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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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 

Fall 9/28/23

Introduction and Phenomena-based teaching and learning

Session 2 

Fall 10/12/23

STEELS for ALL Students Equity, Inclusion and Belonging

Session 3 

Fall 10/26/23

3-Dimensional Learning: Science & Engineering Practices

Session 4 

Fall 11/9/23

3D Learning: Cross Cutting Concepts

Session 5 

Fall 11/30/23

3D Learning: Disciplinary Core Ideas

Session 6 

Fall 12/7/23

Student Performance Expectations: Teaching Practices and Administrators Look-fors

Session 7

 Fall 12/21/23

Project/Problem-based learning and Productive Student Discourse

Session 8 

Fall 1/4/24

Technology and Engineering Integration

Session 9 

Fall 1/18/24

3D Formative and Summative Assessments

Session 10 

 Fall 2/1/24

Selecting and Modifying Science Curriculum for High Quality Instructional Materials (HQIM)

Fall 2023

Close Date

Final Live Session Date: February 1st, 2024

Close Date: June 30, 2024

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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 Commit- tee 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.  

(The  location of the training is the Huntingdon County Career & Technology Center)

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Join us for the kick-off to a brand new school year. This meeting will be the first in a series of 4 SEL Networking events to be hosted this year. The topics to be covered this day include:

• Redefining SEL for students and teachers alike
• Hands-on strategies for regulation

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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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: 

October 5, 2023

November 2, 2023

December 7, 2023

January 4, 2024

February 1, 2024

March 7, 2024

April 4, 2024

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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Nurses' Network #1

Title: Nurses' Network Meeting

Date: October 6, 2023 (Now October 5, 2023)

Time: 9 am to Noon

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

Department: Curriculum

Act 48: Yes

Description:  The Nurses' Network is an opportunity for nurses around the region to get some professional development and to converse with other nurses on the latest topics in their field.  Specific topics for this meeting will be added at a later date.

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Transition Mapping Workshop 
Facilitator: Staci Young 
Date: October 11, 2023 
Time: 8:30 AM-4:00 PM 
Location: JCEL Huntingdon; 419 14th Street; Huntingdon, PA 16652 

Designed for transition coordinators and/or supervisors, this initial workshop will provide an overview of secondary transition planning as well as opportunities to work collaboratively to design a transition mapping tool that is aligned to the needs of your Local Education Agency (LEA). Resources for transition assessment, agency linkages, services and activities, and student/family engagement will be provided to support your secondary transition planning. Follow up coaching and support will be provided based on district requests and needs of the LEA.  

6.5 Act 48 Hours will be offered 

Questions: Contact  Staci Young syoung@tiu11.org

 

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Instructor(s): Peney E. Wright

 

Description of Activity: 

Prerequisite: Implementing the STEELS Standards: Developing Science Leadership Teams

 

Tier #2 SessionFor established school district STEELS Leadership Teams who have completed the Implementing the STEELS Standards: Developing Science Leadership Teams professional learning. Continued support for the STEELS Rollout towards full implementation beginning in SY ‘25-26. Sessions will include school districts’ updates, collaboration and application of district planning resources. All team members encouraged to attend; special topics will be featured. 

 

Special Topics to include:

• 3-Dimensional Assessments
• Integrating STEELS at the Elementary Level and Secondary Level
• Technology and Engineering Standards Integration
• Shifting and/or Selecting High Quality Instructional Materials
• STEM/STEAM and Computer Science with STEELS
• STEM for All Learners

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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: 12-6-23

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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Instructor(s): Peney E. Wright

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 an immersive experience for the look and feel of the shift in science pedagogy for all administrators and educators. Take away practices and protocols to begin implementing in your classroom or context the next day.

Please bring a laptop or other device.

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

“This experience will directly impact how science is taught in the K-12 classrooms in relation to the new STEELS standards.” Elementary Teacher attendee, March 2023

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This hands-on training will examine the new skills-based outcomes that reflect current trends, practices, and concepts, as well as appropriate terminology. Participants will be provided with time to work with the new outcomes, applying them to areas in their own curricula, and will be aware of how the shift to skills-based standards will encourage all students to be lifelong and healthy learners.

This session also provides in-depth training on the PA HPED Skills and Knowledge-Based outcomes.  Participants will learn how to interpret the outcomes and practice implementing these skills in both health/physical education classes.

Date: October 18, 2024

Time: 9:00 am - 3:30 pm

Location: Virtual (Link will come from PDE closer to the training date.)

 

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Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is a re-certification 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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Join the LEGO Education team for an interactive session demonstrating the power of hands-on learning. When students are actively engaged, they develop confidence in their learning. In this session, you will explore what LEGO Education has to offer when it comes to bringing STEAM learning to life with hands-on activities and curriculum aligned to the Pennsylvania STEELS standards. Learn how to prepare your students to be future ready with the LEGO Education Learning System. 

 

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Parent-to-Parent overview provided by Maggie Parke for EI staff.  The overview will be via Zoom.  Zoom link will be posted in advance. For EI staff only.

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

 

Description of Activity: What is Ambitious Science Teaching?

Great teaching can be learned. Our website provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

 

It features 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years—research that has asked, “What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?”

 

During this introductory session we will focus on:

• Research-based science pedagogy from knowledge to practice.
• Shared experiences immersed in a brief demonstration science lesson
• Reflect on our current science teaching practices
• Explore AST’s seven foundations of the four main practices

 

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website and watch the AST Overview video, 17:19. Also, read Ambitious Science Teaching: Preface - Chapter 1  (Softback book available from your STEELS Leadership Team, 1 copy, and from TIU 11’s Lending Library (4 copies available.) 

 

Prerequisites include one or more of the following Tier #1 STEELS PL:

• School Leaders Establishing Foundations for the STEELS Academic Standards: NGSX PLANS
• Implementing the STEELS Standards: Developing Science Leadership Teams
• STEELS Experience for K-12 Teachers
• SY ‘22-23 ENGINE of Central PA STEM Ecosystem: 3-Dimensional STEELS Educator Community of Practice (CoP)

 

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

 

Description of Activity: Planning practices for designing a unit of instruction.

 

Important ideas in science are about the relationships between a natural phenomenon and a causal explanation that helps us understand why something in the world unfolds the way it does (phenomena are events or processes— things that happen). Studying events or processes rather than “things” or abstract ideas really interests students and helps them develop deep and interconnected understandings of science concepts.

 

Model a set of protocols in developing or shifting lessons and units to focus on the Big Ideas, the Disciplinary Core Ideas, that we want students to learn. Bring one unit to shift towards phenomena-based, 3D Teaching and Learning to “self pilot” in April or May 2024.Use an AST model unit plan as an exemplar for sessions #2-#5

 

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Planning for engagement with important science ideas video, 15;27.  Also read Ambitious Science Teaching: Chapters 2-4, Appendices A and B

 

Prerequisites include one or more of the following Tier #1 STEELS PL:

• School Leaders Establishing Foundations for the STEELS Academic Standards: NGSX PLANS
• Implementing the STEELS Standards: Developing Science Leadership Teams
• STEELS Experience for K-12 Teachers
• SY ‘22-23 ENGINE of Central PA STEM Ecosystem: 3-Dimensional STEELS Educator Community of Practice (CoP)

AND

• AST Session #1: (AST) Session #1 Introduction to Ambitious Science Teaching and Culturally Relevant Science Teaching

 

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

 

Description of Activity: Why do we use these particular four practices?

 

Our main objective as science teachers is to change students’ thinking over time, so we need to know what our students understand about the target science ideas in the first place. This set of practices—eliciting students’ ideas—is used at the beginning of a unit of instruction. It is designed to 1) reveal the range of resources that students use to reason about a set of science ideas (working theories, everyday experiences, language), 2) activate their prior knowledge about the topic, and 3) help you to adapt upcoming instruction, based on how students reason about the anchoring event. Please note that this set of practices is about more than “hooking” students or temporarily capturing their interest.

 

In this session learn about the importance of Productive Student Discourse, using culturally relevant and their own words, to communicate, figure out and make sense of science concepts. 

 

During this session, we will focus on:

• Modeling eliciting students’ questions and ideas as well as activating prior knowledge
• Supporting students to represent their thinking publicly
• Science and Engineering Practice of developing and using models: students modeling as a technique for explaining student thinking
• Making student thinking visible

 

Highly Recommended: Visithttps://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 5-7, Appendix C

 

Prerequisites include:

• AST Session #1: (AST) Session #1 Introduction to Ambitious Science Teaching and Culturally Relevant Science Teaching
• AST Session #2: Practice 1 - Planning for Big Ideas

 

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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Instructor(s): Peney E. Wright

 

Description of Activity: Supporting on-going changes in thinking

 

Throughout any unit of instruction, students are frequently engaged in different types of activity. For example, students might do hands-on work with materials, use computer simulations, conduct observations of phenomena, design experiments, or collect and analyze different types of data. The purpose of this set of practices is to help students develop new ideas to use in revising explanations and models for the anchoring phenomena.

 

We want to make clear that this set of practices should be repeated multiple times throughout a unit. Multiple activities and multiple rounds of sense making are required to build towards a deep understanding of an explanatory model. A single activity is not enough to accomplish this.

 

Ambitious Science Teaching Practice #3 involves supporting ongoing changes in students’ thinking about scientific concepts. This practice recognizes that science learning is an iterative process that requires students to continuously revisit and revise their prior understandings and beliefs as they encounter new information and evidence.

 

In Session #4 we will delve deeply into meeting the Three Core Practices which support ongoing changes in thinking within an immersive experience:

• Introducing new ideas
• Engaging students in activity and sense making
• Collective thinking

 

Highly Recommended:  Visithttps://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Supporting on-going changes in thinking video ,21:52. Also read Ambitious Science Teaching: Chapters 8 - 11, Appendices D-E

 

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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The Huntingdon County 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.  
Target Audience: Huntingdon County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 

*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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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.

1. Teams will set goals and plan regularly scheduled meetings and IU check-ins.
2. Minimum of seven per team.
3. Act 48 
    

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.

 

“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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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: 

November 2, 2023

December 7, 2023

January 4, 2024

February 1, 2024

March 7, 2024

April 4, 2024

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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The Fulton County 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.  
Target Audience: Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 
 

*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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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.   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.  

*Please note new training location, there is limited parking behind JCEL or street parking. 

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The Mifflin/Juniata County 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.  
Target Audience: Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 

*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 
 

More

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

 

Description of Activity: What is Ambitious Science Teaching?

Great teaching can be learned. Our website provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

 

It features 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years—research that has asked, “What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?”

 

During this introductory session we will focus on:

• Research-based science pedagogy from knowledge to practice.
• Shared experiences immersed in a brief demonstration science lesson
• Reflect on our current science teaching practices
• Explore AST’s seven foundations of the four main practices

 

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website and watch the AST Overview video, 17:19. Also, read Ambitious Science Teaching: Preface - Chapter 1  (Softback book available from your STEELS Leadership Team, 1 copy, and from TIU 11’s Lending Library (4 copies available.) 

 

Prerequisites include one or more of the following Tier #1 STEELS PL:

• School Leaders Establishing Foundations for the STEELS Academic Standards: NGSX PLANS
• Implementing the STEELS Standards: Developing Science Leadership Teams
• STEELS Experience for K-12 Teachers
• SY ‘22-23 ENGINE of Central PA STEM Ecosystem: 3-Dimensional STEELS Educator Community of Practice (CoP)

More

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

 

Description of Activity: Planning practices for designing a unit of instruction.

 

Important ideas in science are about the relationships between a natural phenomenon and a causal explanation that helps us understand why something in the world unfolds the way it does (phenomena are events or processes— things that happen). Studying events or processes rather than “things” or abstract ideas really interests students and helps them develop deep and interconnected understandings of science concepts.

 

Model a set of protocols in developing or shifting lessons and units to focus on the Big Ideas, the Disciplinary Core Ideas, that we want students to learn. Bring one unit to shift towards phenomena-based, 3D Teaching and Learning to “self pilot” in April or May 2024.Use an AST model unit plan as an exemplar for sessions #2-#5

 

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Planning for engagement with important science ideas video, 15;27.  Also read Ambitious Science Teaching: Chapters 2-4, Appendices A and B

 

Prerequisites include one or more of the following Tier #1 STEELS PL:

• School Leaders Establishing Foundations for the STEELS Academic Standards: NGSX PLANS
• Implementing the STEELS Standards: Developing Science Leadership Teams
• STEELS Experience for K-12 Teachers
• SY ‘22-23 ENGINE of Central PA STEM Ecosystem: 3-Dimensional STEELS Educator Community of Practice (CoP)

AND

• AST Session #1: (AST) Session #1 Introduction to Ambitious Science Teaching and Culturally Relevant Science Teaching

 

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Instructor(s): Peney Wright, Eric Yoder

Description of Activity: With strong literacy integration, Engineering is Elementary (EiE) facilitates integrated STEM learning for your students.No prior experience with Engineering, CS or STEM expected. Comprehensive, turn-key STEM engineering design processes, place-based and local “problems,” diverse realistic characters, as well as career connections are all woven into EiE’s curricula. EiE supports the New PA STEELS Academic Standards.

“EiE®, the award-winning curricula division of the Museum of Science, Boston, develops research-based, classroom-tested programs that empower children to become lifelong STEM learners and passionate problem solvers. Since 2003, we’ve designed our PreK-8 curricula to encourage all children, including those from underrepresented groups, to see themselves as engineers. Our flexible print, online and blended hands-on programs bring engineering, science and computer science together to prepare today’s students for a fast-paced, global, technology-savvy future.”

Join us for a free overview session where we will explore strong, guided and supportive online resources for teachers, digital and hardcopy storybooks, and materials/supply kits. Free sample resources provided. In-person, hybrid and remote learning options are available. EiE is worth the time to take a good, long look.

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