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Click here to find out how to report your staff Act 48 hours when you have workshops at your school!

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Eligible Prospective Providers | Steps and Process to Become an Approved Provider | Provider Requirements for Approved Applications | Relationship of Offerings to the Educator's Area of Certification | Higher Education Institutions Applying for Approval of Noncredit Continuing Education Courses | Providing Act 48 Hours | Is PDE Approval always required? | Trainer Credentials | How is Act 48 of 1999 related to Act 45 of 2007? | Approved Provider Application Standards

Ensuring that all Pennsylvania children receive the high-quality education that they deserve requires an effective educator in every classroom. It is essential to have school and district leadership who are focused on raising achievement. Pennsylvania's educators - from classroom teachers to district superintendents - are the most important components of educational success.

As professionals in an ever-changing society, the Pennsylvania's educators are required to continuously upgrade their knowledge and skills, just as lawyers, doctors, accountants, and other licensed professionals. Pennsylvania's educator professional development law, known as Act 48 of 1999 describes the requirements that apply to certified educational professionals. Professional development must be based on sound research and promising practices of educator effectiveness, consistent with 24 P.S. §11-1138.1 et seq. and must be part of an approved plan for building educators' skills over the long term.

All certified educators must complete 180 hours of professional development every five years. The 180-hour requirement can be met with:

Six college credits; six credits of continuing professional education courses;

180 hours of continuing professional education programs, activities or learning experiences; or

Any combination of collegiate studies, continuing professional education courses, or other programs, activities or learning experiences equivalent to 180 clock hours.

For the purposes of calculating hours and credits, one semester credit of collegiate study or continuing professional education coursework is equivalent to 30 hours of professional development.

These guidelines are intended to assist independent providers of non-collegiate credit professional education courses, programs, trainings, and activities in completing the process to obtain approval from the Pennsylvania Department of Education (PDE), as required by the Pennsylvania School Code 24 P.S. §12-1205.2(d). Prospective providers must make a representation of their offerings in their application as part of the approval process. Approvals are granted for a period of three years.

Eligible Prospective Providers

All entities or individuals that intend to serve as Act 48 professional development providers must seek approval through the application process contained in these guidelines. Eligible providers include:

1. Institutions of higher education for their noncredit continuing education courses.

2. Private and non-public schools;

3. Professional associations;

4. Non-governmental organizations;

5. Non-profit organizations;

6. Corporations, partnerships, and limited liability companies; and

7. Sole proprietors (individuals).

Steps and Process to Become an Approved Provider

To begin a new application, the HELP DESK, RA-EDACT48APP@pa.gov, will request details to ensure the appropriate application is provided. When all requested information is provided by the applicant, a reviewer will be assigned, and the applicant will be notified.

Here are the steps to become an approved provider:

Private schools in PA and non-school institutions/businesses providing face-to-face and/or online professional development in PA need to apply for a business entity number (EN) via the PA Department of State. The business entity number, EN, is different than an EIN, which is for tax purposes.

If your entity has an existing EN, you can search your business entity number at the PA Department of State.

If your entity does not have an existing EN, the process and assignment of an EN can be done quickly. Please follow the Guidelines (PDF) to complete the registration.

If you have questions regarding the process, PA One-Stop Shop can assist.

Once an EN is provided, an applicant will receive the appropriate application and guidelines within 3 business days via email from the reviewer.

The timeframe for approval for all applicants of the Approved Provider Plan is typically 30-90 days. There are times that the process may be shorter or longer dependent upon the application itself and response time by the applicant. For example, once a reviewer sends an application to the applicant, the applicant has 30 days to respond. In turn, the reviewer has 30 days to review the application for approval or requested edits and clarifications. The process continues in this manner until final approval is granted.

New providers will be assigned an Administrative Unit Number (AUN) by the reviewer once the application is approved. The AUN is the organization's identification in the PERMS system that permits access and uploading of ACT 48 hours for participants of the provider's trainings and professional development. Note, existing providers already have an AUN.

Provider Requirements for Approved Applications

1. Providers must upload continuing professional education hours/credits into PDE's PERMS system within 30 days of an educator's completion of an activity.

2. Providers must maintain completion records for each activity for a period of seven years. Records should consist of, at minimum, the activity description, participant rosters with individual professional personal identification number, and evaluations.

3. Providers must provide individual participants with a record of the activity completed and the number of Act 48 professional development hours earned.

4. Providers must conduct an internal quality review to ensure that all activities are updated based on participant feedback and advances in professional knowledge.

5. Providers do not need to get approval for each course you add during your ACTIVE approved status. During the authorization period, you can upload any new course hours as they long as they meet the requirements of the approved application.

Relationship of Offerings to the Educator's Area of Certification

Act 48 (24 P.S. §12-1205.2(c)) requires that continuing professional education programs, activities, or learning experiences be "related to an area of the professional educator's assignment or certification." Therefore, applicants must designate which teaching certifications are supported by the proposed offerings. PDE provides a listing of the various certifications on its website.

Higher Education Institutions Applying for Approval of Noncredit Continuing Education Courses

All noncredit continuing education offerings at individual campuses must be consolidated or bundled within a single application under a single point of contact. The institution bears overall responsibility for assuring that all its Act 48 professional development noncredit offerings in different component colleges, departments, or centers of study are rigorous, current, and aligned with the Danielson Framework for Teaching, consistent with Act 13 of 2020 (24 P.S. §11-1138 et seq.). In each subsequent approval cycle, the single point of contact is responsible for submitting a consolidated application proposing renewal of any offerings previously approved that the institution desires to continue offering, along with any new proposed offerings. The designated single point of contact is designated on the application and responsible for coordinating the uploading of participant Act 48 professional development hours directly into PDE's Professional Education Record Management System (PERMS) for all component colleges, departments, or centers of study within the institution.

Accredited Pennsylvania institutions of higher education with PDE-approved teacher preparation programs have the option of uploading Act 48 professional development hours for members of their teacher preparation faculty. By awarding these hours, the provider enables those educators to maintain active certification in conjunction with, or as a condition, of their academic teaching assignments. If the institution desires to pursue this option in its Act 48 Approved Provider Application, the dean or department head must submit to PDE, on letterhead, a list of faculty member participants (full name, professional personnel identification number and the academic department in which each is employed), along with a description of public-school improvement activities in which individual faculty members are or will be participating and identify the school district(s) involved.

Providing Act 48 Hours

Act 48 professional development hours can be granted for but not limited to:

Active involvement in working with public schools to improve student achievement;

Alignment of curricula with the Pennsylvania Academic Standards;

Alignment of instruction with the Danielson Framework for Teaching, providing professional development or induction activities for certified educators;

Improving the scope and quality of formative assessment;

Use of interventions and safety nets for struggling students or similar activities;

Code of Professional Practice and Conduct for Educators; and

Partnership for 21st Century Skills.

Mentors of first-year teachers and supervisors of student teachers (does not include pre-student teachers) may earn Act 48 credit only if the LEA approves the professional development hours.

Mentors/Supervisors may receive up to 15 hours per inductee or student teacher totaling no more than 45 hours in a compliance period.

Act 48 professional development hours cannot be granted for:

Paid consulting or activities for which faculty are otherwise compensated in their normal academic assignments, unless such activities are considered in-service training; and

Supervising pre-teachers.

Is PDE's approval always required?

Local education agencies (LEAs) (i.e., school districts, charter schools, intermediate units, and area vocational technical schools) often engage the services of external consultants and organizations to provide professional development activities. Similarly, LEAs frequently send educators to outside training activities and recognize those activities for Act 48 professional development hours if they are consistent with the goals and objectives of their own professional education programs. An educator participating in noncredit continuing education offerings given by a provider who has not been approved by PDE can receive Act 48 professional development hours through their employing LEA only if the LEA approves the professional development the educator attends. However, many LEAs will only upload Act 48 professional development hours for their own professional development in-service programs, and PDE does not dissuade LEAs from taking a rigorous approach to managing and controlling their own professional development programs and in-service offerings.

Trainer Credentials

All approved providers have the authority to employ trainers, who may be educators, consultants, agencies, or others, qualified to provide continuing professional education activities for educators in local school entities or other settings. Approved providers, as part of their approved provider application, must include a representation of their trainers' credentials and professional experience.

How is Act 48 of 1999 related to Act 45 of 2007?

Act 48 of 1999 established the requirement that all certificate holders must earn 180 hours of professional development every five years from an Act 48 Approved Provider. Act 45 of 2007 (24 P.S. §12-1205.5) defines requirements for continuing professional education taken by Pennsylvania school or system leaders in specific covered positions (i.e., principals, assistant principals, superintendents, assistant superintendents, intermediate unit executive directors, assistant intermediate unit executive directors, or directors of area vocational-technical schools). To provide professional development activities that are creditable to school and system leaders under Act 45, an organization must first obtain Act 45 Pennsylvania Inspired Leaders approval. The Act 45 application and approval process are explained in the PA Inspired Leadership Legislation FAQs.

Approved Provider Application Standards

To receive approval as an Act 48 professional development provider, applicants must satisfactorily provide general information and demonstrate that they meet the following application standards.

General Application Information: Includes contact information; applicant type; list of all activities; eligible participants by area of certification; and estimated number of participants per year.

Standard 1: Professional development activities have clear objectives for increasing student achievement and school success.

Standard 2: Professional development activities are based on principles of adult learning theory to engage educators in professional growth.

Standard 3: Professional development activities are aligned to at least one component of one domain within the Danielson Framework for Teaching.

Standard 4: Professional development activities are aligned with the current and applicable Pennsylvania Core Standards or Pennsylvania Academic Standards.

Standard 5: Professional development activities utilize a curriculum that is based on research or best practice and a delivery model that emphasizes sustained, job-embedded professional development.

Standard 6: The provider assesses participant proficiency through an end-of-course assessment.

Standard 7: The provider assesses participant satisfaction and impact on professional practice through surveys of all enrollees that are used by the provider for continuous improvement.

Standard 8: Effectiveness of the offerings is evaluated through multiple measures of student achievement within the context of educator effectiveness to determine impact on student learning, educator effectiveness and/or school performance.

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Eligible Prospective Providers | Steps and Process to Become an Approved Provider | Provider Requirements for Approved Applications | Relationship of Offerings to the Educator's Area of Certification | Higher Education Institutions Applying for Approval of Noncredit Continuing Education Courses | Providing Act 48 Hours | Is PDE Approval always required?

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MIU IV is available to enter your Act 48 for you!  Data Services Sheet

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MIU IV is available to enter your Act 48 for you!  Data Services Sheet

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If you are interested in MIU IV entering your Act 48 for your staff, please fill out the form attached and follow the directions on the page. Questions, email Shawn Algoe at:

shawn.algoe@miu4.org.

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Filled with EVERYTHING TITLE I!  Find it in this library!

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Filled with EVERYTHING TITLE I!  Find it in this library!

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Affirmation of Consultation with Private School Officials (Word)
Affirmation of Consultation with Private Nonpublic School Officials (Word)
ESSER Affirmation of Consultation (Word)
Non-public School Intent to Participate Form Title I, Part A (Word)
Non-public School Intent to Participate Form Title VIII (Word)
Title III Supplemental Services Consultation (PDF)

Nonpublic Equitable Services Title I, Part A and Title VIII

Since the initial passage of the Elementary and Secondary Education Act of 1965 (ESEA), private (nonpublic) school students and teachers have been eligible to participate in the Title I, Part A (Title I) program. The reauthorization of the ESEA by the Every Student Succeeds Act (ESSA) continues the requirement that a local educational agency (LEA) that receives Title I funds provide equitable services to eligible nonpublic school students, their teachers, and their families.

ESEA section 8501 requires an LEA participating in a covered ESEA program, in consultation with appropriate nonpublic school officials, to provide eligible nonpublic school children and educators with services or other benefits that are equitable to those provided to eligible public-school children and educators. Although not governed by ESEA Title VIII Equitable Services, Title IV, Part F, section 4644 (Jacob K. Javits Gifted and Talented Children Education Program) requires, where appropriate, the provision for the equitable participation of nonpublic school children and educators.

Timely and Meaningful Consultation

Timely and meaningful consultation with the appropriate nonpublic school officials is an essential requirement in the implementation by an LEA of an effective covered ESEA program for eligible Nonpublic school children and educators. Consultation applies to Title I, Part A and the programs under Title VIII in which the LEA participates.

Consultation involves discussions between public and nonpublic school officials on key issues that affect the ability of eligible Nonpublic school children to participate equitably in covered ESEA programs. The district must consult with Nonpublic school officials prior to the LEA making any decision that affects the opportunities of any Nonpublic school children, their parents, or educators to participate in programs.

ESEA Section 1120(b) and 200.63 regulations

A unilateral offer of services by an LEA with no opportunity for discussion, or the application of a blanket rule, is not adequate consultation. Consultation must be meaningful, timely and result in the goal of reaching agreement and providing effective equitable services.

The required topics to be discussed during consultation can be found on the (link Affirmation of Consultation form ).

Transferability and Equitable Services Consultation

ESEA section 5103 gives an LEA flexibility to transfer some or all of its funds under two covered ESEA programs to other eligible ESEA programs. Under the transferability authority, an LEA may transfer up to 100 percent of funds received under Title II, Part A and Title IV, Part A into, for example, Title I, Part A. An LEA may not, however, transfer funds out of Title I, Part A. An LEA does not need prior approval from the PDE to exercise the transferability authority, but before an LEA may transfer funds from a covered ESEA program, it must engage in timely and meaningful consultation with appropriate nonpublic school officials. (ESEA section 5103(e)(2))

Title I, Part A Consultation

Title I Part A consultation. An LEA must annually contact officials of each nonpublic school with children who might reside in the LEA to determine whether those officials would like for their eligible students to participate in equitable services under Title I. (ESEA section 1117(b)(1) Link to sample NP Intent to Participate TIA

Title VIII Consultation

An LEA must annually contact officials of nonpublic schools located in the attendance or geographic region of the LEA to determine whether those officials would like their students and staff to participate in equitable services under each covered ESEA program in which the LEA participates. (ESEA section 8501(c)(1) and NP Link to Intent to Participate TVIII

If an invitation to participate in any eligible federal program is not extended or consultation does not occur, nonpublic school officials should contact the LEA and ask to speak with the individual(s) responsible for administering the Title I, Title II, Title III, and Title IV federal programs. If a nonpublic school official contacts an LEA but receives no response, that official may also contact a PDE Regional Coordinator or the State Ombudsman for assistance. (Add DFP Contact Us link).

Ombudsman

To help ensure equitable services and other benefits for eligible nonpublic school children, teachers and other educational personnel, and families, an SEA must designate an ombudsman to monitor and enforce ESEA equitable services requirements under both Title I and Title VIII. (ESEA sections 1117(a)(3)(B) and 8501(a)(3)(B)).

Complaint Process for Participation of Nonpublic School Children Can be viewed within the Complaint Procedures.

Program Overview

Title I, Part A Equitable Services

The purpose of Title I of the ESEA is to provide all children significant opportunity to receive a fair, equitable, and high-quality education and to close educational achievement gaps. (ESEA section 1001). Each LEA that receives Title I funds identifies public school attendance areas and schools that have high concentrations of children from low-income families as eligible to participate in Title I programs. (ESEA section 1113).

To be eligible for Title I services, a nonpublic school child must reside in a participating Title I public school attendance area and be identified by the LEA as low achieving on the basis of multiple, educationally related, objective criteria. (ESEA sections 1115(c)(1)(B) and 1117(a)(1)). Poverty is not a criterion for eligibility for services.

Obligation of Funds

Funds allocated to an LEA for educational services and other benefits to eligible nonpublic school children, their teachers, and their families must be obligated in the fiscal year for which the funds are received by the LEA. (ESEA section 1117(a)(4)(B)).

The purpose of this requirement is to ensure that an LEA obligates the funds available under Title I to provide equitable services in the fiscal year for which the funds are appropriated so that eligible students, teachers and other educational personnel, and families receive the services to which they are entitled in a timely manner.

Title I Carryover

There may be circumstances in which an LEA is unable to obligate all funds within this timeframe in a responsible manner. The LEA must carryover the unobligated funds from the proportional share for the provision of equitable services during the subsequent fiscal year. The LEA must also consult with appropriate nonpublic school officials (ESEA sections 1117(b) and 8501(c)).

It is important to note that carryover from funds allocated for equitable services must be expended for equitable services. Carryover funds must be reflected in the LEAs eGrants Consolidated Application under the carryover section.

Program Overview

Title VIII, Part F of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act

ESEA section 8501 requires an LEA participating in a covered ESEA program, in consultation with appropriate Nonpublic school officials, to provide eligible Nonpublic school children and educators with services or other benefits that are equitable to those provided to eligible public-school children and educators.

Programs governed by Title VIII include the following formula grants.

Title I, Part C - Education of Migratory Children.

Title II, Part A - Supporting Effective Instruction.

Title III, Part A - English Language Acquisition, Language Enhancement, and Academic Achievement.

Title IV, Part A - Student Support and Academic Enrichment Grants;

Title IV, Part B - Nita M. Lowey 21st Century Community Learning Centers (21st CCLC); and Title IV, Part F, section 4631 - Project SERV.

(ESEA section 8501(b)(1); 34 Code of Federal Regulations (C.F.R.) § 299.6(b)).

The Division of Federal Programs oversees the following:

Title II, Part A - Supporting Effective Instruction.

Title III, Part A - English Language Acquisition, Language Enhancement, and Academic Achievement and Immigrant

Title IV, Part A - Student Support and Academic Enrichment Grants.

Obligation of Funds

Funds allocated to an LEA for educational services and other benefits to eligible nonpublic school children and educators must be obligated in the fiscal year for which the funds are received by the LEA. (ESEA section 8501(a)(4)(B); 34 C.F.R. § 299.7(a)(3)).

The purpose of the obligation of funds requirement is to ensure that an LEA uses the funds available under a covered ESEA program to provide equitable services in the fiscal year for which the funds were appropriated in a timely manner. This provision reinforces the requirement that an LEA conduct timely consultation with nonpublic school officials so that services can begin at the beginning of the school year for which the funds are appropriated.

Carryover Title VIII

Scenario 1: When the services are delayed (e.g., based on a natural disaster, delayed consultation, or unexpected challenges) and as a result, the LEA is unable to fully provide required equitable services, and some funds are unobligated at the end of the Federal fiscal year. The LEA must use the funds to provide equitable services in the affected nonpublic schools the following year.

Scenario 2: If the LEA provided equitable services as agreed upon, but the services cost less than what was budgeted, or the nonpublic school decides not to participate in planned activities. Based on timely and meaningful consultation, the LEA and Nonpublic school officials agree there are no additional needs. Any carryover funds become part of the general pool of funds available for expenditures for public schools and participating nonpublic schools for the next year.

Carryover funds must be reflected in the LEAs eGrants Consolidated Application under the carryover section. View the Carryover section of each program in eGrants for additional guidance.

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Affirmation of Consultation with Private School Officials (Word) Affirmation of Consultation with Private Nonpublic School Officials (Word) ESSER Affirmation of Consultation (Word) Non-public School Intent to Participate Form Title I, Part A (Word) Non-public School Intent to Participate Form Title VIII (Word) Title III Supplemental Services Consultation (PDF) Since the initial passage of the Elementary and Secondary Education Act of 1965 (ESEA), private (nonpublic) school students and teachers have been eligible to participate in the Title I, Part A (Title I) program.

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Title I Mini Series Library provides all the recorded sessions for the current year for you, your staff and parents! 

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Title I Mini Series Library provides all the recorded sessions for the current year for you, your staff and parents! 

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2026-27 Family Engagement Mini Series SMORE

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2026-27 Family Engagement Mini Series SMORE

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Information from all Nonpublic Admin. Meetings is located in the library below!

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Information from all Nonpublic Admin. Meetings is located in the library below!

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Oct 15th Mini Series: Read, Write, Repeat: Simple Routines for Growing Strong Learners

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Oct 15th Mini Series: Read, Write, Repeat: Simple Routines for Growing Strong Learners

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2025-2026 Fall Nonpublic Admin Meeting (2)

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Behavior Coach Services Library-Provides information to Nonpublic Administrators about everything Behavior!

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Behavior Coach Services Library-Provides information to Nonpublic Administrators about everything Behavior!

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Dec. 10th Mini Series: Fueling the Reading Brain with Vocabulary Knowledge and Rich Language 

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Dec. 10th Mini Series: Fueling the Reading Brain with Vocabulary Knowledge and Rich Language 

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Spring 2024-2025 Nonpublic Admin Meeting

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Spring 2024-2025 Nonpublic Admin Meeting

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Jan. 21st Mini Series: Homework Without Headaches & Study Skills that Stick!

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Jan. 21st Mini Series: Homework Without Headaches & Study Skills that Stick!

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March 4th: Sun, Fun and Skill Building: Your Summer Learning Toolkit

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March 4th: Sun, Fun and Skill Building: Your Summer Learning Toolkit

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Please access the slide dec for the October 15, 2024 meeting.

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The behavior coach is available for any nonpublic school that needs behavior support for classroom management and/or student-specific needs for grades kindergarten and up.

The behavior coach, in collaboration with Midwestern intermediate Unit IV nonpub school counselors, will provide services for school personnel who would like to improve their classroom management or work with students who exhibit challenging behaviors. The services provided will include classroom and/or individual student program development. Support will be provided for staff implementation and monitoring of such behavior supports utilizing research-based strategies and the implementation of positive classroom management techniques.

A meeting with administration and team prior to the observations taking place

2 half day observations (3 hours each)

A report with observation notes, strengths, and recommendations/interventions

Up to 2 follow ups to support the team in implementation

Prior to making a referral, school teams should meet as a team to discuss interventions attempted and have data collected to demonstrate effectiveness. Sample Nonpublic Referral Data Collection Sheets are available for teams to use.
Services can include:

Classroom observation

Student observation

Assist with building classroom management systems

Model classroom management strategies

Model teaching strategies

Provide supports in developing interventions

Resources for educational staff

For the 2024-2025, these services will be provided through the MIU IV Act 89 Program.

Check out the links below for the Act 89 Padlet & Behavior Coach Websites for additional support!

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Nonpublic Behavior Coach Services by Amanda Hoban | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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Unlocking the Power of Phonics: Teaching Your Child to Read at Home

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Unlocking the Power of Phonics: Teaching Your Child to Read at Home

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26-27 Nonpublic Title I Parent Guidebook

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26-27 Nonpublic Title I Parent Guidebook

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Title I Services Parent Guidebook 2026-2027

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Join us on October 6, 2026 for MIU IV's Annual PFE Meeting! There will be Reading and Math Giveaways!

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Annual Parent Family Engagement Meeting Slide Deck

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Annual Parent Family Engagement Meeting Slide Deck

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October 7 2025 PFE Meeting Presentation (1)

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The Title II-A Library provides information from allowable use to what professional development the MIU IV TaC Team can provide!  

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The Title II-A Library provides information from allowable use to what professional development the MIU IV TaC Team can provide!  

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The Act 89 Service Information Library provides you with details specifically to the auxiliary programs that the MIU IV offers along with what Act 89 of Pennsylvania is.

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The Act 89 Service Information Library provides you with details specifically to the auxiliary programs that the MIU IV offers along with what Act 89 of Pennsylvania is.

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2024 MIU IV Title I Parent and Family Engagement Meeting for Nonpublic Schools

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2024 MIU IV Title I Parent and Family Engagement Meeting for Nonpublic Schools

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Recording of the Meeting that took place on October 1, 2024. The slide dec for this presentation is above this post.

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Title I Parent Right to Know Letter 2026-2027

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Title I Parent Right to Know Letter 2026-2027

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2026-2027 Parent Right to Know Letter_ESSA (1)

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This library provides you access to the researched based programs that our MIU IV Resource/Title I teachers use during instruction.   Also included- extra resources to use for instruction!

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This library provides you access to the researched based programs that our MIU IV Resource/Title I teachers use during instruction.   Also included- extra resources to use for instruction!

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MIU IV Nonpublic School Services Website

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MIU IV Nonpublic School Services Website

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Click here to find information on the services that MIU IV provides to our Nonpublic Schools.

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Nonpublic School Services - Midwestern Intermediate Unit IV

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Nonpublic School Services - Midwestern Intermediate Unit IV

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This library holds all the information you need for Math Madness!

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This library holds all the information you need for Math Madness!

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The Act 89 Behavior Coach library is filled with resources to paperwork to when a referral is appropriate. 

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The Act 89 Behavior Coach library is filled with resources to paperwork to when a referral is appropriate. 

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The Act 89 School Psychologist Library is filled with resources to paperwork for when a referral is appropriate. 

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The Act 89 School Psychologist Library is filled with resources to paperwork for when a referral is appropriate. 

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Do you have questions about Special Education, Evaluations, EP, 504 Plans or More?  This library provides you the answers you need with a podcast with Melissa and Dawn!  Other documents on EP are also included. 

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Do you have questions about Special Education, Evaluations, EP, 504 Plans or More?  This library provides you the answers you need with a podcast with Melissa and Dawn!  Other documents on EP are also included. 

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Private and Non-Public Enrollment Information from PDE can be found in this library!

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Private and Non-Public Enrollment Information from PDE can be found in this library!

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Click on the padlet below for all the Kindergarten Transition resources that you will need for a successful enrollment experience in your nonpublic school!

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Click on the padlet below for all the Kindergarten Transition resources that you will need for a successful enrollment experience in your nonpublic school!

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Everything Acadience/ALO is housed HERE!

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Everything Acadience/ALO is housed HERE!

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This library provides you access to the researched based programs that our MIU IV Speech and Language Pathologist use during instruction.   Also-included extra resources to use for instruction!

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This library provides you access to the researched based programs that our MIU IV Speech and Language Pathologist use during instruction.   Also-included extra resources to use for instruction!

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Please use this checklist as a way to organize your steps when making a referral.

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Please find the LOOM Video attached created by Act 89 Behavior Coach Amanda Hoban, which explains a form she created that will help teams with gathering data and interventions on students prior to referrals being made. We hope this is helpful! Feel free to reach out to her directly at amanda.hoban@miu4.org with questions.

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Nonpublic Behavior Coach Services | Smore Newsletters - 23 August 2024

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The behavior coach is available for any nonpublic school that needs behavior support for classroom management and/or student-specific needs for grades kindergarten and up.

The behavior coach, in collaboration with Midwestern intermediate Unit IV nonpub school counselors, will provide services for school personnel who would like to improve their classroom management or work with students who exhibit challenging behaviors. The services provided will include classroom and/or individual student program development. Support will be provided for staff implementation and monitoring of such behavior supports utilizing research-based strategies and the implementation of positive classroom management techniques.

A meeting with administration and team prior to the observations taking place

2 half day observations (3 hours each)

A report with observation notes, strengths, and recommendations/interventions

Up to 2 follow ups to support the team in implementation

Prior to making a referral, school teams should meet as a team to discuss interventions attempted and have data collected to demonstrate effectiveness. Sample Nonpublic Referral Data Collection Sheets are available for teams to use.
Services can include:

Classroom observation

Student observation

Assist with building classroom management systems

Model classroom management strategies

Model teaching strategies

Provide supports in developing interventions

Resources for educational staff

For the 2024-2025, these services will be provided through the MIU IV Act 89 Program.

Check out the links below for the Act 89 Padlet & Behavior Coach Websites for additional support!

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Nonpublic Behavior Coach Services by Amanda Hoban | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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I'm so glad you stopped by! Welcome to this one-stop-shop space for all things behavior related with MIU IV! I hope this space provides you with some resources and ideas to support you and your classroom. If you have questions or need support in any way with you classroom management or with student specific behavior management within the classroom, you've come to the right place. Take a few moments to browse all the happenings at the IU and be amazed at all you can learn though the offerings here at MIU IV.

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I'm so glad you stopped by! Welcome to this one-stop-shop space for all things behavior related with MIU IV! I hope this space provides you with some resources and ideas to support you and your classroom.

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4th Edition in the Series!

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MIU IV Lending Library is available!  Check out what the resources in the link below!

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MIU IV Lending Library is available!  Check out what the resources in the link below!

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This library provides you access to the researched based programs that our MIU IV School Counselors use during instruction.   Also included-resources to use for instruction!

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This library provides you access to the researched based programs that our MIU IV School Counselors use during instruction.   Also included-resources to use for instruction!

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3rd Edition in the Series!

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Amanda Hoban is employed by Midwestern Intermediate Unit IV located in Grove City, PA. She currently works in the role of a Behavior Coach, providing behavioral support primarily to nonpublic schools and PreK Counts classrooms within Mercer, Butler, and Lawrence Counties.

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The Behavior Helper - Volume 1, Issue 3 by Amanda Hoban | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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2026-2027 Program Offerings and School Services

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Let's review! Click here to find what Act 89 Auxiliary Services are.

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2nd Edition in the Series!

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Share kind words with the world, let them flow so free,

Spread kindness like confetti, for all the world to see.

With a smile and a gentle touch, change the world for the better,

Our words make a difference, they bring hearts together.

Kindness is the key, to unlocking hearts and minds,

We cannot tell what others are going through, so be the difference we find.

Kind words are like honey, they sweeten up our days,

Our words can build others up or tear them down in many ways.

In a world filled with noise, let kindness be our song,

Speak with compassion, and help heal what's gone wrong.

When someone feels alone, lost in the shadows of despair,

A kind word can show them love, reminding them that we care.

Let's be the light, shining bright for all to see,

In our words and actions, an example we will be.

For kindness is contagious, it ripples through the day,

So let's embrace kindness, let it guide our every choice,

With compassion and empathy, let's give others a voice.

Together we can change the world, one kind word at a time,

For kindness is the language that makes our spirits shine.

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The Behavior Helper - Volume 1, Issue 2 by Amanda Hoban | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Click here to find the EP document published by MIU IV Special Education Department. This book can also be found on the MIU IV Website under Special Education-Click on Does your Child Need Special Needs? IDEA 2004.

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Click here to find all information related to Nonpublic School Services and the Pennsylvania Department of Education

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The Pennsylvania Department of Education's School Services Office, Private Academic Schools and Nonpublic, Nonlicensed (Operated by a Bona Fide Church or Religious Body) School services section, is your central source for information about private academic and nonpublic schools in the Commonwealth of Pennsylvania.

Private and nonpublic schools in Pennsylvania provide the parents of school-age children diverse alternatives to public schools. Private schools are available at all grade levels including nursery/kindergarten, elementary and secondary schools of virtually every educational philosophy and religious denomination. There are also specialty schools for special education and tutoring, as well as private academies and boarding schools. Parents can choose from among more than approximately 3,000 nonpublic and private schools in Pennsylvania.

Explanation of Schools and Services

The responsibility of the Nonpublic and Private School Section is to license private academic schools and register nonpublic nonlicensed schools in the Commonwealth of Pennsylvania.

There are three types of private schools in Pennsylvania:

1. LICENSED PRIVATE ACADEMIC SCHOOLS are licensed and regulated by the State Board of Private Academic Schools, whose rules, regulations, and standards are concerned with quality education, teacher certification, attendance and courses of study, which closely parallel public school requirements. These schools are primarily nonsectarian.

2. NONPUBLIC NONLICENSED SCHOOLS are schools owned and operated by bona fide religious institutions. Registration is required of these schools by the Pennsylvania School Code; however, they can choose to be licensed.

3. ACCREDITED SCHOOLS are schools that are accredited by accrediting associations approved by the State Board of Education. The purpose of these organizations is to provide schools a measured, recognized means of improving their academic and operational performance. Schools that desire to become accredited must meet prescribed quality standards established by the accrediting organization. The accredited schools are able to participate in the student services provided to the Licensed and Nonpublic Nonlicensed schools.

NOTE: Private school's in Pennsylvania are not required to be Accredited, however, a school can obtain accreditation through an approved accrediting association.

Through Act 89, students attending nonprofit nonpublic schools can access a program of auxiliary services that are similar to those provided to public school students in the school district in which the nonpublic school is located. In addition, Act 195, Act 90 and Act 35 provide textbooks, instructional materials and equipment, loaned free of charge, to students who attend nonpublic schools in grades kindergarten through twelve.

FAQs

1. Does the Commonwealth of PA provide tuition grants to parents for private academic schools?
Currently, Pennsylvania does not provide grants. The Department of Community and Economic Development administers the Educational Improvement Tax Credit Initiativeand the Opportunity Scholarship Tax Credit Program which provide scholarships for private school students. Also, you may contact the school you will be enrolling your child in to see if they provide funding/grants, or if they know of private organizations that provide funding.

2. Do private academic schools have to abide by the 180-day attendance requirement?
Private schools are required to be in session for a minimum of 180 days of instruction or a minimum of 450 kindergarten hours, 900 elementary hours, or 990 secondary hours of instruction. Licensed private academic schools must request a formal exception to the 180-day requirement by submitting the 180-Day Exception Form if the school wishes to use the hours in lieu of the days

3. Do nonpublic and private academic schools have the right to withhold student records?
Nonpublic and Private academic schools must release all student health records; however, a school can choose to withhold student academic records. You can view the Basic Education Circular that pertains to Student Records Being Retained by a Private School at the following link: BEC.

4. Who is responsible for providing Free Appropriate Public Education (FAPE) to students publicly placed in a licensed private academic school?
You can find information regarding FAPE by downloading the Advisory Statement (PDF).

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The Pennsylvania Department of Education's School Services Office, Private Academic Schools and Nonpublic, Nonlicensed (Operated by a Bona Fide Church or Religious Body) School services section, is your central source for information about private academic and nonpublic schools in the Commonwealth of Pennsylvania.

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Pennsylvania Dept. of Education Affirmation of Eligibility of Students

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Pennsylvania Dept. of Education Affirmation of Eligibility of Students

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First Edition in the Series!

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Children need to be taught, shown, given opportunities to practice, and praised for displaying appropriate behavior. Let's review an example of two students struggling with SEL skills and how to teach acceptable behavior.

The scene: Hank is playing on a bike during recess time. Joe approaches him and grabs the handlebars of the bike saying, "I want it". Hank refuses to get off the bike and Joe gets increasingly upset as the tugging back and forth continues.

Teaching Response: The teacher approaches Hank and Joe and asks what is wrong. Joe says that he wants a turn on the bike, and Hank won't give it to him. "Oh, I see," the teacher says. "It sounds like you are frustrated with Hank because he is on the bike and you want a turn. Is that right?" When Joe agrees, the teacher reminds the students that they are friends and take turns sharing their toys. She says, "Now Joe, I need you to use your words to tell Hank that you'd like a turn when he's done riding the bike. Until then, let's time Hank on the bike to see how long it takes him to ride around the playground." The teacher helps Joe use his words to communicate to his friend that he wants a turn on the bike. Joe goes with the teacher and helps push the button on the stopwatch to time Hank as he rides the bike. The teacher encourages the students to cheer for their friend. When Hank returns to the "start", Joe then gets his turn on the bike.
*Through this scenario, both students were learning how to use their words to communicate their needs. Once that was completed, an alternate activity was provided to provide Joe with an active part in Hank riding the bike.
Reprimanding Response: The teacher yells, "Hank and Joe, get away from the bike! We are not arguing today!" The behavior escalates and the boys topple over onto the ground with the bike on top of them. Both students are required to lose time on the bike and sit along the wall for the remainder of recess.
*With this example, the students could have been injured when they fell. Without the teaching, guidance, modeling of communication, neither student is any more effective communicating their needs. It is likely that this incident will occur again in the future.
Can you see how this situation was easily diffused? We can choose to have a different outcome from our students by changing our reaction to them and helping facilitate those skills that are not yet developed.

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The Behavior Helper - Volume 1, Issue 1 by Amanda Hoban | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Professional Development Request Form-Title II-A Applicable 

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Professional Development Request Form-Title II-A Applicable 

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Title II :  Title II, Part A, is a 100% Federally funded supplemental educational program that provides financial assistance to improve the skills of teachers and the quality of instruction in core academic subjects in public and private elementary and secondary schools.

Professional Development activities and the materials/supplies to be used by those participating in those activities.

MIU IV Educational Consultants are available to work with your school to provide individualized training.

Use it!  Don’t lose it!

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Midwestern Intermediate Unit IV Training and Consultation Request

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Please complete this form if you are seeking professional development and or support from the Training and Consultation Team. Please direct questions to Richael Fertig, 724-287-4156 or richael.fertig@miu4.org

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PD Opportunities Discussed at Admin Mtg. 

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PD Opportunities Discussed at Admin Mtg. 

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If you have Title II-A funds, don't wait to schedule PD opportunities!  Those slides are attached.

MIU IV Cost of Training:

Full Day..... $695.00

1/2 Day ..... $400.00

I also wanted to highlight the PBIS/School Wide Training Opportunity.  Please know that this professional development opportunity is 3 full days of training.  Each day of training has an associated cost of $695/day.

Finally, I wanted to make a note that Behavior Coach services is covered under Act 89, however if there is training needed outside of consultation the costs detailed above would be applied.

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Act 89 Psychological Evaluation Referral

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Act 89 Psychological Evaluation Referral

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Please complete for each student that you are requesting an Act 89 referral. A supplemental form will be provided to you after submission to gather additional academic data. Please direct any questions to sarah.tonty@miu4.org

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2025-2026 Act 89 School Psychological Services

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2025-2026 Act 89 School Psychological Services

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Act 89 School Psychologist Questions Form

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Act 89 School Psychologist Questions Form

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If you have ongoing questions regarding Act 89 School Psychologist Services please use the form attached.

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When requesting the use of Federal Funds with Title II-A, please clearly fill out the MIU IV Federal Requestion Form attached.

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Federal Requisition Form-Nonpublic Schools-Title I, IIA and IV (3) (2)

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Here is the Slide dec to the our meeting from October 17, 2023.

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Mission Statement: The mission of Midwestern Intermediate Unit IV is an education and community service agency comprised of highly qualified staff who customize solutions to evolving challenges.

Location: 453 Maple Street, Grove City, PA, USA

Phone: (724) 458-6700

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Positive Behavior Support - 2024-2025 Professional Learning Options by Caitlyn Bleggi | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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All of your Act 89 questions are answered in our Act 89 Reel Podcast!

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Melissa is back to answer all of our wonderings about Special Education, Evaluations, Equitable Participation, 504 Plans, disability categories, and more! Questions are answered on a on our first Act 89 POD CAST! CHECK IT OUT!

https://www.youtube.com/watch?v=sAePi3PyW5g

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Understand how your students compare to students across the nation with course-specific norms

New user norms for Integrated Math 1, 2, and 3 and Biology/Life Sciences, and updated norms for Algebra 1, Algebra 2, and Geometry, create context for RIT scores and help educators understand how student achievement and growth compare to other students across the nation.

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New features and tools to help you make decisions with confidence. Learn about new features for MAP Growth, MAP Reading Fluency, and more.

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Title I Parent Resource Center Order Form-UPDATED!

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Title I Parent Resource Center Order Form-UPDATED!

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2023-2024 Title I Benchmark Assessment Measurements.pdf

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September 17, 2024 Enrollment Reporting Letter from PDE.

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Attachment A. 2024 Enrollment Reporting Letter (1)

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School personnel who have their security access from last year will be able to access PNPE with their User ID and Password through the MyPDESuite https://www.mypdeapps.pa.gov.

School personnel who are new users must register a username, login to MyPDESuite and be given access to PNPE by the PNPE - Local Administrator or Local Security Administrator for their institution. See 'How To Gain Access to PNPE' document to the right.

PDE has been directed by the PA Office of Administration and PA Auditor General to implement updated security policies for all educational institutions that use PDE online systems. As a result, all local educational institutions must review and confirm their PDE system users each year.

The PNPE - Local Administrator or Local Security Administrator for your institution should review your PNPE users annually and remove any users who no longer require access. See 'How To Review PNPE Users' document to the right.

Security Help and Support documents are located on the PDE's website www.education.pa.gov

1. Click Contact Info at the bottom right of the screen

2. Click Help & Support

3. Help and Support Documents are displayed

The PNPE Instruction Manual can be accessed through the Menu bar on the top of the screen;

1. Click Data and Statistics at the top of the screen

2. Select Enrollment Reports and Projections

3. See Private and Non-Public Enrollment (PNPE) Data Collection Procedures

If you are unable to access PNPE, or if you are having technical difficulties, contact the PDE Help Desk by selecting:

1. Contact Info at the bottom right of the screen

2. Select Help & Support

3. Submit Help Desk Support

4. Fill out requested fields: (Category: Applications Type: PNPE Item: Other)

If you are unable to contact the PDE Help Desk through PDE's website, please contact by:

If you need information or assistance pertaining to your data, email your question to: ra-pnpdata@pa.gov.

If you currently do not have access to email, call 717-783-9298. A staff member will direct your inquiry to the most appropriate person.

If you need information or assistance pertaining to school information, contact the private/nonpublic schools section by email at ra-nppss@pa.gov, or by phone at 717-783-9298.

If your school has closed, or for some other reason does not have enrollment to report, notify us immediately by completing and returning the Private & Nonpublic School Status Report, which is located in the upper right hand corner of the page under Resources.

In addition to submitting your enrollment report, we also ask that you provide PDE with the current email address of the Chief School Administrator. The email address will be kept confidential and will only be used to distribute vital information pertaining to enrollment, to provide emergency notifications, FBI background check information, grant announcements and/or any pertinent information that must be shared with nonpublic and private schools. Please include the Chief School Administrator's current email address.

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Private and Non Public School Enrollment

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School personnel who have their security access from last year will be able to access PNPE with their User ID and Password through the MyPDESuite https://www.mypdeapps.pa.gov. School personnel who are new users must register a username, login to MyPDESuite and be given access to PNPE by the PNPE - Local Administrator or Local Security Administrator for their institution.

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The Private and Non-Public Enrollment (PNPE) system is a web-based application in which Pennsylvania's private and non-public schools report students who were enrolled as of October 1 of the school year. Pennsylvania's Private and Non-Public schools report student enrollment and other school information.

The following user groups have access to enter and/or submit data through PNPE;

User training documents are located at the bottom of the page after Support information.

User Manuals were created to provide assistance with the PNPE enrollment process. The User Manual was designed with step-by-step instructions, including screen shots, to provide quick and easy assistance throughout the data entry and submission process. It is highly recommended the User Manual be referenced during the data entry and data submission process.

Data Submission documents assist in the data entry and submission process. It is recommended that the data submission documents be used when preparing to enter data, and during the data entry and submission process.

Support:

School Program Help: ra-nppss@pa.gov
(717) 783-5146

PNPE Data Help: ra-pnpdata@pa.gov
(717) 787-2644

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The Private and Non-Public Enrollment (PNPE) system is a web-based application in which Pennsylvania's private and non-public schools report students who were enrolled as of October 1 of the school year. Pennsylvania's Private and Non-Public schools report student enrollment and other school information.

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MIU IV Permission to be Photographed/Social Media Posting

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MIU IV Permission to be Photographed/Social Media Posting

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Data Interpretation for Reading and Math Assessment

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Data Interpretation for Reading and Math Assessment

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Tonty's Tips for Student Success January SMORE

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Tonty's Tips for Student Success January SMORE

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January's focus is on Executive Functioning.

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Tonty's Tips for Student Success - Created By: Mrs. Sarah Tonty, Act 89 School Psychologist by Sarah Tonty

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An Accelerated Word Study Program to Develop Proficient Readers and Spellers

This highly explicit, multisensory decoding and spelling program is for students in grades 4-12 and adults who have mild to moderate gaps in their decoding and spelling proficiency but do not require intensive intervention.

For Students with Below-Average Decoding and Spelling Skills

Just Words is a Tier 2 intervention that is a sophisticated study of word structure with explicit teaching of "how English works" for decoding and spelling automaticity.

Just Wordssupports those who have not mastered the foundational skills of language structure typically learned in grades K-3 with strategies that will allow them to independently read and spell words and build the skills necessary to access and master grade-level standards. Emphasizing phonemic awareness, phonics, word study, and spelling, Just Words is the word study component of the Wilson Reading System® curriculum at an accelerated pace so the instructional principles mirror each other. Combine Just Words with your literature-rich core English language arts (ELA) program.

Student focus

All students in grades 4-12 and adults who are decoding and encoding below grade level

Professional learning & support

● Wilson Academy ®/Just Words Learning Community (online)

● Program Workshops

● Virtual Implementation Support

● Facilitator and Presenter Certifications

● Sustainability Plans

● Demonstration Sites with On-Site Coaching

Just Words Curriculum

Familiarize yourself with the skills and concepts taught in Just Words.

Just Words Implementation

Learn how to identify students appropriate for Just Words and how to implement the program successfully in your classroom.

Just Words Materials

Comprehensive materials allow teachers to confidently present a carefully structured word-study program using engaging, multisensory techniques.

Implemented Across the Country

Just Words instruction has been shown to improve students' word recognition, nonsense word fluency, oral reading fluency, and comprehension among students in grades 4 and higher.

See what states have recognized Just Words

Just Words® Learning Community

With Just Words, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

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Just Words - Wilson Language Training Corporation

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For Students with Below-Average Decoding and Spelling Skills Just Words is a Tier 2 intervention that is a sophisticated study of word structure with explicit teaching of "how English works" for decoding and spelling automaticity.