The Benefits of Mental Toughness Training:

• Improve Change Management Skills
• Greater Engagement/Job satisfaction
• Higher Retention Rates
• Better Customer Service
• World-Class Performance Under Pressure

Course Designer: Steve Siebold

Course Details: 

• Completely online
• Weekly video training
• Monthly calls with trainer
• Weekly Quizzes
• Weekly Journaling

Registrants will be required to participate in all class activities to win full  credit.  Each week the student will be asked to view  the video training on line and take the corresponding quiz.  In addition, students will be asked to journal how they would use these skills in their current position.  Training coaches will also call each participant once a month to check i with the student.

4 Course Available - Completion of each course is worth 35 Act 48 Hours.

Course I:  July-September     Deadline to Register    June 15 
Course II:  October-December    Deadline to Register    September 15 
Course III:  January-March      Deadline to Register December 15 
Course IV:  April-June   Deadline to Register March 15 

Cost:  $350.00 per person/course   (Must have 10 people to run the course) 
 

We are education professionals working and learning together to optimize the governance, quality, and application of data in order to improve the delivery of educational opportunities to students across the Commonwealth.

Monthly meetings for HMJ members to discuss SAP updates and agency reports.

Power AAC focuses on five key areas to increase the skills of educators as they learn about communication to support their students. It focuses on Powerful skills in: 
1. Partner Skills 
2. Opportunities 
3. Words in social and instructional environments 
4. Evidence for decision-making 
5. Resources for creating, sharing, and implementing for guiding your students 
Series Guidelines & Requirements: 
1. Teams will utilize the POWER:AAC Modules to support students with whom they work in their classrooms or caseloads with complex communication needs. 
2. Teams will include: Special Education Classroom Teacher AND Speech-Language Pathologist 
The following are also recommended, but not required, to participate as team members: Para Educator, Occupational Therapist, Physical Therapist, Regular Education Teacher 
3. Teams will attend four (4) in person sessions and view six (6) modules between in-person sessions. 
4. Practitioners on participating teams will video record minimally one lesson per in-person training. Video recordings will be shared with team members and IU educational consultants to help provide feedback on videos submitted by their team. 
5. Teams will commit to periodic problem-solving meetings (by Zoom meeting or onsite at the school), whereby the IU technical assistance consultant(s) will provide guidance and problem solving support for implementation 
6. Monthly activities will be assigned based on each module. 
7. Teams will commit to minimally one onsite visit at the school

Participants will learn to support students with whom they work in their classrooms or caseloads with complex support needs and who would benefit from augmentative alternative communication (AAC) through the use of core vocabulary. Participants will use a blended learning model, videos and online teaching, to explore and expand their understanding of the Power ACC modules and support their students. 
 

October 23, 2019 with guest speaker Lindsay Cargill can be taken alone or as part of the series.

The Tuscarora Intermediate Unit (TIU) meets eight times a year with each district/charter school representative at the Curriculum Advisory Council to provide PDE updates, networking opportunities, and to share ideas regarding curriculum issues. Many of the monthly topics include: School Climate, PVAAS, CDTs, PIIC, Future Ready PA Index, Comprehensive Planning to name a few.

This training is designed for teachers that have never been trained on the GMM program.  We will begin by looking at how Get More Math improves a typical math classroom and give an in-depth demonstration of the program’s most important features.  We will discuss best practices for increased success as well as common mistakes to avoid.  This program works because it was developed by Josh Britton, a former PA math teacher. Josh created and developed Get More Math while working in his classroom to support initial mastery and long-term retention for grades 4 through Algebra I and Geometry.

The Tuscarora Intermediate Unit (TIU) meets six times a year with each district/charter school representative at the Special Education Advisory Council to provide state and federal legal updates, networking opportunities, and to clarify issues regarding the effect of state and federal special education laws on the provision of services to students.  The TIU also provides support and technical assistance to special education administrators and school personnel within our school districts and charter schools. 

The continued focus of each networking meeting is to increase the opportunity to 
collaborate with colleagues who provide emotional support and related services to 
students in the K-12 setting. We recognize that this high incidence population of 
students can require some unique strategies as well as a variety of support systems, 
planning and programs.   Topics of these meetings will include but are not limited 
to: social skills instruction/coping skills, functional behavioral assessments, 
inclusive practices for ES students, collaboration and consultative skill building, 

book studies, and an exploration of products and resources. 
Please register for each network meeting on the IU website. 
Special presentations will be announced prior to each meeting if applicable.

PIIC Network Meetings

Meetings will focus on various topics, and lunch is provided. 

CRA Math Instructional Methods

This professional development opportunity will support teachers’ learning and implementation of the Concrete-Representational-Abstract (CRA) sequence of instruction, a research-based instructional practice, for the topics of addition and subtraction. Teachers will experience CRA as both a teacher and a learner.

Teaching through a concrete-representational-abstract (CRA) sequence of instruction supports students’ learning and understanding of mathematical concepts and procedures. The CRA sequencing of instruction is evidenced to be an effective instructional practice (Gersten et al, 2009; NMP, 2008; Riccomini & Witzel, 2010; Witzel 2005). Structuring consistent models and language across the representations is a key part of the planning and implementation process. The PaTTAN Mathematics Initiative has created structures that will increase teachers’ ability to immediately implement the concrete-representational-abstract sequence of instruction as a method of making more mathematics accessible to more students.

Choose the CRA math day(s) you would like to attend!

January 27, 2020 ~ Early Numeracy, Addition, & Subtraction (Audience/PreK - 5th)

February 4, 2020 ~ Multiplication, Division, & Fractions (Audience/2nd - 8th)

March 4, 2020 ~ Fractions, Integers and Equations (Audience/3rd - 8th)

Workshop Objectives

• Describe & model the components of the CRA sequence of instruction.
• Understand the benefits of CRA that impact instruction and learning.
• Develop skills necessary to instruct students on early numeracy skills and concepts using a CRA sequence of instruction.

         Making a Difference in Early Childhood Education 

24th Annual Conference for Early Childhood and Early Intervention Providers 

       Thursday, March 12, 2020 at Juniata College, Huntingdon, PA

 8:30-8:45 -         Registration and Networking 
                             Dale Hall Entrance of the Brumbaugh Academic Center.

                             *Note that breakfast will not be served.  Please bring a snack and water bottle if needed.
8:45-9:00 -          Welcome and Remarks
                             Alumni Hall 

9:00-10:30 -        Opening Keynote - Self-Care and Mindfulness Practices
                             Alumni Hall

                             Denise Shugarts, LSW and Tracy Lake, LPN owner of Lake House Wellness, LLC 

10:45-11:45        Choose One Session Option

12:00-13:00         Lunch
                              Ellis Hall

13:15-14:15       Choose One Session Option

14:30-15:30        Choose One Session Option  

You must select three breakout sessions.

There is a $30.00 Fee for Educators outside the TIU 11 service area. 

There is a $10.00 no show fee.

How do I start a SOLE? Creating a SOLE is facilitating students in Self-Organized Learning Environments using an impressive and powerful app to plan, organize, implement and assess your students’ learning.

A Self-Organized Learning Environment, or SOLE, can exist anywhere there is a computer, internet connection, and students who are ready to learn. Within a SOLE, students are given the freedom to learn collaboratively using hard copy resources and the Internet.  SOLE sessions are characterized by Project Based Learning, discovery, sharing, spontaneity and supportive teacher intervention.  Every SOLE session activates learners’ creativity, requires critical thinking, and refines communication skills.  You will receive access to free tools to implement SOLE in your classroom, have time to create your own lessons, and find out how to earn Act 48 hours.

Audience: Teachers of grades K-12

This Workshop is FREE to all TIU wide educators! Lunch will be on you own.

Learn the difference between a tantrum and a meltdown, how to manage sensory overload, and create tasks to motivate students. Learn simple fitness activities & routines which can serve as sensory breaks, improve students' motivation, support students' cognitive functioning and listening skills. 

*Lunch is on your own

Spring Sap Networking Day

When: March 18, 2020

Where: TIU #11 President’s Room

Cost:  $10.00 Covers materials.

8:30 Welcome

8:45 SAP Update

9:00 - 11:45  James A. Dill - Teens & Technology-Unintended Consequences

11:45-12:45  Lunch (included)

12:45-2:15  Question,  Persuade, Respond Training – (QPR) - Three steps anyone can learnto help prevent suicide.

2:15-2:30 Closing

Register

Register Users

his hands-on workshop hosted in partnership by CIU 10, BLaST IU 17, and TIU 11 Training and Consultation will introduce participants to assistive technology making skills to create usable access products. Participants will learn basic soldering to join wire segments and assemble mono and stereo components for use in a variety of assistive technology applications. Those skills will be applied to create a switch tester that can be used determine status of those switches used by an individual with physical disabilities. Each participant will have the opportunity to choose to complete two other projects including switch-adapting a stuffed, electronic toy that they bring. This workshop is targeted for assistive technology specialists, occupational therapists, regular or special education teachers, and STEAM teachers along with their students who are interested in expanding maker opportunities into authentic applications!

Each educator is welcome to bring one student (grade 7-12) free of charge. The teacher-student team will complete one set of 
projects.

**If you would like to switch adapt a singing toy, please bring one with you**

Switch Adapting Toys

Switch adapting a toy is one project option. If you would like to do this project, we ask that you bring a toy with you.  This can be any simple plush toy that sings/dances.  This is a beginner project, so the toy needs to only have one on/off button. Examples include: a singing Elmo, any holiday/seasonal singing/dancing toy, a singing/talking/dancing cartoon character such a Mickey Mouse or Hei Hei from Moana, or any other single activation point stuffed animal.  Typically these items have a velcro area that allows access to the battery box. 

Audience:  School Psychologists, School Social Workers and Guest Colleagues

This session will focus on determining the need for counseling as a related service within the context of the multidisciplinary evaluation process as well as using data to select, implement, and evaluate the effectiveness of counseling interventions.  Topics will include the legal basis for counseling as a related service, who can provide these services, the continuum of services that fall under the umbrella of counseling as a related service, and the role of assessment and progress monitoring as it pertains to counseling as a related service.  Additional topics will include the review of evidence-based counseling intervention techniques that a variety of practitioners can implement to support a range of student mental health and behavior needs. 

We will also have time to break into job-alike groups to network.   

Presenters:  

Dr. Erica Kaurudar, NCSP  and  Dr. Drew Hunter 
Pattan Consultants  
 

For more information, contact Kelly Zurybida at kzurybida@tiu11.org or Julie Brown at jbrown@tiu11.org

*  Lunch is included.  There will be a $10.00 charge if registered and do not attend.

Safety Care Re-certification Training -"Lunch is 30 minutes on your own"

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 Inter-agency 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. REGISTRATION WILL BEGIN AT 8:30 AM

Annual recert for Safety Care - "Lunch is 30 minutes on your own"

Two day initial safety care training. "Lunch is 30 minutes on your own"

This 30-hour PIL course aims to build upon principals’ working knowledge and skill sets needed to successfully program and innovate 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. PULSE blends and braids throughout three instructional days, data practices, multi-tier systems of supports, legal literacy, and implementation of and sustaining evidence-based practices. Through retrieval and analysis of data related to special education to understanding programming options for inclusive systems and individual student supports, participants will increase their abilities to lead and impact student and systems growth. Other experiences that encourage knowledge and skills around special education include, self-assessment, lectures, exposure to literature, videos, scenarios, discourse and action research design. The three in-class days are titled, Leading a Culture of Change, Being an Instructional Leader, and Supporting Effective Behavioral Systems. 

Day 1 Leading a Culture of Change – participants engage literature, data and discourse about leadership, change and vision, laws and regulations, LRE, LEA Representation and Climate and Culture. 

Day 2: Being an Instructional Leader -participants engage literature, tasks, data and discourse to support learning around multi-tier systems of support, universal design for learning, standards aligned and alternate eligible content, specially designed instruction, supplementary aids and services, assistive technology and secondary transition. 

Day 3: Supporting Effective Behavioral Systems - throughout Day 3 of PULSE, participants are required to engage in literature and complete several tasks to support learning around school-wide behavior systems, functional behavior assessment and behavior intervention plans, manifestation determination, alternatives to suspensions and expulsions, and restraints. 

Day 4: Presentations and Feedback - Objectives 
1. Apply key principles of IDEA and Chapter 14 regulations towards establishing individual vision and mission statements, class activities, and final class project. 

2. Identify and analyze authentic data sources that inform student growth and are utilized to plan and execute change using the problem solving cycle - identify problem | hypothesize why | select and implement a solution | monitor fidelity and growth outcomes. 

3. Critique legal review of special education case law and analyze their relevance towards the IDEA Part B 17 required federal indicators, PA State Performance Plan and their own LEA Special Education Plan and the policy and programming for students with disabilities. 

4. Self assess and identify new practices to support the critical role of Local Education Agency (LEA) representative in; a) overseeing the implementation of IEP instructional goals including secondary transition goals; and b) assuring alignment and access to PA Academic Standard, including Alternate Eligible Content, in the least restrictive environment. 

5. Compare evidence based practices that impact school culture and climate, specifically the implementation of a Multi Tiered System of Support for behavior. 

Date of day 4 is to be announced - in person or virtual.

Audience: 
This course is ONLY for General Education Administrators - Principals, Assistant Principals, Superintendents, and Assistant Superintendents –  
please do not complete an application if you are not currently in one of these leadership positions.  
 

Presenters: TIU 11 Educational Consultants and Administrators

Registration Information:
Please register online by visiting the Tuscarora Intermediate Unit website at www.tiu11.org

Registration link: 

Cost (non-refundable): $75 (includes: textbook, materials, and lunch)

For questions regarding content, contact:

Julie Brown, jbrown@tiu11.org

Sandi Dinardi, sdinardi@tiu11.org

Kelly Zurybida, kzurybida@tiu11.org

 

For questions regarding registration, contact:

Connie Flaherty: cflaherty@tiu11.org