LETRS 3rd Edition Volume 1
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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Tuesday, September 26
Thursday, November 30
Tuesday, February 27
Thursday, May 2
LETRS 3rd Edition Volume 2
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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Thursday, October 12
Wednesday, December 6
Friday, March 22
Friday, May 3
SW-PBIS Curriculum Training
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.
Sessions
Monday, December 4
Wednesday, January 31
Monday, March 11
Thursday, May 23
Tier #1 ENGINE of Central PA: 3D STEELS Educator Community of Practice – Virtual (Spring)
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
Sessions
Tuesday, January 2
Sunday, January 14
Tuesday, January 30
Tuesday, February 13
Tuesday, February 27
Tuesday, March 12
Tuesday, March 26
Tuesday, April 9
Tuesday, April 23
Tuesday, May 7
Safety Care Initial Training HASD
Initial Training HASD
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Monday, January 15
Wednesday, March 13
Thursday, March 14
Tuesday, April 2
PULSE - Principals Understanding Leadership in Special Education
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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Tuesday, January 23
Tuesday, March 26
Tuesday, May 21
Act 55 - Structured Literacy Course
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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Thursday, March 14
Thursday, March 28
Safety Care Recertification (HASD)
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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Tuesday, April 2
ECRI COACHES' PLC 2023-24
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:
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Thursday, April 4
The Power of the Podcast - 2024 Paraeducator Book Study
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:
- At a Loss for Words
- What the Words Say
- Hard Words
- Hard to Read
- SOLD A STORY (5 Episodes with a bonus 6th if interested
Dates/Times: April-May, 2024, 3:15-4:15 PM
- April 4,2024 Zoom Link: https://paiu.zoom.us/j/92062444871
- April 11,2024 Zoom Link: https://paiu.zoom.us/j/92062444871
- May 2,2024 Zoom Link: https://paiu.zoom.us/j/92062444871
- May 13,2024 Zoom Link: https://paiu.zoom.us/j/92062444871
How It Works:
- Find the podcasts listed on your favorite podcast platform~https://features.apmreports.org/reading/
- Check your email for the ZOOM link and Syllabus (one week prior to the meeting)
- Join ZOOM using the link provided
- Listen to the podcasts as outlined and shared during our first organizational meeting
- Get ready to share your thoughts and ideas as we discuss on Zoom
- 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
- A certificate with your 15 credit hours will be issued upon completion of the podcast group study
Sessions
Thursday, April 4
Thursday, April 11
Thursday, May 2
Monday, May 13
Nurses' Network
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.
Sessions
Friday, April 5
Safety Care Lite (Chapters 1-3) Recertification-Juniata County Headstart Only
Sessions
Friday, April 5
STEELS Experience for K-12 Educators
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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Tuesday, April 9
Building Capacity and Promoting Instruction through PASA DLM
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.
Sessions
Tuesday, April 9
College Board Overview
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
Sessions
Tuesday, April 9
Wednesday, April 10
Tier #3 STEELS Special Topics, Session B
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
- NGSS Lesson Screener Tool
- Next Generation Science Storylines
- Ambitious Science Teaching S#2 Unit Plan Share-outs
Equity, inclusion and belonging are tenets of PA’s Equitable Practices. The STEELS Standards are intended for all learners at every school. Use the principles of Universal Design for Learning to remove barriers to learning, invite all students to take advantage of tools and technology to support successful learning and share the variety of ways you encourage your students to show what they’ve learned.
“The integration of these disciplines in the standards highlights the interconnectedness of scientific, technological, and engineering focused study; the integral relationship between humans and the environment; and the importance of integrating the teaching and learning of science, technology, and engineering.” June 2022 PDE STEELS
“Technology & Engineering - Focuses on the interactions among technology, engineering, society, the environment, and other disciplines, with a goal of developing individuals that can create, utilize, and assess current and emerging technologies. The standards are written as grade-banded performance expectations built around technology and engineering strands, practices, and contexts and integrated into a set of specific standards. These components are elaborated upon in Foundation Boxes (hyperlinked for each standard) providing support for design of curriculum
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
More
Sessions
Wednesday, April 10
Tier #2 Ambitious Science Teaching (AST) Session #5 AST Practice 4 - Evidence-based Explanations
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
Tier #2 Ambitious Science Teaching (AST) Session #6 Culturally Relevant Pedagogy
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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Thursday, April 11
Safety Care Mixed Session (Day 1)-Juniata County Headstart Only
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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Friday, April 12
Remake Learn Days Backpack Challenge Webinar
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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Monday, April 15
Tuesday, April 16
Tier #3 STEELS Special Topics, Session B
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
- NGSS Lesson Screener Tool
- Next Generation Science Storylines
- Ambitious Science Teaching S#2 Unit Plan Share-outs
Equity, inclusion and belonging are tenets of PA’s Equitable Practices. The STEELS Standards are intended for all learners at every school. Use the principles of Universal Design for Learning to remove barriers to learning, invite all students to take advantage of tools and technology to support successful learning and share the variety of ways you encourage your students to show what they’ve learned.
“The integration of these disciplines in the standards highlights the interconnectedness of scientific, technological, and engineering focused study; the integral relationship between humans and the environment; and the importance of integrating the teaching and learning of science, technology, and engineering.” June 2022 PDE STEELS
“Technology & Engineering - Focuses on the interactions among technology, engineering, society, the environment, and other disciplines, with a goal of developing individuals that can create, utilize, and assess current and emerging technologies. The standards are written as grade-banded performance expectations built around technology and engineering strands, practices, and contexts and integrated into a set of specific standards. These components are elaborated upon in Foundation Boxes (hyperlinked for each standard) providing support for design of curriculum
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
More
Sessions
Tuesday, April 16
Tier #2 Ambitious Science Teaching (AST) Session #5 AST Practice 4 - Evidence-based Explanations Cancelled
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
Social Emotional Learning Network (SEL)
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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Wednesday, April 17
Tier #2 Ambitious Science Teaching (AST) Session #6 Culturally Relevant Pedagogy Cancelled
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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Wednesday, April 17
Instructional Coaches Network Meeting
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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Wednesday, April 17
Special Education Advisory April 2024
TOPICS to be announced
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Thursday, April 25
Huntingdon, Mifflin, Juniata, and Fulton County Transition Coordinating Council Meeting
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
Sessions
Wednesday, May 1
ECRI COACHES' PLC 2023-24
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:
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Thursday, May 2
Gifted Network
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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Friday, May 3
Wonder - 2024 Paraeducator Book Study
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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Wednesday, May 8
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.
MoreWednesday, May 29
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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