Events

Events 1 - 30 of 42 in total

LETRS 3rd Edition Volume 1

September 26, 2023 - May 2, 2024
Your Internet Ready Computer
Special Education
Notices
Act 48 Activity Hours

Are you ready to be a literacy leader in your school?

Join us for a year-long cohort; learning and applying the science of reading to instruction!

LETRS 3rd Ed Volume 1 - Units 1-4 Training  20200025-11


LETRS 3rd Edition is a blended learning model that provides engaging professional development to teachers of reading, spelling, and related language skills. LETRS 3rd ed is comprised of two volumes. Participants will complete Volume 1 throughout the school year. This training will include 4  face-to-face sessions, online content and activities, Bridge to Practice application activities, and onsite and virtual coaching. The cost of the session also includes the required Volume 1 book and a 1-year license to the online content. Volume 1 is designed to explore the Word Recognition strands of the Reading Rope utilizing 4 units of study (The Challenge of Learning to Read, The Speech Sounds of English, Teaching Beginning Phonics, Word Recognition, and Spelling, and Advanced Decoding, Spelling, and Word Recognition). Participants must attend all face-to-face sessions and complete the online coursework to receive Act 48 hours and a completion certificate. Act 48 hours awarded after the course will include participation in the face-to-face sessions, online coursework, and coaching.  


TOTAL Act 48 Hours: 120 


CPE Option at an additional cost: Contact Erin McManamon for information 

 

Facilitators: Erin McManamon 

DETAILS

  • Begins September 26, 2023
  • Blended learning model with online activities, videos, and assessments
  • Four face-face sessions required throughout the 12 month time frame
  • Apply learning in your classroom through Bridge-to-Practice Activities
  • Onsite and Virtual Coaching available
  • For all K-5 teachers, Reading Specialists/Interventionists; Special Education Teachers, SLPs, School Psychologists

Unit 1: September 26,2023

Unit 2: November 30,2023

Unit 3: February 27,2024

Unit 4: May 2,2024

COST : $399 per person includes all materials, online content and face-to-face or virtual coaching.  CPE Credits available for additional cost and assignments.

Questions? Contact Erin McManamon emcmanamon@tiu11.org

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Sessions

Tuesday, September 26
9am - 3:30pm
Unit 1
Thursday, November 30
9am - 3:30pm
Unit 2
Tuesday, February 27
9am - 3:30pm
Unit 3
Thursday, May 2
9am - 3:30pm
Unit 4

LETRS 3rd Edition Volume 2

October 12, 2023 - May 3, 2024
JCEL & Sill Business Incubator at Juniata College Campus
Special Education
Notices
Act 48 Activity Hours

Join us for a year-long cohort of learning and collaboration applying the science of reading to instruction with a focus on language comprehension. This blended learning professional development will include access to an online learning platform for each unit as well as four, face to face sessions. Instructed by Erin McManamon, MS CCC/SLP

F2F Dates: 

Unit 1: 10-12-23

Unit 2: 12-7-23

Unit 3: 3-22-24

Unit 4: 5-3-24

Content:
Unit 5: The Mighty Word: Oral Language and Vocabulary
Unit 6: Digging for Meaning: Understanding Reading Comprehension
Unit 7: Text-Driven Comprehension Instruction
Unit 8: The Reading-Writing Connection

DETAILS:  20200024-11

Begins October 12, 2023

Blended learning model with online activities, videos, and assessments Four face-face sessions required throughout the 12-month time frame Apply learning in your classroom through Bridge-to-Practice Activities Onsite and Virtual Coaching available For all K-5 teachers, Reading Specialists/Interventionists; Special Education Teachers, SLPs, School Psychologists

COST

$399.00 per person includes all materials, online content and face- to-face or virtual coaching.

CPE Credits available for additional cost and assignments .

Questions:  contact Erin at emcmanamon@tiu11.org

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Sessions

Thursday, October 12
9am - 3:30pm
Unit 1
Wednesday, December 6
9am - 3:30pm
Unit 2
Friday, March 22
9am - 3:30pm
Unit 3
Friday, May 3
9am - 3:30pm
Unit 4

SW-PBIS Curriculum Training

December 4, 2023 - May 23, 2024
Mount Union Area Senior High School
Special Education
Act 48 Activity Hours

Title: SW-PBIS Curriculum Training Day 1

Who: MUASD Only

When: Monday December 4, 2023

            8am-2:45pm

Where: Mount Union Area High School Library


 

The goal of Day 1 is to establish the rationale for implementing SWPBIS. This training event is for Core Team Members only of MUASD Junior and Senior High School. Outcomes include acquiring an understanding of the rationale and foundational concepts of Schoolwide PBIS; understanding the roles and responsibilities of building-level teams; analyzing data to support implementation of SW-PBIS; and beginning the action planning process for implementation. 


 

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Sessions

Monday, December 4
8am - 2:45pm
PBIS Curriculum Training Day 1
Wednesday, January 31
8:30am - 2:30pm
PBIS Curriculum Training Day 2
Monday, March 11
8:30am - 2:30pm
PBIS Curriculum Training Day 3
Thursday, May 23
8:30am - 2:30pm
PBIS Curriculum Training Day 4

Tier #1 ENGINE of Central PA: 3D STEELS Educator Community of Practice – Virtual (Spring)

January 2, 2024 - May 7, 2024
Your Internet Ready Computer
STEM
Act 48 Activity Hours

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

Description of Activity: Tier #1 Series Our goals are to begin conversations about the shift towards the new Pennsylvania Science, Technology, Engineering, Environmental Literacy and Sustainability Academic Science Standards (STEELS) that were fully adopted in June 2022. A series of ten interactive webinars will include an introduction to Phenomena-based science education, 3D teaching and learning, equity and inclusion, Science and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas, Student Performance Expectations, PBL, Productive Student Discourse, Technology and Engineering Integration, 3D Assessments, and Reviewing and Critiquing for High Quality Instructional Materials (HQIM.)  Sessions build upon knowledge, pedagogy and practices of the preceding ones. It is recommended that all are taken, in order, to develop a foundation for this shift in science education. You must select each session individually to be registered and receive ACT 48 hours upon completion.

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

For a full list of sessions and dates, click on Fall '23-24 ENGINE 3D STEELS Educator CoP.

FYI: Spring Series: Tuesdays 1/2/24 – 5/7/24

Series closes June 31, 2024 for both series.

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

“As our school district begins the journey to implement the new science standards for our teachers and students, this overview of the new STEELS standards and the great introduction to the resources available to us as teachers provides me with a solid place to start this new journey. “High School Chemistry Teacher, Attendee Pilot Year #1 January 2023 - May 2023.

****35 ACT 48 hours will be presented after completion of all sessions.You must select each session individually to be registered and receive ACT 48 hours upon completion. (If registration is closed for the session you want email cflaherty@tiu11.org)

Session 1 
Spring 1/2/24 Introduction and Phenomena-based teaching and learning 

Session 2 
Spring 1/14/24 STEELS for ALL Students Equity, Inclusion and Belonging 

Session 3 

Spring 1/30/24 3-Dimensional Learning: Science & Engineering Practices 

Session 4 
Spring 2/13/24 3D Learning: Cross Cutting Concepts 

Session 5 
Spring 2/27/24 3D Learning: Disciplinary Core Ideas 

Session 6 Spring 3/12/24 Student Performance Expectations: Teaching Practices and Administrators Look-fors 

Session 7 
Spring 3/26/24 Project/Problem-based learning and Productive Student Discourse 

Session 8

Spring 4/9/24  Technology and Engineering Integration 

Session 9 
Spring 4/23/24 3D Formative and Summative Assessments 

Session 10  
Spring 5/7/24 Selecting and Modifying Science Curriculum for High Quality Instructional Materials (HQIM) 


Close Date - Final Live Session Date: May 7th, 2024 
Close Date: June 30, 2024

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Sessions

Tuesday, January 2
Sunday, January 14
Tuesday, January 30
Tuesday, February 13
4 - 5:30pm
Session 4: 3D Learning: Cross Cutting Concepts
Tuesday, February 27
4 - 5:30pm
Tuesday, March 26
Tuesday, April 9
4 - 5:30pm
Tuesday, April 23
4 - 5:30pm
Tuesday, May 7
4 - 5:30pm

PULSE - Principals Understanding Leadership in Special Education

January 23, 2024 - June 19, 2024
Huntingdon County Career and Technology Center
Special Education
Act 45 Activity Hours Act 48 Activity Hours

This course is ONLY for General Education Administration - Principals, and Assistant Principals. This 30-hour course aims to build upon principals’ working knowledge and skill sets needed to successfully innovate and program for students with disabilities. The growing field of research at the intersection of principals and special education yields evidence-based practices that support outcomes for students with disabilities.

The three professional development days (followed by a half-day of project presentations) are titled as follows:

  • Day 1: Leading a Culture of Change
  • Day 2: Being an Instructional Leader
  • Day 3: Supporting Effective Behavioral Systems.

Please note, each instructional day requires the completion of 3 hours of pre- reading/activities.

Objectives/Skills/Knowledge to be gained from training event:

• Identify the necessary components to effect change

• Analyze and share their vision and mission statements

• Identify key principles of IDEA and Chapter 14 regulations

• Identify the roles and responsibilities of an LEA representative

• Analyze and implement the use of assessment data to guide instructional decision making

• Analyze data to identify patterns of behavior

• Identify alternatives to suspension and expulsion

• Identify organizational culture and core values to strengthen relationships with stakeholders

THE PULSE COURSE

The PULSE course is worth 30 hours of Act 45 PIL credit. 3.5 days training (3 full-day trainings with a half day dedicated to presentations). Eighteen (18) of these hours are direct instruction and 12 of these hours are extended learning via pre-readings/assignments and a work-based project.

Questions please contack Betsy Cox or Lisa Kruse at ecox@tiu11.org or ekruse@tiu11.org

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Sessions

Tuesday, January 23
9am - 3:30pm
Day One - Leading a Culture of Equity, Inclusion and Belonging
Tuesday, March 26
9am - 3:30pm
Day Two - Being an Instructional Leader
Tuesday, May 21
9am - 3:30pm
Day Three - Supporting Effective Behavioral Systems
Wednesday, June 19
9am - 3:30pm
Day Four - Culminating Project

The Power of the Podcast - 2024 Paraeducator Book Study

April 4, 2024 - May 13, 2024
Your Internet Ready Computer
Special Education
Notices
Act 48 Activity Hours General Activity Hours (non-PDE)

The Power of the Podcast 

A series of Podcasts by Emily Hanford focusing on literacy

Facilitated by: Erin McManamon and Dawn Lynn

This group study will focus on a series of PODCASTS by Emily Hanford around literacy.  Emily is an engaging speaker; and as an investigative reporter for APM, she has really brought to light literacy instruction in the United States. 

Participants will be required to listen to the following podcasts and then join in on a conversation in our face-to-face ZOOM meetings:

  1. At a Loss for Words
  2. What the Words Say
  3. Hard Words
  4. Hard to Read
  5. SOLD A STORY (5 Episodes with a bonus 6th if interested

Dates/Times: April-May, 2024, 3:15-4:15 PM
 

How It Works: 

  1. Find the podcasts listed on your favorite podcast platform~https://features.apmreports.org/reading/
  2. Check your email for the ZOOM link and Syllabus (one week prior to the meeting)
  3. Join ZOOM using the link provided
  4. Listen to the podcasts as outlined and shared during our first organizational meeting
  5. Get ready to share your thoughts and ideas as we discuss on Zoom
  6. If you are not present for a ZOOM meeting, you will be required to provide a written summary of the podcasts covered in order to receive your hours
  7. A certificate with your 15 credit hours will be issued upon completion of the podcast group study
     
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Sessions

Thursday, April 4
3:15 - 4:15pm
Session 1
Thursday, April 11
3:15 - 4:15pm
Session 2
Thursday, May 2
3:15 - 4:15pm
Session 3
Monday, May 13
3:15 - 4:15pm
Session 4

Remake Learn Days Backpack Challenge Webinar

April 15 - 16, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

 The Remake Learning Days festival takes place across Pennsylvania May 2 – 22, 2024. A variety of organizations host free events for all age groups and provide hands-on learning opportunities.  Participating organizations include libraries, schools, tech centers, museums, play spaces, community centers and more. Events listed under Career Ready PA qualify for the Career Ready PA Backpack Challenge.  Students who participate will earn artifacts for the CEW standards and a Career Ready PA Backpack Challenge badge.  Career Ready PA will also award a banner to schools with over 100 artifacts.  Attend this webinar to learn how to participate!

Title: Remake Learn Days Backpack Challenge Webinar

Date/Time:  April 15, 2024 at 3 pm OR April 16, 2024 at 9:30 AM (please choose one)

Location: Virtual - Zoom link will be sent out prior to webinar.

Department: Curriculum

Act 48: Yes

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Sessions

Monday, April 15
3 - 4pm
Remake Learn Days Backpack Challenge Webinar
Tuesday, April 16
9:30 - 10:30am
Remake Learn Days Backpack Challenge Webinar

Tier #3 STEELS Special Topics, Session B Cancelled

Cancelled
April 16, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

Description of Activity: Session B includes:

Equity, Inclusion and Universal Design for Learning (UDL)

  • Review the CAST UDL Principles
  • Engage with an interactive infographic that pairs principles of UDL with the 3-Dimensions

STEM: Integrating TE Within STEELS K-12

  • In addition to the Science Standards, the Technology and Engineering (TE) Standards are for all students. Many of the new TE Standards will be part of STEM Program curricula.
  • TE Standards are also to be integrated with the sciences, K-12.
  • And, TE Standards are to be integrated within Project/Problem-based Learning, including multiple subject areas.
  • Take a deep dive into the TE grade bands, noticing progressions before, within and after your grade level.
  • Strategies and Examples for TE integration will be shared.
  • Investigate integrated exemplars created by the Jet Propulsion Laboratory, California Institute of Technology for all grade bands.
  • Time to begin a grade level and/or K-12 STEM/TE Integration Plan will be provided.

Critiquing and Shifting Towards Phenomena-based 3-Dimensional Curricula

Equity, inclusion and belonging are tenets of PA’s Equitable Practices.  The STEELS Standards are intended for all learners at every school. Use the principles of Universal Design for Learning to remove barriers to learning, invite all students to take advantage of tools and technology to support successful learning and share the variety of ways you encourage your students to show what they’ve learned.

The integration of these disciplines in the standards highlights the interconnectedness of scientific, technological, and engineering focused study; the integral relationship between humans and the environment; and the importance of integrating the teaching and learning of science, technology, and engineering.”  June 2022 PDE STEELS

Technology & Engineering - Focuses on the interactions among technology, engineering, society, the environment, and other disciplines, with a goal of developing individuals that can create, utilize, and assess current and emerging technologies. The standards are written as grade-banded performance expectations built around technology and engineering strands, practices, and contexts and integrated into a set of specific standards. These components are elaborated upon in Foundation Boxes (hyperlinked for each standard) providing support for design of curriculum

and instruction.”  June 2022 PDE STEELS

The new STEELS Standards are intended to promote integration at all grade levels, in all ways:

  • the sciences integrated with technology and engineering
  • technology and engineering integrated within all the sciences
  • Elementary integration: STEELS with ELA and Math
  • Middle and High School STEELS integration between all subject areas

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

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

 

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Sessions

Tuesday, April 16
8:30am - 3:30pm
Special Topics Session B

Tier #2 Ambitious Science Teaching (AST) Session #5 AST Practice 4 - Evidence-based Explanations Cancelled

Cancelled
April 17, 2024
To be Determined (TBD)
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

 

Description of Activity: Pressing for evidence-based explanations

 

This final set of practices will help students construct a final, evidence-based explanatory model for an anchoring event. The goals of this practice are:

 

  • Engage all students in authentic disciplinary discourse around using evidence to support explanations.
  • Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event (this accountability of course must be supported by scaffolding and guidance from you).
  • Support students in using evidence to support different aspects of their explanatory models.

 

The goals are for educators to:

  • Support students in using evidence to account for different aspects of their explanatory model.
  • Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event.
  • Engage all students in authentic disciplinary discourse around constructing and defending explanations.

 

When we think about drawing together evidence-based explanations, we have to have a great deal of scaffolding and support to allow students to think across significant lengths of curricular time.

 

In Session #5, we will model and practice Pressing for Evidence-Based Explanations including:

  • Co-constructing a “Gotta-Have-List”
  • Synthesizing learning with Consensus Models and Summary Tables
  • Pressing for Gapless Explanations
  • Assessing for Understanding

 

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 11-12, Appendices F-G

 

Prerequisites include:

  • At least one Tier #1 PL
  • AST Sessions #1 - #4

 

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

 

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Sessions

Wednesday, April 17
8:30 - 11:30am
Tier #2 AST Session 5

Social Emotional Learning Network (SEL)

April 17, 2024
JCEL & Sill Business Incubator at Juniata College Campus
Special Education
Notices
Act 48 Activity Hours

This meeting will be the fourth in a series of 4 SEL Networking events to be hosted this year. 

The topics to be covered this day include:

  • Restorative Circles deep dive and practice
  • Intensive Skill Training for Students with Emotional Behavioral Disorders
    • Establishing Positive Classroom Behavior Supports
    • Effective Instructional Practices

This event is free and open to all Emotional Support teachers and staff, Learning Support teachers and staff, Guidance 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 link and encourage your colleagues to attend.

Lunch will be on your own. You are welcome to pack a lunch or eat in town. There is a Sheetz within walking distance to the training room. Parking can be found behind the JCEL building on campus. Please look for burgundy colored TIU Training signs to help you navigate.

For more information contact Betsy Cox at ecox@tiu11.org

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Sessions

Wednesday, April 17
9am - 3pm
Session

Tier #2 Ambitious Science Teaching (AST) Session #6 Culturally Relevant Pedagogy Cancelled

Cancelled
April 17, 2024
To be Determined (TBD)
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

Description of Activity: Culturally Relevant Pedagogy

To make science learning available and relevant to all students, teachers should create learning experiences that are designed to involve students' different levels of knowledge, appreciate cultural and language differences and help them feel like they belong in the classroom. A student's experiences are important in helping them understand science in a way that is relevant and meaningful to them and when we create a space for these ideas to be shared, learning flourishes.

Students do not come to school as” blank slates.” They have varied experiences with the natural and man-made/designed world that build their funds of knowledge. This prior learning contributes to the learning space that can universally support the instruction of the whole class.

To ensure that science teaching and learning is accessible and relevant to all students, educators need to prioritize intentionally designed learning tasks that engage students' varying knowledge bases, value cultural and linguistic diversity, and promote a sense of belonging.  

To make sure that science is taught in a way that everyone can understand and connect with, teachers should focus on creating learning experiences that take into account the different backgrounds and experiences of their students. This includes considering their cultural and language diversity and helping them feel like they belong in the classroom.

  • In this session, we will focus on methods of
  • Drawing on student prior knowledge
  • Maintaining rigor and high expectations for all students
  • Creating a safe space/community of learners where all feel safe to participate
  • Valuing cultural and linguistic diversity by framing cultural and linguistic diversity as an asset
  • Applying Cultural Relevance to the unit you begun planning in Session #2

 

Highly Recommended:  Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 13-14

Prerequisites include:

  • At least one Tier #1 PL
  • AST Session #1 - #5

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

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Sessions

Wednesday, April 17
12:30 - 3:30pm
Tier #2 AST Session 6

Instructional Coaches Network Meeting

April 24, 2024
Stone Valley Community Charter School
Curriculum
Notices
Act 48 Activity Hours

 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.

Title: Instructional Coaches Network

Date: April 24, 2024 (Originally scheduled for April 17)

Time: 1 pm - 3 pm

Location: Stone Valley Community Charter (Room # TBD)

Department: Curriculum

Act 48: Yes

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Sessions

Wednesday, April 24
1 - 3pm
Instructional Coaches Meeting Notices

Special Education Advisory April 2024

April 25, 2024
Huntingdon County Career and Technology Center
Special Education
Act 48 Activity Hours

TOPICS to be announced

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Sessions

Thursday, April 25
9am - 3pm
April Session

Huntingdon, Mifflin, Juniata, and Fulton County Transition Coordinating Council Meeting

May 1, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

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, Mifflin, Juniata, and Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 
Schedule: 
Wednesday, May 1, 2024: 2:30-4:00 PM Zoom*  REGISTRATION LINK 


*Virtual Meeting Link will be sent to participants upon registration 


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

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Sessions

Wednesday, May 1

ECRI COACHES' PLC 2023-24

May 2, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

SAVE THE DATES!

ECRI COACHES' PLC 2023-24

OUR GOAL:

  • To provide ongoing ECRI implementation support
  • To provide collaboration time with other coaches
  • To celebrate and problem-solve together!

JOIN THESE VIRTUAL MEETINGS FOR ANY OR ALL DATES! Please register for each session Individually in order to receive the Zoom Link.

DATES: 

May 2, 2024

TIME: 7:30-8:30AM

(ZOOM ROOM WILL REMAIN OPEN UNTIL 9:00!)

For More Information:

ekruse@tiu11.org

emcmanamon@tiu11.org

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Sessions

Thursday, May 2
7:30 - 8:30am
ECRI COACHES' PLC May 2, 2024

Gifted Network

May 3, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

Gifted Network #3

Title: Gifted Network Meetings

Date: May 3, 2024

Time: 9 am to Noon

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

Department: Curriculum

Act 48: Yes

Description:  The Gifted Network is an opportunity for teachers who work with gifted students to come together to get 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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Sessions

Friday, May 3
9am - 12pm
Gifted Network

Wonder - 2024 Paraeducator Book Study

May 8 - 29, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours General Activity Hours (non-PDE)

Wonder 

Author: R.J. Palacio 

Facilitated by: Denise Shugarts 

Limited to 20 participants 

#1 NEW YORK TIMES BESTSELLER • Millions of people have fallen in love with Auggie Pullman, an ordinary boy with an extraordinary face—who shows us that kindness brings us together no matter how far apart we are.This book inspired the Choose Kind movement, a major motion picture, and the critically acclaimed graphic novel White Bird.

August Pullman was born with a facial difference that, up until now, has prevented him from going to a mainstream school. Starting 5th grade at Beecher Prep, he wants nothing more than to be treated as an ordinary kid—but his new classmates can’t get past Auggie’s extraordinary face. Beginning from Auggie’s point of view and expanding to include his classmates, his sister, her boyfriend, and others, the perspectives converge to form a portrait of one community’s struggle with empathy, compassion, and acceptance. In a world where bullying among young people is an epidemic, this is a refreshing new narrative full of heart and hope.

R.J. Palacio has called her debut novel “a meditation on kindness” —indeed, every reader will come away with a greater appreciation for the simple courage of friendship. Join Denise on this inspiring journey where we will explore the power of connection in a community.

 

Format: We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

Book Study Meeting Dates: 

• May 8, 2024: ZOOM Meeting 3:15-4:15 pm

• Week of May 8th-15th: Independent Work

• Week of May 15th-22nd: Independent Work

• May 29, 2024: ZOOM Meeting 3:15-4:15 pm

How It Works:

• Check out the book from the library or purchase it.

• Check your email for the ZOOM link and Syllabus (one week prior to the meeting) • Join ZOOM using the link provided

• Read the book as outlined and shared during our first organizational meeting • Get ready to share your thoughts and ideas as we journey through the book together in a flexible Zoom (or Google doc format)

• If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours

• A certificate with your 15 credit hours will be issued upon completion of the book study

2024 Paraeducator Book Study Information 

**15 professional development hours will be awarded for participation in a book study or podcast series. A certificate of completion will be provided.

NOTE: The hours will be awarded for the 2023/2024 school year OR the 2024/2025 school year.

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Sessions

Wednesday, May 8
3:15 - 4:15am
Touch Point #1

We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

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Wednesday, May 29
3:15 - 4:15am
Touch Point #2

We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

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Code.org CS Fundamentals Workshop for Elementary Teachers - Virtual

May 14, 2024
Your Internet Ready Computer
STEM
Act 48 Activity Hours

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

 

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

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

What’s in a workshop?

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

What you'll get from this workshop:

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

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

 

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Sessions

Tuesday, May 14
8am - 4pm
Code.org CS Fundamentals

TIU 11 Local Task Force Meetings

May 15, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

The local task force is a parent/family network group for families that have a child with a disability. Membership consists primarily of like-minded parents of school aged children residing in the TIU 11 area that wish to support their sons or daughters as they navigate through the special education process. Other members include educators and local agency representatives. The goal of the group is to support parents through training, resource sharing, and networking so that they can work with their Local Education Agency (LEA) in a positive, proactive manner.

Target Audience: Parents/Guardians, Special Education Teachers, Administrators, Agencies that support students with disabilities

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Sessions

Wednesday, May 15
2 - 3:30pm
TIU Local Task Force

Recognizing & Responding to Children at Risk: Suspected Child Abuse & Neglect Education for School Nurses

May 21, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

Title: Recognizing & Responding to Children at Risk: Suspected Child Abuse & Neglect Education for School Nurses

Date: May 21, 2024

Time: 9 am to noon

Location: Virtual - https://paiu.zoom.us/j/4476176265?omn=94510895357

Department: Curriculum

Act 48: Yes

Recognizing and Responding to Children at Risk: Suspected Child Abuse & Neglect Education for School Nurses is a mandated reporter training; however, it may differ from ones you have taken in the past in two ways.

1. It is specially designed for school nurses.

2. It is a live, virtual training with a pediatrician and child abuse coordinator for the Cumberland County District Attorney's office. Dr. Marita Lind - Board Certified in Child Abuse Pediatrics and Trisha Fisher, Child Abuse Coordinator, Cumberland County DA's Office will be presenting.  Unlike a self-paced, video training, you will have the opportunity to interact with the presenters, ask questions, and participate in discussions with other nurses from around the region.

Please sign up in PD Tracker AND on this Google Form so that I can get you registered for the event.  Act 48 and CEUs will be provided.


 

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Sessions

Tuesday, May 21
9am - 12pm
Recognizing and Responding to Children at Risk

The Explosive Child - 2024 Paraeducator Book Study

May 21, 2024 - June 11, 2024
Your Internet Ready Computer
Special Education
Notices
Act 48 Activity Hours General Activity Hours (non-PDE)

The Explosive Child 

Author: Ross W. Green, Ph.D. 

Facilitated by Lisa Kruse 

Limited to 20 participants 

The explosive child responds to routine problems with extreme frustration—crying, screaming, swearing, kicking, hitting, biting, spitting, destroying property, and worse. A child whose frequent, severe outbursts leave parents & teachers feeling frustrated, scared, worried, and desperate for help. Adults have tried everything - reasoning, explaining, punishing, sticker charts, therapy, medication—but to no avail. They can’t figure out why the child acts the way he/she does, and they don’t know what to do instead.

Based on neuroscientific research, Dr. Greene provides a new framework for understanding children’s difficulties. Explosive kids lack some crucial skills in the domains of flexibility/adaptability, frustration tolerance, and problem-solving, and they require a different approach. Dr. Greene’s Collaborative Problem Solving (CPS) model promotes working with explosive children to solve the problems that precipitate explosive episodes and teaching these kids the skills they lack.

Format: Zoom Meetings (Link will be shared upon registration) 

Book Study Meeting Dates: 

  •  Tuesday, May, 21, 2024, 7-8 pm 
  •  Tuesday, May 28, 2024, 7-8 pm 
  •  Tuesday, June 4, 2024, 7-8 pm 
  • Tuesday, June 11, 2024, 7-8 pm 

How it works: 

  1. Contact Lisa before purchasing the book or you can check it out from the library.
  2. Read the assigned chapters before the Zoom meetings
  3. Attend Zoom meetings (if you have a conflict, please let Lisa know in advance)
  4. Engage in discussion a minimum of 1-2 times during the Zoom meeting (either verbally or via the chat)
  5. Reflect (orally or in writing) on how the insight you gained from the book study will impact you as an educator.
  6. If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered to receive your hours.
  7. A certificate with your 15 credit hours will be issued upon completion of the book study

2024 Paraeducator Book Study Information 

**15 professional development hours will be awarded for participation in a book study or podcast series. A certificate of completion will be provided.

NOTE: The hours will be awarded for the 2023/2024 school year OR the 2024/2025 school year.

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Sessions

Tuesday, May 21
7 - 8pm
Session 1
Tuesday, May 28
7 - 8pm
Session 2
Tuesday, June 4
7 - 8pm
Session 3
Tuesday, June 11
7 - 8pm
Session 4

The Boy Who Was Raised As A Dog - 2024 Paraeducator Book Study

May 23, 2024 - June 13, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours General Activity Hours (non-PDE)

The Boy Who Was Raised As A Dog 

Authors: Dr. Bruce Perry and Maia Szalavitz 

Facilitated by Betsy Cox

No Limit on number of participants

In this classic work of developmental psychology, renowned psychiatrist and the coauthor of the #1 New York Times bestseller What Happened to You? reveals how trauma affects children—and outlines the path to recovery. How does trauma affect a child's mind—and how can that mind recover? Child psychiatrist Dr. Bruce D. Perry has helped children faced with unimaginable horror: genocide survivors, murder witnesses, kidnapped teenagers, and victims of family violence. In the classic The Boy Who Was Raised as a Dog, Dr. Perry tells their stories of trauma and transformation and shares their lessons of courage, humanity, and hope. Deftly combining unforgettable case histories with his own compassionate, insightful strategies for rehabilitation, Perry explains what happens to children’s brains when they are exposed to extreme stress—and reveals the unexpected measures that can be taken to ease such pain and help them grow into healthy adults. Only when we understand the science of the mind and the power of love and nurturing can we hope to heal the spirit of even the most wounded child. 

Format: Zoom Meetings (Link will be shared upon registration) 

Book Study Meeting Dates: 

  •  Thursday, May 23, 2024, 3-4 pm 
  •  Thursday, May 30, 2024, 3-4 pm 
  •  Thursday, Jun 6, 2024, 9-10 am 
  •  Thursday, Jun 13, 2024, 9-10 am 

How it works:

  1. Check out the book from the library or purchase it.
  2. Check your email for the ZOOM link and Syllabus (one week prior to the meeting)
  3.  Join ZOOM using the link provided
  4. Read the book as outlined and shared during our first organizational meeting • Get ready to share your thoughts and ideas as we journey through the book together in a flexible Zoom (or Google Doc format)
  5. If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours
  6. A certificate with your 15 credit hours will be issued upon completion of the book study

2024 Paraeducator Book Study Information 

**15 professional development hours will be awarded for participation in a book study or podcast series. A certificate of completion will be provided.

NOTE: The hours will be awarded for the 2023/2024 school year OR the 2024/2025 school year.

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Sessions

Thursday, May 23
3 - 4pm
Session 1
Thursday, May 30
3 - 4pm
Session 2
Thursday, June 6
9 - 10am
Session 3
Thursday, June 13
9 - 10am
Session 4

Safety Care Recertification (SFSD only)

June 4, 2024
Southern Fulton Elementary School
Special Education
Act 48 Activity Hours

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 training.   There will be a $7.00 charge for materials and processing. 1/2 hour lunch on your own. We need a minimum of 6 people in order to run the training. 

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Sessions

Tuesday, June 4
8am - 3:30pm
Safety Care Recertification

Building Capacity and Promoting Instruction through PASA DLM

June 4, 2024
Huntingdon County Career and Technology Center Annex
Special Education
Act 48 Activity Hours

In partnership with PaTTAN and Dynamic Learning Maps (DLM), Tuscarora Intermediate Unit 11  is offering this MANDATORY training to all school districts and charter schools designated in Cohort 1 for the 2023-2024 school year.

The following are required to participate in this training: Special education teachers who have PASA eligible students, assessment coordinators, and building administrators and/or special education administrators with programming responsibilities and/or oversight of instructional programming. *Every LEA must have administrative presence/participation at the training. Optional participants may include paraprofessionals, related service personnel, general educators, special education teachers who do not have PASA eligible students but students who may benefit, curriculum coordinators, etc.

The training is designed to build districts’ capacity regarding the provision of standards aligned instruction and assessment using Essential Elements for students with complex learning needs. Most personnel involved in PASA are becoming comfortable with the assessment component of PASA DLM. However, based on teacher surveys across the state, not many districts know about or are using the instructional resources that are offered through DLM. In this one day synchronous training, participants will explore essential elements and linkage levels along with the compilation of supporting instructional resources available through DLM to design effective academic programming for students with significant cognitive disabilities.

DATE: Tuesday, June 4, 2024 

TIME: 8:30-3:30 PM

LOCATION: HCCTC Annex Building Main Classroom

*Annex Location is 13221 Big Valley Pike Mill Creek PA 17060 (intersection of Rt22 and Rt655) Primary Parking is in the stone lot across the road. (Classroom Entrance on marked door along Rt 655)

FACILITATORS: Staci Young and Erin McManamon, TIU 11 Educational Consultants

CONTACT: Email:  syoung@tiu11.org or emcmanamon@tiu11.org

Phone: 814-542-2501

ADDITIONAL NOTES:

  • Please bring a computer or device that will allow you to access the DLM portal and other digital resources that will be reviewed during this training.
     
  • In order to accommodate those traveling from a distance, the lunch break will be limited to 30 minutes. Lunch will not be available on site, please plan accordingly.
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Sessions

Tuesday, June 4
8:30am - 3:30pm
Building Capacity and Promoting Instruction

I’m Just a Kid with an IEP - 2024 Paraeducator Book Study

June 5 - 26, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours General Activity Hours (non-PDE)

I’m Just a Kid with an IEP

Author: Jordan Toma

Facilitated by: Staci Young 

Jordan Toma’s story is geared towards elementary through high school students, their parents, and the education professionals that support them. He shares his experiences and struggles as a former student with a learning disability as well as how he overcame his learning difficulties and the negative way he looked at himself. Toma writes, “I have a strong and inspiring message for students with learning disabilities. I am currently a motivational speaker, a Financial Advisor and a Real Estate Investor. ‘But it hasn’t always been this easy’ ... I needed who I am now when I was younger. Now I will be that person for someone else.” 

This group will include both reading assignments from the book and viewing of online videos to learn more about the perspectives of students with disabilities about their time in school. We will use this information to discuss how school professionals can support positive school experiences for students receiving special education services. 

Format: Zoom Meetings. Participants will be expected to read weekly assignments and view the video links provided prior to each session.

Book Study Meeting Dates:

• Wednesday, June 5, 2024   9:00-10:00 am 

• Wednesday, June 12, 2024 9:00-10:00 am 

• Wednesday, June 19, 2024 9:00-10:00 am 

• Wednesday, June 26, 2024 9:00-10:00 am 

How It Works:

  1. Purchase a digital or hard copy of this book (can be found on Amazon)
  2. 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 and video assignments for each meeting.
  3. Read the book and view the videos as assigned prior to ZOOM meetings.
  4. Get ready to share your thoughts and ideas as we journey through the book and videos together in a flexible discussion format.
  5. If for some reason you cannot be present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours. This is intended to be a synchronous book study with opportunities for discussion amongst colleagues, as such participants are expected to attend a minimum of 3 live sessions to obtain course hours.
  6.  A certificate with your 15 credit hours will be issued upon completion of the book study.
     

2024 Paraeducator Book Study Information 

**15 professional development hours will be awarded for participation in a book study or podcast series. A certificate of completion will be provided.

NOTE: The hours will be awarded for the 2023/2024 school year OR the 2024/2025 school year.

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Sessions

Wednesday, June 5
9 - 10am
Session 1
Wednesday, June 12
9 - 10am
Session 2
Wednesday, June 19
9 - 10am
Session 3
Wednesday, June 26
9 - 10am
Session 4

Safety Care Mixed Session (Day 2)- Juniata County Headstart Only

June 5, 2024
Juniata County Head Start
Special Education
Act 48 Activity Hours

This is the second day of training from April 12, 2024

When: June 5, 2024

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Sessions

Wednesday, June 5
12 - 3:30pm
Safety Care Mixed Session Day 2

Safety Care Recertification Training

June 10, 2024
Huntingdon County Career and Technology Center Annex
Special Education
Act 48 Activity Hours

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 training. 1/2 hour lunch on your own. We need a minimum of 6 people in order to run the training. 

Title: Safety Care Recertification Training

When: June 10, 2024

Time: 8:00am-3:30pm

Where: 

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

Note: Parking is available in the stone lot across Rt655. 

Enter through the side door on Rt 655.

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Sessions

Monday, June 10
8am - 3:30pm
Safety Care Recertification Training

Safety Care Recertification (SFSD only)

June 11, 2024
Southern Fulton Elementary School
Special Education
Act 48 Activity Hours

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 training.   There will be a $7.00 charge for materials and processing. 1/2 hour lunch on your own. We need a minimum of 6 people in order to run the training. 

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Sessions

Tuesday, June 11
8am - 3:30pm
Safety Care Recertification

Meaningful Watershed Educational Experiences (MWEEs)

June 12 - 13, 2024
Huntingdon County Career and Technology Center To be Determined (TBD)
STEM
Act 48 Activity Hours

Instructor(s): Peney Wright, Eric Yoder

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.

Prerequisite: Online MWEE 101 Course

Asynchronous work: One MWEE unit plan must be completed within 30 after the workshop.

 

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Sessions

Wednesday, June 12
8:30am - 4pm
Day One
Thursday, June 13
8:30am - 4pm
Day Two

Implementing the STEELS Standards: Developing Science Leadership Teams Day Two

June 18, 2024
To be Determined (TBD)
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright, Eric Yoder 

Description of Activity: Tier #1 Session Full implementation of PA’s Integrated STEELS Academic Standards and revised PSSA Science Testing format will begin school year 2025-2026. In preparation for this 3-year roll out, we are offering a series of two workshop sessions. 

In session #1, participants will have an immersive experience for the look and feel of the shift in science pedagogy. 

Session #2 supports educators unpacking the new standards’ characteristics and format, focusing on student performance expectations, taking a deep dive into grade level and grade band STEELS 3-dimensional standards, reviewing productive student discourse in classrooms and discussing project-based learning pedagogy to meet student performance expectations; followed by district wide time for creating a plan of action for the district and curriculum mapping. 
 

  •  Teams will set goals and plan regularly scheduled meetings and IU check-ins.
  • Minimum of seven per team.
  •  Act 48 credit will be awarded. 

Strongly Recommended: Assemble a team of at least one district-level administrator, curriculum and instruction director, special education director, one building administrator, one K-2 teacher, one 3-5 teacher, one middle school teacher, one high school teacher, a STEM teacher, one or more special education teachers, one or more ELL teachers, an instructional coach, and/or guidance counselors. 
 

Recommended prerequisite: School Leaders Establishing Foundations for the STEELS Academic Standards: NGSX PLANS Recommended Prerequisite: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 
 

Sessions Progression:

  • Session #1 must be completed first, but any subsequent
  • Session #2 workshop may be selected throughout the school year. They can be, but do not have to be, completed in close proximity. 
     

Audience: administrators, principals or assistant principals, curriculum director, elementary 
teachers, middle school teachers, high school teachers, STEM teachers, instructional coaches, library media specialists, special education teachers, ELL teachers and/or guidance counselor

"With the STEELS standards going with a new approach, this professional learning session has helped me better understand how this will look in our school and with our teachers.” Administrator attendee, March 2023 
 

See additional PD opportunities to support the new standards: Ambitious Science Teaching (AST), Meaningful Watershed Educational Experiences (MWEEs), Engineering is Elementary (EiE) and Engineering by Design (EbD)

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Sessions

Tuesday, June 18
8:30am - 4pm
Session 2 DAY TWO Only