Events

2025-2026 Schedule

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Instructor(s): Peney E. Wright

Description of Activity: 

Tier 2 Virtual Professional learning. 

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: 

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.

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.

Ambitious Science Teaching is the “how” of teaching the STEELS Standards. How do I implement this pedagogy?

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 student-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 Draft: Detailed Schedule for AST Virtual Book Study SY '25-26.

Zoom link details also listed. 

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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. 

Team Commitments:

• Engage in 4 sessions of professional learning regarding the various stages of exploration to installation to implementation of MTSS
• Analyze a variety of data sources, complete a needs assessment, and engage in a resource mapping process to prioritize at least one (1) area where the MTSS Team can expand their role into prevention (e.g., MTSS Systems-Level Change in Literacy, Mathematics, Behavior)
• Expand the continuum of evidence-based practices /interventions based upon data.
• Prepare a 20-minute presentation highlighting their efforts in this series.
   

MTSS-Improving Outcomes through Systems

Series Commitments:

This series is for school/ LEA teams composed of administrators, school psychologists , teachers, coaches,Special Education administrators/teachers, and others from an LEA who are involved with systems that support the current infrastructure of the MTSS model at the respective LEA. The overarching goal of this series is to help LEAs make a substantial shift toward building necessary infrastructure and support for the MTSS team to work effectively, efficiently, and equitably to deliver a more comprehensive continuum of services. An emphasis will be placed on prevention services to reduce adverse outcomes for students such as over-identification for special education services, poor academic outcomes, exclusionary disciplinary practices, and out-of-school placements. Participating teams will receive Act 48 hours for their attendance, participation and efforts.

October 16, 2025

8:30 a.m. to 3:30 p.m.  

December 11, 2025

8:30 a.m. to 3:30 p.m.

February 12, 2026

8:30 a.m. to 3:30 p.m.

April 9, 2026

8:30-3:30 p.m.

Lunch is on your own for 60 minutes.  Options are limited in the area, so please plan accordingly.

Harshbarger's in McVeytown (8 minute drive-order and pick up)

Sheetz in Mount Union (7 minute drive)

McDonald's in Mount Union (7 minute drive)

Checkers in Mount Union (7 minute drive-order and pick up)

MinitMart located on 522 (5 minute drive-approximately 4 miles from the IU)

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This course is intended for anyone eager to understand more about the science of reading including classroom teachers, administrators, specialists, paraprofessionals, and families, and what it should look like in our Pennsylvania schools. This course also serves as part of the professional development requirement for all K-8 teachers as detailed in Pennsylvania legislation. While it is intended to address the Kindergarten through 2nd grade levels, the information is applicable to all beginning and struggling readers, regardless of age.

Facilitators: Lisa Kruse and Dawn Lynn
Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501

Date: January 19 - April 19, 2026

Location: Virtual

10 Act 48 hours will be awarded.

This is a FREE event

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Just Tell Them, Zach Groshell, PhD

The Power of Explanations and Explicit Teaching

Zach Groshell explains the importance of effective explanations.  Based on the Science of Learning, he explores techniques for showing, telling, demonstrating, modeling and presenting even the most complex concepts to all learners.  

Join me for a winter book study where we will dive into this short, yet powerful book that shows how being explicit can be a game-changer for all students.  

4 - 1 hour zoom sessions from 3:00-4:00 p.m.

January 22nd Zoom Link

February 18th Zoom Link

March 17th Zoom Link

April 14th Zoom Link

 

Format: Zoom Meetings (A link for each date is listed above)
Audience: Any regular or special education teacher interested in a flexible way to earn Act 48 hours.
How it works: 
● Check out the book from the library or purchase it. Amazon

● The discussion outline will be emailed to you on January 12th.  There will be 4 live Zoom meetings that are required in order to receive your credit hours for this offering. 
● Be prepared to participate in Zoom discussions on the dates/time listed above.  
● You will receive 4 participation hours for each session that you attend, totaling 16 hours upon completion of the course. You will not receive hours for any dates that you do not join the live Zoom session. A certificate with your credit hours will be issued upon completion of the book study.

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Target Audience 
➔ Educators- including general and special education teachers, or returning 
teachers who want to learn evidenced based instructional practices 
➔ Instructional support staff including paras and personal care assistants 
➔ Administrators 
➔ New Special Education Teachers 
➔ New Emotional Support Teachers 
➔ Classroom Team Members

Session Dates 
● Thursday January 29, 2026: 8:30 AM - 3:30 PM 
● Friday February 20, 2026: 8:30 AM - 3:30 PM 
● Wednesday, March 25, 2026: 8:30 AM - 3:30 PM

Teachers and administrators often struggle with offering a balance of high-quality and effective instructional practices while establishing behavior management systems that result in every student experiencing success. In this training, noting applicability to students of all instructional levels, a review of effective instructional strategies and procedures for delivering high-quality instruction will be covered. This will not only include direct instruction techniques 
but also establishing a cooperative learning environment, identifying different types of assessment, and data recording to inform instruction and intervention matching.

Trainers: Denise Shugarts and Elizabeth Cox, in cooperation with PaTTAN consultants Rachel Bixler, Cindy Sheehan, Ashley Harned and Jenn Shade

This series includes addressing both academic and behavioral skills through 
implementation of evidence-based practices. It is designed to assist multi-disciplinary teams meet the needs of students with emotional behavior disorders in various settings.

A short preview of some behavior skills that will be reviewed include: 
● Establishing instructional control and teaching self-advocacy skills 
● The use of trauma informed practices along with tips to increasing family engagement 
● Effective instruction methodologies 
● Standards aligned instruction 
● School-wide positive behavioral interventions and supports (PBIS) 
● Advanced tier interventions such individual token economies, behavior contracts, self-monitoring checklists, and implementation of positive behavior support plans 
● Tips for training classroom team members to implement interventions with fidelity leading to increased positive outcomes for students will be covered.

Module 1- Foundations for ES Teachers- 1/29/26 
This session will include an overview of students with emotional behavior disorders (EBD), the principles of behavioral science, the role of functional behavior assessments and positive behavior support plans in addressing students' behavior skill needs. It will also address how to build strong relationships by establishing positive learning environments and willing learners which will lead to increased engagement in school. Establishing behavior management systems that include defining classroom expectations, routines and procedures, setting up the classroom environment, developing schedules to meet student's needs while planning instruction to include procedures for teaching and correcting behavioral errors.

Module 2- Core Instructional and Core Behavioral Practices- 2/20/26 
This session will provide a review of core academic and behavioral strategies. It will also cover procedures for delivering high-quality instruction for students across all settings. The focus will be on evidence-based interventions applicable to students of all instructional levels. An overview of different types of assessment, data analysis, standards aligned curriculum and explicit instruction will be reviewed. Career readiness skills, trauma informed practices and social skills instruction will also be addressed.

Module 3- Advanced Supports for Students with Behavioral Skill Needs- 3/25/26 
This session will provide an overview of advanced tier interventions including conducting a functional behavior assessment (FBA), developing a positive behavior support plan (PBSP) with specific attention to each component of the PBSP, including teaching functionally equivalent replacement behaviors. This module will include a step-by-step guide for implementing proactive antecedent motivational interventions such as token economies, behavior contracts and self-monitoring checklists. A review of de-escalation techniques, considerations for developing safety plans, and staff training will be included.

At the end of this training, participants will be able to: 
● pass a brief competency exam on basic behavioral concepts 
● identify evidenced-based, effective instructional routines and procedures 
● list basic procedures in developing classroom schedule 
● define and list strategies for establishing cooperative learning environments 
● identify different types of assessment and data to inform instruction 
● identify effective instructional techniques for teaching academic and behavior skills 
● identify strategies for prevention, de-escalation and reduction of problem behavior 
● identify evidenced-based interventions to address teaching replacement behaviors

Participation Details: 
➔ A total of 18 ACt 48 hours will be awarded. 
◆ Participation in all 3 modules is required to receive the Act 48 Hours. 
➔ Lunch is on your own. 
➔ Training will take place in the President’s Room of the TIU11 main office building. 

REGISTER HERE!

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DITEP is derived from the International Association of Chiefs of Police Drug Evaluation and Classification Program.  This two-day training will better equip school nurses and all other educators with the tools necessary to assist them in identifying whether a student is impaired on drugs in the academic setting.

DITEP can assist schools in employing an evidence-based evaluation and early detection program to identify students who may be suffering academically, socially, and emotionally from drug abuse. DITEP is designed to be inserted into already established protocols or procedures. Identifying drug dependent students will assist schools in getting these students the help they need, as well as limiting the disruption caused by them in the academic environment.

Best for: School Nurses, Teachers, Administrators, School Counselors, SAP Team Members, School Resource Officers, Coaches, and any other education professionals in daily contact with students.

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Shared Waters enriches education by integrating Meaningful Watershed Educational Experiences (MWEE) into school curricula, providing resources for teachers and actionable learning for students. It aims to cultivate environmental literacy and sustainability, transforming students into knowledgeable advocates who can identify and solve local watershed issues. It provides a comprehensive curriculum, ready-to-use instructional materials, and professional development to foster the next generation of environmental stewards right from their classrooms. 
 

What is a MWEE?
The Meaningful Watershed Educational Experience (MWEE) is a learner-centered framework that focuses on investigations into local environmental issues and leads to informed action. MWEEs are made up of multiple components that include learning both outdoors and in the classroom that are designed to increase environmental literacy by actively engaging students in building knowledge and meaning through hands-on experiences contribute to 
stronger, sustainable, and equitable communities. Through turnkey classroom-tested curriculum, hands-on science kits, and professional development, the Shared 
Waters team assists administrators and teachers in seamlessly embedding standards-aligned environmental literacy and sustainability education into the district and school curriculum. 
Pre-requisite: 
Be enrolled or complete the MWEE 101 Online Course , 6-8 hours, Act 48 credit awarded 
Become an EL&S MWEE TIU 11 Partner! Eligible for an EL& S mini grant up to $250.00 for your district’s program. 

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Prerequisites: STEELS Immersive Experience, ENGINE 3D STEELS Educators Community of Practice (CoP) or district PL day STEELS introduction 
Preferred Prerequisites: STEELS Special Topics A & B 
Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free download Part 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus 
Participants will bring current STEELS curricular materials, including one unit and one selected lesson to review and shift towards STEELS aligned pedagogy. Ongoing support throughout the school year through TIU 11’s PennSEL STEELS Collaborative Community of Practice PLC will continue to provide time, space and collaboration for educators. 
 

What is Curriculum-based Professional Learning (CBPL)? 
The goals for CBPL is for students to be able to use skills to “wrestle with complex problems, collaborate with one another and investigate and apply information in creative ways.” 
CBPL is a “core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum (HQIM)8990 and skillful teaching. CBPL is anchored in the instructional materials teachers will use with their own students.” 
These include, for both teachers and students: 
- Incorporating active learning 
- Supporting student collaboration 
- Using models of effective teaching practices 
- Providing coaching and support to learners 
- Offering instructive feedback and reflective opportunities 
- Is of sustained duration 
- Is pedagogy and content focused using Anchoring and Instructive Phenomenon and the 3-Dimensions: Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas 
 

Using “educative instructional materials” (HQIM which supports both student and teacher learning), challenges teachers to think differently about learning and teaching and content. Instead of a textbook that provides only what to teach,” these instructional materials also provide support for “how to teach.” Because incorporating support for teaching into 
instructional materials makes them different and educative for both student and teacher learning, most teachers benefit from a rich form of ongoing professional learning that helps them learn how to use such materials and practices effectively. This type of professional learning is grounded in immersive learning experiences for teachers where they 
experience as learners (their own students) the new instructional materials in ways that mirror their intended use with students.”

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This meeting is for District Special Education Directors and/or designees.  We will share updates, information and resources from the Bureau of Special Education, Pattan and other activities that support the BSE initiatives in our schools.  Training will be provided on a monthly basis in various topics.

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ECRI Leadership Training

ECRI Leadership for Vocabulary and Comprehension 

Participants: Grades K-2 Administrators and Leadership Teams 

March 30, 2026 8:30-12:00 p.m. 

A. COURSE DESCRIPTION This trainer institute is designed for school leaders who will help coordinate and support implementation. 

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 core reading instruction in a multi-tiered system of support. This course will provide resources and guidance to build capacity to provide support for quality implementation of the Enhanced Core Reading Instruction (ECRI) vocabulary and comprehension instruction. By the end of this course, participants will (a) understand how to present information and research about evidence-based practices (b) model how to use instructional routines to enhance the delivery of core reading instruction, and (c) be able to use an implementation data collection system to guide continued coaching and PD. 

B. LEARNING OUTCOMES After completing this course, participants will be able to: • outline how ECRI vocabulary and comprehension routines are integrated into the reading block structure. • describe how to use vocabulary and comprehension instructional routines to enhance the delivery of core reading instruction for ALL students. • collect and use implementation data to support school teams with delivery of vocabulary and comprehension instruction. • describe how to set up classrooms for vocabulary and comprehension success. • guide school teams to effectively roll-out ECRI vocabulary and comprehension following a schedule.(Your school/district must have purchased ECRI materials to participate in this training)

Upon completion of this training, participants will receive 3.5 Act 48 hours. If you would like Act 48 hours for this training, please be sure to select that option when you register. If you have questions about registration, please contact Brooke Boonie at bboonie@tiu11.org. 

Presenters: Dawn Lynn, Lisa Kruse 

Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501 

When: March 30, 2026, 8:30-12:00 

Where: 2527 US Highway 522 South, McVeytown, PA 17051 

*3.5 Act 48 hours will be awarded. 

This is a FREE event.

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Attorney Erin Gilsbach, Esq. will return to follow up with teams and individuals who attended Demystifying 504s on November 4, 2025.  This session will function as a 504 writing workshop designed to help participants refine existing plans and engage in activities that strengthen the development of future 504 plans for students.

Participants are asked to bring at least four redacted 504 plans to support the workshop activities.  Please note that Attorney Gilsbach will not be individually reviewing plans, but she will discuss plan components and accommodations in the abstract for the benefit of all attendees.

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A foundational session introducing practical AI tools that streamline communication, documentation, and daily office operations. Participants will explore how AI can support everyday tasks such as drafting emails, creating forms, organizing data, and improving workflow efficiency. The session will also include an overview of privacy and data protection practices, helping staff understand what information should and should not be entered into AI tools. Additionally, we will review which AI platforms and approved tools staff currently have access to, ensuring everyone feels confident and prepared to use them safely and effectively in their daily work.

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Executive functioning skills 101 is a training for educators of all 
ages and levels. This 2 day training will provide practical strategies 
to understand, support, and strengthen students’ abilities to plan, 
organize, manage time, regulate emotions, and sustain attention in 
the classroom. Through research-informed instruction and real- 
world classroom applications, educators will learn how executive 
functioning impacts learning, behavior, and academic performance 
across developmental stages. The training emphasizes proactive 
supports, scaffolding techniques, and inclusive practices that can be embedded into daily instruction, empowering educators to foster student independence, resilience, and long-term success while also enhancing their own instructional effectiveness. Multiple opportunities for hands-on practice and exploration is embedded throughout this training! 

Day 1 | Thursday, April 2, 2026 | President's Room at TIU11 9am-3pm 
Day 2 | Tuesday, May 5, 2026 | President's Room at TIU11 9am-3pm

Due to the depth of content being presented, this training is being offered across 2 days. You must attend both days in order to gain all of the content and receive full credit. 

*Act 48 hours will be offered for teachers. Lunch is on your own.

Please contact Betsy Cox (ecox@tiu11.org) or Denise Shugarts (dshugarts@tiu11.org) with any questions.

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Description of Activity:

Administrators and educators from all school districts are invited to come together for collaboration around the pedagogical transition of the STEELS pedagogy, to brainstorm and acquire innovative ideas, and receive or share supports for implementation and pedagogical shifts. 

Instructor(s): PennSEL Leadership Team: Nicolee Christophel, Nate King, Kelsi Newman, Peney Wright, Eric Yoder, Tara Yorke 

Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free downloadPart 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus

8:30 – 11:30 pm and/or 12:30 – 3:30 pm

Later Virtual Session 4-5pm

Half day or both AM & PM sessions in-person and virtual options. After school sessions will also be offered.

• An introduction to the PLC, collaboration, and working time in grade band or subject area breakout rooms.
• All sessions are offered in hybrid format.
• Location at the TIU 11 Main Office 2527 US HWY 522 S McVeytown, PA 17051
• ACT 48 HOURS WILL VARY BASED ON SESSIONS ATTENDED/ LENGTH OF SESSIONS

*Please select which session(s) you will be attending on April 8th*

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Date: April 10, 2026

Time: 9 am to noon

Location: Virtual - https://paiu.zoom.us/j/4476176265?omn=94816268007

Department: Curriculum

Act 48: Yes

Description:  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.

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Code.org K-5 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!

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Description of Activity:  
- Limit 3 teachers per IU 
- Must attend both sessions 
- Day #1 4/9/26 and Day #2 5/8/26 
1-4 pm 
Other seats may become available. 

Meet Jennifer Wiebert 
I help science teachers create and implement interactive notebooks and sketchnoting strategies that make student thinking visible. No fluff. Just research-backed, classroom-tested routines that actually work. 

Come learn how to engage all students with your science content! In this hands-on notebook training, you will learn how to turn ordinary notebooks into powerful sense-making tools. You will walk away with ready-to-use templates, visual frameworks, and simple structures that help students process—not just copy content. We will focus on how to take better notes, getting rid of worksheets, and many more strategies that are aligned to the STEELS. 

If you want students deeply processing instead of gluing in worksheets, explaining their thinking instead of filling in blanks, and truly using their notebooks as learning tools, then this training is for you! Come ready to design, and leave ready to implement.

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This 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 for recertification and you must be in compliance to participate: 1 year from your last training date and 3 months grace period.  

There will be a $9.00 charge for materials and processing.

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Day 1 & 2 REQUIRED

Prerequisite: Online MWEE 101 Online Course (5 hours, Act 48 credit awarded) 
Asynchronous work: One MWEE unit plan must be completed within 30 days after the workshop. 
Description of Activity: All of central Pennsylvania is part of the Chesapeake Bay Watershed and there are five other watersheds that our state impact. Pennsylvania is committed to protecting these precious natural resources. A water shed is land area whose runoff drains into any river, stream, lake, and/or ocean. However, runoff from fields, lawns, pavement, and construction sites could carry potentially harmful materials from our watersheds to our rivers, bays and oceans. Even if you live, work, or play far from a river, your actions could have an impact on the quality of the water in many areas. Grants are available to fund MWEEs. 
What is a MWEE?
A MWEE is…students exploring real world issues…in the field and in the classroom…students using evidence to draw conclusions and… take action! MWEEs use project-based methods, as well as, student voice and choice to engage learners in Local Issues Definition and Research, Outdoor Field Experiences, Synthesis and Conclusion, all leading towards Stewardship and Civic Action. These essential 4 student supporting practices are structured by active teacher support, local context, classroom integration and sustained activity. 
Environmental Education and Advocate Stakeholders urge all school districts to engage learners in at least one MWEE in elementary, one MWEE in middle school and one MWEE in high school. MWEEs support the STEELS Standards. During MWEE Session #1 we’ll walk you through a MWEE in action. In Session #2 we will spend most of the day engaging is an Outdoor Field Experience. There will be time during the second session for preliminary planning for your own MWEE. 

“MWEEs connect the importance of real life content relatable to students. MWEEs allow students to opportunity to investigate real life phenomenon. Students will be excited to identify macroinvertebrates to gauge the health of a stream or waterway. Allowing and 
supporting students to “run with a topic” that interests them is encouraged for the end of the unit student Action Plans.” 5th Grade Teacher, Juniata County School District

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Prerequisites: STEELS Immersive Experience, ENGINE 3D STEELS Educators Community of Practice (CoP) or district PL day STEELS introduction 
Preferred Prerequisites: STEELS Special Topics A & B 
Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free download Part 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus 
Participants will bring current STEELS curricular materials, including one unit and one selected lesson to review and shift towards STEELS aligned pedagogy. Ongoing support throughout the school year through TIU 11’s PennSEL STEELS Collaborative Community of Practice PLC will continue to provide time, space and collaboration for educators. 

What is Curriculum-based Professional Learning (CBPL)?
The goals for CBPL is for students to be able to use skills to “wrestle with complex problems, collaborate with one another and investigate and apply information in creative ways.” 
CBPL is a “core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum (HQIM)8990 and skillful teaching. CBPL is anchored in the instructional materials teachers will use with their own students.” 
 

These include, for both teachers and students: 
- Incorporating active learning 
- Supporting student collaboration 
- Using models of effective teaching practices 
- Providing coaching and support to learners 
- Offering instructive feedback and reflective opportunities 
- Is of sustained duration 
- Is pedagogy and content focused using Anchoring and Instructive Phenomenon and the 3-Dimensions: Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas 
 

Using “educative instructional materials (HQIM which supports both student and teacher learning), challenges teachers to think differently about learning and teaching and content. Instead of a textbook that provides only what to teach,” these instructional materials also provide support for “how to teach.” Because incorporating support for teaching into 
instructional materials makes them different and educative for both student and teacher learning, most teachers benefit from a rich form of ongoing professional learning that helps them learn how to use such materials and practices effectively. This type of professional learning is grounded in immersive learning experiences for teachers where they experience as learners (their own students) the new instructional materials in ways that mirror their intended use with students.”

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The 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. 

This will be a year end wrap up and networking event for all agencies in the TIU 11 coverage area.  

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

Schedule:

Thursday, April 16, 2026  9:00-11:00 AM REGISTRATION LINK

Format: HYBRID-In Person and Virtual Options available

Location: Zoom or Tuscarora Intermediate Unit 11

2527 US Hwy 522 South

McVeytown, PA 17051
 

If you have any questions please contact:

Staci Young, TIU 11 Educational Consultant

syoung@tiu11.org

814-542-2501x1126

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Date: April 17, 2026

Time: 1 pm - 3 pm

Location: Tuscarora Intermediate Unit 11

Department: Curriculum

Act 48: Yes

Description:   Instructional Coaches Network meetings are a chance for academic coaches to get together to network.  We will discuss updates, best practices, and anything from the field that coaches may benefit from getting the advice from others in similar occupations.

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*NOTE: Because of high demand, we ask that you register for only ONE book study to allow everyone to participate

Lost at School 
Written by: Ross W. Green 
Facilitated by: Dawn Lynn 

Lost at School argues that traditional punitive discipline fails behaviorally challenging kids, who are often lacking crucial skills, not intentionally misbehaving; the book introduces the Collaborative & Proactive Solutions (CPS) model, a framework for identifying lagging skills and solving problems collaboratively with children to build better relationships and improve outcomes. Greene provides practical tools for parents and educators to understand the root causes of behavior, improve interactions, and implement a more effective, compassionate approach to discipline.  

Dates: April/May 2026 
Platform: Zoom Meetings (Note: Link will be shared once you have registered) 
ZOOM TIMES:  
April 21, 2026 (3:30-4:30 pm)  
April 28, 2026 (3:30-4:30 pm)   
May 5, 2026 (3:30-4:30 pm)   
May 12, 2026 (3:30-4:30 pm)  
           
How It Works:  
Purchase a copy of this book before the book study (can be found on Amazon) 
At least two weeks prior to the first session, an email will be sent to registrants with the Zoom link and a syllabus with chapter assignments for each meeting. 
Read the book as outlined in the syllabus prior to ZOOM meetings and be ready to share your thoughts and ideas in the flexible discussion format. 
If you cannot be present for a ZOOM meeting, you will be required to provide a written summary of the session's content in order to receive your hours.  
A certificate with your 15 credit hours will be issued upon completion of the book study 

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This meeting is for District Special Education Directors and/or designees.  We will share updates, information and resources from the Bureau of Special Education, Pattan and other activities that support the BSE initiatives in our schools.  Training will be provided on a monthly basis in various topics.

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Local professional learning and networking hour facilitated by TIU11 Team

Earn 1.0 Act 48 hour provided by TIU11

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Enhancing Core Reading Instruction (ONE DAY COURSE)

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 core reading instruction in the areas of vocabulary and comprehension.  Systematic strategies and instructional routines designed to increase the efficiency and effectiveness of vocabulary and comprehension instruction in kindergarten, first and second grade will be described and practiced.  By the end of this course, participants will understand how and why using instructional routines can enhace current core reading instruction can lead to high student engagement strategies to increase student involvement, and implementing instructional routines to provide multiple student practice opportunities

After completing this course, participants will be able to:

• identify the essential components of instructional routines related to active student engagement strategies, specific-word vocabulary instruction, personal recounts, narrative text instruction, and information text instruction
• plan a specific-word vocabulary lesson, a narrative text lesson, and an information text lesson 

Your school/district must have purchased ECRI materials to participate in this training

Upon completion of this training, participants will receive 6.5 Act 48 hours. If you would like Act 48 hours for this training, please be sure to select that option when you register.  If you have questions about registration, please contact Brooke Boonie at bboonie@tiu11.org

Presenters: Dawn Lynn, Lisa Kruse

Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501

 

This is a FREE event

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Join fellow Transition Coordinators form across TIU 11 for an informal networking opportunity focused on sharing practical strategies, resources, and ideas to strengthen transition services.

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LAMP is an augmentative alternative communication (AAC) approach designed to give individuals who are nonverbal a method of independently and spontaneously expressing themselves through a speech generating device. This course will cover the components of LAMP: readiness to learn, engaging the learner through joint engagement, and learning language through a unique and consistent motor plan paired with an auditory signal and a natural consequence. Discussion will include how this approach addresses the core language challenges of autism (ASD) and other developmental disabilities (DD), device features that are beneficial to teaching language, and how to use those features to implement the LAMP approach. Videos will be used to illustrate the treatment components. 

PRC-Saltillo's language systems and devices will be used to illustrate treatment components; however, LAMP principles can be applied to other products. 

LEARNING OUTCOMES 
1. Define the role of readiness to learn and shared focus in the implementation of AAC with children with ASD and DD. 
2. Explain the importance of using motor patterning to develop motor automaticity for children with ASD and DD who use AAC. 
3. Examine multisensory convergence and the implications of how interference in this system disrupts speech and language development. 
4. Discuss implementation strategies for teaching children with ASD and DD to use AAC. 
5. Discuss strategies for analyzing the efficacy of communication treatment. 

Date: Friday, May 1, 2026 
Time: 8:30-3:00 PM 
Location: Tuscarora Intermediate Unit 11 
2521 US HWY 522 South 
McVeytown, PA 17051 
Room: President’s Room 

Lunch: PROVIDED/ ON YOUR OWN (1 Hour) 
Fee: $50.00 Non-TIU 11 Employees 

Additional Information: 
.5 ASHA CEUs 
5 Act 48 Hours 

If you have questions about this event, please contact: 
Staci Young 
TIU 11 Educational Consultant 
Email: syoung@tiu11.org 
Phone: 814-542-2501x1126

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