Events

Events 1 - 30 of 45 in total

LETRS 3rd Edition Volume 1

September 26, 2023 - May 2, 2024
Your Internet Ready Computer
Special Education
Notices
Act 48 Activity Hours

Are you ready to be a literacy leader in your school?

Join us for a year-long cohort; learning and applying the science of reading to instruction!

LETRS 3rd Ed Volume 1 - Units 1-4 Training  20200025-11


LETRS 3rd Edition is a blended learning model that provides engaging professional development to teachers of reading, spelling, and related language skills. LETRS 3rd ed is comprised of two volumes. Participants will complete Volume 1 throughout the school year. This training will include 4  face-to-face sessions, online content and activities, Bridge to Practice application activities, and onsite and virtual coaching. The cost of the session also includes the required Volume 1 book and a 1-year license to the online content. Volume 1 is designed to explore the Word Recognition strands of the Reading Rope utilizing 4 units of study (The Challenge of Learning to Read, The Speech Sounds of English, Teaching Beginning Phonics, Word Recognition, and Spelling, and Advanced Decoding, Spelling, and Word Recognition). Participants must attend all face-to-face sessions and complete the online coursework to receive Act 48 hours and a completion certificate. Act 48 hours awarded after the course will include participation in the face-to-face sessions, online coursework, and coaching.  


TOTAL Act 48 Hours: 120 


CPE Option at an additional cost: Contact Erin McManamon for information 

 

Facilitators: Erin McManamon 

DETAILS

  • Begins September 26, 2023
  • Blended learning model with online activities, videos, and assessments
  • Four face-face sessions required throughout the 12 month time frame
  • Apply learning in your classroom through Bridge-to-Practice Activities
  • Onsite and Virtual Coaching available
  • For all K-5 teachers, Reading Specialists/Interventionists; Special Education Teachers, SLPs, School Psychologists

Unit 1: September 26,2023

Unit 2: November 30,2023

Unit 3: February 27,2024

Unit 4: May 2,2024

COST : $399 per person includes all materials, online content and face-to-face or virtual coaching.  CPE Credits available for additional cost and assignments.

Questions? Contact Erin McManamon emcmanamon@tiu11.org

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Sessions

Tuesday, September 26
9am - 3:30pm
Unit 1
Thursday, November 30
9am - 3:30pm
Unit 2
Tuesday, February 27
9am - 3:30pm
Unit 3
Thursday, May 2
9am - 3:30pm
Unit 4

LETRS 3rd Edition Volume 2

October 12, 2023 - May 3, 2024
JCEL & Sill Business Incubator at Juniata College Campus
Special Education
Notices
Act 48 Activity Hours

Join us for a year-long cohort of learning and collaboration applying the science of reading to instruction with a focus on language comprehension. This blended learning professional development will include access to an online learning platform for each unit as well as four, face to face sessions. Instructed by Erin McManamon, MS CCC/SLP

F2F Dates: 

Unit 1: 10-12-23

Unit 2: 12-7-23

Unit 3: 3-22-24

Unit 4: 5-3-24

Content:
Unit 5: The Mighty Word: Oral Language and Vocabulary
Unit 6: Digging for Meaning: Understanding Reading Comprehension
Unit 7: Text-Driven Comprehension Instruction
Unit 8: The Reading-Writing Connection

DETAILS:  20200024-11

Begins October 12, 2023

Blended learning model with online activities, videos, and assessments Four face-face sessions required throughout the 12-month time frame Apply learning in your classroom through Bridge-to-Practice Activities Onsite and Virtual Coaching available For all K-5 teachers, Reading Specialists/Interventionists; Special Education Teachers, SLPs, School Psychologists

COST

$399.00 per person includes all materials, online content and face- to-face or virtual coaching.

CPE Credits available for additional cost and assignments .

Questions:  contact Erin at emcmanamon@tiu11.org

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Sessions

Thursday, October 12
9am - 3:30pm
Unit 1
Wednesday, December 6
9am - 3:30pm
Unit 2
Friday, March 22
9am - 3:30pm
Unit 3
Friday, May 3
9am - 3:30pm
Unit 4

SW-PBIS Curriculum Training

December 4, 2023 - May 23, 2024
Mount Union Area Senior High School
Special Education
Act 48 Activity Hours

Title: SW-PBIS Curriculum Training Day 1

Who: MUASD Only

When: Monday December 4, 2023

            8am-2:45pm

Where: Mount Union Area High School Library


 

The goal of Day 1 is to establish the rationale for implementing SWPBIS. This training event is for Core Team Members only of MUASD Junior and Senior High School. Outcomes include acquiring an understanding of the rationale and foundational concepts of Schoolwide PBIS; understanding the roles and responsibilities of building-level teams; analyzing data to support implementation of SW-PBIS; and beginning the action planning process for implementation. 


 

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Sessions

Monday, December 4
8am - 2:45pm
PBIS Curriculum Training Day 1
Wednesday, January 31
8:30am - 2:30pm
PBIS Curriculum Training Day 2
Monday, March 11
8:30am - 2:30pm
PBIS Curriculum Training Day 3
Thursday, May 23
8:30am - 2:30pm
PBIS Curriculum Training Day 4

Tier #1 ENGINE of Central PA: 3D STEELS Educator Community of Practice – Virtual (Spring)

January 2, 2024 - May 7, 2024
Your Internet Ready Computer
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright, Jeff Remington

Description of Activity: Tier #1 Series Our goals are to begin conversations about the shift towards the new Pennsylvania Science, Technology, Engineering, Environmental Literacy and Sustainability Academic Science Standards (STEELS) that were fully adopted in June 2022. A series of ten interactive webinars will include an introduction to Phenomena-based science education, 3D teaching and learning, equity and inclusion, Science and Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas, Student Performance Expectations, PBL, Productive Student Discourse, Technology and Engineering Integration, 3D Assessments, and Reviewing and Critiquing for High Quality Instructional Materials (HQIM.)  Sessions build upon knowledge, pedagogy and practices of the preceding ones. It is recommended that all are taken, in order, to develop a foundation for this shift in science education. You must select each session individually to be registered and receive ACT 48 hours upon completion.

Asynchronous work is required: pre-reading one STEM Teaching Tools Practice Brief, posted reflections regarding the readings, and applying what is learned to participants’ contexts.  Participants may join virtually in-person, work completely asynchronously or attend as a hybrid mix.

For a full list of sessions and dates, click on Fall '23-24 ENGINE 3D STEELS Educator CoP.

FYI: Spring Series: Tuesdays 1/2/24 – 5/7/24

Series closes June 31, 2024 for both series.

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

“As our school district begins the journey to implement the new science standards for our teachers and students, this overview of the new STEELS standards and the great introduction to the resources available to us as teachers provides me with a solid place to start this new journey. “High School Chemistry Teacher, Attendee Pilot Year #1 January 2023 - May 2023.

****35 ACT 48 hours will be presented after completion of all sessions.You must select each session individually to be registered and receive ACT 48 hours upon completion. (If registration is closed for the session you want email cflaherty@tiu11.org)

Session 1 
Spring 1/2/24 Introduction and Phenomena-based teaching and learning 

Session 2 
Spring 1/14/24 STEELS for ALL Students Equity, Inclusion and Belonging 

Session 3 

Spring 1/30/24 3-Dimensional Learning: Science & Engineering Practices 

Session 4 
Spring 2/13/24 3D Learning: Cross Cutting Concepts 

Session 5 
Spring 2/27/24 3D Learning: Disciplinary Core Ideas 

Session 6 Spring 3/12/24 Student Performance Expectations: Teaching Practices and Administrators Look-fors 

Session 7 
Spring 3/26/24 Project/Problem-based learning and Productive Student Discourse 

Session 8

Spring 4/9/24  Technology and Engineering Integration 

Session 9 
Spring 4/23/24 3D Formative and Summative Assessments 

Session 10  
Spring 5/7/24 Selecting and Modifying Science Curriculum for High Quality Instructional Materials (HQIM) 


Close Date - Final Live Session Date: May 7th, 2024 
Close Date: June 30, 2024

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Sessions

Tuesday, January 2
Sunday, January 14
Tuesday, January 30
Tuesday, February 13
4 - 5:30pm
Session 4: 3D Learning: Cross Cutting Concepts
Tuesday, February 27
4 - 5:30pm
Tuesday, March 26
Tuesday, April 9
4 - 5:30pm
Tuesday, April 23
4 - 5:30pm
Tuesday, May 7
4 - 5:30pm

Safety Care Initial Training HASD

January 15, 2024 - April 2, 2024
Huntingdon Area Middle School
Special Education
Act 48 Activity Hours

Initial Training HASD

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Sessions

Monday, January 15
7:30am - 3pm
Day One
Wednesday, March 13
7:20am - 3pm
Day Two 3-13
Thursday, March 14
7:30am - 3pm
Day two 3-14
Tuesday, April 2
7:30am - 3pm
Day Two

PULSE - Principals Understanding Leadership in Special Education

January 23, 2024 - May 21, 2024
Huntingdon County Career and Technology Center
Special Education
Act 45 Activity Hours Act 48 Activity Hours

This course is ONLY for General Education Administration - Principals, and Assistant Principals. This 30-hour course aims to build upon principals’ working knowledge and skill sets needed to successfully innovate and program for students with disabilities. The growing field of research at the intersection of principals and special education yields evidence-based practices that support outcomes for students with disabilities.

The three professional development days (followed by a half-day of project presentations) are titled as follows:

  • Day 1: Leading a Culture of Change
  • Day 2: Being an Instructional Leader
  • Day 3: Supporting Effective Behavioral Systems.

Please note, each instructional day requires the completion of 3 hours of pre- reading/activities.

Objectives/Skills/Knowledge to be gained from training event:

• Identify the necessary components to effect change

• Analyze and share their vision and mission statements

• Identify key principles of IDEA and Chapter 14 regulations

• Identify the roles and responsibilities of an LEA representative

• Analyze and implement the use of assessment data to guide instructional decision making

• Analyze data to identify patterns of behavior

• Identify alternatives to suspension and expulsion

• Identify organizational culture and core values to strengthen relationships with stakeholders

THE PULSE COURSE

The PULSE course is worth 30 hours of Act 45 PIL credit. 3.5 days training (3 full-day trainings with a half day dedicated to presentations). Eighteen (18) of these hours are direct instruction and 12 of these hours are extended learning via pre-readings/assignments and a work-based project.

Questions please contack Betsy Cox or Lisa Kruse at ecox@tiu11.org or ekruse@tiu11.org

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Sessions

Tuesday, January 23
9am - 3:30pm
Day One - Leading a Culture of Equity, Inclusion and Belonging
Tuesday, March 26
9am - 3:30pm
Day Two - Being an Instructional Leader
Tuesday, May 21
9am - 3:30pm
Day Four - Culminating Project
9am - 3:30pm
Day Three - Supporting Effective Behavioral Systems

Act 55 - Structured Literacy Course

March 14 - 28, 2024
Your Internet Ready Computer
Act 48 Activity Hours

Act 55 - Structured Literacy Course  


This training is only intended for TIU11 early intervention staff.  All classroom teachers and SLPs are expected to take this training.  Additionally, any early intervention staff with the following certification must also take this training:  early childhood education, elementary-middle level, PK-12 Special Education, English as a Second Language, and Reading Specialist. 

 Training will be through the Standards Aligned System (https://www.pdesas.org).  An email will be sent explaining how to register for this course.  Lunch will be on your own.  This course must be completed on-site at your normal work location.  10 - Act 48 credits will be awarded upon completion of the course.  

Participants must attend both days to receive 10 Act 48 Credits.

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Sessions

Thursday, March 14
8am - 3:30pm
Structured Literacy Course Day 1
Thursday, March 28
8am - 3:30pm
Structured Literacy Course Day 2

Safety Care Recertification (HASD)

April 2, 2024
Huntingdon Area Middle School
Special Education
Act 48 Activity Hours

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. 1/2 hour lunch on your own. We need a minimum of 6 people in order to run the training. 

Date: April 2, 2024

Time: 7:30am-3pm

Location: HAMS (Huntingdon Area Middle School)

Maximum 20 People

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Sessions

Tuesday, April 2
7:30am - 3:30pm
Safety Care Recertiication Training

ECRI COACHES' PLC 2023-24

April 4, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

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

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Sessions

Thursday, April 4
7:30 - 8:30am
ECRI COACHES' PLC April 4, 2024

The Power of the Podcast - 2024 Paraeducator Book Study

April 4, 2024 - May 13, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours General Activity Hours (non-PDE)

The Power of the Podcast 

A series of Podcasts by Emily Hanford focusing on literacy

Facilitated by: Erin McManamon and Dawn Lynn

This group study will focus on a series of PODCASTS by Emily Hanford around literacy.  Emily is an engaging speaker; and as an investigative reporter for APM, she has really brought to light literacy instruction in the United States. 

Participants will be required to listen to the following podcasts and then join in on a conversation in our face-to-face ZOOM meetings:

  1. At a Loss for Words
  2. What the Words Say
  3. Hard Words
  4. Hard to Read
  5. SOLD A STORY (5 Episodes with a bonus 6th if interested

Dates/Times: April-May, 2024, 3:15-4:15 PM
 

How It Works: 

  1. Find the podcasts listed on your favorite podcast platform~https://features.apmreports.org/reading/
  2. Check your email for the ZOOM link and Syllabus (one week prior to the meeting)
  3. Join ZOOM using the link provided
  4. Listen to the podcasts as outlined and shared during our first organizational meeting
  5. Get ready to share your thoughts and ideas as we discuss on Zoom
  6. If you are not present for a ZOOM meeting, you will be required to provide a written summary of the podcasts covered in order to receive your hours
  7. A certificate with your 15 credit hours will be issued upon completion of the podcast group study
     
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Sessions

Thursday, April 4
3:15 - 4:15pm
Session 1
Thursday, April 11
3:15 - 4:15pm
Session 2
Thursday, May 2
3:15 - 4:15pm
Session 3
Monday, May 13
3:15 - 4:15pm
Session 4

Nurses' Network

April 5, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

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.


 

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Sessions

Friday, April 5
9am - 12pm
Nurses' Network

Safety Care Lite (Chapters 1-3) Recertification-Juniata County Headstart Only

April 5, 2024
Juniata County Head Start
Special Education
Act 48 Activity Hours

This training is for Juniata County Headstart Programs only. 


 

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Sessions

Friday, April 5
12 - 3:30pm
Safety Care Lite

STEELS Experience for K-12 Educators

April 9, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

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

Please bring a laptop or other device.

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

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

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Sessions

Tuesday, April 9
8:30am - 3:30pm
STEELS Experience

Building Capacity and Promoting Instruction through PASA DLM

April 9, 2024
Huntingdon County Career and Technology Center Annex
Special Education
Act 48 Activity Hours

In partnership with PaTTAN and Dynamic Learning Maps (DLM), Tuscarora Intermediate Unit 11  is offering this MANDATORY training to all school districts and charter schools designated in Cohort 1 for the 2023-2024 school year. 

The following are required to participate in this training: Special education teachers who have PASA eligible students, assessment coordinators, and building administrators and/or special education administrators with programming responsibilities and/or oversight of instructional programming. *Every LEA must have administrative presence/participation at the training. Optional participants may include paraprofessionals, related service personnel, general educators, special education teachers who do not have PASA eligible students but students who may benefit, curriculum coordinators, etc.

The training is designed to build districts’ capacity regarding the provision of standards aligned instruction and assessment using Essential Elements for students with complex learning needs. Most personnel involved in PASA are becoming comfortable with the assessment component of PASA DLM. However, based on teacher surveys across the state, not many districts know about or are using the instructional resources that are offered through DLM. In this one day synchronous training, participants will explore essential elements and linkage levels along with the compilation of supporting instructional resources available through DLM to design effective academic programming for students with significant cognitive disabilities. 

DATE: Tuesday, April 9, 2024

TIME: 8:30-3:30 PM

LOCATION: HCCTC Annex Building Main Classroom

*Annex Location is 13221 Big Valley Pike Mill Creek PA 17060 (intersection of Rt22 and Rt655) Primary Parking is in the stone lot across the road. (Classroom Entrance on marked door along Rt 655)

FACILITATORS: Staci Young and Erin McManamon, TIU 11 Educational Consultants

CONTACT: Email:  syoung@tiu11.org or emcmanamon@tiu11.org

Phone: 814-542-2501

ADDITIONAL NOTES: 

  • Please bring a computer or device that will allow you to access the DLM portal and other digital resources that will be reviewed during this training.
  • In order to accommodate those traveling from a distance, the lunch break will be limited to 30 minutes. Lunch will not be available on site, please plan accordingly.
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Sessions

Tuesday, April 9
8:30am - 3:30pm
Building Capacity and Promoting Instruction

College Board Overview

April 9 - 10, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

Usually, you think of CollegeBoard in association with the PSAT/SATs and AP courses.  Some of you may also be familiar with Big Futures as well, which helps walk students through the college application process and rewards them for completing each step of the process with entry into a drawing for scholarships.  However, recently CollegeBoard has expanded their services towards doing more career exploration, searching 2 year and technical schools in addition to 4 year schools, and providing some AP courses within the CTE realm.  Join us for a quick overview of their site and all they have to offer high school students. 

Title: College Board Overview 
Date:  April 9 or April 10, 2024
Time: 10 am - 11 am 
Location: Virtual -https://paiu.zoom.us/j/4476176265?omn=95413245690 
Department: Curriculum 
Act 48: Yes

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Sessions

Tuesday, April 9
10 - 11am
College Board Overview
Wednesday, April 10
10 - 11am
College Board Overview

Tier #3 STEELS Special Topics, Session B

April 10, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

Description of Activity: 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

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

and instruction.”  June 2022 PDE STEELS

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

 

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Sessions

Wednesday, April 10
8:30am - 3:30pm
Special Topics Session B

Tier #2 Ambitious Science Teaching (AST) Session #5 AST Practice 4 - Evidence-based Explanations

April 11, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

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.

 

 

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Sessions

Thursday, April 11
8:30 - 11:30am
Tier #2 AST Session 5

Tier #2 Ambitious Science Teaching (AST) Session #6 Culturally Relevant Pedagogy

April 11, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

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.

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Sessions

Thursday, April 11
12:30 - 3:30pm
Tier #2 AST Session 6

Safety Care Mixed Session (Day 1)-Juniata County Headstart Only

April 12, 2024
Juniata County Head Start
Special Education
Act 48 Activity Hours

This training will cover the recertification for staff of chapters 1-3 and will begin the initial training of chapters 4-7. There will be a second date to this training in June. 

When: April 12, 2024

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Sessions

Friday, April 12
8:30am - 3:30pm
Safety Care Mixed Day One

Remake Learn Days Backpack Challenge Webinar

April 15 - 16, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

 The Remake Learning Days festival takes place across Pennsylvania May 2 – 22, 2024. A variety of organizations host free events for all age groups and provide hands-on learning opportunities.  Participating organizations include libraries, schools, tech centers, museums, play spaces, community centers and more. Events listed under Career Ready PA qualify for the Career Ready PA Backpack Challenge.  Students who participate will earn artifacts for the CEW standards and a Career Ready PA Backpack Challenge badge.  Career Ready PA will also award a banner to schools with over 100 artifacts.  Attend this webinar to learn how to participate!

Title: Remake Learn Days Backpack Challenge Webinar

Date/Time:  April 15, 2024 at 3 pm OR April 16, 2024 at 9:30 AM (please choose one)

Location: Virtual - Zoom link will be sent out prior to webinar.

Department: Curriculum

Act 48: Yes

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Sessions

Monday, April 15
9:30 - 10:30am
Remake Learn Days Backpack Challenge Webinar
Tuesday, April 16
9:30 - 10:30am
Remake Learn Days Backpack Challenge Webinar

Tier #3 STEELS Special Topics, Session B

April 16, 2024
Huntingdon County Career and Technology Center
STEM
Act 48 Activity Hours

Instructor(s): Peney E. Wright

Description of Activity: 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

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

and instruction.”  June 2022 PDE STEELS

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

 

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Sessions

Tuesday, April 16
8:30am - 3:30pm
Special Topics Session B

Tier #2 Ambitious Science Teaching (AST) Session #5 AST Practice 4 - Evidence-based Explanations Cancelled

Cancelled
April 17, 2024
To be Determined (TBD)
STEM
Act 48 Activity Hours

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.

 

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Sessions

Wednesday, April 17
8:30 - 11:30am
Tier #2 AST Session 5

Social Emotional Learning Network (SEL)

April 17, 2024
JCEL & Sill Business Incubator at Juniata College Campus
Special Education
Notices
Act 48 Activity Hours

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

The topics to be covered this day include:

  • Restorative Circles deep dive and practice
  • Intensive Skill Training for Students with Emotional Behavioral Disorders
    • Establishing Positive Classroom Behavior Supports
    • Effective Instructional Practices

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

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

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

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Sessions

Wednesday, April 17
9am - 3pm
Session

Tier #2 Ambitious Science Teaching (AST) Session #6 Culturally Relevant Pedagogy Cancelled

Cancelled
April 17, 2024
To be Determined (TBD)
STEM
Act 48 Activity Hours

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.

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Sessions

Wednesday, April 17
12:30 - 3:30pm
Tier #2 AST Session 6

Instructional Coaches Network Meeting

April 17, 2024
Stone Valley Community Charter School
Curriculum
Act 48 Activity Hours

 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.

Title: Instructional Coaches Network

Date: April 17, 2024

Time: 1 pm - 3 pm

Location: Stone Valley Community Charter (Room # TBD)

Department: Curriculum

Act 48: Yes

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Sessions

Wednesday, April 17
1 - 3pm
Instructional Coaches Meeting

Special Education Advisory April 2024

April 25, 2024
Huntingdon County Career and Technology Center
Special Education
Act 48 Activity Hours

TOPICS to be announced

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Sessions

Thursday, April 25
9am - 3pm
April Session

Huntingdon, Mifflin, Juniata, and Fulton County Transition Coordinating Council Meeting

May 1, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

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 
 

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Sessions

Wednesday, May 1

ECRI COACHES' PLC 2023-24

May 2, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours

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

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Sessions

Thursday, May 2
7:30 - 8:30am
ECRI COACHES' PLC May 2, 2024

Gifted Network

May 3, 2024
Your Internet Ready Computer
Curriculum
Act 48 Activity Hours

Gifted Network #3

Title: Gifted Network Meetings

Date: May 3, 2024

Time: 9 am to Noon

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

Department: Curriculum

Act 48: Yes

Description:  The Gifted Network is an opportunity for teachers who work with gifted students to come together to get 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. 

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Sessions

Friday, May 3
9am - 12pm
Gifted Network

Wonder - 2024 Paraeducator Book Study

May 8 - 29, 2024
Your Internet Ready Computer
Special Education
Act 48 Activity Hours General Activity Hours (non-PDE)

Wonder 

Author: R.J. Palacio 

Facilitated by: Denise Shugarts 

Limited to 20 participants 

#1 NEW YORK TIMES BESTSELLER • Millions of people have fallen in love with Auggie Pullman, an ordinary boy with an extraordinary face—who shows us that kindness brings us together no matter how far apart we are.This book inspired the Choose Kind movement, a major motion picture, and the critically acclaimed graphic novel White Bird.

August Pullman was born with a facial difference that, up until now, has prevented him from going to a mainstream school. Starting 5th grade at Beecher Prep, he wants nothing more than to be treated as an ordinary kid—but his new classmates can’t get past Auggie’s extraordinary face. Beginning from Auggie’s point of view and expanding to include his classmates, his sister, her boyfriend, and others, the perspectives converge to form a portrait of one community’s struggle with empathy, compassion, and acceptance. In a world where bullying among young people is an epidemic, this is a refreshing new narrative full of heart and hope.

R.J. Palacio has called her debut novel “a meditation on kindness” —indeed, every reader will come away with a greater appreciation for the simple courage of friendship. Join Denise on this inspiring journey where we will explore the power of connection in a community.

 

Format: We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

Book Study Meeting Dates: 

• May 8, 2024: ZOOM Meeting 3:15-4:15 pm

• Week of May 8th-15th: Independent Work

• Week of May 15th-22nd: Independent Work

• May 29, 2024: ZOOM Meeting 3:15-4:15 pm

How It Works:

• Check out the book from the library or purchase it.

• Check your email for the ZOOM link and Syllabus (one week prior to the meeting) • Join ZOOM using the link provided

• Read the book as outlined and shared during our first organizational meeting • Get ready to share your thoughts and ideas as we journey through the book together in a flexible Zoom (or Google doc format)

• If you are not present for a ZOOM meeting, you will be required to provide a written summary of the chapters covered in order to receive your hours

• A certificate with your 15 credit hours will be issued upon completion of the book study

2024 Paraeducator Book Study Information 

**15 professional development hours will be awarded for participation in a book study or podcast series. A certificate of completion will be provided.

NOTE: The hours will be awarded for the 2023/2024 school year OR the 2024/2025 school year.

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Sessions

Wednesday, May 8
3:15 - 4:15am
Touch Point #1

We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

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Wednesday, May 29
3:15 - 4:15am
Touch Point #2

We will be using a hybrid model for this book study and will only have 2 zoom sessions. The remainder of your time will be spent individually reading the book and logging questions into an online format.

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