Events

Enhanced Core Reading Instruction 
"Enhanced Core Reading InstructionTM (ECRI) is a multi-tiered 
program (Tier 1 and Tier 2) featuring a series of teaching routines 
designed to increase the efficiency and effectiveness of reading 
instruction in kindergarten, first and second grade." 

(https://ctlmarketplace.uoregon.edu/product/enhanced-core- 
reading-instruction) 

Join us for this two-day training to learn the Foundational ECRI 
routines and how to implement them with fidelity in your 
classroom. The training will entail learning and practicing each 
routine while also understanding the "why" of ECRI. Please bring the following: 
- A device 
- ECRI Teacher Workbook 
- white board/dry erase marker 
- unifix cubes 
- sticky notes 
- pen/pencil 
- notebook 
- Resource overlays (i.e. Wonders, Open Court, etc....) 
    (Your school/district must have purchased ECRI materials to participate in this training) 

Presenters: Lisa Kruse and Dawn Lynn 
Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501 
Date: August 5-6, 2026 from 8:00-3:30 
Location: TIU 11 Main Office, 2527 US Hwy 522, McVeytown, PA. 17051 
Notes: Lunch is on your own 

*****Participants must attend both days to receive credit for this workshop. 
13 Act 48 hours will be awarded. 
This is a FREE event

 

Email: Dawn Lynn-dlynn@tiu11.org 
Lisa Kruse-ekruse@tiu11.org 
Website: https://www.tiu11.org/

Location: 2527 US Highway 522 South, McVeytown, PA. 17051 
Phone: 814-542-2501

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Tier III Intensification Training 
August 11, 2026 
8:00-3:30 p.m. 
Tuscarora Intermediate Unit 
2527 US Highway 522 South 
McVeytown, PA. 17051 

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

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. Upon completion of this training, participants will receive access to all materials and 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. 

Target Audience:
Reading Specialists, Special Education Teachers, Para Professionals, Elementary Classroom 
Teachers

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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 $9 per person charge for materials and processing, which will be invoiced to you. 1/2 hour lunch on your own. More

2026-2027 Meetings

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In this hands-on teacher workshop, we will explore how climate change can influence wildlife and human health--focusing on sea otter mortality along the California coast and an outbreak of encephalitis in a New York City neighborhood.

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Curriculum Advisory Council Curriculum review and updates.

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This professional development opportunity will support educators' learning and implementation of the Concrete-Representational-Abstract (CRA) sequence of instruction, a evidence-based instruction/intervention practice, for multi-digit whole number operations. 

Objectives: 

At the end of this training, participants will be able to: 

Understand the benefits of and when to use CRA within the instructional hierarchy 
Model multi-digit addition and subtraction algorithms using a CRA sequence 
Model multi-digit multiplication and division algorithms using a CRA sequence 

Target Audience 
Special Education Teachers, Elementary Teachers; Interventionists; Instructional Coaches; Curriculum Coordinators

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This meeting is for District Special Education Directors and/or designees. Federal and state 
updates will be provided as well as training on various topics relative to special education. 
Information and resources from the Bureau of Special Education, Pattan and other activities 
that support the BSE initiatives in our schools will be shared. Training will be provided on a 
monthly basis in various topics.

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Intended Audience: Special Education teachers responsible for the development and implementation of IEP's in grades K-12.

During this in-person training, participants will learn about the special education evaluation process, compliance with special education timelines, the required elements for each section of the Individualized Education Program (IEP), as well as best practice considerations for preparing for and conducting an IEP meeting.

Following this training, participants will be able to:

• Identify the components of the special education evaluation and reevaluation process
• Understand the required participants in an IEP team and how frequently the IEP team must meet
• Describe the parent/guardian role as a member of the IEP team
• Determine the sections of an IEP that must be considered when checking "yes" in special considerations
• Summarize the required elements of the present levels of academic achievement and functional performance section of the IEP
• Understand when secondary transition planning must occur for a student with a disability, the three areas of postsecondary planning, and how to develop postsecondary transition goals
• Summarize appropriate state and local assessment accommodations as well as criteria for eligibility for alternate assessments
• Develop measurable annual goal that are aligned with areas of need
• Understand the purpose of progress reporting and requirements for sharing progress data with caregivers
• Describe the requirements for ongoing data collection to determine if a student is eligible to receive extended school year services
• Summarize the purpose of related services and provide examples of related services
• Identify common components to inclusive educational practices
• Tell the difference between accommodations and modifications
• Understand the elements of the educational placement section of the IEP including the difference between regular education class and general education curriculum, amount/type of special education, and how to calculate amount of special education
• Describe considerations to ensure family engagement at an IEP team meeting
• Explain best practices for conducting an IEP team meeting

*Act 48 hours will be awarded to all participants

Lunch will be on your own so please plan accordingly.

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AM Session: Gifted 101

Time: Morning Session (9 AM - 11:30 AM)

Whether you're new to gifted education or simply looking for a refresher, this session provides a practical foundation for supporting gifted learners. Participants will explore the common characteristics and needs of gifted students, gain a clearer understanding of Pennsylvania Chapter 16 regulations, and walk through the entire Gifted Individualized Education Program (GIEP) process. We'll review required documentation, timelines, and best practices to help you feel more confident navigating gifted education in your district.

PM Session: Understanding and Addressing Perfectionism in Gifted Students

Time: Afternoon Session (12:30 PM - 3:00 PM)

Perfectionism is one of the most common—and often misunderstood—social-emotional characteristics of gifted learners. In this interactive session, participants will examine how perfectionism can present differently in gifted students, from high achievement and anxiety to avoidance, underachievement, and fear of failure. You'll leave with practical activities, conversation starters, and evidence-based strategies that can be implemented immediately to help gifted students develop healthier mindsets and greater resilience.

Pennsylvania State Co-Lead in Gifted Education, Patrice Semicek, will join us throughout the day to share her expertise and enrich our discussions.

Participants are welcome to register for either session individually or attend both for a full day of professional learning.

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These meetings will provide principals with time to share and talk with each other.  There will also be a theme topic for each meeting.

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A opportunity for instructional coaches to earn some PD, get updates from the state, learn about resources & opportunities, and network with other instructional coaches.

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A opportunity for gifted support teachers to earn some PD, get updates from the state, learn about resources & opportunities, and network with other gifted support teachers.

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The Secondary Transition Coordinating Council is an enthusiastic team dedicated to empowering students with disabilities as they prepare for life beyond high school. Our mission is to enhance expertise in secondary transition through engaging training sessions, resource sharing, and vibrant networking opportunities. All meetings will be held via Zoom.

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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 7 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 8, 2026
8:30 a.m. to 3:30 p.m.  

November 20, 2026
8:30 a.m. to 3:30 p.m.

December 10, 2026
1:00-2:30 (virtual)

January 14, 2027
1:00-2:30 p.m. (virtual)

February 18, 2027
1:00-2:30 p.m. (virtual)

March 19, 2027
8:30-3:30 p.m.

April 8, 2027
1:00-2:30 p.m. (virtual)

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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Collaborate with fellow science and STEM teachers to meet your needs in implementing the STEELS Standards. 
In-person or virtual 

Audience: K-12 STEELS and STEM Educators, Administrators, Curriculum Directors, Special Education Teachers, Instructional Coaches,  Paraprofessionals, Substitute Teachers 

AM Mini-Session: Student Sense-Making and Powerful Phenomena 
Applicable to all types of STEELS curricula: published, teacher created units and curriculum under consideration 

Professional Learning Goals
- Share successes and problem-solve challenges  
- Apply multidimensional learning 
- Use of Open Spaces protocol to suggest and/or participate in self-selected topics of need or interest in the afternoon 

Your colleagues have said...
"This will give me a good starting point for designing a STEELS unit and for tweaking assessments to showcase more thinking and less memorizing." 

"I learned how to find helpful information from various sources, how to "bridge gaps" between what students already know versus the next step they need to learn, and how to contact various people within the TIU to access trainings and resources."  

"I was able to gain new perspectives and ideas from various people and physical resources in the training that will positively engage the students, and keep them interested in the topics being covered." 

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Curriculum Advisory Council Curriculum review and updates.

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In the morning, the Epilepsy Association of Western and Central PA will provide school nurses with an overview of epilepsy with a specific focus on treatment options.  In the afternoon, nurses will have time to network with other nurses from around the region. 

Lunch will be provided.

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Drug Impairment Training for Education Professionals (DITEP) is a two-day professional learning experience designed to help school personnel recognize the signs and symptoms of drug and alcohol impairment in students and respond appropriately. Participants will gain practical knowledge of current substance use trends, behavioral and physical indicators of impairment, and best practices for documenting observations and supporting students.

Led by experienced trainers with extensive field experience, this highly interactive training incorporates real-world case studies, hands-on activities, and collaborative discussions. DITEP is valuable for anyone who works with students, including administrators, teachers, counselors, nurses, SAP team members, School Resource Officers, paraprofessionals, social workers, and other school staff. Participants who complete the training are eligible to receive Act 45 and Act 48 hours.

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This meeting is for District Special Education Directors and/or designees. Federal and state 
updates will be provided as well as training on various topics relative to special education. 
Information and resources from the Bureau of Special Education, Pattan and other activities 
that support the BSE initiatives in our schools will be shared. Training will be provided on a 
monthly basis in various topics.

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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 More

Prerequisites: MWEE Day #1 and working towards completion of the 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.

For the second MWEE workshop day, we will be outside for a Field Experience in the morning, *rain or shine. We will discuss a variety of stations for student learning.

*If temperatures or wind chill are in the single digits or at or below zero and/or there is heavy rain or snow, we will reschedule our MWEE Day #2.

Meet at  Mapleton Riverside Park at 9:00 am at the covered picnic table area.
13412 Oriskany Rd, Mapleton PA 17052
9 minutes west of TIU 11

Dress is for outdoors with old sneakers and/or boots
Please wear layers and bring a coat or jacket, as needed
Weather forecast and temperature predictions will be shared the day before our Field Experience.
Note: There will be very minimal wading in water.
Wear or bring boots if you'd like. We also have shoe covers.
Please bring a notebook (to begin a Nature Journal), pencil and colored pencils (optional) to record data as well as a couple of snacks and a beverage.
On site restrooms may or may not be available.

In the afternoon, we will debrief the AM Field Experience, complete the final two MWEE sections, review the Environmental Literacy and Sustainability (EL&S) standards and allow time for you to complete a draft of your ELM. We may also have a special visitor, as they are available.

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This professional development opportunity will support educators' learning and implementation of the Concrete-Representational-Abstract (CRA) sequence of instruction, an evidence-based instruction/intervention practice, for modeling fraction equivalence and operations. 
Objectives: 

At the end of this training, participants will be able to: 

Understand the benefits of and when to use CRA within the instructional hierarchy 
Model fraction equivalence using a CRA sequence 
Model fraction operations using a CRA sequence 

Target Audience 
Special Education Teachers, Elementary Teachers; Interventionists; Instructional Coaches; Curriculum Coordinators

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A opportunity for school counselors to earn some PD, get updates from the state, learn about resources & opportunities, and network with other school counselors.

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Curriculum Advisory Council Curriculum review and updates.

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A opportunity for instructional coaches to earn some PD, get updates from the state, learn about resources & opportunities, and network with other instructional coaches.

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The TIU11 School Psychologists' Network provides a professional learning community for school psychologists to engage in scholarly and clinical discussion related to the school psychology practice domains. Professional learning around topics of interest including assessment, intervention, counseling, technology, and current trends in school psychology, as well as peer consultation are incorporated into the session.

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This meeting is for District Special Education Directors and/or designees. Federal and state 
updates will be provided as well as training on various topics relative to special education. 
Information and resources from the Bureau of Special Education, Pattan and other activities 
that support the BSE initiatives in our schools will be shared. Training will be provided on a 
monthly basis in various topics.

More