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
  • Understand the 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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Planning instruction is like planning a trip! We must know our destination, the exciting events we plan to experience, the amazing visuals we will use to guide our journey, the lingo of the land, and the souvenirs we’ll bring home.

Come join us in our journey to plan instruction where teachers have easy-to-use planning routines and kids are involved so they will experience success in learning and on high-stakes assessments. You will learn processes and strategies to 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 deepen understanding of the standards
  • Focus planning time on the parts of the unit that need extra attention
  • Teach kids to map the standards
  • Apply the selection of materials to the design of instruction
  • Create evidence of learning in addition to tests
  • Use lead4ward-style anchor charts as planning tools, assessment resources, and visual “scrapbooks” of learning for students
  • Implement rigorous, yet engaging instructional and assessment strategies

Leading Intentional Intervention (Recommended for Fall)

New Content Request PD
During Leading Intentional Intervention, campus/district leaders and teacher leaders will work on how to leverage local assessment and classroom evidence and/or STAAR data to strategically plan for intervention that supports all students.

Participants will learn how to:

  • Implement strategies at every stage of the instructional cycle to maximize learning – what can we do before, during and after instruction to prevent so much need for intervention? What can we do before and during intervention to best support struggling learners?
  • Use the planning guide to leverage the process standards to support access, transfer and rigor as well as instructional strategies for engaging intervention
  • Utilize 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 Student Learning Report Heat Maps and Quintiles for analysis of changes in performance, differentiation and prioritization in intervention

Data in Motion: Leveraging lead4ward Data Tools (in Eduphoria Aware or DMAC)

Audience: District Leaders, Campus Leaders, and Teacher Leaders
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Would you like to learn how to more effectively use the lead4ward tools in Eduphoria Aware? Are you interested in how these tools can enhance instructional planning and decision-making?

Wherever your team is on the spectrum of understanding or implementation, Data in Motion builds capacity for district and/or campus teams to use lead4ward’s data visualizations and frameworks more effectively and efficiently. This is a hands-on workshop in which participants will have the opportunity to create select reports with their own data in Aware.

Topics include:

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

*Participants must have the Eduphoria Aware module to participate.
**This workshop is offered as a full day or as a 3-hour morning session and a repeated 3-hour afternoon session.

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

Rockin’ Review (Recommended for Spring)

New Content   View Workshop Dates   Request PD
Are you ready to energize your teachers and create systems of support for Review? This session will focus on how you can motivate teachers and students to engage with content that they may have struggled with earlier in the year.

We will explore NEW strategies and tools, deepen understanding of lead4ward resources in review, and learn how to truly implement the planning guide 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

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.

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 Informed Decision-Making)

Audience: Special Education Leaders and Teachers
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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

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

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

[Formerly known as Figuring Out Figure 19 Volume 2]

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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 2 should note that this workshop will be a repeat of the same information and strategies.

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

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

Starting Spring 2017   Request PD

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 planning guide
  • 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]

Starting Spring 2017   Request PD

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 planning guide
  • 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.

Poetry with Purpose (K-5) or (6-EOC)

Request PD
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 planning guide
  • 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 Poetry with Purpose.

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

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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: ELAR (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

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 planning guide
  • 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 planning guide
  • 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]

Request PD
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]

Request PD
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 planning guide
  • 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)

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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 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 +/-/x/÷.

This workshop includes:

  • lead4ward planning guide to enhance the ART (Access, Rigor, and Transfer) of teaching
  • lead4ward resources to vertically and horizontally align the content and address the depth and complexity of the student expectations
  • Student-level activities that build conceptual and procedural fluency within the base-10 system
  • Variety of strategies to use efficient, accurate, and generalizable methods to add and subtract multi-digit whole numbers

Development of Equations and Inequalities (5-8)

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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

Review 360: Math (3-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

Proportional Reasoning (Grades 6-8)

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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.

Opportunities for learning include:

  • Engaging in activities that vertically align to the developmental of ratios and proportions
  • Studying the progression of the appropriate academic vocabulary surrounding ratio, rate and proportionality
  • Unveiling what released STAAR items demonstrate about the expectations of proportional understanding
  • Planning for units that vary the stimuli and thinking surrounding proportionality

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)

Request PD

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)

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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)

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 planning guide
  • 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

Request PD
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 planning guide
  • 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

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

Request PD
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.

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–>

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 ePLC

View more information
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!

Request PD
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!

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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