assorted

reports. Participants will learn how to utilize the program to support district administrative functions.

Offered: arranged through the Business Office Location: DO

Financial Literacy: Why are we buying this? Why can’t we buy that?

The Business Office has developed this course for anyone who has ever wondered how the district

budget is developed, how grant funds are utilized, what a fund balance is or how key financial

decisions are made. Participants will learn how the district budget development process impacts staff

and students across the organization and have their questions answered by members of the Business

and Curriculum Offices.

Offered: Fall 2016, Spring 2017 Location: TBD


Rev. 08/03/16

PASBO Workshops

The Pennsylvania Association of School Business Officials (PASBO) is a statewide association, that

provides its members with education, training, professional development and timely access to

legislative and policy news. Training opportunities cover school professionals working in finance,

accounting, operations, facilities, transportation, food service, technology, communications, human

resources, purchasing and safety services. Participants will learn skills to support classroom learning

in schools through smart business practices. STSD is a member district of PASBO.

Offered: arranged through the Business Office Location: DO/OFF

Food Services

Annual Food Service Director Training: Module 1 (M)

All employees are updated on the school meal programs requirements, Civil rights information, food safety

& sanitation and customer service. Training will be geared toward food service directors in partial

fulfillment of the mandatory 12 hours of training per year. This session will provide 6 hours of training

Offered: Various

Location: OFF/Dauphin County Technical School Food Service Department

Annual Food Service Director Training: Module 2 (M)

These classes/trainings/conferences will consist of the following topics: procurement for school meals,

marketing, smarter lunchroom assessments, food service administration, financial basics & program

reporting requirements, commodities, food shows and other school food service mandatory trainings as

announced throughout the year. Training will be geared toward food service directors in partial fulfillment

of the mandatory 12 hours of training per year. This session will provide 6 hours of training

Offered: Various

Location: OFF/Various locations in the Harrisburg area, State College or through webinars

Annual Food Service Staff Training- Module 1 (M)

Management employees must attend the on-site yearly training session. All employees are updated on the

school meal programs requirements, civil rights information, food safety & sanitation and customer

service. Training will be geared toward management staff in partial fulfillment of the mandatory 10 hours

of training per year. This session will provide 6 hours of training.

Offered: Various


Annual Food Service Staff Training-Module 2 (M)

Management employees will complete their additional 4 hours throughout the year as designated by the

food service director. These classes/trainings consist of the following topics: menu planning, culinary,

ServSafe Certification, production, food shows and other school food service trainings as announced

throughout the year. Training will be geared toward management staff in partial fulfillment of the

mandatory 10 hours of training per year. This session will provide 4 hours of training

Offered: Various

Location: DO/Various locations in the Harrisburg area or through webinars


Rev. 08/03/16

Annual Food Service Updates (M)

During this on-site yearly training session employees are updated on the school meal program

requirements, civil rights information, food safety & sanitation and customer service. Training will be

geared toward non-management staff in fulfillment of the mandatory 6 hours of training per year.

Offered: Various


Technology and Processes Technology courses are eligible for Act 48 credits.

Lab Time

Participants in this course will have the opportunity to have time available to work with a member of the

technology department to ask questions as they are learning new skills and technologies.

Offered: TBD Location: TC

MMS Gradebook Setup and SchoolWires Teacher Webpage setup

Participants in this course will have the opportunity to learn how to setup MMS Gradebook categories and

weightings and an overview of the summary and assignment grids. Participants will also have the

opportunity to learn how to setup their teacher webpage as per building requirements.


New Hardware for Teachers 101 – Overview

Participants in this course will have an opportunity to explore the new technology offerings for the 16-17

school year. Participants will receive an overview of the technologies available and how the technologies

work together. Participants will receive an overview on multiple displays and how to orient screens.


New Hardware for Teachers 102- Using Touch

Prerequisite: 16-17 New Teacher Hardware 101 – Overview & WiDi

Participants in this course will have an opportunity to explore touch gestures that are available to users on

the tablet, touch screen monitor, and interactive white board/Smart Board. Participants will have the

opportunity to translate typical mouse and keyboard commands on touch displays.

Participants will also explore the wireless display technology from Intel, WIDI and learn how to securely

connect to the WIDI receiver and present from anywhere in the classroom wirelessly.


Office365 101 – The Basics (VU)

Participants in this course will learn what Office365 is and STSD roadmap for implementation.

Participants will learn how to access the portal, navigate the waffle, initial setup of OneNote, as well as

free time to navigate Office Online.



Rev. 08/03/16

Office365 102 – Collaboration Prerequisite: Office 365 101 (VU)

Participants in this course will learn how to use the tools available in Office365 to collaborate with their

peers and students. During this course, participants will have the opportunity to collaborate real time on a

Word document and PowerPoint document.


OneDrive 101 – Overview and Sync

Participants in this course will learn about the file management tools, OneDrive online and OneDrive for

Business. Participants will have an opportunity to create office documents in the cloud, learn how to

upload, sync, and manage files, as well as setup offline synchronization.


OneDrive 102 – Advanced file sharing and versioning

Prerequisite: OneDrive 101 – Overview and Sync

Participants in this course will learn how to share files and folders with internal users (students and

faculty) as well as external users. Further, the participant will understand how to see what files have been

shared, best practices for sharing, and how to stop sharing. Additionally, users will explore file versioning

and the recycle bin features.


OneNote 101 – The Basics

Participants in this course will explore both the OneNote Online App and the OneNote Desktop App.

Participants will learn the basics of using OneNote, including creating a workbook in the cloud, adding

sections and pages, and taking notes. Additionally, participants will learn ways to take notes by making

quick notes, clipping from the web, capturing images, recording audio, creating links, and inserting tables.


OneNote 102 – Class Notebook

Prerequisite: OneNote 101 – The Basics

Participants in this course will explore how OneNote Class Notebooks have a personal workspace for

every student, a content library for handouts, and a collaboration space for lessons and creative activities.


WEB 2.0

WEB 2.0 is intended for all Instructional Staff who is interested in utilizing web-based learning platforms

in their classrooms. Participants will gain valuable knowledge on how to use web-based platforms to

increase student engagement through student collaboration. Walk away with materials that you can use the

next day in class. Please bring your laptop.



Rev. 08/03/16

WIDI 16-17 New Teacher Hardware 103

Prerequisite: 16-17 New Teacher Hardware 101 – Overview

Participants in this course will explore the wireless display technology from Intel, WIDI. Participants will

learn how to securely connect to the WIDI receiver and present from anywhere in the classroom

wirelessly.



Rev. 08/03/16

At-A-Glance

Date Courses/Offerings Audience Location

08/23/16

Journey of HOPE: Opening Day Ceremony A HS

PBIS PS SL/AC, MS

Sexual Harassment A HS

HIPAA/FERPA A HS

PA Worker Right to Know A HS

Data Analysis PS SL/AC

PBIS A SL/AC

MTSS PS SL/AC

Comprehensive Literacy Plan (CLP) A SL/AC

TWH

08/24/16 Lexia CT SL/AC

Chalk.com PS SL/AC

myPerspectives CT

(ELA)

MS

Local Comprehensive Literacy Plan (LCLP) A MS, HS

08/25/16

Wonders (K-2) CT

(ELA)

SL/AC

Wonders (3-6) CT

(ELA)

TWH

TBD Fusions CT

(Science)

MS

09/09/16 Active Intruder Training A All Buildings

10/07/16

HEAT PS SL/AC

HS

504 Plans G MS

Web 2.0 TBD MS

504s: What are they? Why do we need them? PS MS

Standard #1: Foundations of Special Education PP TBD

11/02/16

HEAT PS SL/AC

HS

Standard #9: Professional & Ethical Practices PP TBD

12/07/16 HEAT PS SL/AC

HS

Standard #5: Learning Environments & Social

Interactions

PP TBD

01/04/17

Fusions CT

(science)

MS

MTSS PS MS

FOSS CT

(science)

SL/AC, TWH

Managing Difficult Behavior PS MS

504s: What are they? Why do we need them? PS MS

Standard #3: Individual Learning Differences PP TBD


Rev. 08/03/16

Focus on Student Engagement PS HS

03/01/17

HEAT PS SL/AC

HS

Standard #7: Instructional Planning PP TBD

04/05/17 Standard #4: Instructional Strategies PP TBD

Enrichment in Literacy PS SL/AC

Daily 5 (Review & Reflection) PS TWH

Homework and Student Success- Literature Review

Teacher Technology Spotlight

PS MS

Making Authentic Connections PS HS

05/03/17 Standard # 8: Assessment PP TBD

Data Review: Vertical Alignment PS SL/AC, TWH

Common Assessments PS MS

Technology Integration PS HS

06/08/17 Journey of HOPE: Closing Day Ceremony A HS


Rev. 08/03/16

KEY:

Employees

A- All Staff

PS- Professional Staff

CT- Teaching Staff (Core)

RT- Teaching Staff (Related Arts)

G- Guidance Counselors

SE- Special Education Teachers

SL- Speech & Language

PSY- School Psychologists

CSN- Certified School Nurses

PP-Para-Professionals

IS- Instructional Support Staff

PCA-Personal Care Assistant

V- Volunteers (Act 126)

FS- Food Services

CS- Clerical Staff

CG- Custodial & Grounds

M- Maintenance

SS- Support Staff

BA- Building Administrators

DA- District Office Admin.

Location

SL/AC- Sara Lindemuth/Anna Carter

TWH- Thomas W. Holtzman

MS- Susquehanna Township Middle School

HS- Susquehanna Township High School

TC- Technical Center at HS

DO- District Office

ONL- Online

OFF- Offsite


Rev. 08/03/16

Works Cited

Dale Carnegie & Associates, Inc. (2012). What drives employee engagement and why it matters: Dale

Carnegie training and white paper.

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