Safety Care "Lite" (New Day Only)  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. Only includes chapters 1-3 and does not include physical management procedures.

Spring SAP Day

Time: 8:30 a.m. to 3:00 p.m.

Cost: $20

Lunch will be provided.

When?

Tuesday, Mar 17, 2025, 08:30 AM

Where?

Tuscarora Intermediate Unit 11, U.S. 522, McVeytown, PA, USA

Speaker and Topics:

Jennifer Foxworthy, Inspirationally Speaking

• Domestic Violence: Going Beyond What You See
• Drawing the Line: Creating Healthy Boundaries to Improve Self-care
• The Fatigue of Fitting In: Rediscovering Your True Place
• The Art of Effective and Respectful Communication

Code.org K-5 CS Fundamentals: Fully supported, free computer science curriculum and activities for Elementary Teachers 
Regardless of what subject you teach, computer science is foundational knowledge for all students in the 21st century. Incorporating it into your classroom will give your students a huge leg up. Besides, this is a subject the kids love learning. With the help of this Code.org, no cost, one-day workshop for elementary school teachers, you will receive support in teaching computer science even if you have no prior experience. In addition, the activities are really fun!

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

We will be going over the requirement of Mandated Reporting and share information regarding Educator Discipline.  These courses will update your required certificates.

DAYTIME

DITEP is derived from the International Association of Chiefs of Police Drug Evaluation and Classification Program.  This two-day training will better equip school nurses and all other educators with the tools necessary to assist them in identifying whether a student is impaired on drugs in the academic setting.

DITEP can assist schools in employing an evidence-based evaluation and early detection program to identify students who may be suffering academically, socially, and emotionally from drug abuse. DITEP is designed to be inserted into already established protocols or procedures. Identifying drug dependent students will assist schools in getting these students the help they need, as well as limiting the disruption caused by them in the academic environment.

Best for: School Nurses, Teachers, Administrators, School Counselors, SAP Team Members, School Resource Officers, Coaches, and any other education professionals in daily contact with students.

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 $250.00 for your district’s program. 

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)8990 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.”

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.

ECRI Leadership Training

ECRI Leadership for Vocabulary and Comprehension 

Participants: Grades K-2 Administrators and Leadership Teams 

March 30, 2026 8:30-12:00 p.m. 

A. COURSE DESCRIPTION This trainer institute is designed for school leaders who will help coordinate and support implementation. 

This course will present information and research about evidence based reading instruction, and describe and model how to use instructional routines to enhance the delivery of core reading instruction in a multi-tiered system of support. This course will provide resources and guidance to build capacity to provide support for quality implementation of the Enhanced Core Reading Instruction (ECRI) vocabulary and comprehension instruction. By the end of this course, participants will (a) understand how to present information and research about evidence-based practices (b) model how to use instructional routines to enhance the delivery of core reading instruction, and (c) be able to use an implementation data collection system to guide continued coaching and PD. 

B. LEARNING OUTCOMES After completing this course, participants will be able to: • outline how ECRI vocabulary and comprehension routines are integrated into the reading block structure. • describe how to use vocabulary and comprehension instructional routines to enhance the delivery of core reading instruction for ALL students. • collect and use implementation data to support school teams with delivery of vocabulary and comprehension instruction. • describe how to set up classrooms for vocabulary and comprehension success. • guide school teams to effectively roll-out ECRI vocabulary and comprehension following a schedule.(Your school/district must have purchased ECRI materials to participate in this training)

Upon completion of this training, participants will receive 3.5 Act 48 hours. If you would like Act 48 hours for this training, please be sure to select that option when you register. If you have questions about registration, please contact Brooke Boonie at bboonie@tiu11.org. 

Presenters: Dawn Lynn, Lisa Kruse 

Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501 

When: March 30, 2026, 8:30-12:00 

Where: 2527 US Highway 522 South, McVeytown, PA 17051 

*3.5 Act 48 hours will be awarded. 

This is a FREE event.

Attorney Erin Gilsbach, Esq. will return to follow up with teams and individuals who attended Demystifying 504s on November 4, 2025.  This session will function as a 504 writing workshop designed to help participants refine existing plans and engage in activities that strengthen the development of future 504 plans for students.

Participants are asked to bring at least four redacted 504 plans to support the workshop activities.  Please note that Attorney Gilsbach will not be individually reviewing plans, but she will discuss plan components and accommodations in the abstract for the benefit of all attendees.

Executive functioning skills 101 is a training for educators of all 
ages and levels. This 2 day training will provide practical strategies 
to understand, support, and strengthen students’ abilities to plan, 
organize, manage time, regulate emotions, and sustain attention in 
the classroom. Through research-informed instruction and real- 
world classroom applications, educators will learn how executive 
functioning impacts learning, behavior, and academic performance 
across developmental stages. The training emphasizes proactive 
supports, scaffolding techniques, and inclusive practices that can be embedded into daily instruction, empowering educators to foster student independence, resilience, and long-term success while also enhancing their own instructional effectiveness. Multiple opportunities for hands-on practice and exploration is embedded throughout this training! 

Day 1 | Thursday, April 2, 2026 | President's Room at TIU11 9am-3pm 
Day 2 | Tuesday, May 5, 2026 | President's Room at TIU11 9am-3pm

Due to the depth of content being presented, this training is being offered across 2 days. You must attend both days in order to gain all of the content and receive full credit. 

*Act 48 hours will be offered for teachers. Lunch is on your own.

Please contact Betsy Cox (ecox@tiu11.org) or Denise Shugarts (dshugarts@tiu11.org) with any questions.

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 April 8th*

Date: April 10, 2026

Time: 9 am to noon

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

Department: Curriculum

Act 48: Yes

Description:  The Gifted Network is an opportunity for teachers who work with gifted students to come together to earn some professional development and to network with other teachers about the latest topics in their field.  The specific focus of each PD session will be added at a later date.

Code.org K-5 CS Fundamentals: Fully supported, free computer science curriculum and activities for Elementary Teachers 
Regardless of what subject you teach, computer science is foundational knowledge for all students in the 21st century. Incorporating it into your classroom will give your students a huge leg up. Besides, this is a subject the kids love learning. With the help of this Code.org, no cost, one-day workshop for elementary school teachers, you will receive support in teaching computer science even if you have no prior experience. In addition, the activities are really fun!

This 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 for recertification and you must be in compliance to participate: 1 year from your last training date and 3 months grace period.  

There will be a $9.00 charge for materials and processing.

Day 1 & 2 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

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)8990 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.”

The Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking. 

This will be a year end wrap up and networking event for all agencies in the TIU 11 coverage area.  

Target Audience: Huntingdon 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, April 16, 2026  9:00-11:00 AM REGISTRATION LINK

Format: HYBRID-In Person and Virtual Options available

Location: Zoom or Tuscarora Intermediate Unit 11

2527 US Hwy 522 South

McVeytown, PA 17051
 

If you have any questions please contact:

Staci Young, TIU 11 Educational Consultant

syoung@tiu11.org

814-542-2501x1126

Date: April 17, 2026

Time: 1 pm - 3 pm

Location: Tuscarora Intermediate Unit 11

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.

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.

Local professional learning and networking hour facilitated by TIU11 Team

Earn 1.0 Act 48 hour provided by TIU11

Enhancing Core Reading Instruction (ONE DAY COURSE)

This course will present information and research about evidence-based reading instruction, and describe and model how to use instructional routines to enhance the delivery of core reading instruction in the areas of vocabulary and comprehension.  Systematic strategies and instructional routines designed to increase the efficiency and effectiveness of vocabulary and comprehension instruction in kindergarten, first and second grade will be described and practiced.  By the end of this course, participants will understand how and why using instructional routines can enhace current core reading instruction can lead to high student engagement strategies to increase student involvement, and implementing instructional routines to provide multiple student practice opportunities

After completing this course, participants will be able to:

• identify the essential components of instructional routines related to active student engagement strategies, specific-word vocabulary instruction, personal recounts, narrative text instruction, and information text instruction
• plan a specific-word vocabulary lesson, a narrative text lesson, and an information text lesson 

Your school/district must have purchased ECRI materials to participate in this training

Upon completion of this training, participants will receive 6.5 Act 48 hours. If you would like Act 48 hours for this training, please be sure to select that option when you register.  If you have questions about registration, please contact Brooke Boonie at bboonie@tiu11.org

Presenters: Dawn Lynn, Lisa Kruse

Contact: dlynn@tiu11.org, ekruse@tiu11.org or call 814-542-2501

This is a FREE event

Join fellow Transition Coordinators form across TIU 11 for an informal networking opportunity focused on sharing practical strategies, resources, and ideas to strengthen transition services.

LAMP is an augmentative alternative communication (AAC) approach designed to give individuals who are nonverbal a method of independently and spontaneously expressing themselves through a speech generating device. This course will cover the components of LAMP: readiness to learn, engaging the learner through joint engagement, and learning language through a unique and consistent motor plan paired with an auditory signal and a natural consequence. Discussion will include how this approach addresses the core language challenges of autism (ASD) and other developmental disabilities (DD), device features that are beneficial to teaching language, and how to use those features to implement the LAMP approach. Videos will be used to illustrate the treatment components. 

PRC-Saltillo's language systems and devices will be used to illustrate treatment components; however, LAMP principles can be applied to other products. 

LEARNING OUTCOMES 
1. Define the role of readiness to learn and shared focus in the implementation of AAC with children with ASD and DD. 
2. Explain the importance of using motor patterning to develop motor automaticity for children with ASD and DD who use AAC. 
3. Examine multisensory convergence and the implications of how interference in this system disrupts speech and language development. 
4. Discuss implementation strategies for teaching children with ASD and DD to use AAC. 
5. Discuss strategies for analyzing the efficacy of communication treatment. 

Date: Friday, May 1, 2026 
Time: 8:30-3:00 PM 
Location: Tuscarora Intermediate Unit 11 
2521 US HWY 522 South 
McVeytown, PA 17051 
Room: President’s Room 

Lunch: PROVIDED/ ON YOUR OWN (1 Hour) 
Fee: $50.00 Non-TIU 11 Employees 

Additional Information: 
.5 ASHA CEUs 
5 Act 48 Hours 

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

Check & Connect Mentor Training is a 2-day in-depth, competency-based training designed to provide Check & Connect mentors with the information, competencies, and skills needed to be an effective Check & Connect mentor at their local site. 

Participants will learn about and understand— The core components and elements of Check & Connect The role and expectations of the Check & Connect mentor The population of students they are mentoring and how to best meet their needs How to implement the "Check" and "Connect" procedures with fidelity The competencies and skills needed to be an effective mentor, such as: Building relationships with students, families, and school personnel Using data to determine interventions Reflective listening Problem–solving Engaging with families.

Tuscarora Intermediate Unit 11

May 12th and May 13th

8:30am-3:30pm

*Lunch will be on your own** 

When? Tuesday, May 12th, 2026, 08:30 AM

Where? 2527 U.S. 522, McVeytown, PA, USA 

Para/Teacher Book Study  

How it works:  
• Check out the book from the library or purchase it.  
• Read the book as outlined and be prepared to participate in a conversation via Zoom 
• Join ZOOM using the link provided https://paiu.zoom.us/j/91410791385 
*You will receive 4 hours of credit per Zoom session, 12 in total if you attend at 3 dates.

Book Study Meeting Dates:  
Wednesday, May 13, 3:30-4:30pm, chapters 1-4 
Wednesday, May 20, 3:30-4:30pm, chapters 5-8 
Wednesday, May 27, 3:30-4:30pm, chapters 9-12 

The Explosive Child   
Author: Dr. Ross Greene   
Facilitated by: Betsy Cox  
No Limit on number of participants  

What’s an explosive child? A child who responds to routine problems with extreme frustration—crying, screaming, swearing, kicking, hitting, biting, spitting, destroying property, and worse. A child whose frequent, severe outbursts leave his or her parents feeling frustrated, scared, worried, and desperate for help. Most of these parents have tried everything-reasoning, explaining, punishing, sticker charts, therapy, medication—but to no avail. They can’t figure out why their child acts the way he or she does; they wonder why the strategies that work for other kids don’t work for theirs; and they don’t know what to do instead. 

Dr. Ross Greene, a distinguished clinician and pioneer in the treatment of kids with social, emotional, and behavioral challenges, has worked with thousands of explosive children, and he has good news: these kids aren’t attention-seeking, manipulative, or unmotivated, and their parents aren’t passive, permissive pushovers. Rather, explosive kids are lacking some crucial skills in the domains of flexibility/adaptability, frustration tolerance, and problem solving, and they require a different approach to parenting. 

Throughout this compassionate, insightful, and practical book, Dr. Greene provides a new conceptual framework for understanding their difficulties, based on research in the neurosciences. He explains why traditional parenting and treatment often don’t work with these children, and he describes what to do instead. Instead of relying on rewarding and punishing, Dr. Greene’s Collaborative Problem Solving model promotes working with explosive children to solve the problems that precipitate explosive episodes, and teaching these kids the skills they lack. 

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.