accountability for leaders – request PD

audience: district and campus leaders

A-F accountability has been paused for 2020-21 and TEA will not calculate accountability scores or assign A–F ratings for 2020-21. However, TEA will be reporting accountability-related data beginning in late August 2021. In addition, throughout the Summer and Fall of 2021, TEA will be working with ATAC, APAC and other stakeholders to implement a return to A-F accountability in 2021-22 (with revisions or adaptations if appropriate).

What you will learn:

• understand the data measures included in the A-F Accountability system
• connect accountability data measures to instruction – to the benefit of teachers and students
• any updates on 2021-22 accountability as of the date of the session

your solution for:

• understanding the indicators and data measures included in the A-F Accountability system
• interpreting and taking action based on the intentional design of the system

accountabilityconnect – learn more

audience: district and campus leaders

A-F accountability has been paused for 2020-21. TEA has announced that it will not calculate accountability scores or assign A–F ratings for 2020-21. In addition, TEA is seeking waivers of various aspects of federal accountability requirements for 2020-21.

accountabilityconnect is a year-long district support service that is designed to help school leaders:

• Understand state and federal assessment and accountability systems
• Stay current on changes or developments impacting instruction, assessment and or accountability
• Make sense of the complexities of assessment and accountability systems to be able to lead and support effective instructional practices
• Connect accountability to instruction – to the benefit of teachers, students and the community

participants receive:

• At least 18 scheduled webinars (with additional webinars added on an as-needed basis)
• Telephone, text, email or virtual on-request support
• Presentation templates for public hearings or board meetings
• Ongoing development of data tools and resources to help analyze and evaluate academic growth and performance
• Additional materials designed to synthesize and summarize assessment and accountability requirements

leading intervention for special educators (3-HS) – request PD

audience: special education teachers & leaders

How do we increase opportunities for learning in special education for the 2021-2022 school year?
We know students with disabilities may need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention for special education students through the lens of process and content and prioritize high-impact curriculum standards. We’ll discuss the special educator’s role in systems that create opportunities to learn: Intervention for All, Intervention for Some and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Special educators will learn how to help students:

• get started
• engage in learning the content
• focus on what is important
• apply their learning
• make connections
• monitor their progress

staar4ward in special education (3-EOC) – request PD

audience: inclusion special education teachers and co-teachers

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will more effectively assess the complexity of learning embedded in the TEKS and require students to demonstrate their learning with greater independence. The 2021-2022 school year is an opportunity to transform instruction through the lens of the next generation of STAAR. Focusing on opportunities for learning opens up possibilities for students with disabilities. Through this lens, we will explore how special educators can champion the process standards to help students meet their full potential.

This overview helps special educators:

• partner with classroom teachers to support access to rigorous instruction
• align thinking in the classroom to STAAR 2.0
• transform instruction and support to promote independence and growth

CSI (Connecting Standards to Instruction) – request PD

audience: special education teachers & leaders

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 include:

• 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 – request PD

audience: special education teachers and leaders

This training explores the process, readiness, and supporting standards and the roles they play in instruction. We’ll focus our attention on the process and long strand content standards (standards that build across grade levels and have relevance in future learning and in life) that will provide your students with disabilities multiple access points to the rigor of the curriculum. Leave with a strategy for IEP development that supports access to high-impact standards and promotes meaningful progress over time.

participants will:

• learn how the structure and design of the TEKS can be leveraged to strategically develop the IEP
• learn a structure for writing PLAAFPs based on effective instructional strategies, student involvement, and progress in the general education curriculum
• use an informed decision-making process to select high-impact standards for IEP goals and objectives
• practice progress-monitoring models to support IEP goals and inform PLAAFP statements

review for special educators – request PD

audience: special education teachers & leaders

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! This session for special educators explores strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

special educators will learn how to:

• prioritize and organize TEKS clusters for the purpose of review
• energize learners with activities that provide meaningful practice
• leverage content strategies to engage learners
• empower students to take ownership of their errors and use of designated supports
• plan your next steps

special education ePLC – learn more

audience: special education teachers & leaders

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 students
• plan instruction
• explore strategies for K-HS students who are struggling to access the content and rigor of the TEKS

special education academy – learn more

audience: special education teachers and leaders -or- collaborative teams of special education, general education, and leadership

Are you looking for innovative ways to provide specially designed instruction for students being served by special education programs?
The goal of the lead4ward Special Education Academy is to provide a learning and support system for educators with face-to-face professional development and virtual support throughout two consecutive school years. Participants will synthesize, adapt, and transfer current and new learning to provide effective instruction, intervention, practice, and assessment. Following a learn, practice, and reflect model, academy members will leave with the confidence and competence to set in motion relevant change to promote students as lifelong learners.

intervention for literacy (3-HS) – request PD

audience: literacy teachers & leaders

How do we increase literacy opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in literacy through the lens of process and content and prioritize high-impact curriculum standards. We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Literacy teachers will learn how to help students:

• get started
• engage in learning the literacy content
• focus on what is important
• apply their learning
• make connections
• monitor their progress

staar4ward in literacy (3-EOC) – request PD

audience: literacy teachers & leaders

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

topics include:

• aligning thinking in the classroom to STAAR 2.0
• planning for rigorous literacy instruction
• adapting instruction to re-emphasize the role of process

review for literacy – request PD

audience: literacy teachers and leaders of tested grades

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

literacy teachers will learn how to:

• prioritize and organize TEKS clusters for the purpose of review
• energize learners with activities that provide meaningful practice
• leverage content strategies to engage learners
• empower students to analyze and take ownership of common errors
• plan your next steps

literacy academy for ELAR (3-5) or (6-HS) – learn more

audience: literacy teachers & leaders

Are you looking for innovative ways to provide Reading and Writing instruction?
The goal of the lead4ward Reading and Writing Academy is to provide a learning and support system for educators with face-to-face professional development and virtual support throughout two consecutive school years. Participants will synthesize, adapt, and transfer current and new learning to provide effective reading/writing instruction, practice, and assessment. Following a learn, practice, and reflect model, academy members will leave with the confidence and competence to set in motion relevant change to promote students as lifelong readers, writers, and learners.

This academy emphasizes:

• Big idea/shift
• Making it work – pacing and timing
• Reading and writing process
• Effective independent reading practice
• Genre study
• Instructional variety
• Student Learning Reports

literacy ePLC – learn more

audience: literacy teachers & leaders

The goal of the lead4ward literacy ePLC is to provide a virtual learning and support system for ELAR educators throughout the year.

The support will include, but is not limited to, the following:

• planning for common mistakes students make
• timing and pacing
• planning process
• useful assessments
• literacy as a process

intervention for math (3-HS) – request PD

audience: math teachers & leaders

How do we increase opportunities for learning math in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in math through the lens of process and content and prioritize high-impact curriculum standards. We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Math teachers will learn how to help students:

• get started
• engage in learning the math content
• focus on what is important
• apply their learning
• make connections
• monitor their progress

staar4ward in math (3-EOC) – request PD

audience: math teachers & leaders

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

topics include:

• aligning thinking in the classroom to STAAR 2.0
• planning for rigorous math instruction
• adapting instruction to re-emphasize the role of process

review for math – request PD

audience: math teachers and leaders of tested grades

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

math teachers will learn how to:

• prioritize and organize TEKS clusters for the purpose of review
• energize learners with activities that provide meaningful practice
• leverage content strategies to engage learners
• empower students to analyze and take ownership of common errors
• plan your next steps

online middle school math learning videos for teachers! – learn more

Only have time for a 20-minute PLC? Having difficulty filtering through all of the curriculum documents to even know where to begin the planning process? We can help!

The lead4ward Middle School Math Learning Video Series provides two videos for every highly tested middle school TEKS Cluster.

Each video is between 10-15 minutes long and drills down to the curriculum and content basics of what is needed to effectively plan instruction.

• TEKS Scaffold video – uses the lead4ward TEKS Scaffold document to better understand the verticality of the curriculum as a means of knowing where to begin and/or intervene with instruction. View Sample Video –>
• Released Tests video – uses the lead4ward IQ Released Items Analysis Tool to reveal content error patterns from the released tests and drive how we adjust our instructional practices to better address those identifiable needs. View Sample Video –>

intervention: vocab & visuals for science (3-HS) – request PD

audience: science teachers & leaders

How do we increase opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” scientists. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

We’ll also approach intervention for science through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Science teachers will learn how to help students:

• engage in learning academic vocabulary
• enhance academic discourse
• get started analyzing visuals
• apply their learning
• make connections
• monitor their progress

staar4ward in science (3-EOC) – request PD

audience: science teachers & leaders

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

topics include:

• aligning thinking in the classroom to STAAR 2.0
• planning for rigorous science instruction
• adapting instruction to re-emphasize the role of process

review for science – request PD

audience: science teachers and leaders of tested grades

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

science teachers will learn how to:

• prioritize and organize TEKS clusters for the purpose of review
• energize learners with activities that provide meaningful practice
• leverage content strategies to engage learners
• empower students to analyze and take ownership of common errors
• plan your next steps

intervention: vocab & visuals for social studies (3-HS) – request PD

audience: social studies teachers & leaders

How do we increase opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” geographers and historians. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

We’ll also approach intervention for social studies through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Social Studies teachers will learn how to help students:

• engage in learning academic vocabulary
• enhance academic discourse
• get started analyzing visuals
• apply their learning
• make connections
• monitor their progress

staar4ward in social studies (3-EOC) – request PD

audience: social studies teachers & leaders

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

topics include:

• aligning thinking in the classroom to STAAR 2.0
• planning for rigorous social studies instruction
• adapting instruction to re-emphasize the role of process

review for social studies – request PD

audience: social studies teachers and leaders of tested grades

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

Social studies teachers will learn how to:

• prioritize and organize TEKS clusters for the purpose of review
• energize learners with activities that provide meaningful practice
• leverage content strategies to engage learners
• empower students to analyze and take ownership of common errors
• plan your next steps

social studies foundations ePLC – learn more

audience: Leaders, instructional coaches, & grades 4-EOC teachers

What does content literacy mean and what does it look like in the classroom?
Content literacy is a blending of Social Studies content standards and process standards. STAAR 2.0 is going to require a new level of content literacy, and we need to start preparing students for that level of thinking now. Since the process standards are tightly vertically aligned from 4th grade-EOC, it is important this foundation is solid.

The Social Studies Foundations ePLC addresses the fundamentals of social studies content literacy. The webinars are a great way for leaders and instructional coaches to gain valuable insight into the intricacies of the Social Studies classroom and its unique blend of content and process. For classroom teachers, the webinars provide tangible, easy-to-implement strategies and ideas for enriching the classroom environment and process-based instruction.

The Social Studies Foundations ePLC provides a virtual learning and a support system throughout the year with:

• 8 pre-recorded webinars
• 3 live jam sessions for participants to collaborate with other ePLC members, grow in their understanding of concepts introduced, and have an opportunity for clarification!

8th grade social studies ePLC – learn more

audience: Leaders, instructional coaches, and 8th grade teachers

Teachers often struggle to translate the volume of TEKS standards and Social Studies content into manageable chunks of instruction. Front-loading teacher planning time with the 8th Grade Social Studies ePLC allows them to spend constructive time within their PLC designing engaging experiences and planning targeted lessons that promote content retention, comprehension, and historical thinking skills. Each cluster contains 2 to 4 short sub-cluster learning videos and an intervention learning video.

The 8th Grade Social Studies ePLC helps teachers build their understanding of big-picture concepts and content nuances through 40+ webinars and other resources that address the major topics.

The 8th Grade Social Studies ePLC:

• aligns with the streamlined TEKS and trends from STAAR
• embeds process-based instructional best practices and strategies from the Social Studies Playlist
• Subdivides major topics into units of study to allow more flexibility during PLC meetings
• Is organized by lead4ward clusters/subclusters
• Includes a 10-15 minute learning video for EACH subcluster and a cluster-specific intervention learning video
• Addresses the “how” and “when” for intervention (with strategies) – How and when should we intervene to ensure students are successful? And what methods could we use for students at different thresholds? Topics also include a webinar that discusses what intervention could look like for students who are struggling to access the stimuli and/or need support with inferential thinking.
• NEW Includes ready-made think along plans to introduce lead4ward’s spiral review throughout the year

introduction to full streamlining ahead with the social studies TEKS (K-5) – register now

The streamlined K-5 Social Studies TEKS were implemented in the 2020-21 school year. What changes were made, and how do they impact instruction and student learning?

The Social Studies learning videos allow participants to access the pre-recorded, guided instruction when it works best for them: as individual learners, as plc teams, or as a campus. Engage with what you need, when you need it!

Instruction is delivered through pre-recorded learning videos. An additional three hours of application work will be provided for a total of six hours of professional learning.

lead4ward 101 – request PD

audience: teachers and leaders new to lead4ward

For teachers and leaders who are new to lead4ward tools and resources, this class is 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

Register now for upcoming sessions:

• lead4ward 101 – July 29
• lead4ward 101 – Aug. 12

new leader academy – learn more

audience: principals new to lead4ward and/or profession

High-quality leadership is essential to the success of any school. It is the principal, more than anyone else, who is in a position to ensure that excellent teaching and learning are part of every classroom. As instructional champions, a new leader’s primary role is to oversee curriculum and manage the development of teachers. At the same time, new leaders must manage an array of resources and build a collaborative, results-oriented school culture. For the first few years of a principalship, this role can be daunting.

Participants will hone in on ways to:

• assume and communicate a leadership position with a clear vision for success
• create community support for the school’s mission
• build a sustainable culture of learning that continuously improves instruction for all learners
• identify, foster, and build capacity in a leadership team
• foster a culture of improvement, collaboration, and inclusiveness for all
• manage time, data, operations, and resources to maximize student achievement
• identify priorities and organize instructional resources

first-year teacher academy – request PD or learn more

audience: beginning teachers

lead4ward’s First-Year Teacher Academy helps grow effective teachers through ongoing professional learning & support over the course of the school year.

topics include:

• becoming an effective teacher
• getting ready for the first days
• managing the classroom environment
• and many more!
• learn more–>

teacher induction: training-of-trainers – request PD

audience: aspiring district induction trainers

Building and sustaining an effective induction program is the heart of this professional learning. Explore the necessary components of an effective induction program and learn how to build, support, and sustain one in your district. This professional learning is designed around a training-of-trainer (TOT) model and will prepare you to lead induction training in your own district.

The Teacher Induction TOT includes:

• Induction Overview, Research & Rationale, and Training Foundations
• First-Year Teacher Training-of-Trainers
• Mentoring & Coaching Training-of-Trainers

view more information

mentor training – request PD

audience: aspiring district mentors

Mentoring is key to new teachers’ success! This two-day event will explore the tools and skills needed to effectively coach and mentor new teachers. Administrators, teachers, instructional coaches, PLC leaders, and others with a heart for teaching will leave the training ready to mentor new teachers in their district and on their campus.

The two days of Mentor Training include:

• Day 1 – Induction Overview and Research & Rationale
• Day 2 – Mentoring & Coaching

view more information

mentoring eplc – learn more

audience: aspiring district mentors

Designed as an extension of the lead4ward mentor training, the online Mentoring ePLC explores and expands the tools and skills needed to effectively coach and mentor new teachers.

This ePLC can also contribute to:

• higher teacher retention
• increased teacher effectiveness
• happier teachers

lead4ward 101 – request PD

audience: teachers and leaders new to lead4ward

For teachers and leaders who are new to lead4ward tools and resources, this class is 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

Register now for upcoming sessions:

• lead4ward 101 – July 29
• lead4ward 101 – Aug. 12

engaging learners – request PD

audience: leadership teams (principal and teacher leaders), PLCs (principal and a selected PLC), and teachers

Do you want to be a dynamic, effective teacher? Then, student engagement will be a critical component of your instruction! In this session, teachers will increase both their competence and confidence in delivering engaging, rigorous instruction for all learning environments. In this session, we will help teachers and leaders learn how to set up classrooms, increase competence in using engaging strategies for instruction, and develop confidence in delivering instruction that engages and challenges students to learn.

what you will learn:

• how teachers can get started by setting up an engaging, productive learning environment
  • setting up the teacher’s teaching space
  • setting up the student’s learning space
  • establishing norms
  • developing classroom routines
• how to proactively address classroom management issues in a learning environment
• how teachers can promote engagement by partnering with lead4ward’s four instructional tools: quickchecks, think it up, thinking stems, and instructional strategies playlist

Register now for upcoming sessions:

• Engaging Learners (for leaders or teachers) – July 29
• Engaging Learners (for leaders or teachers) – Aug. 12