Review to the Rescue – Superheroes in Training (Recommended for Spring)

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Are you ready to energize your teachers and create systems of support for Superhero Review? This session will focus on how you can motivate teachers and students to activate their superpowers to become a Review Hero!

Review should be about:
Helping kids (prioritizing review in areas kids truly need help)
Engagement (using strategies that promote thinking)
Risk-taking (providing opportunities to practice without penalty)
On-going feedback (exchanging feedback between students, teachers, and PLCs)
We will explore NEW strategies and tools for 2016, deepen understanding of lead4ward resources in review, and learn how to truly implement the PLC Menu for planning effective instruction that focuses on kids.
Leaders will learn how to best guide teachers in using

  • Trends in student performance
  • Evidence of learning
  • Emerging success strategies
  • Student voice to create engaging review, and intervention into action

There is a superhero in every leader, every teacher, and every student. We just need the courage to put on the cape!

Prioritizing for Learning: Data 411 (Recommended for Summer/Fall)

Audience: Leadership Teams
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So much data? So what do we do with it all? Leading learning requires strategic, focused, and meaningful use of multiple measures of data (STAAR, local tests, and evidence other than tests).

Leadership teams will:

  • Learn a process to take back to their campus for determining where kids and teachers need extra support, more time, and more focused professional learning
  • Understanding roles of standards
  • Interpret multiple measures on student learning reports to prioritize knowledge and skills
  • Determine focus readiness standards and process standards
  • Map data to the district curriculum to develop a professional development plan

Designed for teams that:

  • Need a refresher
  • Would like a common starting point
  • Are new to lead4ward tools and processes or did NOT participate in Leading Learning 3Di 2015

Diggin’ the Data – a Facilitated Work Session (Recommended for Summer/Fall)

Audience: Expanded Leadership Teams – Leaders with Grade/Course Representation
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This data workshop is designed as a facilitated session, organized by content area for teams to do the work one content area at a time. The leader remains all day and content area teams rotate in every 2 hours. Bring your data, and let us guide your work.

Leadership teams will:

  • Use a structured process to use multiple measures to identify priority knowledge and skills
  • Focus on one content area at a time
  • Map data to the district curriculum to develop a professional development plan
  • Determine common areas across grades/courses

Designed for expanded leadership teams (Leaders with grade/course representation)

Planning Instruction: Creating Student-Centered Classrooms

Audience: Leadership Teams and PLC Leaders
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Success in learning and on high stakes assessments happens when teachers have easy to use planning routines and kids are involved in the learning. PLCs must move quickly into planning instruction that is engaging, meaningful, and motivating.

PLC leaders (including administrators) will learn how to:

  • Use the lead4ward tools and resources to flip the PLC
  • Focus planning time on the parts that need extra support
  • Teach kids to map the standards
  • Apply the PLC Menu to the selection of materials and design of instruction
  • Create evidence of learning in addition to tests
  • Use anchor charts as planning tools and assessment resources
  • Use assessment strategies

Leading Intentional Intervention (Recommended for Fall)

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Campus/district leaders and teacher leaders work on leveraging local assessment data and previous STAAR data to strategically plan for intervention that supports all students.

Participants will learn how to:

  • Develop instruction with strategies designed to maximize the learning of struggling students
  • Leverage the process standards (Thinking and Stimulus) to support access and transfer in intervention
  • Use the Index 2 progress measure to identify “what is working” in existing intervention plans and how to adapt those plans for the highest yield
  • Facilitate student goal setting and monitoring of their own progress through threshold jumping
  • Leverage Quintile Reports and Student Learning Report Heat Maps for differentiation and prioritization in intervention

staar4ward

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Leading learning, maintaining instructional focus, and providing ongoing support for teachers are critical to ensuring that students meet performance and progress expectations. The staar4ward leading learning series is designed to help leadership teams move to action. Based on content from Leading Learning 3Di: Instruction to Action, Leading Intentional Intervention and Relevant Review for Leadership Teams, the leading learning series provides leadership teams with a year-long structure for ongoing development – paced one month at a time. Leadership teams will participate in monthly live webinars (recorded for later use with eGuides for data analysis components), each focused around a particular leadership topic that will frame leadership expectations each month.

accountabilityconnect2016

View More Information   |  Registration Coming Soon for 2016-2017!
The accountability system that TEA has developed is designed to provide a broad and detailed analysis of campus and district performance. School leaders face the challenge of comprehending and making sense of the accountability system – and connecting it to effective instructional systems, practices and processes that support student learning.

We can help you:

  • Understand the accountability system – and the implications of the changes being made for 2016
  • Understand your accountability report
  • Fulfill your reporting and campus or district improvement requirements
  • Understand the appeals process
  • Connect any required accountability intervention processes with effective campus and district planning activities and systems

To view the complete accountabilityconnect service, click here–>

Accountability 2016: What Now?

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Accountability 2016 will be the fourth year of the new accountability system. In August, districts and campuses will receive ratings (Met Standard or Improvement Required) based on 4 Performance Indexes. The specific rules and methodologies used by TEA to determine scores for each Index will be announced in the Spring of 2016, and will then be used to determine district and campus ratings (and distinction designations). This workshop is designed to explore and explain the 2016 Accountability System, with an emphasis on understanding how the indicators included in the 4 Performance Indexes are intended to reflect effective instruction for all students. Leaders will explore how to interpret accountability performance data in order to make informed decisions about teacher professional development and student learning.

CSI (Connecting Standards to Instruction)

Audience: District Leaders, Campus Leaders, and Teachers
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Simply stated, STAAR is designed to assess whether students have learned the TEKS. STAAR has proven to be a challenge for all students – particularly students receiving special education services. With the elimination of STAAR Modified, it is more important than ever for 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 on STAAR, the next grade level and, ultimately, life after high school.

This workshop covers the following topics:

  • 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 to Identify Key Focus TEKS for Instruction
  • Adapting Instruction to Support Student Learning
    • Prerequisite Skills
    • Accommodations and instructional adaptations
    • Connecting Standards to Instruction
  • Using PLAAFPs and focus TEKS to strategically develop IEP goals and identify effective instruction

IEP to Action

Prerequisite: Special Education: CSI – Audience: District Leaders, Campus Leaders and Special Education Teachers
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Participants will apply the knowledge learned in Day 1 of CSI to the IEP planning process. This workshop takes a deeper look into the high yield instructional strategies that will provide your students with special needs multiple access points to the rigor of the state standards.

Participants will:

  • Practice and learn how to write meaningful PLAAFPS (based on effective instructional strategies) that lead to measurable, standards-based goals
  • Discover how to use the transition process to drive meaningful IEPs and develop specialized instruction
  • 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

Review 360: ELAR (3-EOC)

[Formerly known as Relevant Review]

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Review of learning happens every day, and in many different ways!

How can we build independent thinkers and problem solvers? How can we help students confidently transfer what they have learned in multiple ways? We purposefully plan with content, process, and reflection/review in mind.

Join us to learn how to:

  • Create purposeful plans for review (daily review, reviewing for tests, etc.)
  • Go from newly introduced concepts to understanding, application, review, and transfer
  • Build confident kids by providing strategies for transferring learning in multiple ways
  • Vary instructional strategies and classroom activities to make meaningful connections

Figuring Out Figure 19 – Volume 1 (K-5) or (6-EOC)

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The prize is in the process! During this session, participant will discover how metacognitive strategies lead to inference and ultimately to deeper comprehension. Understanding what students need to know and how it relates to teaching and learning is essential. Join lead4ward as we learn how to create a movement that will transform students from passive readers to relevant and strategic readers.

Figuring Out Figure 19 – Volume 2 (K-5) or (6-EOC)

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Join the ELAR lead4ward team as we turn it up a notch and move the metacognitive strategies into ACTION. Using multiple texts and genres, participants will learn comprehension routines and strategies to transform students from shallow readers to students who read deeply. Participants will leave with a framework for planning and implementing shared and independent reading practices. (All participants are required to attend Figuring Out Figure 19 – Volume 1 Session before attending Volume 2)

Exploring Expository (K-5) or (6-EOC)

[Formerly known as Cooling the Hot Spots - Spring Edition]

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Some content is just plain tough to teach. Add in the process standards, and rigor is off the chart. In each content area we could all use some fresh ideas to teach kids important but complex things. Are you ready to motivate and energize your students?

In this session, we will explore priority knowledge and skills and focus standards – ones with which students statewide struggle. We encourage you to bring your grade level teams/departments to learn ways to:

  • Maximize your planning time by learning how to flip your PLC
  • Evaluate your instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Try out new ideas – innovate on old ones – and have a fun time learning with the lead4ward crew!
*Comprehension Strategies in Action (or Figuring Out Figure 19) is considered a prerequisite to this course as this course is meant to build upon foundational understandings and strategies, which will support the work of Exploring Expository.

Focus on Fiction (K-5) or (6-EOC)

[Formerly known as Cooling the Hot Spots - Fall Edition]

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Some content is just plain tough to teach. Add in the process standards, and rigor is off the chart. In each content area we could all use some fresh ideas to teach kids important but complex things. Are you ready to motivate and energize your students?

In this session, we will explore priority knowledge and skills and focus standards – ones with which students statewide struggle. We encourage you to bring your grade level teams/departments to learn ways to…

  • Maximize your planning time by learning how to flip your PLC
  • Evaluate your instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Try out new ideas – innovate on old ones – and have a fun time learning with the lead4ward crew!
*Comprehension Strategies in Action (or Figuring Out Figure 19) is considered a prerequisite to this course as this course is meant to build upon foundational understandings and strategies, which will support the work of Focus on Fiction.

Souped-Up SUPER 8: Eight Essential Practices for Teaching the Writer (3-5) or (6-EOC)

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Writing is for everyone! Teaching all students to become effective writers is challenging. During this session, participants will understand the process of teaching writing and how it can be simplified through the use of eight power-packed instructional shifts. They will experience writing through the lens of both the student and teacher and will leave with tools that can easily be implemented the next class day.

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

[Formerly known as Figuring Out Figure 19 Volume 1 and Volume 2]

Workshop delivery starting June 2016

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Inference requires deeper reading and higher-level thinking. Summary and Syntheses are among the most cognitively demanding skills for students to master. Join the lead4ward ELAR team as we explore evidence-based strategies that connect the expectations of the reading comprehension TEKS to engaging and penalty-free practice that creates movement from passive reading to relevant and strategic reading, thinking, and discourse.

Participants will leave with a framework for planning and implementing shared and independent reading practices, which will transform students’ abilities and attitudes toward making a true comprehension connection.

  • Explore depth and knowledge and how it relates to teaching inference and summary
  • Turn theory into ACTION using multiple texts and genres
  • Discover reading routines and practices for students to embed and internalize for transfer to independent reading of all genres, including STAAR
  • Learn low-prep ways to return the fun and good feeling about reading into your ELAR block in ways that truly support self-motivated, confident, reflective readers

*Participants who previously attended Figuring Out Figure 19 Volume 1 and 2 should note that this workshop is simply a streamlined revision of those two trainings combined into one day. It will be a repeat of much of the same information and strategies.

Poetry and Author’s Craft (K-5) or (6-EOC)

Workshop delivery starting June 2016

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Some content is just plain tough to teach. Add in the process standards, and rigor is off the chart. In each content area we could all use some fresh ideas to teach kids important but complex things. Are you ready to motivate and energize your students?

In this session, we will explore priority knowledge and skills and focus standards – ones with which students statewide struggle. We encourage you to bring your grade level teams/departments to learn ways to:

  • Maximize your planning time by learning how to flip your PLC
  • Evaluate your instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Try out new ideas – innovate on old ones – and have a fun time learning with the lead4ward crew!
*Comprehension Connections (or Figuring Out Figure 19) is considered a prerequisite to this course as this course is meant to build upon foundational understandings and strategies, which will support the Poetry and Author’s Craft.

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

Workshop delivery starting June 2016

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Teaching students to write is challenging, but it doesn’t have to be painful. Join lead4ward as we meet the writing emergency head-on and learn the critical-care practices essential for writing recovery. During this session, we will explore ways to move student writing from shallow to significant, fake to authentic, and formulaic to designed.

Teachers will learn how to transform students into writers by:

  • Embedding routines to maximize writing time
  • Evaluating mentor texts for better alignment
  • 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

Review 360: Math (3-EOC)

[Formerly known as Relevant Review]

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Review of learning happens every day and in many different ways!

How can we build independent thinkers and problem solvers? How can we help students confidently transfer what they have learned in multiple ways? We purposefully plan with content, process, and reflection/review in mind.

Join us to learn how to:

  • Create purposeful plans for review (daily review, reviewing for tests, etc.)
  • Go from newly introduced concepts to understanding, application, review, and transfer
  • Build confident kids by providing strategies for transferring learning in multiple ways
  • Vary instructional strategies and classroom activities to make meaningful connections

Growing Graphs in the Primary Grades (K-2)

[Formerly known as Cooling the Hot Spots: Fall Edition]

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Interpreting data presented on graphs is a concept that transcends all strands of mathematics and more importantly, relates to real world expectations. Real object, picture, pictograph, T-chart, tally-mark, bar-type, and bar graphs….some primary content is just plain tough to teach to young thinkers. Add in the process standards, and rigor is off the chart.

Participants will learn how to:

  • Maximize planning time by learning how to flip your PLC
  • Evaluate instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

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

[Formerly known as Cooling the Hot Spots: Fall Edition]

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Developing algebraic thinkers in the elementary grades is foundational for future algebraic readiness. This session focuses on how to effectively use strip diagrams to support student understanding in representing problems. Merging the use of the strip diagrams with process standards yields an in-depth study of algebraic reasoning.

Participants will learn how to:

  • Maximize planning time by learning how to flip your PLC
  • Evaluate instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

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

[Formerly known as Cooling the Hot Spots: Spring Edition]

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Campus/District data not “measuring” up to the standard. Come lengthen your knowledge of the measurement standards, build capacity within your instructional practices, and weigh in on some new ideas.

Participants’ time will be spent on the following:

  • Keeping, Tweaking, or Trashing measurement lessons based on the study of the standards
  • Engaging students in the effective use of academic vocabulary
  • Unlocking the hidden messages found with the re-aligned/newly released STAAR items
  • Recrafting some of our instructional practices to support a more conceptual understanding of measurement
  • Preparing activities that will allow students to access, transfer, and rigor of the content

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

[Formerly known as Cooling the Hot Spots: Spring Edition]

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Campus/district data not clear on where we stand in Geometry? Is it expressions, equations or relationships that are causing the problem? What are the knowledge and skills related to Geometry that grades 6-8 teachers and students need to understand thoroughly and apply flexibly for mastering learning?

Participants will learn how to:

  • Maximize planning time by learning how to flip your PLC
  • Evaluate instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Engage in discussions about how instructional strategies support diverse learners in mastering geometry, and measurement concepts, and skills
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Number Sense (1-4)

Workshop delivery starting June 2016

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As place value is the foundation of all that grows in mathematics, it is essential that our students have a rock solid floor to stand on before moving on. 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, how to support a student’s ability to develop their own algorithms and effectively employ the use of properties of operations when +/-/x/÷.

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 as to provide more evidence of transfer and rigor in assessment
  • Identifying the overlapping and new vocabulary among the different grade levels
  • Participating in student level activities that will directly support the composing and decomposing of numbers to not only address the representation and comparison of whole numbers but applying that understanding to student developed operational algorithms

Development of Equations and Inequalities (5-8)

Workshop delivery starting June 2016

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As equations and inequalities are foundational to algebraic reasoning, it is essential that both teachers and students have a rock solid floor to stand on. This session will focus 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
  • Identifying the overlapping and new vocabulary among the different grade levels
  • Participating in student level activities that will directly support using equations and inequalities in real-world situations

Studying the Parts that Make Up the Whole of Fractions (2-4)

Workshop delivery starting September 2016

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Are the sum of all your parts not equaling the whole when it comes to the fractions strand of mathematics? Spend a day looking at the verticality of the concept of fractions through the lens of the lead4ward tools.

Opportunities for learning include:

  • Engaging in activities that vertically align to the developmental of fractions
  • Studying the progression of the appropriate academic vocabulary surrounding fractions
  • Unveiling what released STAAR items demonstrate about the expectations of fractional understanding
  • Planning for fractional units that vary the stimuli and thinking surrounding the concept

Growing Graphs in the Elementary Grades (3-5)

Workshop delivery starting Spring 2017

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Frequency tables, bar graphs, dot plot, stem and leaf plot, scatterplot….representing and interpreting data on a variety of graphs is just plain tough to teach to young thinkers. Add in the process standards, and rigor is off the chart. Interpreting data presented on graphs is a concept that transcends across all strands of mathematics and more importantly relates to real world expectation.

Participants will learn how to:

  • Maximize planning time by learning how to flip your PLC
  • Evaluate instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Review 360: Science (3-EOC)

[Formerly known as Relevant Review]

Request PD
Review of learning happens every day, and in many different ways!

How can we build independent thinkers and problem solvers? How can we help students confidently transfer what they have learned in multiple ways? We purposefully plan with content, process, and reflection/review in mind.

Join us to learn how to:

  • Create purposeful plans for review (daily review, reviewing for tests, etc.)
  • Go from newly introduced concepts to understanding, application, review and transfer
  • Build confident kids by providing strategies for transferring learning in multiple ways
  • Vary instructional strategies and classroom activities to make meaningful connections

The Power of Process! (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

Physical Science Matters! Exploring Matter and Energy (K-5) or (6-8) (Recommended for Summer)

Workshop delivery starting June 2016

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Exploring matter and energy is usually the first big unit of instruction for the school year. Where do we start? What big ideas do we cover? How do we get it all in? These are questions we all ask when planning such big concepts. In this workshop, we will explore how to plan for the harder to teach, harder to reach content and implement instructional strategies that help support transfer of learning.

Participants will learn how to:

  • Explore knowledge and skills and focus priority student expectations from the basics to the more complex concepts of physical science
  • Engage students in the effective use of academic vocabulary
  • Recraft some of our instructional practices to support a more conceptual understanding of matter and energy
  • Integrate the process standards in planning routines
  • Investigate the verticality of this physical science strand
  • Prepare activities that will allow students to access, transfer, and make real-world connections of the content
  • Use lead4ward planning resources

Force, Motion, Energy (K-5) or (6-8) (Recommended for Summer/Fall)

Workshop delivery starting June 2016

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Students encounter force, motion, and energy in their everyday lives. Let’s explore how we can connect real-world experiences to the classroom learning! This workshop will focus on the knowledge and skills and focus standards that will help strengthen conceptual understanding of physical science.

We encourage you to bring your grade-level teams/departments to learn ways to:

  • Engage students in the effective use of academic vocabulary
  • Recraft some of our instructional practices to support a more conceptual understanding of force, motion, and energy
  • Integrate the process standards in planning routines
  • Investigate the verticality of this physical science strand
  • Prepare activities that will allow students to access, transfer, and make real-world connections of the content
  • Use lead4ward planning resources

Earth Science – Forces that Change the Earth (K-5) or (6-8)
(Recommended for Summer/Fall)

Workshop delivery starting June 2016

Request PD
Some content is just plain tough to teach. Add in the process standards, and rigor is off the chart!

Earth science is a broad and abstract discipline! How can we explore the diverse and ever-changing earth in ways that help students transfer learning? We will explore priority knowledge and skills and focus standards.

We encourage you to bring your grade-level teams/departments to learn ways to:

  • Maximize your planning time by learning how to flip your PLC
  • Evaluate your instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Earth Science – Exploring Space and Weather (K-5) or (6-8) (Recommended for Summer/Fall)

Workshop delivery starting September 2016

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Some content is just plain tough to teach. Add in the process standards, and rigor is off the chart!

Exploring the vastness of our universe can be overwhelming to students. This workshop will focus on how we can prioritize the big ideas of space science through knowledge and skills and focus standards and explore ways to help students transfer learning.

We encourage you to bring your grade-level teams/departments to learn ways to:

  • Maximize your planning time by learning how to flip your PLC
  • Evaluate your instructional resources/practices to better align to the standards
  • Design engaging instruction using the lead4ward PLC Menu
  • Collect evidence of real learning
  • Build anchor charts using the lead4ward Student Learning Report to frame the standards

Review 360: Social Studies (4-EOC)

[Formerly known as Relevant Review]

View Workshop Dates   |  Request PD
Review of learning happens every day and in many different ways!

How can we build independent thinkers and problem solvers? How can we help students confidently transfer what they have learned in multiple ways? We purposefully plan with content, process, and reflection/review in mind.

Join us to learn how to:

  • Create purposeful plans for review (daily review, reviewing for tests, etc.)
  • Go from newly introduced concepts to understanding, application, review, and transfer
  • Build confident kids by providing strategies for transferring learning in multiple ways
  • Vary instructional strategies and classroom activities to make meaningful connections

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

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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 8.29B 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.

Participants will:

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

Build-A-Workshop (8 and USH)

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Customize your workshop by selecting one “Thinking” session and one “Content” session (each session is 3 hours).
This workshop model allows you to target your “thinking” needs as well as the “content” area you want to address. Where would you like to focus? On the process standards? Spiraling concepts? You decide what works best for you.

Special notes: Content bundles must stay together for 8th grade and USH. It is highly recommended that you start with the introduction selection of Processes or Spiral Standards if your teachers have not attended previous lead4ward Social Studies workshops.

Select one “Thinking” session and one “Content” session

Thinking Content

Processes Introduction (portions of STAAR Strategies: Purposefully Using the Processes)

Colonial America (8) and Gilded Age (USH)

Processes Advanced

Sectionalism (8) and Contemporary America (USH)

Spiral Standards Introduction (portions of Cooling Curriculum Hot Spots)

American Revolution (8) and World War II (WH and USH) (coming Summer 2016)

Spiral Standards Advanced

 

View session descriptions here–>

Social Studies ePLC

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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

Ready, Set, Engage!

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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!

Workshop delivery starting June 2016

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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