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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Tier 3 Professional Learning 
Notes: Completion of the Academic Productive Discourse module and both A & B are strongly recommended before any in the Self-Select Session. 
Must read: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 
 

In order to meet all school districts in continuing their pedagogical shifts towards the STEELS Standards, we are offering this full day session with open choices for STEELS Leadership Teams. You may choose from any of the following sets of STEELS Special Topics. Email Peney to let her know which area(s) of focus you and your team or colleagues are requesting. pwright@tiu11.org 
 

All modules will be self-guided with support and multiple districts may work with each other.

Formerly known as… 
STEELS Special Topics A STEELS 
*Productive Student Academic Discourse 
- Equity and Inclusion: Cultural Relevance and Culturally Responsive Pedagogy for ALL Students 
- 3D Assessments K-12 
- Integrating STEELS with ELA K-5 Integration Exemplars and Project-based Learning 
 

Special Topics B STEELS
- K-12 Equity, Inclusion and Universal Design for Learning (UDL) 
- STEM: Integrating T&E Within STEELS K-12 
- Critiquing and Shifting Towards Phenomena-based 3-Dimensional Curricula 
 

Special Topics C
*New: STEELS: Planning for T & E Learning and Integration 
Team’s or Participants’ Choice: 
- Developing a cohesive STEELS Unit Storyline 
- HQIM Reviews or Shifting Units and/or Lessons DEEP DIVE and working session 
- Integrating T & E; T & E / EL&S Bundling 
- Developing STEELS aligned formative and summative assessments 
- Team Planning: PL and Curriculum Mapping, etc… 
- Elementary Teachers: developing science and engineering content knowledge and/or strengthening pedagogy

“The difference in the verbs used in the NGSS tells the story. Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments. In the words of one standards author, the NGSS requires that students move from demonstrating good note-taking skills to demonstrating true understanding of scientific practices, concepts and core ideas. The resulting implications for classroom practice could not be greater.”  2013, Achieve NGSS Workbook 
 

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

NGSS 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

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Tier III Intensification Training

February 17, 2025 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.

 

Dawn Lynn dlynn@tiu11.org

Lisa Kruse ekruse@tiu11.org

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This is our monthly in person DQN Meeting

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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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Monthly Online Learning Advisory Council Network Meeting

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We will be going over the requirement of Mandated Reporting and share information regarding Educator Discipline.  These courses will update your required certificates.

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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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Date: February 20, 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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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.

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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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SAP County Coordination Meeting

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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) 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 professional learning program is a three-phase, job-embedded learning experience designed to support K-12 educators and school leaders in transitioning from traditional teacher-led instruction to sustainable, student-centered and student-led learning environments.  Grounded in research-based practices, the program integrates Universal Design for Learning (UDL), blended learning, and Pennsylvania's Student-Centered Learning Blueprint to promote equity, learner agency, and instructional sustainability.

Zoom Link

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Date: February 27, 2026

Time: 1 pm - 3 pm

Location: Tuscarora Intermediate Unit

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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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) 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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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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Instructor(s): Eric Yoder, Jigar Patey, Peney E. Wright 
Description of Activity: 
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 STEM/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. 
 

Engineering by Design (EbD), free curricular resources recommended K-12. 
Youth Engineering Solutions (YES), free curricular resources recommended PreK-8. 
 

Additional focus on the Technology and Engineering Practices and Contexts within the T&E Curriculum Frameworks and Long Term Transfer Goals . 
 

Technology and Engineering Practices 
(TEPs) 
1. Attention to Ethics 
2. Collaboration 
3. Communication 
4. Creativity 
5. Critical Thinking 
6. Making and Doing 
7. Optimism 
8. Systems Thinking 
 

Technology and Engineering Contexts
1. Computation, Automation, 
Artificial Intelligence, and 
Robotics  
2. Material Conversion and 
Processing  
3. Transportation and Logistics  
4. Energy and Power  
5. Information and 
Communication  
6. The Built Environment  
7. Medical and Health-Related 
Technologies  
8. Agricultural and Biological 
Technologies

TIU 11 ROVER STEM Van available resources and curriculum also included. 
 

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) 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.” 
Transforming Teaching through Curriculum-based Professional Learning: The Elements (2023)

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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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Date: Thursday, March 5, 2026

Time: 11:30 AM -12:30 PM

Location: Zoom (link will be provided after registration)

Target Audience: Special education teachers, speech-language pathologists, related service providers, occupational therapists, physical therapists, and school psychologists. 

This virtual Lunch and Learn session will focus on the process of feature matching in selecting Augmentative and Alternative Communication (AAC) devices and/or applications. The session will provide an overview of how to align an individual’s unique communication needs, strengths, and preferences with the features available in various AAC devices and/or applications. Participants will learn about key features to consider, tools to support the decision making process, and examples of commonly used AAC applications and how their features align with different user profiles. 

For more information contact Staci Young, TIU 11 Educational Consultant:

Phone: 814-542-2501 x1126

Mobile: 814-514-9034

Email: 

syoung@tiu11.org

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ECRI Leadership Training Enhanced Core Reading Instruction (ECRI): Leadership Training – Foundational Skills

March 6, 2026 8:30-12:00 p.m. 

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

This course will present information and research about evidencebased 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) foundational skills instruction. By the end of this course, participants will (a) understand how to present information and research about evidence-based practices (b) be able to describe the explicit instructional elements incorporated into each routine and articulate why they are important, (c) model how to use instructional routines to enhance the delivery of core reading instruction in a multi-tiered system of Tier 1 and Tier 2 support, and (d) be able to use an implementation data collection system to guide continued coaching and professional development.

B. LEARNING OUTCOMES

After completing this course, participants will be able to: • describe all components of an effective ECRI Model • establish effective master schedules that will support high-quality reading instruction and intervention • describe elements of explicit and systematic Tier I and Tier II instruction and intervention • collect and use implementation data to support school teams with delivery of ECRI instruction • guide school teams in using assessment data to differentiate and intensify instruction • guide school teams to roll-out ECRI 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 6, 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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Date: March 6, 2026

Time: 9 am to noon

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

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.

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Learning Environment and Engagement Initiative Network Meetings provided by TIU11

LEEI will be combining with the School Counselor Network for this event. Our guest speaker will be Brandi Cooper from the Pennsylvania Tourette’s Syndrome Alliance.

These events are free and open to all General Education teachers that 
support Special Education students, Emotional Support teachers and staff, 
Learning Support teachers and staff, School Counselors, Social 
Workers, and any professional team member that works with students 
in need of enhanced social emotional skills training! Feel free to share 
the links and encourage your colleagues to attend. 

For more information, contact Betsy Cox or Denise Shugarts, TIU11 TaC

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Check & Connect Preparation and Implementation Training is a 1-day training that provides education administrators and lead staff (decision-making stakeholders) with a thorough overview of Check & Connect and its background as well as information about how to prepare their site for implementing Check & Connect. 

 

Who should attend?

 If you are a district or school that is interesting in using this evidenced based, Tier 3 intervention, please attend this 1 day training that will help guide administrators and stakeholders on what is needed to make Check & Connect successful in your school. This training is a pre-cursor for the Check & Connect Mentor training that will be scheduled for November 19th and 20th.

 

Tuscarora Intermediate Unit 11

March 11, 2026

8:30am-3:30pm 

*Lunch will be on your own*

When? Wednesday, March 11, 2026, 08:30 AM 

Where? 2527 U.S. 522, McVeytown, PA, USA 

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