2025-2026 Schedule

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Instructor(s): Peney E. Wright

Description of Activity: 

Tier 2 Virtual Professional learning. 

Prerequisites:

Completed at least one of the Tier 1 professional learning options:

• STEELS Experience for K-12 Educators
• Or Implementing the STEELS Standards: Developing Science Leadership Teams
• ENGINE 3D STEELS Educators Community of Practice (CoP)
• TIU 11 and District offered Introduction to STEELS

 

Strongly recommended: 

Read A Framework for K-12 Education: Practices, Crosscutting Concepts and Core Ideas (2021), free download

This ground-breaking research is the foundation of STEELS.

A copy of the Ambitious Science Teaching (AST) book is available at your school district’s STEELS Resource Library. Limited copies are available through TIU’s Lending Library.

PDE and PSU’s Ambitious Responsive Science Education (PARSE) collaborative universities team recommend AST as a foundational guide for the transition to STEELS.

FREE and 65 hours of Act 48 credit

We’ll be using Google Classroom to organize all sessions and participant sharings.

 

What is Ambitious Science Teaching?

Ambitious teaching can be learned. Ambitious Science Teaching supports students in tackling authentic and meaningful science phenomena with attention to students’ histories, social interactions, and local and global communities. Ambitious teaching requires that teachers develop deep commitments to student learning and a historical understanding of inequity in science and schools. Ambitious teaching takes practice. This research and website provides resources to develop a vision of ambitious science instruction for today’s complex K-12 classrooms, professional learning, and teacher education.

Ambitious Science Teaching is the “how” of teaching the STEELS Standards. How do I implement this pedagogy?

Questions to ask:

How is science done?

What counts as science?

Who gets to do science?

 

The Vision of Ambitious Science Teaching

The ambitious teacher “works with students’ ideas” over time. What would you experience in classrooms where ambitious teaching was the focus? You would see and hear:

• Teachers anchoring their instruction in complex and puzzling phenomena that are meaningful and relevant to learners. Teachers design science experiences so that science aims for justice and creates space for joy.
• Students engaging in multiple rounds of creating and revising scientific models, explanations, and evidence-based arguments, expanding ideas over time. 
• Teachers use a variety of discourse strategies with students to get them to think deeply and respond to each other’s thinking about phenomena, ideas, and multiple perspectives. 
• Students prompt each other to engage in sense-making talk during investigations and other activities because students are working to learn from each other’s perspectives. 
• Students’ ideas being represented publicly and worked on by the class as a collective science learning community. 
• Teachers use a variety of discourse strategies to support students in responding to one another’s thinking, build collaborative explanations, and broadly address issues of power and positionality in the classroom and science. 
• Students using evidence to advocate for student-centered uses of science based on multiple perspectives, ideas, and questions that have broadened over time. 
• Students reflect on how they learned and how they broadened what it means to participate in science together. 

 

Participants will read chapters and sometimes watch a video before attending a 90-minute interactive virtual session every 2-3 weeks. Sessions will be recorded in the event that a participant needs to miss one or two sessions. Collaboration with peers is essential as we make these shifts to STEELS. Attendees will apply concepts, strategies and tools within their classrooms, aligning one Spring 2025 unit along the way. Act 48 hours will be granted for all three components.

 

For a complete list of dates and topics, please click on Draft: Detailed Schedule for AST Virtual Book Study SY '25-26.

Zoom link details also listed. 

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Description of Activity: Introduction to STEELS 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. 

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.

Fall Series: Thursdays 9/25/25 – 2/5/26  4:00 – 5:30 pm

Fall '25-26  ENGINE 3D STEELS Educator CoP List of Dates and Topics Overview

Please complete our ENGINE 3D STEELS Community of Practice (CoP) Fall 2025 Registration Google Form so we know a little bit about you and your context to plan our sessions to best meet your needs.

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

 

Session 1

Fall 9/25/25

Introduction and Phenomena-based teaching and learning

Session 2

Fall 10/9/25

STEELS for ALL Students Equity, Inclusion and Belonging

Session 3

Fall 10/23/25

3-Dimensional Learning: Science & Engineering Practices

Session 4

Fall 11/6/25

3D Learning: Cross Cutting Concepts

Session 5

Fall 11/20/25

3D Learning: Disciplinary Core Ideas

Session 6

Fall 12/5/25

Student Performance Expectations: Teaching Practices and Administrators Look-fors

Session 7

Fall 12/18/25

Project/Problem-based learning and Productive Student Discourse

Session 8

Fall 1/8/26

Technology and Engineering Integration

Session 9

Fall 1/22/26

3D Formative and Summative Assessments

Session 10 

Fall 2/5/26

Selecting and Modifying Science Curriculum for High Quality Instructional Materials (HQIM)Fall 2025Final Live Session Date: February 5th, 2026 Close Date: June 30, 2026 More

Goals: Support MTSS Teams in various stages of exploration to installation to implementation of MTSS across the IU11 catchment area with: 

• Conceptual and common understanding of MTSS as a prevention model
• Resources and support to establish and implement the infrastructure of an effective, functioning MTSS
• Moving toward the use of RTI methodology to identify specific learning disability (SLD)

Teams will have the opportunity to reflect upon their systems and establish and refine infrastructure to install and implement MTSS. 

Team Commitments:

• Engage in 4 sessions of professional learning regarding the various stages of exploration to installation to implementation of MTSS
• Analyze a variety of data sources, complete a needs assessment, and engage in a resource mapping process to prioritize at least one (1) area where the MTSS Team can expand their role into prevention (e.g., MTSS Systems-Level Change in Literacy, Mathematics, Behavior)
• Expand the continuum of evidence-based practices /interventions based upon data.
• Prepare a 20-minute presentation highlighting their efforts in this series.
   

MTSS-Improving Outcomes through Systems

Series Commitments:

This series is for school/ LEA teams composed of administrators, school psychologists , teachers, coaches,Special Education administrators/teachers, and others from an LEA who are involved with systems that support the current infrastructure of the MTSS model at the respective LEA. The overarching goal of this series is to help LEAs make a substantial shift toward building necessary infrastructure and support for the MTSS team to work effectively, efficiently, and equitably to deliver a more comprehensive continuum of services. An emphasis will be placed on prevention services to reduce adverse outcomes for students such as over-identification for special education services, poor academic outcomes, exclusionary disciplinary practices, and out-of-school placements. Participating teams will receive Act 48 hours for their attendance, participation and efforts.

October 16, 2025

8:30 a.m. to 3:30 p.m.  

December 11, 2025

8:30 a.m. to 3:30 p.m.

February 12, 2026

8:30 a.m. to 3:30 p.m.

April 9, 2026

8:30-3:30 p.m.

Lunch is on your own for 60 minutes.  Options are limited in the area, so please plan accordingly.

Harshbarger's in McVeytown (8 minute drive-order and pick up)

Sheetz in Mount Union (7 minute drive)

McDonald's in Mount Union (7 minute drive)

Checkers in Mount Union (7 minute drive-order and pick up)

MinitMart located on 522 (5 minute drive-approximately 4 miles from the IU)

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THIS SI FOR Huntingdon Middle School PBIS CORE TEAM COACHES ONLY

Participants will review the fundamentals of the PBIS framework.  Core team members and coaches will refine documents for their building including matrix, staff handbook, lesson plans, and PBIS required documentation.  A review of the TFI components will also be provided.

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The Team Initiated Problem Solving (TIPS) framework can be used to run efficient and effective meetings through the application of foundational principles and a data protocol. It can be used during meetings (e.g., PBIS, RTI, MTSS) focused on data-based decision making to improve student outcomes. TIPS is applicable to varied data sources, content areas, and levels of application. Participants will learn the basics of TIPS and gain the skills to begin immediate implementation of the framework. 

Objectives:

● Describe the TIPS problem solving model. 

● Identify and describe the TIPS foundational practices. 

● Demonstrate skills utilizing data throughout the TIPS problem solving model. 

● Demonstrate use of tools to engage in evaluation of the TIPS framework. 

Target Audience:

Administrators, special education administrators, special education teachers, classroom teachers, school psychologist, social workers, school counselors, related service providers. 

Tuesday, December 9th from 9:00 a.m. to 3:00 p.m.     

TIU11 Main Building, McVeytown, PA   

Lunch is on your own

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The Huntingdon/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: Huntingdon and Fulton County Special Education Teachers & Administrators, Transition Coordinators, Outside Agencies/Providers, Local Business Owners, School Counselors, School Social Workers, Parents, or Secondary Students

Schedule:

Tuesday October 7, 2025 - 8:30-10:00 AM 

Tuesday December 9, 2025 - 2:00-3:30 PM 

Tuesday February 3, 2026 - 11:00 AM-12:30 PM 

 

*These meetings will be held via Zoom. Virtual Meeting Link will be sent to participants upon registration

 

If you have any questions please contact:

Tim Snare, TIU 11 Educational Consultant

tsnare@tiu11.org

814-542-2501x1120

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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: Huntingdon and Fulton County Special Education Teachers & Administrators, Transition Coordinators, Outside Agencies/Providers, Local Business Owners, School Counselors, School Social Workers, Parents, or Secondary Students

Schedule:

Thursday October 9, 2025 - 8:30-10:00 AM 

Thursday December 11, 2025 - 2:00-3:30 PM 

Thursday February 5, 2026 - 11:00 AM-12:30 PM

 

*These meetings will be held via Zoom. Virtual Meeting Link will be sent to participants upon registration

 

If you have any questions please contact:

Tim Snare, TIU 11 Educational Consultant

tsnare@tiu11.org

814-542-2501x1120

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The Commonwealth has partnered the organization Project Tomorrow to bring rigorous learning for the Science and Engineering Practice Using mathematics and Computational Thinking. However, this logical thinking is applicable to math, ELA and the humanities. “Computational Thinking is a problem-solving process that enables students to think, learn and create to solve problems. The four pillars at the heart of our work involving Computational Thinking are:
- decomposition – breaking down into parts 
- pattern recognition – seeing and using similarities 
- abstraction – removing unnecessary details 
- algorithm design - making steps and rules to solve problems 
These pillars enable us to think logically about how to organize data and breakdown the steps to solving a problem, transfer our thinking processes to a wider variety of problems, analyze key components of complex problems and generate a list of steps used to solve a problem.” 
The purpose of Computational Thinking Projects 
- To build computational thinking confidence, competency, and capacity within elementary school teachers. 
- To develop student skills and self-efficacy with computational thinking. 
- To improve student academic outcomes. 
- To validate a new computational thinking professional learning model that is replicable and sustainable across a variety of schools and communities.  
Project Tomorrow also has a fully supportive program to monitor educators growth in understanding and teaching computational thinking in whichever subject area they teach.

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Date: Wednesday, December 3, 2025

Time: 11:30 AM -12:30 PM

Location: Zoom (link will be provided after registration)

Target Audience: Special education teachers, related service providers, general education teachers, administrators, school psychologists, paraeducators, and early intervention teachers.

This virtual session will focus on the accessibility features built into iOS and ChromeOS, two of the most widely used platforms in education and everyday life. These systems offer a wide range of tools designed to support users with diverse needs including those related to vision, hearing, mobility and cognition. Participants will learn about key accessibility features available on each platform and explore practice strategies for implementation in both classroom settings and person use.

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

Phone: 814-542-2501 x1126

Mobile: 814-514-9034

Email: 

syoung@tiu11.org

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Join the Regional School Improvement Network for “Attendance Matters” — a hands-on, collaborative session designed to help districts dig into their data, uncover what’s driving attendance trends, and walk away with actionable strategies. Whether you’re identified as A-TSI, TSI, or simply committed to elevating student outcomes, this session will help participants explore what’s working, what’s challenging, and what’s possible.

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Date: December 12, 2025

Time: 9 am to noon

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

Department: Curriculum

Act 48: Yes

Description: The Nurses Network is an opportunity for school nurses from around the region to come together to get some professional development and converse with other nurses on the biggest topics in our area.

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This is for SVCCS Staff ONLY

Executive Functioning Skills 101 is an introductory training designed to equip elementary teachers with a clear understanding of the key cognitive skills that help students plan, focus, manage emotions, and complete tasks. Through practical examples and classroom-ready strategies, teachers will learn how to recognize common executive functioning challenges, support students’ growth in organization and self-regulation, and create learning environments that foster independence and confidence. This session is ideal for educators seeking to strengthen both academic and behavioral success in their classrooms.

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Description of Activity:

Administrators and educators from all school districts are invited to come together for collaboration around the pedagogical transition of the STEELS pedagogy, to brainstorm and acquire innovative ideas, and receive or share supports for implementation and pedagogical shifts. 

Instructor(s): PennSEL Leadership Team: Nicolee Christophel, Nate King, Kelsi Newman, Peney Wright, Eric Yoder, Tara Yorke 

Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free downloadPart 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus

Hybrid Launch on Monday, October 13, 2025  8:30 – 11:30 pm and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Half day or both AM & PM sessions in-person and virtual options. After school sessions will also be offered.

Lunch provided

• An introduction to the PLC, collaboration, and working time in grade band or subject area breakout rooms.
• All sessions are offered in hybrid format.
• Location at the TIU 11 Main Office 2527 US HWY 522 S McVeytown, PA 17051
• ACT 48 HOURS WILL VARY BASED ON SESSIONS ATTENDED/ LENGTH OF SESSIONS

Please complete our 25-26 PennSEL STEELS Collaborative CoP PLC Interest Form to reserve an Early Bird Reservation!  https://forms.gle/s6BTfnJJxdXKwR9i6

 

*Please select which session(s) you will be attending on December 16th*

 

Subsequent hybrid and PM virtual dates:

Tuesday, December 16, 2025 |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Wednesday, January 14, 2026  |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Wednesday, February 4, 2026 |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Friday, March 13, 2026 |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Wednesday, April 8, 2026   |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later: Virtual Session 4-5pm 

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

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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, apply 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 an 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.

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Date: Thursday, January 8, 2026

Time: 11:30 AM -12:30 PM

Location: Zoom (link will be provided after registration)

Target Audience: Special education teachers, related service providers, general education teachers, administrators, school psychologists, paraeducators, and early intervention teachers.

This virtual lunch and learn session will explore assistive technology tools that support reading for learners of all ages and abilities. Participants will explore a range of AT solutions including  text-to-speech, optical character recognition (OCR), display controls, audiobooks, and more. Emphasis will be placed on how these tools can help remove barriers to reading and promote greater independence and engagement for students with reading challenges including dyslexia, visual impairments, or other learning differences. 

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

Phone: 814-542-2501 x1126

Mobile: 814-514-9034

Email: 

syoung@tiu11.org

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Description of Activity:

Administrators and educators from all school districts are invited to come together for collaboration around the pedagogical transition of the STEELS pedagogy, to brainstorm and acquire innovative ideas, and receive or share supports for implementation and pedagogical shifts. 

Instructor(s): PennSEL Leadership Team: Nicolee Christophel, Nate King, Kelsi Newman, Peney Wright, Eric Yoder, Tara Yorke 

Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free downloadPart 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus

Hybrid Launch on Monday, October 13, 2025  8:30 – 11:30 pm and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Half day or both AM & PM sessions in-person and virtual options. After school sessions will also be offered.

Lunch provided

• An introduction to the PLC, collaboration, and working time in grade band or subject area breakout rooms.
• All sessions are offered in hybrid format.
• Location at the TIU 11 Main Office 2527 US HWY 522 S McVeytown, PA 17051
• ACT 48 HOURS WILL VARY BASED ON SESSIONS ATTENDED/ LENGTH OF SESSIONS

Please complete our 25-26 PennSEL STEELS Collaborative CoP PLC Interest Form to reserve an Early Bird Reservation!  https://forms.gle/s6BTfnJJxdXKwR9i6

 

*Please select which session(s) you will be attending on January 14th*

 

Subsequent hybrid and PM virtual dates:

Wednesday, February 4, 2026 |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Friday, March 13, 2026 |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later Virtual Session 4-5pm

Wednesday, April 8, 2026   |  8:30 – 11:30 am and/or 12:30 – 3:30 pm  Later: Virtual Session 4-5pm 

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Date: January 14, 2026

Time: 9 am to noon

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

Department: Curriculum

Act 48: Yes

Description:  The School Counselor Network is an opportunity for school counselors from around the region to come together to get some professional development and converse with other counselors on the biggest topics in our area. 

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Kickstarting Your School’s Improvement Journey: Discover Your Story, Your Starting Point, and Your “Why”

Ready to jump-start meaningful improvement in your school? Whether you’re identified as A-TSI, TSI, or simply committed to elevating student outcomes, this session will help you find clarity, focus, and direction. We’ll explore how PVAAS data can illuminate your school’s unique story—revealing patterns, strengths, and priority areas that truly matter.

Learn how to dig into student group data and school-wide trends to pinpoint the most powerful entry point for action. Discover how to tell the difference between one-off issues and system-level needs, and determine where your efforts will make the biggest impact—grade level, student group, or schoolwide.

Before planning gets underway, we’ll also unpack the Digging Deeper Guides to help you and your team uncover the “why” behind your results and spark thoughtful conversations around CIAO practices. You’ll leave with practical ideas and next steps you can use right away to guide your school or district team on a confident, informed improvement path.

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Perquisite: Academic Productive Discourse Session 
 

Rigor for Phenomena-based, 3-Dimensional pedagogy includes teaching and learning strategies, protocols and tenets from Ambitious Science Teaching and Culturally Responsive Pedagogy. 
 

Ambitious Science Teaching (AST)

Pressing for evidence-based explanations 
This final set of four AST practices helps students synthesize ideas at key points during the unit and at the end of the unit to help students construct an evidence-based explanatory model for the phenomenon and, when relevant, work to apply explanations to problem-solving. An important goal of this practice is to connect students’ explanatory models with social, political, cultural, and community-based contexts for the phenomenon. 
This complex set of teaching practices includes:  
1. Engaging students in authentic disciplinary discourse around using evidence to support explanations 
2. Holding students accountable for using multiple sources of information to construct explanatory models (with scaffolding and guidance from the teacher). 
3. Engaging students in reflecting on how their perspectives, ideas, and questions broadened over time 
4. Engage all students in authentic disciplinary discourse around using evidence to support explanations. 
5. 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). 
6. Support students in using evidence to support different aspects of their explanatory models. 

We’ll be using enhanced Claim-Evidence-Reasoning (C-E-R) with emphasis on a gapless explanation, “Must Have” 
Explanation Checklist and group feedback regarding C-E-R. 
 

Research-based Principles that should guide all variations of this practice
- Causal explanations in science draw upon multiple forms of evidence and multiple ideas. 
- This coordination requires specialized tools for organizing ideas. 
- Students benefit when the teacher is explicit about what counts as evidence, how it is used to support explanations, and in general what the rules of epistemic talk are in the classroom. 
- Explanations for contextualized events or processes can take many legitimate forms and can be expressed in different ways. This heterogeneity in student expression stimulates comparative reasoning about the understanding of scientific concepts and explanatory coherence. 
- Reproducing canonical explanations can result in fragile and short-lived understandings.

Culturally Responsive Pedagogy 
Applying brain-based learning theory, Building Intellectual Capacity and a Ready for Rigor Framework, Zaretta Hammond has developed teaching and learning strategies, skills and protocols to support the success for all leaners. 
 

Attending to the survival and intellectual levels of the brain is key for students successful learning. 
- Brain stem & cerebellum a.k.a. “lizard brain” 
o    Fight, flight or freeze 
o    Includes trauma-informed education and post-pandemic lingering challenges 
- Limbic Region a.k.a. “emotional brain” 
o    Helps us to learn from experience, manage our emotions and remember 
o    Records memories of experiences and behaviors. both positive and negative past experiences 
o    Avoid threats and pursue rewards 
o    Creates internal schema that acts as our background knowledge 
o    Includes trauma-informed education and post-pandemic lingering challenges 
- Neocortex Region, home to executive function - “command center” of the brain 
o    Oversees our thinking and manages working memory; controls planning, abstract thinking, 
organization, self-regulation and houses creativity 
o    Almost endless capacity to learn and rewire itself 

The challenge is to bypass the first 2 “gatekeepers” to build brain power and intellective capacity (malleable information processing power). 

How do we do this? 
Building an Alliance (between teachers & students) Is the Reason for the Relationship 
- students need both care & push from the teacher(s) – being a “Warm Demander” 
- teachers use the trust developed during the rapport stage as fuel 
- RESULT = students give you permission to push 
Socio-Cognitive Norms for Learners
- Errors are information, NOT confirmation of low intelligence 
- Answers are important, but NOT only the content counts 
o    Pay attention to HOW you are processing the information to arrive at the answers 
- Use non-linguistic representations to think (think with pictures, symbols, etc.) 
Engagement that leads to deeper learning (into the Zone of Proximal Development):
- requires grappling, figuring out 
- is hands-on and/or group-oriented 
- has to stretch the student 
- has to create “gentle disequilibrium” between what the student can do and what they can’t do 
- requires you to create challenge, puzzle, and ambiguity in order for the brain to grow and improve information processing, which equals engagement

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Local professional learning and networking hour facilitated by TIU11 Team

Earn 1.0 Act 48 hour provided by TIU11

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Huntingdon Area SD ONLY

Location: HASD

Time: 8am-3:30pm

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is a re-certification. You must verify that your training date is within 1 year of your last training or within 3 months after that date (grace period).   There will be a charge for materials and processing, which will be invoiced to you. 1/2 hour lunch on your own. 

*NEW PRICE, $9, STARTING JULY 1

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DAY ONE & DAY TWO ARE REQUIRED

Prerequisite: Online MWEE 101 Online Course (5 hours, Act 48 credit awarded) 
Asynchronous work: One MWEE unit plan must be completed within 30 days after the workshop. 
Description of Activity: All of central Pennsylvania is part of the Chesapeake Bay Watershed and there are five other watersheds that our state impact. Pennsylvania is committed to protecting these precious natural resources. A water shed is land area whose runoff drains into any river, stream, lake, and/or ocean. However, runoff from fields, lawns, pavement, and construction sites could carry potentially harmful materials from our watersheds to our rivers, bays and oceans. Even if you live, work, or play far from a river, your actions could have an impact on the quality of the water in many areas. Grants are available to fund MWEEs. 
What is a MWEE?
A MWEE is…students exploring real world issues…in the field and in the classroom…students using evidence to draw conclusions and… take action! MWEEs use project-based methods, as well as, student voice and choice to engage learners in Local Issues Definition and Research, Outdoor Field Experiences, Synthesis and Conclusion, all leading towards Stewardship and Civic Action. These essential 4 student supporting practices are structured by active teacher support, local context, classroom integration and sustained activity. 
Environmental Education and Advocate Stakeholders urge all school districts to engage learners in at least one MWEE in elementary, one MWEE in middle school and one MWEE in high school. MWEEs support the STEELS Standards. During MWEE Session #1 we’ll walk you through a MWEE in action. In Session #2 we will spend most of the day engaging is an Outdoor Field Experience. There will be time during the second session for preliminary planning for your own MWEE. 

“MWEEs connect the importance of real life content relatable to students. MWEEs allow students to opportunity to investigate real life phenomenon. Students will be excited to identify macroinvertebrates to gauge the health of a stream or waterway. Allowing and supporting students to “run with a topic” that interests them is encouraged for the end of the unit student Action Plans.” 5th Grade Teacher, Juniata County School District

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This meeting is for District Special Education Directors and/or designees.  We will share updates, information and resources from the Bureau of Special Education, Pattan and other activities that support the BSE initiatives in our schools.  Training will be provided on a monthly basis in various topics.

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Date: January 23, 2026

Time: 1 pm - 3 pm

Location: Tuscarora Intermediate Unit

Department: Curriculum

Act 48: Yes

Description:   Instructional Coaches Network meetings are a chance for academic coaches to get together to network.  We will discuss updates, best practices, and anything from the field that coaches may benefit from getting the advice from others in similar occupations.

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Instructor(s): Eric Yoder, Jigar Patey, Peney E. Wright 
Description of Activity: 
Prerequisites: STEELS Immersive Experience, ENGINE 3D STEELS Educators Community of Practice (CoP) or district PL day STEELS introduction 
Preferred Prerequisites: STEELS Special Topics A & B 
Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free download Part 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus 
 

Participants will bring current STEM/STEELS curricular materials, including one unit and one selected lesson to review and shift towards STEELS aligned pedagogy. Ongoing support throughout the school year through TIU 11’s PennSEL STEELS Collaborative Community of Practice PLC will continue to provide time, space and collaboration for educators. 
 

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

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

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

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

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

What is Curriculum-based Professional Learning (CBPL)? 
The goals for CBPL is for students to be able to use skills to “wrestle with complex problems, collaborate with one another and investigate and apply information in creative ways.” 
CBPL is a “core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum (HQIM) and skillful teaching. CBPL is anchored in the instructional materials teachers will use with their own students.” 
These include, for both teachers and students: 
- Incorporating active learning 
- Supporting student collaboration 
- Using models of effective teaching practices 
- Providing coaching and support to learners 
- Offering instructive feedback and reflective opportunities 
- Is of sustained duration 
- Is pedagogy and content focused using Anchoring and Instructive Phenomenon and the 3-Dimensions: Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas 

Using “educative instructional materials (HQIM which supports both student and teacher learning), challenges teachers to think differently about learning and teaching and content. Instead of a textbook that provides only what to teach,” these instructional materials also provide support for “how to teach.” Because incorporating support for teaching into 
instructional materials makes them different and educative for both student and teacher learning, most teachers benefit from a rich form of ongoing professional learning that helps them learn how to use such materials and practices effectively. This type of professional learning is grounded in immersive learning experiences for teachers where they experience as learners (their own students) the new instructional materials in ways that mirror their intended use with students.” 
Transforming Teaching through Curriculum-based Professional Learning: The Elements (2023)

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Prerequisites: STEELS Immersive Experience, ENGINE 3D STEELS Educators Community of Practice (CoP) or district PL day STEELS introduction 
Preferred Prerequisites: STEELS Special Topics A & B 
Prerequisite Strongly Recommended: National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. free download Part 1 and chapters I & 2, Part II and chapters 3, 4 & one science field focus 
Participants will bring current STEELS curricular materials, including one unit and one selected lesson to review and shift towards STEELS aligned pedagogy. Ongoing support throughout the school year through TIU 11’s PennSEL STEELS Collaborative Community of Practice PLC will continue to provide time, space and collaboration for educators. 
 

What is Curriculum-based Professional Learning (CBPL)? 
The goals for CBPL is for students to be able to use skills to “wrestle with complex problems, collaborate with one another and investigate and apply information in creative ways.” 
CBPL is a “core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum (HQIM) and skillful teaching. CBPL is anchored in the instructional materials teachers will use with their own students.” 
These include, for both teachers and students: 
- Incorporating active learning 
- Supporting student collaboration 
- Using models of effective teaching practices 
- Providing coaching and support to learners 
- Offering instructive feedback and reflective opportunities 
- Is of sustained duration 
- Is pedagogy and content focused using Anchoring and Instructive Phenomenon and the 3-Dimensions: Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas 
 

Using “educative instructional materials (HQIM which supports both student and teacher learning), challenges teachers to think differently about learning and teaching and content. Instead of a textbook that provides only what to teach,” these instructional materials also provide support for “how to teach.” Because incorporating support for teaching into 
instructional materials makes them different and educative for both student and teacher learning, most teachers benefit from a rich form of ongoing professional learning that helps them learn how to use such materials and practices effectively. This type of professional learning is grounded in immersive learning experiences for teachers where they experience as learners (their own students) the new instructional materials in ways that mirror their intended use with students.”

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