INTRODUCTION/AWARENESS


lead4ward 101

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Audience: For teachers and leaders new to lead4ward

Designed for teachers and leaders who are new to lead4ward tools and resources, this class is a designed for you. Launch your lead4ward work and learn how to use the student-centered, teacher-friendly tools, resources, and strategies from lead4ward to make learning meaningful and engaging.

What you will learn:

  • Explore lead4ward resources, including Snapshots, TEKS Scaffolds, Academic Vocabulary, IQ Released Tests, Student Learning Reports, and much more
  • Determine which lead4ward tools and resources to use in planning
  • Use Instructional Strategies Playlists to engage learners

Your solution for:

  • Identifying resources to guide the work
  • Obtaining district sustainability
  • Getting started with lead4ward
 

DATA


Data: Analysis to Action – Recommended Summer/Fall

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Audience: For leadership teams (principals and teacher leaders)
Note: Combination of Data 411 and Diggin’ Data Sessions

Leading learning requires strategic, focused, and meaningful use of multiple measures of data (STAAR, local tests, and evidence other than tests); using those data to set priorities; and mapping those priorities onto a professional plan.

What you will learn:

  • Use the lead4ward data module in eduphoria or DMAC to create Leadership Report Cards for each grade level and content area
  • Analyze and interpret multiple measures of state and local assessment data
  • Select campus priorities in each content area to create a professional development plan
  • Develop a data plan for the year

Your solution for:

  • Using data to inform the campus or district improvement plan
  • Developing TAIS/school improvement plan
  • Meeting the T-PESS standards
  • Developing a data-based professional development plan

Data: Analysis to Action for the Advanced lead4ward User – Recommended August/September

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Audience: For expanded leadership teams (principals, teacher leaders, and additional teachers for input)

This data work session is designed as a facilitated session, customized to individual district or campus needs. This service is designed for teams who have established experience the lead4ward data modules in eduphoria or DMAC, who have been part of the staar4ward leading learning series, and who need facilitated and guided practice.

What you will learn:

  • Use the lead4ward data module in eduphoria or DMAC to create Leadership Report Cards for each grade level and content area
  • Analyze and interpret multiple measures of state and local assessment data
  • Select campus priorities in each content area to create a professional development plan
  • Develop a data plan for the year

Your solution for:

  • Ensuring common structures and processes for data are implemented
  • Using data to inform the campus or district improvement plan
  • Developing TAIS/school improvement plan
  • Developing a data-based professional development plan

Prerequisite: established experience with the lead4ward data process or have had Data 411/Data to Action class

Data in Motion: Leveraging lead4ward Data Tools in Eduphoria! Aware

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Audience: For leadership teams (principals and teacher leaders) responsible for generating, analyzing, and interpreting data reports

Requirements: lead4ward module in eduphoria! Aware

Learn how to more effectively use the lead4ward tools in eduphoria! Aware to enhance instructional planning and decision-making. Whether these tools are new to you or you are expanding strategies for implementation, Data in Motion builds capacity for district and/or campus teams to use lead4ward’s data visualizations more effectively. In this hands-on class, participants will have the opportunity to create select reports with their own data.

What you will learn:

  • Overall design and purpose of each tool/report
  • How to set up and run reports (e.g., aggregating assessments into one test group)
  • How different reports may be used by leaders, PLCs, and individual teachers
  • Connections to other lead4ward resources, such as frequency distribution resources
  • Calendar calibration (when to run specific reports)
  • Tips and tools–search and filter options, local assessment naming conventions, and customization

Your solution for:

  • Developing a comprehensive data plan
  • Maximizing data tools to inform instruction
 

INSTRUCTION


Planning Instruction: Building the Capacity of the PLC

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Audience: For campus teams:

  • leadership team (principal and teacher leaders) OR
  • PLC (principal and a selected PLC)

PLCs are challenged to maximize limited time to plan instruction that is relevant, engaging, and rigorous. Learn how PLCs can use the lead4ward Planning Guide to distribute planning between the PLC and the individual teacher. Apply the learning to an upcoming unit of instruction.

What you will learn:

  • Use the lead4ward Planning Guide and the lead4ward app to maximize planning time
    • Create engaging learning experiences by selecting appropriate instructional resources
    • Communicate concepts using a variety of visuals
    • Determine academic vocabulary important for concept development
    • Determine evidence of learning
  • Use the lead4ward tools and resources in planning (Student Learning Reports, Field Guides, IQ Released Tests, TEKS Scaffolds, Academic Vocabulary)
  • Enhance lessons and activities with Instructional Strategies Playlists
  • Discover options for implementing the planning routine

Your solution for:

  • Answering the questions that guide PLCs developed by the DuFours (What do we want students to learn? How will we know they are learning? How will we respond when they don’t learn it? How will we respond if they already know it?)
  • Creating a planning process that has structure, yet allows teachers to address differences in their classes
  • Providing a common set of expectations for planning
  • Connecting data to instruction
 

INTERVENTION


Intentional Intervention: Evidence to Action – Recommended Fall

Maximizing Tier I
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Audience: For campus teams:

  • leadership team (principal and teacher leaders) OR
  • PLC (principal and a selected PLC)

Campuses accommodate a wide range of student abilities in their classrooms. As students struggle with learning, teachers and PLCs need structures and strategies to meet the unique learning needs of particular students. In this class, campus/district leaders and teacher leaders learn how to leverage local assessment, classroom evidence, and/or STAAR data to strategically plan for intervention that supports all students.

What you will learn:

  • Use data to inform areas for intervention
  • Explore the new lead4ward Error Analysis resource
  • Create a Tier I instruction plan and a Tier I intervention plan (before, during, and after instruction)
  • Use the Planning Guide to maximize intervention
  • Facilitate student goal setting and monitoring through threshold jumping
  • Leverage Student Learning Report Heat Maps and Quintiles for analyzing changes in performance, differentiation, and prioritization in intervention

Your solution for:

  • Addressing intervention in the general classroom
  • Identifying manageable ways to respond when kids don’t get it
  • Building the capacity of teachers to respond to student errors
 

ASSESSMENT


Evidence of Learning – Expanding Assessment

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Audience: For leadership teams (principals and teacher leaders)

Whether it is a teacher-created test, district benchmark, classroom project, or informal check for understanding, teachers use assessments to determine success in learning. In this class, learn ways to use evidence of learning to inform instruction, help students learn from their mistakes, rethink the design of tests, and explore ways PLCs can use evidence other than tests to evaluate progress.

What you will learn:

  • Use multiple measures to gauge learning
  • Create structures for the PLC to collect and evaluate evidence of learning
  • Use strategies for maximizing the instructional value of tests
  • Collect and evaluate evidence of learning other than tests
  • Explain ways to check for understanding

Your solution for:

  • Building assessment literacy
  • Building better assessment
 

ACCOUNTABILITY


Accountability: Making the Grade (A-F)

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Audience: For district and campus leaders

The changes in accountability will be the most significant since the system was developed. Making the grade in the new systems will require and awareness of the changes; an exploration of the relationship between current year and previous year data; and a connection between instruction, assessment, and accountability. The new A-F system is fundamentally different from previous systems and will require strong leadership and communication strategies to explain and contextualize the changes for teachers, parents, school boards, and the community.

What you will learn:

  • Understand the new A-F accountability
  • Identify decision-making dates and times
  • Review reporting format changes

Your solution for:

  • Understanding the A-F Accountability System

Accountability 2017 and 2018: From Old to New

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Audience: For district and campus leaders

Texas is transitioning from the “old” accountability system (ratings of Met Standard or Improvement Required based on 4 Indexes) to the “new” accountability system (A-F letter grade ratings based on 5 five domains). This workshop explains the differences between the “old” (the 2017 Accountability System and the “new” (the 2018 Accountability System). Its emphasis is on helping leaders connect the concepts and performance measures included in accountability with sound professional development practices and strong instructional systems that support learning for all students.

What you will learn:

  • Understand current accountability system indicators and measures
  • Connect accountability with professional development and student learning
  • Interpret accountability reports

Your solution for:

  • Understanding accountability indicators and measures
  • Interpreting and taking action based on data

staar4ward

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Leading learning, prioritizing the work, maintaining instructional focus, and providing ongoing support for teachers are critical to ensuring that students meet or exceed performance and progress expectations. The staar4ward leading learning series is designed to help leadership teams move to action.

Based on content from our face-to-face sessions, the leading learning series provides leadership teams with a year-long structure to guide their work. Teams will participate in regular live webinars (recorded for later use with eGuides for data analysis components), each focused around a particular topic that will frame leadership expectations.

Reaching Rigor: Creating Success for Special Education Students

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Audience: Special Education Leaders and Teachers (K-12)

Strategy instruction is the only instructional method that has been shown through research to enable and prepare students with disabilities and other “at-risk” students to meet the complex learning demands of secondary and post-secondary schools.

In this workshop, participants will

  • Explore various strategies to support struggling students in the areas of reading, math, science, and social studies
  • Practice methods for teaching strategies to students, help students evaluate the effectiveness of the strategy, and help students generalize and transfer the use of the strategy
  • Develop an implementation plan for embedding strategy instruction throughout the school year to prepare students for accessing rigor and achieving self-determination

CSI (Connecting Standards to Informed Decision-Making)

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Audience: Special Education Leaders and Teachers

It is more important than ever for special education teachers and instructional leaders to connect their understanding of the rigorous learning standards with effective, specially designed instruction in order to prepare students with disabilities for success in the next grade level and ultimately, life after high school.

Topics covered:

  • Understanding the Learning Standards (TEKS) – design and construct of the TEKS, categorization of the TEKS (Process Standards, Readiness Standards, Supporting Standards) and their role in instructional planning
  • Using data, knowledge of the structure and design of the TEKS, and identification of the long strand standards to inform the decision-making process
  • Developing an effective, informed, simple PLAAFP statement that focuses on involvement and progress in the general education curriculum
  • Adapting Instruction to Support Student Learning – prerequisite skills, accommodations and instructional adaptations, and connecting standards to instruction

IEP to Action

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Prerequisite: CSI: Connecting Standards to Informed Decision-Making – Audience: Special Education Teachers and Leaders

Participants will apply the knowledge learned in CSI: Connecting Standards to Informed Decision-Making to the IEP planning process. This hands-on training takes a deeper look into the process, readiness, and supporting standards and the role they play in our curriculum. We will focus our attention on the long strand standards — content standards that build across grade levels and have relevance in future learning and in life — that will provide your students with special needs multiple access points to the rigor of the curriculum.

Participants will:

  • Practice and learn how to write meaningful PLAAFPS based on effective instructional strategies and student’s involvement and progress in the general education curriculum
  • Use an informed decision-making process to select high-impact standards for IEP goals and objectives
  • Select, practice, and write measureable, high-impact standards-based goals
  • Select instructional strategies to support IEP goals and help students access the rigor of the standards
  • Practice, develop, and select progress-monitoring models to support IEP goals and inform PLAAFP statements
  • Build a plan for your Special Education PLC to learn the strategies for intervention and enrichment

Special Education ePLC

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The Special Education ePLC is designed to facilitate discussion among Special Education teachers who teach students with high incidence learning disabilities in inclusive settings across the state. Teachers will use the content from the online pre-recorded webinars to facilitate constructive conversations about how to make the content in the TEKS accessible for students with disabilities and provide methods for students to develop effective strategies to access that content. Each webinar will help teachers:

  • Explore the specificity of key process standards
  • Purposefully use the processes
  • Learn how to effectively teach new strategies to your students
  • Plan instruction
  • Explore strategies for K-12 students who are struggling to access the content and rigor of the TEKS

Rockin’ Review for ELAR – Recommended Spring

Note: For Tested Grade Levels
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Let’s rock review for STAAR! Rockin’ Review will focus on how to motivate your students to engage with content that they may have struggled with earlier in the year. We will anchor on the content that is essential for kids to learn and address the highly tested concepts. We will explore NEW strategies and tools and deepen understanding of lead4ward resources, to facilitate effective review.

Come join us in a day of learning and planning for review…

  • Focusing review on priority TEKS clusters
  • Leveraging content strategies to engage learners
  • Exploring hands-on/minds-on activities to provide meaningful practice
  • Activating student voice to create engaging review
  • Planning your next steps

Comprehension Strategies in Action (K-5) or (6-EOC)

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TEKS Clusters: Process, Figure 19

The ability to apply the cognitively demanding comprehension strategies is critical for understanding what is read. This session focuses on providing a framework for implementing learning and leveraging comprehension strategies that support the understanding of what is read and provide a foundation for analyzing what authors do.

This workshop includes:

  • Turning theory into action
  • Building an interactive reading notebook
  • Integrating multiple texts and genres
  • Finding low-prep ways to teach, practice, and transfer

Souped-Up Super 8 (3-5) or (6-EOC)

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TEKS Clusters: Composition

Writing is an important life skill for all students. However, teaching all students how to write effectively can be complex. This session focuses on the process of teaching writing and how it can be simplified through the use of eight power-packed instructional shifts.

This workshop includes:

  • Examining writing through the lens of the student
  • Building an interactive writing notebook
  • Discovering an effective way to plan and organize instruction
  • Sharing simple tools that can be implemented the next day
  • Using routines to maximize writing time

Writing ER (3-5) or (6-EOC)

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TEKS Clusters: Editing and Revision

Teaching writing is challenging, but it doesn’t have to be painful. The ability to revise and edit meets the “writing emergency” head-on and provides the critical-care practices essential for writing recovery. Join the lead4ward team as we explore ways to move student writing from shallow to significant, fake to authentic, and formulaic to well-designed.

This workshop includes:

  • Using mentor texts to teach students how to read like a writer and write like a reader
  • Incorporating anchor writing as a foundation for writing development
  • Streamlining editing practices
  • Varying revision methods to meet the needs of all students
  • Crafting genre connections as a way to provide learning through multiple types of writing

*Souped-Up Super 8 or Super 8 is encouraged as a prerequisite to Writing ER.

Extra! Extra! It’s All About Expository (K-5) or (6-EOC) – Recommended Summer/Fall

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TEKS Cluster: Expository

Reading for learning requires a unique cognitive demand. It is essential that students apply comprehension strategies and manage the individual challenges encountered with each expository reading. From technical language to organizational structures, join lead4ward as we prioritize and learn new ways to approach the teaching and learning of informational reading.

This workshop includes:

  • Prioritizing the TEKS
  • Looking at the past to plan for the future
  • Building a newspaper
  • Incorporating and adapting activities for rigor
  • Learning new ways to approach genre challenges

*We recommend having Comprehension Strategies in Action (or Figuring Out Figure 19) as a prerequisite to this course as this course is meant to build upon foundational understandings and strategies.

Fun with Fiction (K-5) or (6-EOC) – Recommended Summer/Fall

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Workshop available beginning June 2017

TEKS Cluster: Fiction

Reading fiction is more than just fun. Experiencing an imaginative narration develops creativity; influences empathy; increases vocabulary; and exposes readers to new cultures, ideas, and perspectives. It is critical that we provide students with multiple opportunities to experience a variety of themes, plots, and characters. Reading fiction also provides examples of what creative authors do and supports the development of our own writing style. This session focuses on transforming old ways and innovating new ways of approaching teaching, learning, and practice.

This workshop includes:

  • Prioritizing the TEKS
  • Implementing Book Clubs into daily instruction and practice
  • Connecting reading and writing
  • Incorporating and adapting activities for rigor

*We recommend having Comprehension Strategies in Action (or Figuring Out Figure 19) as a prerequisite to this course as this course is meant to build upon foundational understandings and strategies.

Say Hello, Wave Goodbye: New ELAR TEKS (3-5) or (6-EOC) – Recommended Summer/Fall

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Workshop available beginning June 2017

TEKS Cluster: 2017 TEKS

Is it that time already? Join lead4ward as we sort through the new and old TEKS as a way to determine curriculum and instructional “keepers” and shifts.

This workshop includes:

  • Comparing and understanding content and cognitive changes
  • Learning the new lead4ward resources, including new Know to Show documents
  • Exploring possible unit clusters
  • Identifying routines, activities, and resources to continue
  • Identifying new routines, activities, and resource needs

Rockin’ Review for Math – Recommended Spring

Note: For Tested Grade Levels
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Let’s rock review for STAAR! Rockin’ Review will focus on how to motivate your students to engage with content that they may have struggled with earlier in the year. We will anchor on the content that is essential for kids to learn and address the highly tested concepts. We will explore NEW strategies and tools and deepen understanding of lead4ward resources, to facilitate effective review.

Come join us in a day of learning and planning for review…

  • Focusing review on priority TEKS clusters
  • Leveraging content strategies to engage learners
  • Exploring hands-on/minds-on activities to provide meaningful practice
  • Activating student voice to create engaging review
  • Planning your next steps

Number Sense (1-4) – Recommended Summer/Early Fall

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TEKS Clusters:
Representing and Comparing Whole Numbers (Gr. 1-3)
Representing and Comparing Whole Numbers/Decimals (Gr. 4)

As place value is the foundation of all that grows in Mathematics, it is essential that our students have a rock-solid understanding of how to represent and compare whole numbers. This session focuses on the place value progression throughout the grades–how the conceptual understanding of place value extends to a better understanding of comparison of values as well as how to support a student’s ability to develop their own algorithms and effectively employ the use of properties of operations when adding and subtracting.

This workshop includes:

  • Student-level activities that build conceptual and procedural fluency within the base-10 system
  • Spiraling activities to continue reinforcing place value understanding throughout the year
  • Strategies that use efficient, accurate, and generalizable methods to add and subtract two-digit whole numbers

Algebra for the Young Minds: It’s Elementary (3-5) – Recommended Fall

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TEKS Clusters:
Addition/Subtraction of Whole Numbers (Gr. 3)
Multiplication/Division of Whole Numbers (Gr. 3)
Whole Number Operations (Gr. 4-5)

Being able to select the appropriate operation(s) and represent real-world situations with an appropriate number sentence/equation are foundational for young learners in securing their understanding of whole number operations. This session focuses on how to move students from concrete to abstract representations of math problems to build that algebraic mindset.

This workshop includes:

  • Using strip diagrams effectively as a means of representing math problems
  • Creating activities that allow students to connect the use of strip diagrams to the selection of appropriate mathematical operation and identification of the number of steps in a problem
  • Adjusting existing instructional materials to reach more transfer and rigor

Studying the Parts that Make Up the Whole of Fractions (2-5) – Recommended Fall

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Workshop available beginning June 2017

TEKS Clusters:
Fractions (Gr. 2-4)
All Operations with Fractions (Gr. 5)

Is the sum of all your parts not equaling the whole when it comes to the Fractions strand of Mathematics? Fractions can be very complex for young learners until they understand the value of a “whole” and experience the “parts of the whole” through a variety of concrete representations. Spend a day experiencing the verticality of Fractions in the elementary curriculum.

This workshop includes:

  • Engaging in activities that vertically align to the developmental acquisition of fractional understanding
  • Connecting the concrete, pictorial, and abstract thinking of fractions
  • Unveiling what released STAAR items demonstrate about the expectations of fractional understanding

Growing Graphs in the Primary Grades (K-2) – Recommended Fall

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TEKS Clusters:
Data Analysis (Gr. K-2)

Data analysis is critical to emerging mathematicians as this concept transcends all strands of mathematics and, more importantly, relates to real-world expectations. Interpreting data represented on real object, picture, pictograph, T-chart, tally-mark, bar-type, and bar graph is just plain tough to teach to young thinkers. Add in the process standards, and rigor is off the chart.

This workshop includes:

  • Connecting the concrete, pictorial, and abstract thinking of graphs
  • Adjusting existing instructional materials to reach more transfer and rigor
  • Using graphs as a means of spiraling other math concepts
  • Discovering how 3rd grade released STAAR items inform K-2 planning for instruction

Development of Equations and Inequalities (6-8) – Recommended Fall

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TEKS Clusters:
Expressions, Equations, and Inequalities (Gr. 6)
Equations and Inequalities (Gr. 7-8)

As expressions, equations and inequalities are foundational to algebraic reasoning, it is essential that both teachers and students have a rock-solid floor on which to stand. This session focuses on the conceptual development of equations and inequalities to support a student’s ability to move to a more abstract understanding.

This workshop includes:

  • Investigating the cognitive and content differences among grade levels
  • Revising realigned/released STAAR items to match the cognitive and content rigor of other grade levels to provide more evidence of transfer and rigor in assessment
  • Participating in student level activities that will directly support using equations and inequalities in real-world situations

The Long and Short of Measurement (K-2) or (3-5) – Recommended Spring

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TEKS Clusters:
Measurement (Gr. K-4)
Geometry and Measurement (Gr. 5)

Measurement can be complex for young learners without having those hands-on experiences and relation to real life. Come lengthen your knowledge of the measurement standards, build capacity within your instructional practices, and weigh in on some new ideas.

This workshop includes:

  • Keeping, tweaking, or trashing measurement lessons based on the study of the standards
  • Unlocking the hidden messages found with the realigned/newly released STAAR items
  • Recrafting some of our instructional practices to support a more conceptual understanding of measurement

Getting into “GEER”…Geometry through Expressions, Equations, and Relationships (6-8) – Recommended Spring

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TEKS Clusters:
Geometry and Measurement (Gr. 6-8)
Pythagorean Theorem (Gr. 8)

Geometry can be very complex for learners as they begin to move their concrete understanding of geometric concepts to a more abstract representation of expressions and equations. This session analyzes the relationships between the Geometry and Expressions/Equations TEKS Cluster.

This workshop includes:

  • Engaging in activities and discussions about which instructional strategies support diverse learners in mastering geometry, and measurement concepts
  • Identifying common student errors on current released STAAR items shown in the IQ document and investigating how to overcome those errors

Proportional Reasoning (6-8) – Recommended Summer

New Content Request PD
Workshop available beginning May 2017

TEKS Clusters:
Proportionality (Gr. 6-8)

Ratio and proportional reasoning have been described as the cornerstone of middle school mathematics curriculum. Yet, students still struggle with these topics. Spend a day looking at the verticality of the concept of ratios and proportions through the lens of the lead4ward tools.

This workshop includes:

  • Engaging in activities that vertically align to the developmental of ratios and proportions
  • Investigating the released STAAR items that demonstrate the expectations of proportional understanding
  • Planning for units that vary the stimuli and thinking surrounding proportionality

Rockin’ Review for Science – Recommended Spring

Note: For Tested Grade Levels (5th, 8th and Biology)
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Let’s rock review for STAAR! Rockin’ Review will focus on how to motivate your students to engage with content that they may have struggled with earlier in the year. We will anchor on the content that is essential for kids to learn and address the highly tested concepts. We will explore NEW strategies and tools and deepen understanding of lead4ward resources, to facilitate effective review.

Come join us in a day of learning and planning for review…

  • Focusing review on priority TEKS clusters
  • Leveraging content strategies to engage learners
  • Exploring hands-on/minds-on activities to provide meaningful practice
  • Activating student voice to create engaging review
  • Planning your next steps

The Power of Process in Science! (K-5) or (6-EOC)

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Process = Engagement + Thinking – That’s the Power of Process!
Process standards are all about the “how” we learn! Explore how to go beyond basic level thinking and help foster life long learners and problem solvers through teaching the process standards.

Participants will:

  • Discover how to easily plan and incorporate the process standards in daily instruction
  • Learn ways to help foster scientific questioning and communication
  • Learn how process standards help student learning in all content areas
  • Understand how process standards will be assessed on the STAAR Assessments and how to best prepare students for the rigor of dual-coded questions

Exploring Physical Science (K-2) – Recommended Summer/Early Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Properties and Patterns of Objects (Gr. Kinder-1)
Properties of Matter (Gr. 2)

Exploring matter and energy is generally the first big unit of instruction for the school year. These concepts are critical to emerging scientists and they is the foundation for future success with physical science content. This workshop focuses on physical science–from how objects look, move, and feel to the building blocks of matter.

This workshop includes:

  • Identifying student-level activities, such as hands-on investigations, that build conceptual and procedural fluency with physical science
  • Exploring how young scientists learn through their senses and ways to support this development
  • Learning a variety of strategies specifically geared for K-2 learners to help strengthen their foundation in physical science
  • Exploring a center-based approach to science activities and resources that support learning

Physical Science Matters: Matter and Energy (3-5) – Recommended Summer/Early Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
3.5 Physical Properties of Matter (Gr. 3-5)

Exploring matter and energy is generally the first big unit of instruction for the school year. These concepts are sometimes difficult for students, and yet they are essential to an overall understanding of physical science. This workshop digs deep into the content that helps support conceptual understandings and how it plays a crucial role on STAAR.

This workshop includes:

  • Digging deep into what students need to know about the properties of matter
  • Addressing how to deal with difficult content
  • Exploring how Physical Properties of Matter is highly tested on STAAR
  • Exploring and creating hands-on investigations that enhance student learning and make connections that can be implemented immediately

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Physical Science Matters: Matter and Energy (6-8) – Recommended Summer/Early Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Elements and Compounds (Gr. 6)
Physical Characteristics of Matter (Gr. 6)
Interactions of Matter and Energy (Gr. 7)
Properties of Atoms, Chemical Formulas and Reactions (Gr. 8)

Exploring matter and energy is usually the first big unit of instruction for the school year. These concepts are sometimes difficult for students, and yet they are essential to an overall understanding of physical science. This workshop digs deep into the content that helps support conceptual understandings and how it plays a crucial role in middle school grades.

This workshop includes:

  • Investigating what concepts are hard for students to understand at each grade level and ways to support learning
  • Identifying specific grade-level lab investigations that address the difficult concepts of physical science
  • Integrating Instructional Strategies that help support the transfer of learning from the taught to the tested
  • Providing an in-depth look at how these concepts are tested on STAAR and how to address them in instruction

Physical Science: Force, Motion, and Energy (K-2) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Force, Motion, and Energy (Gr. Kinder-2)

This workshop focuses on how to support emerging scientists and make meaningful connections between science vocabulary, hands-on investigations, and active learning in the K-2 classroom.

This workshop includes:

  • Focusing on the foundations of force, how objects move, and the basic forms of energy
  • Discussing age-appropriate, hands-on lab investigations that can be used in classroom instruction and during centers
  • Using the process skills
  • Using our senses to become confident science learners

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Physical Science: Force, Motion, and Energy (3-5) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Force, Motion, and Energy (Gr. 3-5)

Force, motion and energy can be complex concepts for learners at the intermediate grade levels.

This workshop includes:

  • Building strong content understanding and linking content to critical vocabulary development
  • Identifying lab investigations that enhance learning
  • Focusing on how STAAR items can inform our instruction and support learning

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Physical Science: Force, Motion, and Energy (6-8) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Force, Motion, Potential, and Kinetic Energy (Gr. 6)
Law of Conservation of Energy (Gr. 6)
Force, Motion, and Energy Relationships (Gr.7)
Force, Motion, and Energy (Gr. 8)

From investigating potential and kinetic energy to learning about Newton’s Laws–middle school is jam-packed with force, motion, and energy! It is important that students build on the basic understandings of force, motion, and energy to gain the competencies necessary for physics.

This workshop includes:

  • Learning ways to engage and build strong content understanding
  • Exploring the important role each grade level plays in the development of the TEKS Cluster
  • Identifying specific grade-level lab investigations that enhance learning
  • Focusing on how STAAR items can inform our instruction and support learning

Earth Science: Forces that Change the Earth (K-2) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Rocks and Water (Gr. Kinder)
Rocks, Soil, and Water (Gr. 1)
Natural Resources and Changes to Earth’s Surface (Gr. 2)

As young scientists take their first steps into the outside world, emerging questions might be: What is the ground made out of? What do we use water for? And why does the Earth look different? These questions explore how young scientists interact with the world around them as well as the importance of the Earth and its natural resources.

This workshop includes:

  • Using various methods for capitalizing on the naturally inquisitive nature of young scientists through active questioning
  • Using grade-specific, hands-on lab investigations that can be used in center-based learning or through class instruction
  • Incorporating a variety of strategies that address the content and academic vocabulary needs of K-2 learners

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Earth Science: Forces that Change the Earth (3-5) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Natural Resources and Changes to Earth’s Surface (Gr. 3-4)
Earth (Gr. 5)

Earth is always changing around us. There are slow changes that occur and some that change in an instant! These are essential for students to understand the importance of the Earth’s natural resources as well as how the Earth is always changing through force.

This workshop includes:

  • Identifying student-level activities that build conceptual fluency of Earth science
  • Recognizing how STAAR items can inform instructional practice
  • Connecting hard-to-learn concepts, academic vocabulary, and hands-on learning
  • Using grade-specific, hands-on lab investigations and activities that can be used in class instruction or center-based learning

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Earth Science: Forces that Change the Earth (6-8) – Recommended Summer/Fall

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Structure of Earth (Gr. 6)
Impacts of Earth’s Systems (Gr. 7)
Impact of Natural Events (Gr. 8)

How is the Earth shaped? How does it change? How does it move around us? Abstract in nature, these concepts are hard for students to learn, which makes it essential for targeted instruction and hands-on investigations.

This workshop includes:

  • Grade-level, specific content focus and strategies that support conceptual development
  • A focus on STAAR items that inform how these concepts develop in middle school
  • Grade-level, specific hands-on investigations that enhance learning

Earth Science: Exploring Space and Weather (K-2) – Recommended Late Fall/January

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Seasons and Space (Gr. Kinder)
Weather, Seasons, and Space (Gr. 1)
Patterns in the Natural World (Gr. 2)

Exploring the world around us is something that young scientists do naturally. From how weather impacts our daily decisions to questioning what is day and night, these are things we explore in K-2 Science. These concepts can sometimes be difficult for students to understand, but are essential components of the enduring understanding of change over time.

This workshop includes:

  • Connecting important concepts, academic vocabulary, and hands-on active K-2 learning
  • Using grade-specific, hands-on investigations that can be used in center-based learning or class instruction
  • Using the process standards
  • Using our senses to enhance K-2 Science learning

Earth Science: Exploring Space and Weather (3-5) – Recommended Late Fall/January

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Space and Weather (Gr. 3)
Earth’s Cycles and Patterns (Gr. 4)
Space (Gr. 5)

It is important to understand how our atmosphere and solar system affect our world and daily lives. These concepts can be complex for learners because of their abstract nature. That is why it is so important to make meaningful connections in the events that occur and patterns we can see through space and weather.

This workshop includes:

  • Various methods to make impactful connections between the content, academic vocabulary, and hands-on investigations
  • Focusing on STAAR items that inform instruction
  • Grade-specific, hands-on investigations that can be used in classroom instruction

Earth Science: Exploring Space and Weather (6 and 8) – Recommended Late Fall/January

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Organization of Solar System (Gr. 6)
Sun, Earth, and Moon (Gr. 8)
Characteristics of the Universe (Gr. 8)
Climatic Interactions (Gr. 8)

It is important for students to build on their understanding of space through understanding the organization of our solar system and how our atmosphere impacts the oceans and weather of our planet. This workshop is geared for 6th and 8th grades, which focus on space and weather.

This workshop includes:

  • Exploring ways to connect the important content to everyday investigations and strategies to support conceptual understanding
  • Focusing on how STAAR interesting items inform instruction
  • Identifying grade-specific, hands-on lab investigations and activities that can enhance learning

Exploring Life Science (K-2) – Recommended Spring

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Basic Needs of Plants and Animals (Gr. Kinder, Gr. 2)
Characteristics of Plants and Animals (Gr. Kinder-1)
Relationships of Plants and Animals (Gr. 1)

Young scientists interact with life science daily. The important role that plants and animals play and how we interact with the world around us are essential building blocks to the basic understandings of life science.

This workshop includes:

  • A focus on how to engage emerging scientists with content and academic vocabulary
  • Grade-specific, hands-on lab investigations that can be used in classroom instruction or center-based learning
  • A variety of learning strategies and methods to help support the specific needs of K-2 learners

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Investigating Life Science (3-5) – Recommended Spring

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Animals and Environments (Gr. 3)
Survival of Plants and Animals (Gr. 3)
Interactions of Organisms in Ecosystems (Gr. 4)
Animal Adaptations and Behaviors (Gr. 4)
Organisms and Environments (Gr. 5)
Animal Adaptations and Behaviors (Gr. 5)

Every day, learners interact with the world around them. This workshop explores the balance and roles of living organisms and their responses to the environments in which they live.

This workshop includes:

  • Building on understanding from previous grade levels and connecting new content of the roles living organisms play in the balance of their ecosystem
  • Interacting with interesting STAAR items and using them to inform instruction
  • Exploring activities and investigations that can be used in classroom instruction or center-based learning

Note: K-5 is a grade-span option – It will cover big conceptual ideas of physical science across K-5 but will not cover to the depth and complexity that the grade band workshops focus on. K-2 focuses on foundational skills for success; 3-5 focuses on deepening understanding of the content and STAAR connections.

Investigating Life Science (6-8) – Recommended Spring

New Content Request PD
Workshop available beginning June 2017

TEKS Clusters:
Classification of Organisms (Gr. 6)
Relationships of Organisms and Environments (Gr. 7)
Variations of Traits in Populations and Species (Gr. 7)
Interdependence of Living Systems (Gr. 8)

This workshop explores interactions and relationships among living organisms and the ecosystems in which they live–from the basic building blocks of life to the complex relationships among biotic and abiotic factors in ecosystems.

This workshop includes:

  • A focus on the important concepts that build vertically from 6th – 8th grade and the important role they play in building a foundation for Biology
  • A focus on STAAR interesting items that inform instruction
  • Grade-specific activities and investigations that can be used in classroom instruction

Rockin’ Review for Social Studies – Recommended Spring

Note: For Tested Grade Levels (8th and USH)
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Let’s rock review for STAAR! Rockin’ Review will focus on how to motivate your students to engage with content that they may have struggled with earlier in the year. We will anchor on the content that is essential for kids to learn and address the highly tested concepts. We will explore NEW strategies and tools and deepen understanding of lead4ward resources, to facilitate effective review.

Come join us in a day of learning and planning for review…

  • Focusing review on priority TEKS clusters
  • Leveraging content strategies to engage learners
  • Exploring hands-on/minds-on activities to provide meaningful practice
  • Activating student voice to create engaging review
  • Planning your next steps

Social Studies Strategies: A Focus on the Process Standards (4-EOC)

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TEKS Clusters:
All clusters. Targeting the process standards.

In this workshop, participants will discover how to decode dual-coded items by analyzing the stimulus, process, and content. A better understanding of how to implement the key processes from 8.29(B) will prepare students for higher levels of achievement on STAAR. Teachers will engage in planning and instructional activities that will ensure high-quality learning experiences with their students.

This workshop includes:

  • Engaging in activities that reveal ways to analyze and interpret social studies information (primary sources and visuals)
  • Understanding the ways the process standards are being assessed and how to incorporate the processes into instruction effectively
  • Reviewing STAAR updates, including emphasis on dual-coded data

Social Studies Playlist: Strategies and Routines (4-EOC)

New Content Request PD

TEKS Clusters:
All clusters.

Move beyond the lecture and liven up your Social Studies classroom. Engaging students in the learning process is mandatory for content retention. How can you do that when there is so little time and so much content? Discover historical analysis routines and practices for students to embed and internalize for transfer to independent analysis of primary and secondary sources. Experience effective strategies from the lead4ward playlist that include rigorous thinking and rich content! Effective social studies routines and engaged strategies will enrich all social studies classrooms.

This workshop includes:

  • Discovering historical analysis routines and practices you can use that will help students embed and internalize their learning and transfer it to independent analysis of primary and secondary sources
  • Experiencing effective strategies from the lead4ward playlist that include rigorous thinking and rich content

Exploration and Colonization (Grade 8) – Recommended Summer

New Content Request PD

TEKS Clusters:
Exploration and Colonization (Gr. 8)

The Exploration and Colonization unit sets the foundation for representative government, understanding the impact of human and physical geography on historic events, and the results of economic geography on people in different regions. As the first unit of the school year, students need to develop their historical thinking skills, practice working with primary sources, and analyze cause-and-effect relationships with a variety of stimuli. This session focuses on the concepts and processes that will build for the remainder of the school year.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards associated with the historic era
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards and spiral standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

Building Bridges: Social Studies Spiral Standards (4-EOC) – Recommended Summer/Fall

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TEKS Clusters:
All clusters. Targeting the spiral standards.

How can we help students build bridges between Texas history, World Cultures, World Geography, World History, and US History? In this workshop, participants will be introduced to spiral standards–standards that help to bridge the content between grade levels and courses. We will examine ways to build academic background knowledge through the PEGS schema. Participants will study their content through the lenses of an historian, geographer, economist, and political scientist. Looking at the content through multiple dimensions promotes a more rigorous approach to social studies courses.

This workshop includes:

  • Learning ways to plan for the review of previously taught content
  • Exploring activities that will allow students to access and transfer content knowledge

Constitution: The Constitution and Principles of Government (Grades 7 & 8) – Recommended Summer/Fall

New Content Request PD

TEKS Clusters:
Texas Government (Gr. 7)
Constitution (Gr. 8)

Understanding the seven principles of government is key to unlocking the complexity of the Constitution and our governmental systems. As one of the most cognitively complex units, and most heavily assessed on 8th grade STAAR, vertical alignment is crucial. In 7th grade, students learn how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. A deep understanding and ability to apply the learning to a variety of stimuli is paramount for student success in 8th grade.

This session focuses on the principles of government, the Bill of Rights, the amendment process, and the ratification of the Constitution.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

Rise of a World Power (High School USH) – Recommended Summer/Fall

New Content Request PD

TEKS Clusters:
Rise of a World Power (USH)

The United States’ rise as a world power began with the Spanish American War and was solidified due to World War I. Though there is chronological overlap with the Progressive Era, this thematic topic allows students to dig deeper into foreign policy, territorial acquisitions, and the impact of alliances. Content ranges from interventionist policies to isolationism, and technological advancements during World War I, to the formation of the League of Nations. During the Fall semester, students need to develop their historical thinking skills, practice working with primary sources, and analyze cause-and-effect relationships with a variety of stimuli. This session focuses on the concepts and processes that will be built upon for the remainder of the school year.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards associated with the historic era
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards and spiral standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

World War II (High School USH) – Recommended Fall

New Content Request PD

TEKS Clusters:
World War II (USH)

World War II is an extremely complex era. Students need to understand the impact of mobilization on the economy and how it contributed to the end of the Great Depression. Simultaneously, they learn that life on the homefront consisted of many sacrifices and hardships (including internment). The war itself is comprised of two unique and very different battlefronts. The war in Europe was mostly land based, while the war in the Pacific was based at sea with amphibious assaults used during the island-hopping strategy. There are people, dates, battles, and more facts to learn; however, instruction must go beyond the memorization of facts. While continuing to develop their historical thinking skills, students should be analyzing secondary and primary sources to “bring the facts alive.” This session focuses on the concepts and processes that will enrich the content of the World War II era.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards associated with the historic era
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards and spiral standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

Industrialization (Grade 8) – Recommended Fall/Spring

New Content Request PD

TEKS Clusters:
Industrialization (Gr. 8)

The understanding of the dynamic relationship between industrialization, urbanization, and immigration is crucial for student mastery of the Industrialization unit. Learning must go beyond the who, what, when, where, and why of this era. Cause-and-effect relationships are vital to developing an understanding of the economic, cultural, and geographic implications of the “progress” of the time. In addition to stimuli analysis, it is crucial that students are able to make connections between events, people, and the economy.

This session focuses on the impact of technological advancements, population density, push and pull factors surrounding immigration, and the cultural shifts from an agrarian to urban society that occurred during this era.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards associated with the historic era
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards and spiral standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

Contemporary America (High School USH) – Recommended Spring

New Content Request PD

TEKS Clusters:
Contemporary America (USH)

Contemporary history presents several unique challenges. Some if it is still very fresh, some is controversial, and parts can be very divisive. As a history teacher, it is crucial that the content we present is objective and allow students opportunities to draw their own conclusions. This workshop focuses on the Nixon era through 2009. Watergate, relations with the Middle East, the end of the Cold War, the Reagan era, advancements in technology, trade agreements, 9/11, and the War on Terror are all significant pieces of the puzzle that is “Contemporary America.” Students must be able to make connections between politics, foreign policy, geography, technology, economics, and social issues. In lieu of teaching history purely chronologically, this session emphasizes the connections and relationships that will to help students develop their conceptual understanding.

This session focuses on the impact of technological advancements, population density, push and pull factors surrounding immigration, and the cultural shifts from an agrarian to urban society that occurred during this era.

This workshop includes:

  • Exploring knowledge and skills and focus priority student expectations
  • Conceptualizing how to effectively “reach” all of the content standards associated with the historic era
  • Recrafting some of our instructional practices to support a student-centered classroom
  • Integrating the process standards and spiral standards in planning routines
  • Preparing activities that allow students to access and transfer their content knowledge

Social Studies ePLC – Prerecorded Webinars

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The Social Studies Professional Learning Community is designed to offer time for Social Studies teachers who teach 8th grade Social Studies or US History to collaborate, learn what’s new, and discuss issues related to content, curriculum alignment, standards, and testing.

Teachers often struggle to translate the unit bundle of TEKS into lesson themes and then to daily lesson plans. The goal of these webinars is to facilitate constructive conversations about how to make the content in the TEKS comprehensible for students and provide methods for students to develop pathways for recall.

The ePLC will include:

  • Fifteen to twenty 30-minute recorded webinars to facilitate a PLC session for each major topic or era
  • A platform to collaborate with other Social Studies teachers throughout the state
  • Resources at your fingertips

lead4ward 101

Audience: Leaders and Teachers New to lead4ward
New Content Request PD
New to lead4ward? Come join us for a day of fantastic fun and amazing learning as we help you launch your lead4ward work! You will learn how to use the student-centered, teacher-friendly tools, resources, and strategies from lead4ward to make learning meaningful and engaging.

Our goal is that you will:

  • Gain a comprehensive understanding of the lead4ward resources including snapshots, scaffold, academic vocabulary, IQ released tests, student learning reports and much more
  • Use the lead4ward tools and resources in the planning routine
  • Create a playlist of instructional strategies to engage learners

Ready, Set, Engage! (K-2)

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Managing the active K-2 classroom can be a challenge! This workshop will provide easy tips to help organize all the “stuff” that is involved in creating student-centered stations.

  • Participate in over 20 active and engaged stations with a focus on the process standards
  • Learn about how process standards help foster thinking and support STAAR tested grades
  • Use lead4ward resources to help plan integration of process standards

Little Thinkers, Big Ideas! (K-2)

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The K-2 Classroom is full of inquisitiveness and wonderment. Let’s use that natural curiosity to:

  • Anchor K-2 teaching and learning in rigor, engagement, and make natural connections to assessed grades
  • Explore how rigor does not mean “make it more difficult” for the primary learner
  • Model how sometimes there is more than one way to reach a solution
  • Foster creative thinking and questioning in young learners
  • Use lead4ward resources to help with vertical alignment and scaffolding up
  • Participate and make plans from activities and hands-on stations shared in this workshop

staar4ward