Micro-Credentials Bundles

In June of 2018, Iowa adopted the CSTA K-12 Computer Science standards to allow ALL students to learn foundational skills in computer science, beginning in elementary school. All students need to learn not only how to be consumers of technology, but also creators of the technology. This micro-credential will help participants learn about resources to explore the K-12 Computer Science standards and make a plan for implementing computer science education in the K-12 classroom.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, and Teacher Leaders

Completion Time: 3 hours

This micro-credential will address the driving question “How in the world do elementary teachers find time to teach computer science?”. Participants will explore computer science standards overlap with core content areas as well as special areas. Strategies and resources are included to support integration, as well as an interview from the field.

Intended Audience: K-5 Teachers

Completion Time: 3 hours

This micro-credential will show you how to use Scratch which teaches students in grades 3-12 how to use code to create animations, games, quizzes, and more. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting.

Intended Audience: Grades 3-12 Teachers

Completion Time: 3 hours

This micro-credential will show you how to use the app ScratchJr which teaches students in grades PreK-2 how to use code blocks to create animations. The blocks are icon based so they are perfect for non-readers and beginning readers. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting. Students can retell and create stories, build games, and more.

Intended Audience: PK-2 Educators

Completion Time: 3 hours

Through reading “Hello Ruby: Adventures in Coding” with/to students and implementing the included lessons in computational thinking, teachers will learn how to provide opportunities for students to break big problems into small problems, look for patterns, create step-by-step plans, and think outside the box. Play is at the core of learning. Coding is like crayons or LEGO blocks - a way to express yourself. This book is not about ‘learning to code.’ It doesn’t teach any specific programming languages, but introduces the fundamentals of computational thinking that every future kid coder will need.” – Author Linda Liukas, Hello Ruby, Adventures in Coding

Intended Audience: K-4 Teachers

Completion Time: 3 hours

In June of 2018, Iowa adopted the CSTA K-12 Computer Science standards to allow ALL students to learn foundational skills in computer science, beginning in elementary school. All students need to learn not only how to be consumers of technology, but also creators of the technology. This micro-credential will help participants learn about resources to explore the K-12 Computer Science standards and make a plan for implementing computer science education in the K-12 classroom.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, and Teacher Leaders

Completion Time: 3 hours

This micro-credential is designed for teachers to learn more about the Computer Science (CS) Teaching Standards to be an effective K-12 computer science teacher. The teaching standards are designed to provide effective and equitable computer science instruction through rigorous computer science education. The teaching standards will explain what CS teachers should know and be able to do in the classroom while continually developing their pedagogical knowledge. Participants should have some knowledge of the CSTA K-12 Computer Science Standards (student standards) or have taken the micro-credential. Introduction to the K-12 Computer Science Standards.

Intended Audience: K-12 Computer Science Teachers

Completion Time: 3 hours

You will need access to a Micro:bit Go to complete this micro credential. You can purchase one at US dealer PiShop.US for $18.95 or check out Keystone media kit KM 12796. Learn how to use the Micro:bit Go, one of the easiest and most effective learning tools for digital skills and creativity. After completing the microcredential you will be able to introduce and guide your students through easy and creative projects that support computer science concepts and strengthen their 21st Century skills. You will also know how to use “block” and/or “python” programming.

Intended Audience: Grades 2-10 Teachers

Completion Time: 3 hours

This micro credential will introduce the Hummingbird Robotics Kit. The kit consists of lights, motors, and sensors which allow students to build robots out of any materials. The kit works with Chromebooks, Mac, Windows, iOS, Android, and FireOS. Students can program in BirdBlox, Snap!, MakeCode / JavaScript, Python, Java, Swift, and Kotlin languages. Hummingbird has a large variety of resources including FREE learning materials for classroom projects, robot building, programming, classroom integration, and professional development. When you finish this micro credential you will have watched a series of PD videos and created your own project using the Hummingbird kit. You will also have a simple plan for using the Hummingbird kit with your students. You will need a Hummingbird kit to complete this micro credential. Contact Kathy Hay to check one out from the STEAM collection (not in the media collection) via khay@aea1.k12.ia.us

Intended Audience: 4-12 General and Tech Teachers

Completion Time: 4 hours

You will explore the Marty V 2 Robot curriculum for your grade level, including checking Marty out from the Keystone media collection (KM 90039) and programming Marty using the language best suited to that grade level. You will choose a lesson from the curriculum and describe how it will integrate into a unit or activity you already teach. You will program and video Marty using the language for your grade level including taking a screenshot of the program you wrote. NOTE: Plan on completing this micro credential in two weeks as that is the check out time allowed.

Intended Audience: PreK - 12th Grade Teachers

Completion Time: 3 hours

The Buck Institute for Education identified 7 Gold Standard PBL Essential Design Elements of strong PBL units. Through this learning, you will explore these elements and the importance of including each in a PBL unit. Examples will be shared and you will make connection to your practice by identifying a PBL project idea you can implement in your classroom.

Intended Audience: PK-12 educators, Instructional Coaches

Completion Time: 2 hours

Authentic learning emphasizes collaboration between students and their community through learning tasks that result in authentic learning. After seeing examples of authentic learning happening in Northeast Iowa, you will brainstorm ideas to engage your students in authentic learning by interacting with the community. Learn about a free statewide project board called the Clearinghouse for Work-Based learning that you will be able to use to generate ideas for projects and connect with business partners. You will find a project that fits well with your context that you can implement with students!

Intended Audience: 3-12 Educators, Instructional Coaches, Administrators

Completion Time: 2 hours

Having a Challenging Problem or Question is one of the seven Buck Institute for Education’s Gold Standard PBL Essential Design Elements. Writing driving questions is an iterative process. In this learning experience, you will learn about the criteria of a challenging problem or question, brainstorm possible driving questions for a unit, and use a rubric to narrow you brainstormed list and refine a question for a PBL unit you plan to teach. Next, you will tie an entry event with your driving question to hook students and promote sustained inquiry.

Intended Audience: PK-12 educators, Instructional Coaches

Completion Time: 3 hours

ustained inquiry is one of the seven Buck Institute for Education’s Gold Standard PBL Essential Design Elements. In a PBL unit, students drive the learning through inquiry and questioning related to the entry event and driving question. In this micro-credential, you will learn and apply protocols and strategies to promote student questioning which will drive the learning of the unit. ** The Challenging Problem or Question (PBL Design Element) micro-credential is a prerequisite to this micro-credential. You may want to review the Designing High Quality Project-Based Learning (PBL) Experiences micro-credential.

Intended Audience: PK-12 educators, Instructional Coaches

Completion Time: 3 hours

In this course module, you will build knowledge of the seven Gold Standard Project-Based Teaching Practices as identified by the Buck Institute for Education. In a project-based learning environment, the teacher guides or coaches students which is a shift from traditional education. By implementing the teaching practices identified in this micro-credential, you will give up some control of your classroom and support students in their learning journey.

Intended Audience: PK-12 educators, Instructional Coaches

Completion Time: 2 hours

Building Classroom Culture is one of the seven Project-Based Learning Teaching Practices. Establishing a positive classroom culture helps students reach their full potential and it has a positive effect on learning. Learners thrive in environments where they feel safe, willing to take risks, and feel part of a larger community. This learning experience offers practical ideas to add to your toolbox to build a positive culture and relationships in your classroom.

Intended Audience: PK-12 Educators, Instructional Coaches

Completion Time: 2 hours

“Scaffolding” describes the instructional strategies and supports that are used throughout a project to help learners acquire the project’s focus content and skills. In this micro-credential, you will learn how to plan and provide scaffolds that meet the needs of all learners in your classroom.

Intended Audience: K-12 Educators

Completion Time: 3 hours

Assessing Student Learning is one of the seven Project-Based Learning (PBL) Teaching Practices. Traditionally, we view student feedback as the role of the teacher, but in a PBL environment, we recognize the power of peer feedback throughout the learning process. In this learning opportunity, you will explore the purpose of rubrics in a student-centered project and how to use protocols to give valuable feedback to students.

Intended Audience: K-12 Educators and Instructional Coaches

Completion Time: 3 hours

Projects in the classroom can be difficult for the educator and students to manage. The scrum framework is a project-management tool that offers users the opportunity to keep classroom order while allowing students the freedom to self organize, make independent decisions, manage their time, develop ownership for their project and demonstrate success. This framework is also a visual opportunity to assess student learning and quickly see classroom progress.

Intended Audience: 3-12 Educators, instructional coaches, Administrators

Completion Time: 2 hours

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Teachers and staff are flexible and follow the children's lead.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice - Instruction is modified when children lose interest in activities.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Teachers and staff are flexible and follow the children's lead.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice- Directions are individualized for students who need more support.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. Educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Children engage in activities that are developmentally appropriate and differentiated toward learners.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Instruction Tier 1 foundational practice: Directions are short, simple, and specific and may include using visuals.

Intended Audience: PK-3 Educators, Early Childhood

Completion Time: 1 hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Tier 1 Instruction foundational practice: Directions are phrased so children know what to do, what not to do (use walking feet vs don’t run; inside voice vs don’t yell).

Intended Audience: Early Childhood, PK - 3 Educators

Completion Time: 1 Hour

This micro-credential is part of a classroom practices series around the Tier 1 Foundation for Early Childhood. In this micro-credential, educators will formulate, plan, implement, and reflect on the Transitions Tier 1 foundational practice: Transitions are planfully designed.

Intended Audience: PK-3 Educators

Completion Time: 1 hour

Participants will learn what a coaching or learning lab is and how to implement one whether it’s face to face or virtual.

Intended Audience: Instructional Coaches and Teacher Leaders

Completion Time: 3 hours

Participants will learn what a ghost walk is, and how to implement one in their building or district.

Intended Audience: Instructional Coaches and Teacher Leaders

Completion Time: 3 hours

Participants will learn what a learning walk is and how to implement one whether it’s face to face or virtual.

Intended Audience: Instructional Coaches and Teacher Leaders

Completion Time: 3 hours

For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and Dianne Sweeney and created easy to use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches

Completion Time: 3 hours

For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and Dianne Sweeney and created easy-to-use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches, K-12 Educators

Completion Time: 3 hours

For the first time we now have 5 generations in the workplace. The values and beliefs of each generation have been impacted by the events in their life and the world around them. This learning opportunity will share what authors say about the generations and how this impacts workplace relationships.

Intended Audience: PK-12 Educators

Completion Time: 3 hours

This is an introduction to not only the 5 pillars of literacy, but also to the Keystone website as a support tool. This learning opportunity will ask you to engage in learning around Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension (writing support tool coming soon).

Intended Audience: Literacy Educators, Instructional Coaches who support literacy, Title One Reading Teachers, K-12 Educators

Completion Time: 3 hours

Research shows that there are long-lasted emotional impacts of students who struggle academically, particularly when they struggle to read. Effectively and efficiently teaching a child to read can alleviate the trauma and anxiety that have accumulated over years of reading struggle and failure, or prevent the trauma from happening in the first place. This 2-hour snippet of learning allows participants to learn the impacts of illiteracy, hear directly from individuals who have been affected by learning difficulties and some practical application tools to implement in the classroom.

Intended Audience: K-12 Teachers, Paraprofessionals, Instructional Coaches

Completion Time: 2 hours

Teaching spelling and all the sounds for different letter combinations can be intimidating! This content will provide a beginning understanding of how the language is structured, along with simple, practical generalizations that will unlock a lot of the mysteries of reading and spelling! By viewing a 30-minute video recording, reading a chapter from Uncovering the Logic of English by Denise Ihde, and digging into several practical resources, you will be equipped to begin understanding the patterns and generalizations to make sense of the English language.

Intended Audience: K-6 Teachers, Paraeducators, Interventionists, Title I Teachers, Special Education Teachers

Completion Time: 3 hours

This micro-credential presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Participants will engage in new learning through reading and self-reflection, and will then be asked to immediately apply several practices into their classroom.

Intended Audience: All Educators and Paraprofessionals, K-12 educators

Completion Time: 2 hours

Purposeful practice is more than repetition and speed. Purposeful practice has distinct components that distinguish it from merely repetitive practice. The key to purposeful practice is putting a series of small steps together to work toward a longer-term, specific goal. The task at hand needs full attention and keeps the mind squarely on the learning target. Purposeful practice is engaging to students and is powerful with feedback. If unfamiliar with the structure of the Iowa Core Literacy Standards for Writing, complete the Standards-Based Writing Overview micro-credential.

Intended Audience: Preschool -12th grade teachers

Completion Time: 3 hours

Participants will engage in learning around spider web discussions and classroom implementation.

Intended Audience: 6-12 Educators

Completion Time: 2 hours

Purposeful practice is more than repetition and speed. Purposeful practice has distinct components that distinguish it from merely repetitive practice. The key to purposeful practice is putting a series of small steps together to work toward a longer-term, specific goal. The task at hand needs full attention and keeps the mind squarely on the learning target. Purposeful practice is engaging to students and is powerful with feedback. If unfamiliar with the structure of the Iowa Core Literacy Standards for Writing, complete the Standards-Based Writing Overview micro-credential.

Intended Audience: Preschool -12th grade teachers

Completion Time: 3 hours

This micro-credential will address how writing is a process and not just a product. Too many times we have students write only for that final published piece. Participants will explore teaching strategies, supports, and tools to guide them in teaching of writing.

Intended Audience: K-5 general education teachers, special education teachers

Completion Time: 3 hours

There are no prerequisites for this micro-credential. You should, however, have access to FASTBridge within the Iowa Ed Portal and have a basic understanding of that platform prior to starting this learning plan. This micro-credential should not replace the certification for proctoring the assessment within FASTBridge. This session is provided within Peardeck, where each participant will take a student-paced tour of the aReading assessment, which is a seasonal screener used in many schools for students in grades 2-12. This content will allow you to: Understand what aReading measures and how it can impact decision-making Understand the benefits and limitations of this particular assessment Analyze both Group and Individual aReading Reports Put your knowledge to use by reviewing the Screener to Intervention Report and exploring the Keystone Literacy website for planning instruction.

Intended Audience: Grade 2-12 Educators, Instructional Coaches, Reading Specialists

Completion Time: 2 hours

This offering provides basic information about helping students achieve reading fluency successfully in the classroom.

Intended Audience: K-12 Educators and Paraeducators

Completion Time: 2 hours

Standards alone will not ensure that all students will learn mathematics at high levels. In 2014, the National Council of Teachers of Mathematics published, Principles to Actions: Ensuring Mathematical Success for All. Principles to Actions includes 6 guiding principles in teaching and learning mathematics based on over 25 years of research. *This micro-credential assumes you are comfortable with/have completed the objectives outlined in both the “K-12 Key Math Shifts” micro-credential.

Intended Audience: K-12 Teachers of Mathematics, Administrators, Instructional Coaches

Completion Time: 2 hours

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving (NCTM, Principles to Actions, 2014). As teachers, we need to help focus students’ attention on the mathematical big ideas within and among different representations.

Suggested prerequisites:
Principles to Actions (PtA) Overview Micro-credential
PtA Implementing Rich Mathematical Tasks Micro-credential 
PtA Establishing Mathematics Goals to Focus Learning

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Completion Time: 3 hours

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies (NCTM, Principles to Actions, 2014). As teachers, we need to consider the cognitive demand of the tasks we are asking students to engage in during lessons, including tasks from school curriculum or other resources. We also need to reflect on the role we play in maintaining high-level demand tasks.

Suggested prerequisites:
Principles to Actions (PtA) Overview Micro-credential

Intended Audience: K-12 Mathematics Teachers, Instructional Coaches

Completion Time: 3 hours

Both teachers and students need to embrace productive struggle as an essential part of learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and support to engage in productive struggle as they grapple with mathematical ideas and relationships (Principles to Actions: Ensuring Mathematical Success for All, NCTM 2014, p. 48). As teachers, our role is to provide these opportunities through selecting mathematical tasks that will allow students to be challenged but also have the support of teachers without taking away the cognitive demand of the task and purposeful questioning.

Suggested prerequisites:
Principles to Actions (PtA) Overview Micro-credential
PtA Implementing Rich Mathematical Tasks Micro-credential 
PtA Establishing Mathematics Goals to Focus Learning
 

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Completion Time: 3 hours

In June of 2018, Iowa adopted the CSTA K-12 Computer Science standards to allow ALL students to learn foundational skills in computer science, beginning in elementary school. All students need to learn not only how to be consumers of technology, but also creators of the technology. This micro-credential will help participants learn about resources to explore the K-12 Computer Science standards and make a plan for implementing computer science education in the K-12 classroom.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, and Teacher Leaders

Completion Time: 3 hours

If you are new to the Iowa social studies standards adopted in May 2017, this learning is for you. The module will take you through the organization of the standards highlighting the key points for effective implementation of the standards.

Intended Audience: K-12 Educators, Social Studies Teachers, Curriculum Directors

Completion Time: 2 hours

This micro-credential explores the structure and new vision of the Iowa Science standards. Engaging in this work sets the stage for future learning around the three dimensions of the science standards and how to best put the new vision into practice. Participants will reflect on their current teaching and learning reality related to the science standards and identify future work to move the vision forward in their own classroom.

Intended Audience: K-12 Educators

Completion Time: 2 hours

There are three key shifts that are required of teachers in teaching the Common Core State Standard of Mathematics or the Iowa Academic Standards of Mathematics. These three shifts are focus, coherence and rigor. Through this coursework you will learn about each shift and how it connects to your grade level.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches

Completion Time: 2 hours

There are three key shifts that are required of teachers in teaching the Common Core State Standards of Literacy. Through this coursework you will learn about each shift and how it connects to your teaching.

Intended Audience: K-12 teachers, Administrators, Instructional Coaches

Completion Time: 2 hours

This micro-credential explores the structure and new vision of the Iowa Science standards. Engaging in this work sets the stage for future learning around the three dimensions of the science standards and how to best put the new vision into practice. Participants will reflect on their current teaching and learning reality related to the science standards and identify future work to move the vision forward in their own classroom.

Intended Audience: K-12 Educators

Completion Time: 2 hours

As one of the three dimensions of the science standards, the science and engineering practices often represent the “doing” part of science, like asking questions, analyzing data and engaging in argument from evidence. This micro-credential will take a closer look at these practices as a whole, how they mesh with the science standards, and how students should engage with them over the course of their K-12 journey to become a scientifically literate person.

Intended Audience: K-12 Educators

Completion Time: 3 hours

A notebook/journal is a personal space for students to capture their observations of the natural world. The initially blank page invites students to document evidence in a variety of forms. Data charts, drawn models, written reflections, peer exchanges are all curated in one space, allowing students to use their own investigative evidence to support scientific claims. This Getting Started resource focuses on tips for organization and establishing routines to use with students.

Intended Audience: K-12 Educators

Completion Time: 2 hours

Most students use talk daily to express their feelings in a given moment, to get questions answered, or to make plans with friends. Unlike everyday conversations, academic conversations are different. Students are asked to compare different explanations, argue with evidence, critique a model, or unpack a claim, provide specific feedback. Teachers who want to foster the use of productive academic discourse with ALL of their students have to design regular opportunities for them to try out new ways with words, and support them throughout the process of learning to talk academically.

Intended Audience: K-12 Educators, Instructional Coaches

Completion Time: 3 hours

Utilizing phenomena is a key shift in the NGSS. It requires learners to observe what is happening in the world around them and challenges them to use science to explain their observations and potentially engineer solutions to problems. This micro-credential explores identifying an academically productive anchoring phenomenon and how it is an important starting point to set the tone for learning, emphasizing “figuring out” versus “learning about."

Intended Audience: K-12 Educators

Completion Time: 3 hours

This micro-credential takes a deeper dive into the practice of Planning and Carrying Out Investigations, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation in the classroom.

Intended Audience: K-12 Educators

Completion Time: 3 hours

This micro-credential takes a deeper dive into the practice of Asking Questions & Defining Problems, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Completion Time: 2 hours

This micro-credential takes a deeper dive into the practice of Developing and Using Models, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation in the classroom. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Completion Time: 2 hours

This micro-credential takes a deeper dive into the practice of Analyzing and Interpreting Data, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation in the classroom. *This micro-credential assumes you are comfortable with/have completed the objectives outlined in the “Introduction to the Science Standards” micro-credential and the Exploring the Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Completion Time: 2 hours

This micro-credential takes a deeper dive into the practice of Engaging in Argument from Evidence, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation. * This micro-credential assumes you are comfortable with/have completed the objectives outlined in the “Introduction to the Science Standards” micro-credential and the Exploring the Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Completion Time: 2 hours

An essential component of healthy relationships is trust. Trust of self and others is essential to personal as well as professional relationships. Through this one-hour micro-credential, you will learn about the anatomy of trust and explore trust through the lens of a professional relationship to deepen your awareness of the characteristics of trust. This work is best completed in a dedicated one-hour block of time.

Intended Audience: K-12 Educators, School Counselors, SEBH Facilitators, Administrators

Completion Time: 2 hours

Students are coming into classrooms with a variety of backgrounds, experiences, and difficulties. Some may demonstrate outward behaviors and others may seem withdrawn and disengaged. It is important for educators to understand the impact that mental illness can have on students’ abilities to participate in and access their educational environment. This micro-credential will focus on symptoms of anxiety and depression; as well as practical educator strategies to support them on a daily basis.

Intended Audience: PK-12 teachers, Paraeducators, Administrators, and Instructional Coaches

Completion Time: 2 hours

This micro-credential will help participants understand an important piece to the SDI Framework-the RIOT/SCIL Matrix and then they will work through how to use the RIOT/SCIL Matrix to Diagnose for Instructional Design in order to determine the educational needs of their students. (RIOT= Review, Interview, Observation, Test. SCIL=Setting, Curriculum, Instruction, Learner)Highly recommended to work through the High Leverage Practice Overview First.

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Completion Time: 2 hours

This micro-credential provides schools and IEP teams with information and tools, encourages IEP teams to consider a full range of supports for students with special needs, and shares resources available to schools for training paraeducators. The resources help the team identify specific needs and allow for consideration of all types of support (including paraeducators).

Intended Audience: IEP Teams, District Administrators, Special Education teachers, AEA staff

Completion Time: 1 hour

The Individual Career and Academic Plan outlines college and career programming for all students to engage in grades 8-12. Through intentional alignment of the information in the ICAP and the IEP, students develop self-awareness and have increased opportunities to be more involved in the development of their postsecondary and annual goals. Self-determined students become successful adults! Objectives: Explain what the ICAP is and describe the ICAP purpose. Cite the similarities and differences between Individual Career Academic Planning (ICAP) and the transition plan in the Individualized Education Program (IEP) Apply best practices for students with disabilities within the ICAP process Relate relevant ICAP resources to discover answers in support of students with disabilities.

Intended Audience: 8-12 Educators, Secondary Special Education Teachers, Administrators, School Counselors, CTE Teachers

Completion Time: 2 hours

Participants will learn about time management strategies that can be utilized to organize their tasks and make work time more efficient and productive.

Intended Audience: PK-12 General, Special Education, Teacher Leaders

Completion Time: 1 Hour

Executive functioning is an “umbrella term” that refers to brain-based skills that are required for individuals to complete or executive a wide range of tasks. These skills are built over time and can be influenced by a variety of factors, including the learning environment and interactions with adults. In this overview of microcredential, educators will emerge with a clarified understanding of the definition of executive functioning, how these processes are built and refined, and identify practical strategies for supporting their own personal executive functioning skills and that of the students they work with.

Intended Audience: Pk-12 Educators, Paraeducators, Early Childhood, General, Social-emotional behavioral health, Special Education

Completion Time: 1 hour

This micro-credential overviews Iowa’s recommended physical education standards and focuses on adapted physical education.. Participants will work through a self-paced Pear Deck organized by standards resources, PE and IEP information, examples, extra resources, and self-reflections.

Intended Audience: K-12 Physical Education Teachers

Completion Time: 3 hours

Having the knowledge, skills, and tools to differentiate instruction for our diverse student population is essential to meet their varying needs. Differentiating instructional strategies and practices through environment, content, processes, and products allows students to learn in ways that work for them. The resources and activities provided here will help educators learn what differentiation is and how to implement effective instruction to meet a wide range of student needs.

Intended Audience: K-12 Educators, Teacher Leaders, Instructional Coaches, Curriculum Directors, Administrators

Completion Time: 3 hours