Title: School Counselor Network (K-12)

Date: 12/13/24

Time: 9 am - Noon

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

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.

Bilal Ghandour, clinical psychologist and associate professor from Elon University, will be speaking about youth/adolescent anxiety with a special focus on social media. 

Description: Bilal Ghandour, clinical psychologist and associate professor at Elon University who recently presented for Mental Health America's conference, will present on student anxiety/depression as it relates to social media.  He will be available for questions following his presentation.  

Title: Student Anxiety and Social Media

Date: January 14, 2024

Time: 9:30 - 10:30 am 

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

Department: Curriculum

Act 48: Yes

STEELS Special Topics, Session B

Instructor(s): Peney E. Wright 

Tier 3 Professional Learning. Please see prerequisites below. 

Session B includes: 
Equity, Inclusion and Universal Design for Learning (UDL)

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

STEM: Integrating TE Within STEELS K-12 
 

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

Critiquing and Shifting Towards Phenomena-based 3-Dimensional Curricula  

• NGSS Lesson Screener Tool
• Next Generation Science Storylines
• Ambitious Science Teaching S#2  Unit Plan Share-outs

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

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

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

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

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

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

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

NGSS Conceptual Shifts 

• K–12 Science Education Should Reflect the real-world interconnections in science
• All practices and crosscutting concepts are used to teach all core ideas all year
• Science concepts build coherently across K-12
• The NGSS focus on deeper understanding and application of content 
   Integration of science and engineering
• Coordination with Common Core State and STEELS Standards

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

Prerequisites: At least one of these: STEELS Experience for K-12 Educators, Implementing the STEELS Standards: Developing Science Leadership Teams; ENGINE 3-D STEELS Educator Virtual Community of Practice (CoP)

Audience: 3-8 educators, library media specialists, special education educators

Title: Secondary PBIS Reboot

Details: PBIS core team members from MCJH and MCHS who have been on the team or are new to the team are welcome to attend this 1-day training. It will cover all the information in the Tier 1 training modules and support implementation with fidelity of the PBIS framework.
 

Date: January 15, 2025

Time: 8:30am-3:00pm

Location: TIU Main Office Building

Title: Coaches Network

Date: 1/15/25

Time: 1 pm - 3 pm

Location: TBD

Department: Curriculum

Act 48: Yes

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

Title: Health/PE Training

Description: Elementary HPE Teachers will be provided two individualized sessions.
Session 1 will include information on how to enhance health at the elementary level. Teachers will navigate building a strategic plan to enhance the delivery of health education. Session 2 will look at monitoring their equipment within and outside of the school. Teachers will look at new ways to utilize all available tools to maximize the use of equipment and materials in their physical education classes.

Secondary HPE teachers will be provided two individualized sessions. Session 1 will look at monitoring their equipment within and outside of the school. Teachers will look at new ways to utilize all available tools to maximize the use of equipment and materials in their physical education classes. Session 2 will evaluate their current PE program. The
purpose of this session is to provide teachers with tools to incorporate more lifelong fitness into their PE program.

Date: January 20, 2025

Time: 9 am to 3 pm

Location: Virtual - Teams link will be provided by PDE. 

Department: Curriculum

Act 48: Yes

Instructor(s): Peney E. Wright

Description of Activity: 

Prerequisite: Implementing the STEELS Standards: Developing Science Leadership Teams

Tier #2 Session For 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:

• STEM for All Learners
• 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
• Planning for T & E Learning and Integration K-12
   

Advanced Projects may include:

• Developing a cohesive unit Storyline
• HQIM Reviews or Shifting Deep Dive and Working Session
• Developing STEELS aligned formative and summative assessments
• Supporting Leading Elementary Teacher Superstars “SLEETS” for STEELS
• Team Planning: Ongoing Professional Learning for teachers, STEELS Curriculum Mapping, etc.
   

Alternate dates which also offer these opportunities are Special Topics A on 11/16/24, Special Topics B on 1/15/25, Special Topics C on 11/14/24 or 2/25/25 and STEELS: Planning for T & E Learning and Integration on 2/26/25. A STEELS Special Topics a’ la carte 4/3/25 will also include choice of STEELS modules.

Shared Waters: Turnkey Curriculum for 2nd – 5th Grades Environmental Literacy & Sustainability (EL & S) Education

Instructor(s): Peney E. Wright

Description of Activity: 

Shared Waters enriches education by integrating Meaningful Watershed Educational Experiences (MWEE) into school curricula, providing resources for teachers and actionable learning for students. It aims to cultivate environmental literacy and sustainability, transforming students into knowledgeable advocates who can identify and solve local watershed issues. It provides a comprehensive curriculum, ready-to-use instructional materials, and professional development to foster the next generation of environmental stewards right from their classrooms.

What is a MWEE?

The Meaningful Watershed Educational Experience (MWEE) is a learner-centered framework that focuses on investigations into local environmental issues and leads to informed action. MWEEs are made up of multiple components that include learning both outdoors and in the classroom that are designed to increase environmental literacy by actively engaging students in building knowledge and meaning through hands-on experiences contribute to stronger, sustainable, and equitable communities.

Through turnkey classroom-tested curriculum, hands-on science kits, and professional development, the Shared Waters team assists administrators and teachers in seamlessly embedding standards-aligned environmental literacy and sustainability education into the district and school curriculum.

Pre-requisite:

Be enrolled or complete the MWEE 101 Online Course, 6-8 hours, Act 48 credit awarded

Become an EL & S MWEE TIU 11 Partner! Eligible for an EL& S mini grant up to $2,000.00 for your district’s program. 

• Attend the MWEE 101 Online Course
• Attend the 1-day Shared Waters Professional Learning
• Submit an implementation plan and share feedback about your program
   

Time(s): 8:30 am – 3:30 pm Audience: 2 nd – 5 th grades educators, STEM teachers, library media specialists, literacy coaches, special education educators, administrators, paraprofessionals

TUSCARORA INTERMEDIATE UNIT 11 SPECIAL EDUCATION ADVISORY COUNCI

SAVE THE DATES 
2024-2025 
9:00am 
(end times vary from 1:00pm-3:00pm depending on topics. TaC will be available for consult whole day! ) 

*September 26, 2024 
*October 24, 2024 
December 5, 2024 
January 23, 2025 
February 27,2025 
April 24, 2025 

Instructor(s): Peney E. Wright

Free to all TIU 11 regional participants

Description of Activity: In support of the STEELS Standards full implementation next year, OpenSciEd offers essential teaching routines, protocols and strategies to meet qualitative, rigorous, high level instruction and learning for all students. Although you do not have to use the free OpenSciEd curriculum, exemplar units are available for middle school and high school. Elementary units have begun to be released, one per grade level K-5. More to come through 2026.

School districts across PA and the nation are using OpenSciEd to support their science programs. EdReports states that OpenSciEd middle school (the initial series developed) “meets expectations for Alignment and Usability. In Gateway 1, the materials meet expectations for Three-Dimensional Learning and Phenomena and Problems Drive Learning. In Gateway 2, the materials meet expectations for Coherence and Full Scope of the Three Dimensions. In Gateway 3, the materials meet expectations for Usability.” 2023

Goals: Creating classrooms with inspired educators & motivated learners.

OpenSciEd empowers educators to go beyond traditional science teaching methods by bringing together leading science researchers and educators to craft curriculum that is aligned to how students learn best.

“My students have begun to realize they have the power and the knowledge to plan and investigate how the world works around them.”  7th Grade Teacher

Prerequisites: STEELS Experience K-12, an introduction to STEELS, or ENGINE 3D STEELS Educator Community of Practice

Highly recommended: Read A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012), free download

Check ins and support to follow throughout the school year. 

Free to all TIU 11 regional participants

Non-TIU 11 regional participants: $450.00 for all 3 days

Positive Behavior Training Southern Fulton Elementary Staff

PBIS Tier 1 Training, Southern Fulton Elementary Staff

8:30am-3pm each of the following dates:

Aug 9

Oct 22

Jan 28

Mar 19

May 7

Instructor Elizabeth Cox ecox@tiu11.org

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. 

Shared Waters: EL & S Turnkey Elementary Curriculum for STEELS Leaders 

Instructor(s): Peney E. Wright

Description of Activity:  Train-the-Trainer or LEA Leadership Professional Learning

Shared Waters enriches education by integrating Meaningful Watershed Educational Experiences (MWEE) into school curricula, providing resources for teachers and actionable learning for students. It aims to cultivate environmental literacy and sustainability, transforming students into knowledgeable advocates who can identify and solve local watershed issues. It provides a comprehensive curriculum, ready-to-use instructional materials, and professional development to foster the next generation of environmental stewards right from their classrooms.

What is a MWEE?

The Meaningful Watershed Educational Experience (MWEE) is a learner-centered framework that focuses on investigations into local environmental issues and leads to informed action. MWEEs are made up of multiple components that include learning both outdoors and in the classroom that are designed to increase environmental literacy by actively engaging students in building knowledge and meaning through hands-on experiences contribute to stronger, sustainable, and equitable communities.

Through turnkey classroom-tested curriculum, hands-on science kits, and professional development, the Shared Waters team assists administrators and teachers in seamlessly embedding standards-aligned environmental literacy and sustainability education into the district and school curriculum.

Time(s): 8:30 am – 3:30 pm    Audience: IU STEM PoCs, Administrators, literacy coaches, Curriculum Coordinators, science chairs or district leaders, districtwide STEELS Leadership Team Members 

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, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Secondary Students

*These meetings will be held via Zoom. 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

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: Mifflin and Juniata County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Secondary Students

*These meetings will be held via Zoom. 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

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

Description of Activity: Join us for this interactive introductory session for OpenSciEd, a curriculum exemplar and leader in the field for Culturally Relevant, Phenomena-based, 3-Dimensional teaching and learning.

In support of the STEELS Standards full implementation next year, OpenSciEd offers essential teaching routines, protocols and strategies to meet qualitative, rigorous, high level instruction and learning for all students. Although you do not have to use the free OpenSciEd curriculum, exemplar units are available for middle school and high school. Elementary units have begun to be released, one per grade level K-5. More to come through 2026.

Creating classrooms with inspired educators & motivated learners.

OpenSciEd empowers educators to go beyond traditional science teaching methods by bringing together leading science researchers and educators to craft curriculum that is aligned to how students learn best and aligned with STEELS.

Decades of research make it clear that transformative professional learning is critical for elevating instruction to the next level. OpenSciEd’s robust, curriculum-based PL was developed alongside our instructional materials and field tested to ensure it is relevant and impactful. Teachers who attend our professional learning:

Build confidence in their ability to facilitate student learning that positions students to make sense of the world around them.

Deepen their content knowledge as they experience new ways of learning science together. 

Gain an in-depth understanding of OpenSciEd’s instructional approach that starts with students’ questions and moves to deep conceptual understanding.

Join a growing nationwide network of educators who are passionate about ensuring all kids can excel in science.

Title: Nurses Network

Date: 2/21/25

Time: 9 am - Noon

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

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.

IEP Essentials Training

Intended Audience: Special Education teachers responsible for the development and 
implementation of IEP’s in grades K-12. 

During this in-person training, participants will learn about the 
special education evaluation process, compliance with special 
education timelines, the required elements for each section of 
the Individualized Education Program (IEP), as well as best 
practice considerations for preparing for and conducting an 
IEP meeting. 

Following this training, participants will be able to: 
● Identify the components of the special education evaluation and reevaluation 
process 
● Understand the required participants in an IEP team and how frequently the IEP 
team must meet 
● Describe the parent/guardian role as a member of the IEP team 
● Determine the sections of an IEP that must be considered when checking “yes” in 
special considerations 
● Summarize the required elements of the present levels of academic achievement 
and functional performance section of the IEP 
● Interpret the circumstances under which a student's progress toward current 
measurable annual goals should be included in the present levels of academic 
achievement and functional performance section of the IEP 
● Understand when secondary transition planning must occur for a student with a 
disability, the three areas of postsecondary planning, and how to develop 
postsecondary transition goals 
● Summarize appropriate state and local assessment accommodations as well as 
criteria for eligibility for alternate assessments 
● Develop measurable annual goal that are aligned with areas of need 
● Understand the purpose of progress reporting and requirements for sharing 
progress data with caregivers 
● Describe the requirements for ongoing data collection to determine if a student is 
eligible to receive extended school year services 
● Summarize the purpose of related services and provide examples of related 
services 
● Identify common components to inclusive educational practices 
● Tell the difference between accommodations and modifications 
● Understand the elements of the educational placement section of the IEP 
including the difference between regular education class and general education 
curriculum, amount/type of special education, and how to calculate amount of 
special education 
● Describe considerations to ensure family engagement at an IEP team meeting 
● Explain best practices for conducting an IEP team meeting 
*Act 48 hours will be awarded to all participants 
 

Instructor(s): Peney E. Wright 

Tier 3 Professional Learning. See prerequisites below.

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

Conceptual Shifts: 

•  K–12 Science Education Should Reflect the real-world interconnections in science
•  All practices and crosscutting concepts are used to teach all core ideas all year
•  Science concepts build coherently across K-12
•  The NGSS focus on deeper understanding and application of content
• Integration of science and engineering
•  Coordination with Common Core State and STEELS Standards

Description of Activity: 
Tier 3 Professional Learning. Please see prerequisites below. 

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

Session C includes participant choices of: 
Developing a cohesive unit Storyline

•  Transition your current science units or curriculum towards Phenomena-base, 3-Dimensional Teaching and Learning where students can clearly make connections between activities and lessons. See Next Generation Science Storylines for a preview. 
   

HQIM Reviews or Shifting Deep Dive and Working Session

• Explore recommended High-Quality Instruction Materials to assess their STEELS alignment and use in your district or classroom. Select and use HQIM to support aligning your current district curriculum and make recommendations to K-12 educators for the first year of STEELS implementation.
•  Resources include: OpenSciEd , Ambitious Science Teaching , Lessons and Units: Quality Examples of NGSS Design , American Museum of Natural History’s Five Tools and Processes for Translating )the NGSS) STEELS Into Instruction and Classroom Assessment 
   

Integrating T&E into Science Units with T& E / EL&S Bundling 

•  Technology and Engineering are advancing at exponential rates and permeate many aspects of our lives. All grade levels are expected to integrate the STEELS Technology and Engineering Standards. Use the technique of “bundling” the STEELS Standards to make your teaching more effective and time saving as well as planning for students to better understand the world around them.
•  Resources to support T&E integration: Engineering is Elementary (EiE)/ YES! (Youth Engineering Solutions)  and Engineering by Design (EbD)
•  Resources include: Science Assessment Task Screening Tools 
•  Page Keeley’s Uncovering Student Ideas in Science , Science Probe Formative Assessments 
   

Team Planning: Ongoing Professional Learning for teachers, STEELS Curriculum Mapping, etc. 

•  Develop or refine a STEELS district Mission Statement, plan for Act 80 and other professional learning days for teachers in your district, create a cohesive K-12 Curriculum Map for your district using A Framework for K- 12 Science Education: Practices, Crosscutting Concepts and Core Ideas, free download , to inform the grade 
  band progressions
•  Resources include: NGSS District Implementation Indicators , Guide to Implementing the Next Generation Science Standards, free download (and one copy per district) 
   

Supporting Leading Elementary Teacher Superstars “SLEETS” for STEELS: developing science and engineering content knowledge and pedagogy to apply to one lesson or unit 
 

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

Prerequisites: At least one of these: STEELS Experience for K-12 Educators, Implementing the STEELS Standards: Developing Science Leadership Teams, ENGINE 3-D STEELS Educator Virtual Community of Practice (CoP), either Ambitious Science Teaching Sessions 1-6 (three full days) or participate in the Ambitious Science Teaching Book Study Best to complete STEELS Special Topics A and B as they are foundations for the project work embedded in STEELS Special Topics C

Audience: 3-8 educators, library media specialists, special education educators

February 25, 2025

12:00-3:00

Secondary Teachers: 12:00-1:30

Elementary Teachers 1:30-3:00

https://paiu.zoom.us/j/96243561140?pwd=x7aBL9Zj7unltaUslrUbDcfRu9c722.1

This training will provide teachers with a step by step plan to build support for implementation of the M.I.N.D. math materials and how to use Curriculum-Based Assessment to differentiate instruction. Participants will learn research-based progress monitoring approaches and how to troubleshoot and alter instructional practices to ensure adequate student response.  All grant recipients will receive a copy of the text, "Effective Math Interventions", which is Co-Authored by Dr. BrianPoncy. 

Title: PBIS Advanced Tiers training, Day 2 of 3

Details: Participants will continue to learn how to conceptualize Tier 2 in a Multi-tiered System of Supports; work with their newly created Tier 2 team; assess current interventions and develop core features in their program. Participants will use their recently created action plan to guide next steps of implementation. Must attend Day 3 on March 5, 2025.
 

Date: February 26, 2025 

Time: 8:00am-3:00pm

Location: TIU Main Office, Room TBD

Instructor(s): Peney E. Wright

Description of Activity:  

Our goals are for students to learn how scientific knowledge is acquired and how scientific explanations are developed. Secondly students learn how science is utilized, in particular through the engineering design process, and they should come to appreciate the distinctions and relationships between engineering, technology, and applications of science. The iterative cycle of design offers the greatest potential for applying science knowledge in the classroom and engaging in engineering practices.  (Framework, Chapter 8 Dimension 3 Disciplinary Core Ideas – Engineering, Technology and Applications of Science, 2012)

We’ll answer What is Engineering? What is the Engineering Design Process? and What is meant by the “applications of science?”

Read beforehand: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas, Chapter 8, pgs. 201-213. Free download and available by chapter at the National Academies Press (NAP) site here.

STEELS Technology & Engineering - Focuses on the interactions among technology, engineering, society, the environment, and other disciplines, with a goal of developing individuals that can create, utilize, and assess current and emerging technologies. The standards are written as grade-banded performance expectations built around technology and engineering strands, practices, and contexts and integrated into a set of specific standards. These components are elaborated upon in Foundation Boxes (hyperlinked for each standard) providing support for design of curriculum and instruction.  (STEELS K-12 Standards, pg. 2, 2023)

This deep dive will include a focus on:

T & E Long-term Transfer Goals

Students will be able to engage as technological and engineering literate members of a global society, using their learning to:

1. Analyze a problem in its entirety while recognizing the subcomponents interacting with human-made and natural environments.

2. Apply investigation, imagination, innovative thinking, and physical skills to accomplish goals.

3. Employ hands-on problem solving, i.e., designing, making/building, producing, and evaluating outcomes.

4. Acquire, analyze, and evaluate information to reach an informed conclusion, using logic and reasoning skills.

• Layer in computational thinking: decomposition (breaking down the complex into smaller, simpler essential parts), pattern recognition (making connections between similar problems and experiences), abstraction (determining what is important and what unrelated or irrelevant), and algorithms (detailed and precise step by step instructions or directions)

5. Investigate better solutions through a belief that opportunities can be found in every challenge.

6. Collaborate as part of a team, valuing the contributions of all members.

7. Exchange and explain ideas by sharing information with a larger community.

8. Demonstrate integrity and conscientiousness, considering ethical issues involved

T & E Multi Dimensions:

Technology & Engineering Strands 

• What all students should know and understand
• What they should be able to do
• And their attitudes towards each
   

Technology & Engineering Practices

• 21st Century Skills and Engineering Habits of Mind
• Essential Skills for TE Literacy
• Attributes and Personal Qualities towards each

Technology & Engineering Contexts – rigorous and high level 21st Century Contexts

• Practices apply across contexts
• Essential Skills for TE Literacy
• Attributes and Personal Qualities towards each
   

STEELS T & E Standards and Curriculum Framework
Intentional Planning and Integration of T & E

• K-5 ELA, Science and Math Integration
• 6-12 Project-based Learning Integration
• Planning with STEM Teachers and/or Library Media Specialists
• Links between Engineering, Technology, Science, and Society
   

Read beforehand: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas, Chapter 8, pgs. 201-213. Free download and available by chapter at the National Academies Press (NAP) site here.

  Audience: administrators, K-12 STEELS educators, STEM teachers, library media specialists, special education educators, paraprofessionals, substitutes
 

Title: Coaches Network

Date: 2/26/25

Time: 1 pm - 3 pm

Location: TBD

Department: Curriculum

Act 48: Yes

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

TUSCARORA INTERMEDIATE UNIT 11 SPECIAL EDUCATION ADVISORY COUNCIL 

SAVE THE DATES 
2024-2025 
9:00am 
(end times vary from 1:00pm-3:00pm depending on topics. TaC will be available for consult whole day! ) 

*September 26, 2024 
*October 24, 2024 
December 5, 2024 
January 23, 2025 
February 27,2025 
April 24, 2025 

Title: PBIS Advanced Tiers training, Day 3 of 3

Details: Participants will continue to develop plans for implementation within their Tier 2 team; assess current interventions and align core features in their program. Fidelity measures will be discussed and used to guide next steps. 
 

Date: March 5, 2025

Time: 8:00am-3:00pm

Location: TIU Main Office, Room TBD

Title: PBIS Advanced Tiers training, Day 2 of 2

Details: Participants will continue to learn how to conceptualize Tier 2 in a Multi-tiered System of Supports; work with their newly created Tier 2 team; assess current interventions and develop core features in their program. Participants will use their recently created action plan to guide next steps of implementation. 
 

Date: March 7, 2025

Time: 8:00am-3:00pm

Location: TIU Main Office, Room TBD