MTSS Mini-Sessions: Building the Framework

This will be offered as a virtual mini-series for all IU11 teams participating in systemic supports, and any other IU11 schools interested. 

Goals: Support MTSS Teams in various stages of exploration to installation to implementation of MTSS across the IU11 catchment area with: 

• Conceptual and common understanding of MTSS as a prevention model
• Resources and support to establish and implement the infrastructure of an effective, functioning MTSS
• Moving toward the use of RTI methodology to identify specific learning disability (SLD)

Teams will have the opportunity to reflect upon their systems and establish and refine infrastructure to install and implement MTSS. 

All team members must register individually to receive Act 48 hours.  You must attend all sessions to receive full credit.  

August 16, 2024 11:00-12:00 - Overview of series, introduction to Response to Intervention (RTI) for SLD Determination Fidelity Tool, and action planning 

September 19, 2024 11:00-12:00 - PA Standards-Aligned, High-Quality Core Instruction 

October 17, 2024 11:00-12:00 - Universal Screening 

November 21, 2024 11:00-12:00  - Shared Ownership 

December 19, 2024 11:00-12:00 - Data-Based Decision Making 

January 16, 2025 2:00-3:00 - Responsiveness to Intervention 

February 20, 2025 11:00-12:00 - Family Engagement 

March 20, 2025 11:00-12:00 - RTI/SLD Eligibility Determination 

April 10, 2025 11:00-12:00 - Professional Learning 

May 15, 2025 11:00-12:00 - Series closing, plan to complete the fidelity tool with each building team, and develop an action plan for subsequent school year. 

Zoom link for all sessions:

https://paiu.zoom.us/j/92030955439?pwd=wVZ3NUGsPXlJVJyZemeOXsTU9bVKCo.1

Instructor(s): Peney E. Wright 
Description of Activity: 

Tier 2 Virtual Professional learning. Please see prerequisites below. 
A copy of the Ambitious Science Teaching (AST) book is available at your school district’s STEELS Resource Library. Limited copies are available through TIU’s Lending Library. 
PDE and PSU’s Ambitious Responsive Science Education (PARSE) collaborative universities team recommend AST as a foundational guide for the transition to STEELS. 

FREE and 65 hours of Act 48 credit 

We’ll be using Google Classroom to organize all sessions and participant sharings.

What is Ambitious Science Teaching ? 
Ambitious teaching can be learned. Ambitious Science Teaching supports students in tackling authentic and meaningful science phenomena with attention to students’ histories, social interactions, and local and global communities. Ambitious teaching requires that teachers develop deep commitments to student learning and a historical understanding of inequity in science and schools. Ambitious teaching takes practice. This research and website provides resources to develop a vision of ambitious science instruction for today’s complex K-12 classrooms, professional learning, and teacher education. 

Questions to ask: 
How is science done? 
What counts as science? 
Who gets to do science? 

The Vision of Ambitious Science Teaching 
The ambitious teacher “works with students’ ideas” over time. What would you experience in classrooms where ambitious teaching was the focus? You would see and hear: 

•  Teachers anchoring their instruction in complex and puzzling phenomena that are meaningful and relevant to learners. Teachers design science experiences so that science aims for justice and creates space for joy. 
•  Students engaging in multiple rounds of creating and revising scientific models, explanations, and evidence-based arguments, expanding ideas over time.  
•  Teachers use a variety of discourse strategies with students to get them to think deeply and respond to each other’s thinking about phenomena, ideas, and multiple perspectives.
•  Students prompt each other to engage in sense-making talk during investigations and other activities because students are working to learn from each other’s perspectives.
•  Students’ ideas being represented publicly and worked on by the class as a collective science learning community.  
•    Teachers use a variety of discourse strategies to support students in responding to one another’s thinking, build collaborative explanations, and broadly address issues of power and positionality in the classroom and science. 
• Students using evidence to advocate for justice-centered uses of science based on multiple perspectives, ideas, and questions that have broadened over time. 
•  Students reflect on how they learned and how they broadened what it means to participate in science together.  

Participants will read chapters and sometimes watch a video before attending a 90-minute interactive virtual session every 2-3 weeks. Sessions will be recorded in the event that a participant needs to miss one or two sessions. Collaboration with peers is essential as we make these shifts to STEELS. Attendees will apply concepts, strategies and tools within their classrooms, aligning one Spring 2025 unit along the way. Act 48 hours will be granted for all three components. 

For a complete list of dates and topics, please click on Detailed Schedule for AST Virtual Book Study SY 24-25 .  Zoom link details also listed. 

Prerequisites: 
Completed at least one of the Tier 1 professional learning options: 

•  STEELS Experience for K-12 Educators
•  Or Implementing the STEELS Standards: Developing Science Leadership Teams 
•  ENGINE 3D STEELS Educators Community of Practice (CoP)
•  TIU 11 and District offered Introduction to STEELS 
   

Strongly recommended prerequisite: 
Read A Framework for K-12 Education: Practices, Crosscutting Concepts and Core Ideas (2021), free download This ground-breaking research is the foundation of STEELS.

ENGINE of Central PA: Fall 3D STEELS Educator Community of Practice – Virtual

Instructor(s): Peney E. Wright, Jeff Remington 
 

 Tier #1 Series Our goals are to begin conversations about the shift towards the new Pennsylvania Science, Technology, Engineering, Environmental Literacy and Sustainability Academic Science Standards (STEELS) that were fully adopted in June 2022. A series of ten interactive webinars will include an 
introduction to Phenomena-based science education, 3D teaching and learning, equity and inclusion, Science and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas, Student Performance Expectations, PBL, 
Productive Student Discourse, Technology and Engineering Integration, 3D Assessments, and Reviewing and Critiquing for High Quality Instructional Materials (HQIM.) Sessions build upon knowledge, pedagogy and practices of 
the preceding ones. It is recommended that all are taken, in order, to develop a foundation for this shift in science education. 

Asynchronous work is required: pre-reading one STEM Teaching Tools Practice Brief, posted reflections regarding the readings, and applying what is learned to participants’ contexts. Participants may join virtually in-person, work completely asynchronously or attend as a hybrid mix.

Fall Series: Thursdays 9/26/24 – 2/6/25 4:00 – 5:30 pm

For a full list of sessions and dates, click on Fall '24-25 ENGINE 3D STEELS Educator CoP.

Number of Participant Activity Hours: 35.0 Location: Virtual 

Time(s): 4:00-5:30 pm

Audience: Administrators K-12 educators, STEM teachers, library media specialists, special education educators 

Recommended Prerequisite: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download

The Huntingdon/Fulton County Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking. 

Target Audience: Huntingdon and Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Secondary Students

*These meetings will be held via Zoom. Virtual Meeting Link will be sent to participants upon registration

If you have any questions please contact:

Staci Young, TIU 11 Educational Consultant

syoung@tiu11.org

814-542-2501x1126

The Mifflin/Juniata County Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking. 

Target Audience: Mifflin and Juniata County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Secondary Students

*These meetings will be held via Zoom. Virtual Meeting Link will be sent to participants upon registration

If you have any questions please contact:

Staci Young, TIU 11 Educational Consultant

syoung@tiu11.org

814-542-2501x1126

Title: Coaches Network

Date: 10/16/24

Time: 1 pm - 3 pm

Location: TBD

Department: Curriculum

Act 48: Yes

Description: The Coaches Network is an opportunity for academic coaches from around the region to come together to get some professional development and converse with other coaches on the biggest topics in our area.

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is a re-certification. You must verify that your training date is within 1 year of your last training or within 3 months after that date (grace period).   There will be a charge for materials and processing, which will be invoiced to you. 1/2 hour lunch on your own. 

Title: Safety Care Recertification (HASD Only) Session 1

Session 1 (20 maximum)

Time: 7:30am-3:00pm

Location: Southside Library

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is a re-certification. You must verify that your training date is within 1 year of your last training or within 3 months after that date (grace period).   There will be a charge for materials and processing, which will be invoiced to you. 1/2 hour lunch on your own. 

Title: Safety Care Recertification (HASD Only) Session 2

Session 2 (10 maximum)

Time: 7:30am-3:00pm

Location: Southside BILD Room

TIU 11 is pleased to offer an exciting opportunity for Math Professional Development for the 2024-2025 school year.  This PD will focus on using Measures & Interventions for Numeracy Development (M.I.N.D) to increase computation fluency.  This training is intended for elementary teachers who are not using Spring Math as a classwide intervention and for all K-12 Special Education Teachers.  

Anyone can attend this training, but only district teams are eligible for the grant.  We are looking for district/building level teams, consisting of up to four teachers, to attend the training.

This training will provide teachers with a step by step plan to build support for implementation of the M.I.N.D. math materials and how to use Curriculum-Based Assessment to differentiate instruction. Participants will learn research-based progress monitoring approaches and how to troubleshoot and alter instructional practices to ensure adequate student response.  All grant recipients will receive a copy of the text, "Effective Math Interventions", which is Co-Authored by Dr. BrianPoncy. 

Training Dates:

October 22, 2024-In-person training with Dr. Poncy

8:30-3:30

HCCTC Annex

13221 Big Valley Pike, Mill Creek, PA 17060

6.5 Act 48 hours will be awarded

The virtual sessions are for the school teams that are awarded the math grant.  Times will be determined at a later date.  An additional 6 Act 48 hours will be awarded after completion of the virtual sessions)

December 10, 2024-virtual coaching session with Dr Poncy
February 25, 2025-virtual coaching session with Dr. Poncy

Additional support will be provided by the IU throughout the school year

If you have questions about this opportunity, please contact Dawn Lynn at dlynn@tiu11.org.

There will be a 50.00 charge for participants outside of the TIU11 catchment area.

TUSCARORA INTERMEDIATE UNIT 11 SPECIAL EDUCATION ADVISORY COUNCIL 

SAVE THE DATES 
2024-2025 
9:00am 
(end times vary from 1:00pm-3:00pm depending on topics. TaC will be available for consult whole day! ) 

*September 26, 2024 
*October 24, 2024 
December 5, 2024 
January 23, 2025 
February 27,2025 
April 24, 2025 

*Location HCCTC ANNEX location at 13221 Big Valley Pike, Mill Creek, PA ( intersection of Rt 
22 and Rt 655. Primary parking is in the stone lot across the road. Please be careful crossing 
the road! Classroom entrance is marked on the door along 655. 
All other dates at the new TIU11 building!

Title: Gifted Support Network

The Gifted Network is an opportunity for teachers who work with gifted students to come together to earn some professional development and to network with other teachers about the latest topics in their field.  The specific focus of each PD session will be added at a later date.

Location: Virtual - https://paiu.zoom.us/j/4476176265

Department: Curriculum

Act 48: 3 Act 48  Hours

Instructor(s): Peney E. Wright

Description of Activity: 

Prerequisite: Implementing the STEELS Standards: Developing Science Leadership Teams

Tier #2 Session For established school district STEELS Leadership Teams who have completed the Implementing the STEELS Standards: Developing Science Leadership Teams professional learning. Continued support for the STEELS Rollout towards full implementation beginning in SY ‘25-26. Sessions will include school districts’ updates, collaboration and application of district planning resources. All team members encouraged to attend; special topics will be featured. 

Special Topics to include:

• STEM for All Learners
• 3-Dimensional Assessments
• Integrating STEELS at the Elementary Level and Secondary Level
• Technology and Engineering Standards Integration
• Shifting and/or Selecting High Quality Instructional Materials
• STEM/STEAM and Computer Science with STEELS
• Planning for T & E Learning and Integration K-12
   

Advanced Projects may include:

• Developing a cohesive unit Storyline
• HQIM Reviews or Shifting Deep Dive and Working Session
• Developing STEELS aligned formative and summative assessments
• Supporting Leading Elementary Teacher Superstars “SLEETS” for STEELS
• Team Planning: Ongoing Professional Learning for teachers, STEELS Curriculum Mapping, etc.
   

Alternate dates which also offer these opportunities are Special Topics A on 11/16/24, Special Topics B on 1/15/25, Special Topics C on 11/14/24 or 2/25/25 and STEELS: Planning for T & E Learning and Integration on 2/26/25. A STEELS Special Topics a’ la carte 4/3/25 will also include choice of STEELS modules.
 

Transition Coordinator Networking Event 

Topics to be covered on this day include: 
Secondary Transition Planning for Students with High Support Needs  

This event is free and open to Transition Coordinators, Special Education Administrators, and/or Special Education Teachers who support secondary students with primary disability categories of Intellectual Disability, Autism, Multiple Disabilities, and/or Other Health Impairment. Join us to collaborate regarding transition services, activities, resources, and other supports that you utilize to assist students with high support needs in planning for postsecondary training or education, employment, and independent living after high school.  

Due to ongoing renovation at the Tuscarora Intermediate Unit main office in McVeytown, PA, the location for this training will be the HCCTC Annex Building in Mill Creek, PA.  

Facilitator: 
Staci Young, TIU 11 Educational Consultant 

Date: 
Wednesday October 30, 2024 

Time:  
9:00 am-3:00 pm 

Location:  
HCCTC Annex Building 
13221 Big Valley Pike 
Mill Creek, PA 17060 

Additional Information:

•  Parking is available in the stone lot across Route 655.  You will enter through the side door on Route 655.  There will be a TIU 11 training event sign at the entrance. 
   
• Lunch will be on your own. There is a kitchen on site with a refrigerator and microwave.  Local dining options are limited.  Please plan accordingly.  
   
• Please contact Staci Young by email: syoung@tiu11org or by phone 814-542-2501x1126 if you have any questions. 
   

This course will present information and research about evidence-based reading instruction, and describe and model how to use instructional routines to enhance the delivery of intensive lessons. Systematic strategies and instructional routines designed to increase the efficiency and effectiveness of reading instruction for a-z letter sounds will be described and practiced. By the end of this course, participants will understand how and why

(a) using instructional routines intensifies reading instruction,

 (b) strategic integration of reading and cognitive processing supports learners, and

 (c) assessment informs data-based individualization.

 Topics will include incorporating explicit instructional elements, intensifying intervention for at-risk readers, using assessment data to inform and refine instruction, and implementing instructional routines that focus on the essential components of beginning reading instruction. 

GOALS OF TRAINING SESSION Participants will: 

•  Identify the main components of NCIL's Intensification Framework 
•  Review materials, routines, and organization of the Intensive Lessons
•  Practice Intensive Lesson Routines and demonstrate instructional strategies 
•  Discuss how practice and mastery materials are used to support student learning
   

**Lunch will be on your own, so please plan accordingly.  
 

PURPOSE: Please be aware that this is a competencies-based training and full attendance is mandatory in order to receive certification. This excellent K-12 staff development program is designated to prepare additional persons to participate on the school’s SAP core team. Participants will learn about the Mental Health and Drug and Alcohol agencies and how these agencies, in collaboration with the educational system, intervene in an effective efficient way to remove the barriers of learning for at-risk students. This training meets the requirements of the Commonwealth of PA Interagency Committee for Student Assistance Programs. 

WHO SHOULD ATTEND: Building administrators, central office administrators, counselors, psychologists and classroom teachers who will be joining existing SAP core teams should attend this training. Child-serving agencies such as juvenile probation and children services would also benefit from this valuable training.

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is an initial training, and not a re-certification.   There will be a $7.00 charge for materials and processing.

Training: Initial Safety Care Training (Open Sessions) Day 1 and Day 2

Time: 8am-3:30pm

Where: HCCTC Annex Building

13221 Big Valley Pike 

Mill Creek, PA 17060

Parking is available in the stone lot across Rt655. 

Enter through the side door on Rt 655. 

STEELS Special Topics, Session A

Instructor(s): Peney E. Wright 

Tier 3 STEELS PL. See prerequisites below. 
Session A includes: 
Equity and Inclusion 

•  Engage with PA’s Equitable Practices Hub
•  Review the Smithsonian Science Education Centers Zero Barriers in STEM Education  
  * Strategies for Teaching All STEM Learners 
  * Instructional Strategies for All STEM Classrooms 
   

3D Assessments 

•  Explore the features of equitable, high quality formative and summative assessments
• Critique sample summative assessments
• Determine “must haves” for 3D assessments 
   

Integrating STEELS and ELA K-5 
Participants provided with: 

•  Varied daily/weekly science and engineering scheduling options
•  Sample unit plans including project-based integrated learning
•  Q & A Session

Meeting the pedagogical shifts to move towards the new STEELS Standards is more than just learning the 3-Dimensions. It requires that educators engage students in frequent opportunities to talk with one another to “figure out” the phenomena and to make sense of investigations and data collected. One framework to do this is Project/Problem-based learning, which integrates subject areas, encouraging students to use their strengths and represent their learning in multiple ways. 

For 3-Dimensional Formative and Summative Assessments we “test what (and how) we teach. Frequent formative assessments monitor changes in student’s thinking. Summative assessments have a variety of question/response types and several open-ended questions to allow students to “show what they know.” 

Prerequisites: 
Tier 1: At least one Tier #1 Professional Learning Session 
Tier 2: Ambitious Science Teaching Sessions #1-#4 

Strongly recommended:  read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download

Audience: administrators, science leads/department chairs, instructional coaches, K-12 teachers, paraprofessionals, substitute teachers

Instructor(s): Peney E. Wright, M.Ed.  TIU 11 STEM/STEAM Curriculum and Instruction Specialist

Description of Activity: Code.org CS Fundamentals: Fully supported, free computer science curriculum and activities for Elementary Teachers

Regardless of what subject you teach, computer science is foundational knowledge for all students in the 21st century. Incorporating it into your classroom will give your students a huge leg up. Besides, this is a subject the kids love learning. With the help of this Code.org, no cost, one-day workshop for elementary school teachers, you will receive support in teaching computer science even if you have no prior experience. In addition, the activities are really fun!

What’s in a workshop?

In-person instruction from an experienced computer science facilitator, including an intro to computer science, pedagogy, overview of the online curriculum, teacher dashboard, and strategies for teaching “unplugged” classroom activities. Over 10,000 teachers have participated in a workshop and the majority say it’s the best PD they’ve ever attended.

What you'll get from this workshop:

• In-person instruction from an experienced computer science facilitator.
• An intro to computer science and pedagogy.
• An overview of the online curriculum and teacher dashboard.
• A printed curriculum guide containing course lesson plans.
• Strategies for teaching "unplugged" classroom activities.

Sign up now so you can start teaching these life-changing skills!  Learn more about Code.org’s K-5 program at http://code.org/k5.  Please feel free to email Peney Wright for more details. pwright@tiu11.org

Audience: elementary educators, special education teachers, ELL teachers
 

SAP Day Fall 2024

Wednesday, November 13, 2024 

Compass Community Connections Building

 31 S. Dorcas St., Lewistown, PA 17044

Details:

Time: 9:00 am - 2:00 pm

Cost: $20 for materials and logistics

Lunch will be provided.

SAP Day will include:

Barry Sloane, Caring Foundation

Building School Capacity to Identify and Effectively Address the Needs of Grieving Students:

Returning to school after the death of a loved one can be a challenging time for students. Grieving students often feel isolated and different from their peers. This presentation will encourage schools to look at a comprehensive approach to effectively address the needs of grieving students. We will highlight ways schools can transform into grief-informed environments, including ideas about implementing peer support groups, Children's Grief Day Awareness activities, and staff professional development.
 

The Jana Marie Foundation

Compassion Resilience

Instructor(s): Peney E. Wright 

Tier 3 Professional Learning. See prerequisites below.

Our goals are to shift our teaching to engage 21st Century students in rigorous science learning.  

Conceptual Shifts: 

•  K–12 Science Education Should Reflect the real-world interconnections in science
•  All practices and crosscutting concepts are used to teach all core ideas all year
•  Science concepts build coherently across K-12
•  The NGSS focus on deeper understanding and application of content
• Integration of science and engineering
•  Coordination with Common Core State and STEELS Standards

Description of Activity: 
Tier 3 Professional Learning. Please see prerequisites below. 

Must read: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 

Session C includes participant choices of: 
Developing a cohesive unit Storyline

•  Transition your current science units or curriculum towards Phenomena-base, 3-Dimensional Teaching and Learning where students can clearly make connections between activities and lessons. See Next Generation Science Storylines for a preview. 
   

HQIM Reviews or Shifting Deep Dive and Working Session

• Explore recommended High-Quality Instruction Materials to assess their STEELS alignment and use in your district or classroom. Select and use HQIM to support aligning your current district curriculum and make recommendations to K-12 educators for the first year of STEELS implementation.
•  Resources include: OpenSciEd , Ambitious Science Teaching , Lessons and Units: Quality Examples of NGSS Design , American Museum of Natural History’s Five Tools and Processes for Translating )the NGSS) STEELS Into Instruction and Classroom Assessment 
   

Integrating T&E into Science Units with T& E / EL&S Bundling 

•  Technology and Engineering are advancing at exponential rates and permeate many aspects of our lives. All grade levels are expected to integrate the STEELS Technology and Engineering Standards. Use the technique of “bundling” the STEELS Standards to make your teaching more effective and time saving as well as planning for students to better understand the world around them.
•  Resources to support T&E integration: Engineering is Elementary (EiE)/ YES! (Youth Engineering Solutions)  and Engineering by Design (EbD)
•  Resources include: Science Assessment Task Screening Tools 
•  Page Keeley’s Uncovering Student Ideas in Science , Science Probe Formative Assessments 
   

Team Planning: Ongoing Professional Learning for teachers, STEELS Curriculum Mapping, etc. 

•  Develop or refine a STEELS district Mission Statement, plan for Act 80 and other professional learning days for teachers in your district, create a cohesive K-12 Curriculum Map for your district using A Framework for K- 12 Science Education: Practices, Crosscutting Concepts and Core Ideas, free download , to inform the grade 
  band progressions
•  Resources include: NGSS District Implementation Indicators , Guide to Implementing the Next Generation Science Standards, free download (and one copy per district) 
   

Supporting Leading Elementary Teacher Superstars “SLEETS” for STEELS: developing science and engineering content knowledge and pedagogy to apply to one lesson or unit 
 

Strongly recommended: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 

Prerequisites: At least one of these: STEELS Experience for K-12 Educators, Implementing the STEELS Standards: Developing Science Leadership Teams, ENGINE 3-D STEELS Educator Virtual Community of Practice (CoP), either Ambitious Science Teaching Sessions 1-6 (three full days) or participate in the Ambitious Science Teaching Book Study Best to complete STEELS Special Topics A and B as they are foundations for the project work embedded in STEELS Special Topics C

Audience: 3-8 educators, library media specialists, special education educators

Title: Nurses Network

Date: 11/20/24

Time: 9 am - Noon

Location: Virtual - https://paiu.zoom.us/j/4476176265

Department: Curriculum

Act 48: Yes

Description: The Nurses Network is an opportunity for school nurses from around the region to come together to get some professional development and converse with other nurses on the biggest topics in our area.

Title: PBIS Reboot

Details: PBIS core team members from Southern Fulton Jr/Sr High School who have been on the team or are new to the team are welcome to attend this 1-day training. It will cover all the information in the Tier 1 training modules and support implementation with fidelity of the PBIS framework.
 

Date: December 4, 2024

Time: 8:30am-3:00pm

Location: Southern Fulton High School Library

Tier #1 Session Full implementation of PA’s Integrated STEELS Academic Standards and revised PSSA Science Testing format will begin school year 2025-2026. In preparation for this transition, we are offering an immersive experience for the look and feel of the shift in science pedagogy for all administrators and educators. Take away practices and protocols to begin implementing in your classroom or context the next day. 
Please bring a laptop or other device. 
 

Recommended Prerequisite: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 

Audience: administrators, curriculum directors, educational coaches,  K-12 teachers, STEM Teachers, technology and media specialists, education teachers, paraprofessionals, substitute teachers

Instructor(s): Peney E. Wright

Engineering is Elementary (EiE)

Instructor(s): Peney Wright, Eric Yoder 

Description of Activity: With strong literacy integration, Engineering is Elementary (EiE) facilitates integrated STEM learning for your students. No prior experience with Engineering, CS or STEM expected. Comprehensive, turn-key STEM engineering design processes, place-based and local “problems,” diverse realistic characters, as well as career connections are all woven into EiE’s curricula. EiE supports the New PA STEELS Academic Standards. 

Educating the Next Generation of Problem Solvers and Engineers 
YES (Youth Engineering Solutions) is the evolution of the award-winning youth STEM curricula program, EiE including our flagship product, Engineering is Elementary. We educate the next generation of problem solvers through our high-quality, standards-aligned PreK–8 engineering, computer science, and STEM curricula. We invest in educators through our exceptional professional learning offerings.

Because STEM is for everyone, we’re happy to announce that our EiE and YES resources are available for free download in the Curricula section . 

“EiE®, the award-winning curricula division of the Museum of Science, Boston, develops research-based, classroom-tested programs that empower children to become lifelong STEM learners and passionate problem solvers. Since 2003, we’ve designed our PreK-8 curricula to encourage all children, including those from underrepresented groups, to see themselves as engineers. Our flexible print, online and blended hands-on programs bring engineering, science and computer science together to prepare today’s students for a fast-paced, global, technology-savvy future.” 

Join us for a free overview session where we will explore strong, guided and supportive online resources for teachers, digital and hardcopy storybooks, and materials/supply kits. In-person, hybrid and remote learning options are available. EiE is worth the time to take a good, long look.

Engineering by Design (EbD)

Instructor(s): Eric Yoder, Peney Wright, Lisa Kruse and/or Dawn Lynn 
Description of Activity: With strong STEM integration anchored in real-world, place-based, learning Engineering by Design (EbD) facilitates in-depth learning for your students. Comprehensive, turn-key STEM engineering design processes, place-based and local “problems,” diverse realistic characters, as well as career connections are all woven into EbD’s curricula. EbD supports the New PA STEELS Academic Standards.

Engineering byDesign™ (EbD)™ is built on the belief that the ingenuity of children is  untapped. unrealized potential that, when properly motivated, will lead to the next  generation of technologists, innovators, designers, and engineers. 

Why EbD?    

Using Constructivist models, students participating in the program learn concepts and     principles in an authentic problem-/project-based environment. Through an integrative STEM environment,  EbD™ uses all four STEM content areas, as well as English Language Arts, to help  students understand the complexities of tomorrow. 

Join us for a free overview session where we will explore strong, guided and supportive online resources for teachers, digital and hardcopy storybooks, and materials/supply kits. In-person, hybrid and remote learning options are available.

TUSCARORA INTERMEDIATE UNIT 11 SPECIAL EDUCATION ADVISORY COUNCIL 

SAVE THE DATES 
2024-2025 
9:00am 
(end times vary from 1:00pm-3:00pm depending on topics. TaC will be available for consult whole day! ) 

*September 26, 2024 
*October 24, 2024 
December 5, 2024 
January 23, 2025 
February 27,2025 
April 24, 2025 
 

 The Gifted Bootcamp is a one day learning event designed for new gifted support teachers, but anyone (administrator or teacher) who would like a refresher is welcome.  In this training, we will examine the profile of students receiving gifted services and delve into Chapter 16, including local considerations, roles, and responsibilities.  All documentation from the GWR to the NORA will be reviewed as well.  We will finish up the day by going over some FAQs and providing some resources.

SECTION 504 OF THE REHABILITATION ACT  OF 1973:  WHAT EDUCATORS NEED TO KNOW

• Gain an understanding of the federal and state regulations related to IDEA and Section 504
• Define the term “disability” related to Section 504
• Identify the anti-discrimination protections for all 504 eligible students
• Identify the components of service agreements and types of services and accommodations available
• Identify resources related to Section 504, Chapter 15, IDEA and Chapter 14

Facilitators: Nichole Kopco, PaTTAN Consultant  and Roni Russell, PaTTAN Consultant

LUNCH IS ON YOUR OWN   

 Questions: contact Kelly Zurybida at kzurybida@tiu11.org or call 814-542-2501

This meeting will be the first in a series of 3 SEL Networking events to be hosted this year. 

The topics to be covered this day include:

• Engaging Mindfulness practices for the classroom
• Focus on Social Emotional Learning Concepts
• The use of technology to further develop social emotional learning

This event is free and open to all General Educators who support special education students, Emotional Support teachers and staff, Learning Support teachers and staff, Guidance Counselors, Social Workers, and any professional team member who works with students in need of enhanced social-emotional skills training! Feel free to share the link and encourage your colleagues to attend.

Lunch will be on your own. Please be advised that there is a refrigerator and microwave available on-site, so feel free to pack something to eat.

The Team Initiated Problem Solving (TIPS) framework can be used to run efficient and effective meetings through the application of foundational principles and a data protocol. It can be used during meetings (e.g., PBIS, RTI, MTSS) focused on data-based decision making to improve student outcomes. TIPS is applicable to varied data sources, content areas, and levels of application. Participants will learn the basics of TIPS and gain the skills to begin immediate implementation of the framework. 

Objectives 
Participants will: 
● Describe the TIPS problem solving model. 
● Identify and describe the TIPS foundational practices. 
● Demonstrate skills utilizing data throughout the TIPS problem solving model. 
● Demonstrate use of tools to engage in evaluation of the TIPS framework. 

Target Audience 
Administrators, special education administrators, special education teachers, classroom teachers, school psychologist, social workers, school counselors, related service providers. 

Friday, December 13, 2024 from 8:00 a.m. to 3:00 p.m.    *Lunch is on your own
TIU11 Main Building, McVeytown, PA