This meeting will be the third in a series of 4 SEL Networking events to be hosted this year. 

Topics to be covered during this session will be announced soon. Please check back in a few months for more information.

This event is free and open to all Emotional Support teachers and staff, Learning Support teachers and staff, Guidance Counselors, Social Workers, and any professional team member that works with students in need of enhanced social emotional skills training! Feel free to share the link and encourage your colleagues to attend.

Lunch will be on your own. You are welcome to pack a lunch or eat in town. There is a Sheetz within walking distance to the training room. Parking can be found behind the JCEL building on campus. Please look for burgundy colored TIU Training signs to help you navigate.

For more information contact Betsy Cox at ecox@tiu11.org

Instructor(s): Peney E. Wright

Description of Activity: Tier #1 Session  Full implementation of PA’s Integrated STEELS Academic Standards and revised PSSA Science Testing format will begin school year 2025-2026. In preparation for this 3-year roll out, we are offering an immersive experience for the look and feel of the shift in science pedagogy for all administrators and educators. Take away practices and protocols to begin implementing in your classroom or context the next day.

Please bring a laptop or other device.

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

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

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

Description of Activity: What is Ambitious Science Teaching?

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

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

During this introductory session we will focus on:

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

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

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

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

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

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

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

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

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

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

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

AND

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

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. 

Instructor(s): Peney E. Wright, M.Ed.  TIU 11 STEM/STEAM Curriculum and Instruction Specialist

Description of Activity: Code.org 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!

What’s in a workshop?

In-person instruction from an experienced computer science facilitator, including an intro to computer science, pedagogy, overview of the online curriculum, teacher dashboard, and strategies for teaching “unplugged” classroom activities. Over 10,000 teachers have participated in a workshop and the majority say it’s the best PD they’ve ever attended.

What you'll get from this workshop:

• In-person instruction from an experienced computer science facilitator.
• An intro to computer science and pedagogy.
• An overview of the online curriculum and teacher dashboard.
• A printed curriculum guide containing course lesson plans.
• Strategies for teaching "unplugged" classroom activities.

Sign up now so you can start teaching these life-changing skills!  Learn more about Code.org’s K-5 program at http://code.org/k5.  Please feel free to email Peney Wright for more details. pwright@tiu11.org

Instructor(s): Peney E. Wright

Description of Activity: 

Prerequisite: Implementing the STEELS Standards: Developing Science Leadership Teams

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

Special Topics to include:

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

SAVE THE DATES!

ECRI COACHES' PLC 2023-24

OUR GOAL:

• To provide ongoing ECRI implementation support
• To provide collaboration time with other coaches
• To celebrate and problem-solve together!

JOIN THESE VIRTUAL MEETINGS FOR ANY OR ALL DATES! Please register for each session Individually in order to receive the Zoom Link.

DATES: 

March 7, 2024

April 4, 2024

May 2, 2024

TIME: 7:30-8:30AM

(ZOOM ROOM WILL REMAIN OPEN UNTIL 9:00!)

For More Information:

ekruse@tiu11.org

emcmanamon@tiu11.org

Safety-Care is a training program for staff working with children, adolescents, or adults who may exhibit challenging or dangerous behavior.  Participants in the course learn a wide variety of prevention skills so that they can each contribute to a physical and social environment that encourages behavior patterns that are positive and safe.  Please note that this is  a re-certification.   There will be a $7.00 charge for materials and processing. 1/2 hour lunch on your own. We need a minimum of 6 people in order to run the training. 

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

Safety Care Recertification (CFSD only)

Location: CFSD

Time: 8:00am-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 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. 

The Mifflin/Juniata County Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking.    
Target Audience: Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students   


*Virtual Meeting Link will be sent to participants upon registration   

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

The Huntingdon County Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking.  
Target Audience: Huntingdon County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 

*Virtual Meeting Link will be sent to participants upon registration 
 

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

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

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

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

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

During this session, we will focus on:

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

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

Prerequisites include:

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

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

Instructor(s): Peney E. Wright

Description of Activity: Supporting on-going changes in thinking

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

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

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

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

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

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

Prerequisites include:

• At least one Tier #1 PL
• AST Sessions #1 - #4

• Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details

The Fulton County Transition Coordinating Council is a group of like-minded individuals that wish to support students with disabilities that are of transition age (14-21), as they work towards life after high school. The goal of the group is to strengthen their knowledge in the area of transition through training, resource sharing, interagency collaboration, and networking.  
Target Audience: Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 
 

*Virtual Meeting Link will be sent to participants upon registration 

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

Instructor(s): Peney E. Wright

Description of Activity: Pressing for evidence-based explanations

This final set of practices will help students construct a final, evidence-based explanatory model for an anchoring event. The goals of this practice are:

• Engage all students in authentic disciplinary discourse around using evidence to support explanations.
• 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).
• Support students in using evidence to support different aspects of their explanatory models.

The goals are for educators to:

• Support students in using evidence to account for different aspects of their explanatory model.
• Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event.
• Engage all students in authentic disciplinary discourse around constructing and defending explanations.

When we think about drawing together evidence-based explanations, we have to have a great deal of scaffolding and support to allow students to think across significant lengths of curricular time.

In Session #5, we will model and practice Pressing for Evidence-Based Explanations including:

• Co-constructing a “Gotta-Have-List”
• Synthesizing learning with Consensus Models and Summary Tables
• Pressing for Gapless Explanations
• Assessing for Understanding

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 11-12, Appendices F-G

Prerequisites include:

• At least one Tier #1 PL
• AST Sessions #1 - #4

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

Instructor(s): Peney E. Wright

Description of Activity: Culturally Relevant Pedagogy

To make science learning available and relevant to all students, teachers should create learning experiences that are designed to involve students' different levels of knowledge, appreciate cultural and language differences and help them feel like they belong in the classroom. A student's experiences are important in helping them understand science in a way that is relevant and meaningful to them and when we create a space for these ideas to be shared, learning flourishes.

Students do not come to school as” blank slates.” They have varied experiences with the natural and man-made/designed world that build their funds of knowledge. This prior learning contributes to the learning space that can universally support the instruction of the whole class.

To ensure that science teaching and learning is accessible and relevant to all students, educators need to prioritize intentionally designed learning tasks that engage students' varying knowledge bases, value cultural and linguistic diversity, and promote a sense of belonging.  

To make sure that science is taught in a way that everyone can understand and connect with, teachers should focus on creating learning experiences that take into account the different backgrounds and experiences of their students. This includes considering their cultural and language diversity and helping them feel like they belong in the classroom.

• In this session, we will focus on methods of
• Drawing on student prior knowledge
• Maintaining rigor and high expectations for all students
• Creating a safe space/community of learners where all feel safe to participate
• Valuing cultural and linguistic diversity by framing cultural and linguistic diversity as an asset
• Applying Cultural Relevance to the unit you begun planning in Session #2

Highly Recommended:  Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 13-14

Prerequisites include:

• At least one Tier #1 PL
• AST Session #1 - #5

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

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. 

Title: School Counselor Network

Date: March 22, 2024

Time: 9 AM to 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

The local task force is a parent/family network group for families that have a child with a disability. Membership consists primarily of like-minded parents of school aged children residing in the TIU 11 area that wish to support their sons or daughters as they navigate through the special education process. Other members include educators and local agency representatives. The goal of the group is to support parents through training, resource sharing, and networking so that they can work with their Local Education Agency (LEA) in a positive, proactive manner.

Target Audience: Parents/Guardians, Special Education Teachers, Administrators, Agencies that support students with disabilities

SAVE THE DATES!

ECRI COACHES' PLC 2023-24

OUR GOAL:

• To provide ongoing ECRI implementation support
• To provide collaboration time with other coaches
• To celebrate and problem-solve together!

JOIN THESE VIRTUAL MEETINGS FOR ANY OR ALL DATES! Please register for each session Individually in order to receive the Zoom Link.

DATES: 

April 4, 2024

May 2, 2024

TIME: 7:30-8:30AM

(ZOOM ROOM WILL REMAIN OPEN UNTIL 9:00!)

For More Information:

ekruse@tiu11.org

emcmanamon@tiu11.org

Nurses' Network #3

Title: Nurses' Network Meeting

Date: April 5, 2024

Time: 9 am to Noon

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

Department: Curriculum

Act 48: Yes

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

Instructor(s): Peney E. Wright

Description of Activity: Tier #1 Session  Full implementation of PA’s Integrated STEELS Academic Standards and revised PSSA Science Testing format will begin school year 2025-2026. In preparation for this 3-year roll out, we are offering an immersive experience for the look and feel of the shift in science pedagogy for all administrators and educators. Take away practices and protocols to begin implementing in your classroom or context the next day.

Please bring a laptop or other device.

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

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

Instructor(s): Peney E. Wright

Description of Activity: Pressing for evidence-based explanations

This final set of practices will help students construct a final, evidence-based explanatory model for an anchoring event. The goals of this practice are:

• Engage all students in authentic disciplinary discourse around using evidence to support explanations.
• 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).
• Support students in using evidence to support different aspects of their explanatory models.

The goals are for educators to:

• Support students in using evidence to account for different aspects of their explanatory model.
• Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event.
• Engage all students in authentic disciplinary discourse around constructing and defending explanations.

When we think about drawing together evidence-based explanations, we have to have a great deal of scaffolding and support to allow students to think across significant lengths of curricular time.

In Session #5, we will model and practice Pressing for Evidence-Based Explanations including:

• Co-constructing a “Gotta-Have-List”
• Synthesizing learning with Consensus Models and Summary Tables
• Pressing for Gapless Explanations
• Assessing for Understanding

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 11-12, Appendices F-G

Prerequisites include:

• At least one Tier #1 PL
• AST Sessions #1 - #4

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

Instructor(s): Peney E. Wright

Description of Activity: Culturally Relevant Pedagogy

To make science learning available and relevant to all students, teachers should create learning experiences that are designed to involve students' different levels of knowledge, appreciate cultural and language differences and help them feel like they belong in the classroom. A student's experiences are important in helping them understand science in a way that is relevant and meaningful to them and when we create a space for these ideas to be shared, learning flourishes.

Students do not come to school as” blank slates.” They have varied experiences with the natural and man-made/designed world that build their funds of knowledge. This prior learning contributes to the learning space that can universally support the instruction of the whole class.

To ensure that science teaching and learning is accessible and relevant to all students, educators need to prioritize intentionally designed learning tasks that engage students' varying knowledge bases, value cultural and linguistic diversity, and promote a sense of belonging.  

To make sure that science is taught in a way that everyone can understand and connect with, teachers should focus on creating learning experiences that take into account the different backgrounds and experiences of their students. This includes considering their cultural and language diversity and helping them feel like they belong in the classroom.

• In this session, we will focus on methods of
• Drawing on student prior knowledge
• Maintaining rigor and high expectations for all students
• Creating a safe space/community of learners where all feel safe to participate
• Valuing cultural and linguistic diversity by framing cultural and linguistic diversity as an asset
• Applying Cultural Relevance to the unit you begun planning in Session #2

Highly Recommended:  Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 13-14

Prerequisites include:

• At least one Tier #1 PL
• AST Session #1 - #5

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

Instructor(s): Peney E. Wright

Description of Activity: Pressing for evidence-based explanations

This final set of practices will help students construct a final, evidence-based explanatory model for an anchoring event. The goals of this practice are:

• Engage all students in authentic disciplinary discourse around using evidence to support explanations.
• 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).
• Support students in using evidence to support different aspects of their explanatory models.

The goals are for educators to:

• Support students in using evidence to account for different aspects of their explanatory model.
• Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event.
• Engage all students in authentic disciplinary discourse around constructing and defending explanations.

When we think about drawing together evidence-based explanations, we have to have a great deal of scaffolding and support to allow students to think across significant lengths of curricular time.

In Session #5, we will model and practice Pressing for Evidence-Based Explanations including:

• Co-constructing a “Gotta-Have-List”
• Synthesizing learning with Consensus Models and Summary Tables
• Pressing for Gapless Explanations
• Assessing for Understanding

Highly Recommended: Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 11-12, Appendices F-G

Prerequisites include:

• At least one Tier #1 PL
• AST Sessions #1 - #4

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

This meeting will be the fourth in a series of 4 SEL Networking events to be hosted this year. 

Topics to be covered during this session will be announced soon. Please check back in a few months for more information.

This event is free and open to all Emotional Support teachers and staff, Learning Support teachers and staff, Guidance Counselors, Social Workers, and any professional team member that works with students in need of enhanced social emotional skills training! Feel free to share the link and encourage your colleagues to attend.

Lunch will be on your own. You are welcome to pack a lunch or eat in town. There is a Sheetz within walking distance to the training room. Parking can be found behind the JCEL building on campus. Please look for burgundy colored TIU Training signs to help you navigate.

For more information contact Betsy Cox at ecox@tiu11.org

Instructor(s): Peney E. Wright

Description of Activity: Culturally Relevant Pedagogy

To make science learning available and relevant to all students, teachers should create learning experiences that are designed to involve students' different levels of knowledge, appreciate cultural and language differences and help them feel like they belong in the classroom. A student's experiences are important in helping them understand science in a way that is relevant and meaningful to them and when we create a space for these ideas to be shared, learning flourishes.

Students do not come to school as” blank slates.” They have varied experiences with the natural and man-made/designed world that build their funds of knowledge. This prior learning contributes to the learning space that can universally support the instruction of the whole class.

To ensure that science teaching and learning is accessible and relevant to all students, educators need to prioritize intentionally designed learning tasks that engage students' varying knowledge bases, value cultural and linguistic diversity, and promote a sense of belonging.  

To make sure that science is taught in a way that everyone can understand and connect with, teachers should focus on creating learning experiences that take into account the different backgrounds and experiences of their students. This includes considering their cultural and language diversity and helping them feel like they belong in the classroom.

• In this session, we will focus on methods of
• Drawing on student prior knowledge
• Maintaining rigor and high expectations for all students
• Creating a safe space/community of learners where all feel safe to participate
• Valuing cultural and linguistic diversity by framing cultural and linguistic diversity as an asset
• Applying Cultural Relevance to the unit you begun planning in Session #2

Highly Recommended:  Visit https://ambitiousscienceteaching.org/ to preview the website (Getting Started) and watch the Eliciting students’ ideas video,16;39. Also read Ambitious Science Teaching: Chapters 13-14

Prerequisites include:

• At least one Tier #1 PL
• AST Session #1 - #5

Note: Selected sessions will be recorded and made available for an asynchronous option. Asynchronous work to include pre-reading of the website and/or AST paperback, viewing AST videos, posted reflections regarding the readings and videos, and applying what is learned to participants’ contexts. Participants may join in-person, work completely asynchronously or attend as a hybrid mix. Please contact Peney at pwright@tiu11.org for complete details.

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, Mifflin, Juniata, and Fulton County Special Education Teachers & Administrators, Outside Agencies/Providers, Local Business Owners, Guidance Counselors, School Social Workers, Parents, or Students 
Schedule: 
Wednesday, May 1, 2024: 2:30-4:00 PM Zoom*  REGISTRATION LINK 


*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 
 

SAVE THE DATES!

ECRI COACHES' PLC 2023-24

OUR GOAL:

• To provide ongoing ECRI implementation support
• To provide collaboration time with other coaches
• To celebrate and problem-solve together!

JOIN THESE VIRTUAL MEETINGS FOR ANY OR ALL DATES! Please register for each session Individually in order to receive the Zoom Link.

DATES: 

May 2, 2024

TIME: 7:30-8:30AM

(ZOOM ROOM WILL REMAIN OPEN UNTIL 9:00!)

For More Information:

ekruse@tiu11.org

emcmanamon@tiu11.org