Region One eSC · 2019-04-01 · Region One ESC Office of Curriculum, Instruction, and Assessment, in Laredo, is commit-ted to building professional capacity by providing customized

Region One eSC

Our Work is Our Name

Success for Every Student, Every Day!

2017

Laredo Extension Office

*Charter Schools *Gateway Academy *Harmony *Jim Hogg CISD *Laredo ISD Science Academy

*Private Schools *Roma ISD *United ISD *Webb CISD *Zapata CISD

Division of Curriculum, Instruction & Assessment

www.esc1.net/staffdevelopment

http://www.esc1.net/esc1

https://prodev.esc1.net/staffdev/

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4818 Thomas Ave Laredo, TX 78041 | (956) 795-0000 | www esc1.net

“Staff development is about learning….students learn in proportion to the amount of learning

that we do. Our learning propels their learning” (Joyce & Calhoun, 2010).

Register Online:

www.esc1.net/staffdevelopment

or click on the workshop numbers

within the catalog.

Table of Contents

Overview of Office of The Region One Extension Office

Region One Extension Office Staff Directory

Leadership

Professional Teaching and Learning Communities and Coach-ing English Language Arts and Reading

Mathematics

Science

Social Studies Special Populations

Region One Education Service Center Board of Directors

Go

Table of Contents

http://www.esc1.net/staffdevelopment

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Our Purpose:

The Region One ESC Laredo Extension Office provides a wide array of customized quality research-based curriculum, instruction, assessment and technical support services to districts and charter schools located in the Laredo area, including schools belonging to Webb CISD, Jim Hogg ISD, Zapata CISD, and Roma ISD.

Our Priorities:

District, School, and Educator Improvement State and Federal Accountability Support Turnaround for Low Performing Schools Statewide System of Support High Quality Professional Learning Opportunities Student, Parent, and Community Support Collaborative Partnerships for Student Success

Our Teaching and Learning Support Services:

Educator Training on research-based effective instructional strategies On-site training and consultation for School Districts and Charter School Systems

Resources for school and district improvement

Region One ESC Office of Curriculum, Instruction, and Assessment, in Laredo, is commit-ted to building professional capacity by providing customized products and services to im-prove teaching and learning. Our professional learning is a job-embedded collaborative system with ongoing professional support for districts, teachers, paraprofessionals, and students.

Register at www.esc1.net/staffdevelopment

Division of Curriculum, Instruction, and Assessment


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Name/Position/Department Phone Number Email

Dr. Darlene Villafranca, Director

956-795-2004

[email protected]

Angie Hinojosa, Special Education, State Accountability & Math

956-795-2009

[email protected]

Edna Rodriguez, ELAR & Migrant Education

956-795-2003

[email protected]

Rosie Ochoa, Social Studies, ELAR, DMAC & GT

956-795-2007

[email protected]

Celita Escamilla, Science, Technology Integration & DMAC

956-795-2008 [email protected]

Reymundo Alejandro, Math, Technology Integration, TRS

956-795-2006

[email protected]

Dr. Lulu Soto, Bilingual/ESL, ELAR, & GT

956-795-2011

[email protected]

Office of Curriculum, Instruction, and

Accountability

We encourage you to contact us

for consultation and to discuss

options for design and delivery of

customized assistance.

mailto:Contact%20us%20to%20learn%20more%20about%20our%20customized%20onsite%20workshops.%20We%20deliver%20services%20to%20a%20maximum%20of%2030%20participants%20and%20target%20grade%201-5%20educators.%20You%20provide%20an%20internet-ready%20space%20capable%20

mailto:[email protected]








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LEADERS aren't born, they are MADE. They are made just like anything else, through HARD WORK. That’s the

price we have to pay to ACHIEVE that goal or any GOAL!

Vince Lombardi

Contact us today for a free consultation and to learn more about customized service offerings!

Instructional Leadership: School Leadership that Works! Designed to support principals in their professional development and instructional

leadership by aligning the research used in Texas Principal Evaluation Support System (TPESS). Participants will review Marzano’s School Leadership that Works and other research-based leadership studies to frame their knowledge and skills as

instructional leaders. Coaching Conversations for Effective Monitoring Instruction To support this endeavor, participants will learn how to structure their coaching

conversations using data to offer support and other viable alternatives in the implementation of all district and campus instructional initiatives.

Coaching Crucial Conversations for Instructional Leaders Become an agent of change in your schools by learning and exploring a continuum of

learning-focused interactions, including some strategies to support your role as men-tors/coaches. During the session, participants will learn how to apply the necessary hands-on tools by effectively using crucial conversations, which leads to optimal re-sults, as instructional leaders.

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Collaborative Planning: Professional Learning Communities by Core Area Content area Specialists model the professional teaching and learning cycle (PTLC) as a professional development process in which teachers collaboratively plan, within Professional Learning Communities (PLCs) and implement lessons aligned to their state standards and rigor. This process is an important part of the Working Systemically approach, designed by the Southwest Educational Develop-ment Laboratory (SEDL) to improve a school system’s capacity to increase student achievement, focus on results, and create a culture of collaboration. PLCs for Kinder-12 grade teachers in: Reading Writing Math Science Social Studies


Professional Teaching and

Learning Communities

Schools can only be as good as the people within them. Leaders of Learning

Richard DuFour and Robert Marzano

PLCs for Instructional Leaders:

Content Coordinators/Deans

Master/Lead Teachers

Pathfinders


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Instructional Coaching


Curriculum Coaching

Working with educators to observe and provide constructive feedback in the application and maintenance of a systemic curriculum

system. Focused on teacher content area coaching to improve delivery of instruction and build content area teacher knowledge The coaching model includes planning with a designated teacher

partner, modeling of instruction, and teacher observation. Building Teachers Capacity for Success

Educators know that teachers are a school’s most vital asset. In Building Teachers’ Capacity for Success, in a collaborative setting,

lead teachers implement a straightforward plan to help site-based administrators bring out the best in every teacher, build a stronger and more cohesive staff, and achieve greater academic success by

working from a strength-based school improvement plan of action.

Classroom Lesson Modeling Modeling of specific content area instruction during an actual class period, as mutually determined through collaborative

planning, prior to lesson delivery.

The Coach does not play in the game, but the Coach helps the players identify areas to improve

their game.

Byron & Catherine Pulsifer,


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Texas Teacher Evaluation System

T-TESS

During the fall of 2011, the TEA created the Teacher Effectiveness Workgroup, comprised of members from the agency’s Educator Initiatives department, the USDE-funded Texas Comprehensive Center, Educate Texas, (a public-private education initiative of the Com-munities Foundation of Texas), and the Region XIII Education Service Center. This workgroup examined literature on evaluating educator effectiveness, including different appraisal models from across the nation, to help inform the development of a new Texas system. As a key resource, the workgroup reviewed and used the National Comprehen-sive Center for Teacher Quality’s publication, A Practical Guide to Designing Compre-hensive Teacher Evaluation Systems: A Tool to Assist in the Development of Teach-

er Evaluation Systems.

During the spring of 2014, the teacher steering committee developed an evaluation system tied to the teaching standards. In the redesign of the state evaluation system, the commit-tee focused on creating a system that would be used for continuous

professional growth, while de-stigmatizing the observation process, moving the mindset away from compliance and toward feedback and support.

The system they created provides for actionable, timely feedback, allowing teachers to make efficient and contextual professional development choices that will lead to an im-provement in their teaching. The system includes:

• A rubric with five performance levels that clearly differentiate practices. The rubric al-lows for immediate feedback built into the document itself. Any teacher can self-assess, and look to the practices articulated in the levels above his or her observation rate and understand which practices will elevate their performance.

• A teacher self-assessment that allows all teachers to determine their professional growth goals, build a professional development plan to attain those goals, and track the progress of their development over the course of the year based on both their as-sessment of their practice within their unique teaching context, as well as the feedback received during the ongoing formative and end-of-year conversations with their ap-praiser.

• These multiple measures, taken together, will provide a more complete narrative of teacher performance than any single measure taken by itself and will comprise an end-of-year evaluation rate based on the following weights: observation and teacher self-assessment will comprise 80% of the evaluation rate, and student growth will comprise 20% of the evaluation rate, if the district opts to aggregate scores rather than provide 16 dimension scores and a separate student growth score.

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T-TESS Dimension Description

1.1 Standards and Alignment The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appro-priate for diverse learners.

1.2 Data and Assessment The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

1.3 Knowledge of Students Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.

1.4 Activities The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

2.1 Achieving Expectations The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.

2.2 Content Knowledge and

Expertise

The teacher uses content and pedagogical expertise to de-sign and execute lessons aligned with state standards, relat-ed content and student needs.

2.3 Communication The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

2.4 Differentiation The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

2.5 Monitor and Adjust The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjust-ments.

3.1 Classroom Environment,

Routines and Procedures

The teacher organizes a safe, accessible and efficient class-room.

3.2 Managing Student Behavior The teacher establishes, communicates and maintains clear

expectations for student behavior.

3.3 Classroom Culture The teacher leads a mutually respectful and collaborative class of actively engaged learners.

4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, pro-fessional appearance, decorum, procedural, ethical, legal and statutory responsibilities.

4.2 Goal Setting The teacher reflects on his/her practice.

4.3 Professional Development The teacher enhances the professional community.

4.4 School Community

Involvement

The teacher demonstrates leadership with students, col-leagues, and community members in the school, district and community through effective communication and outreach.

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English Language Arts

Topic/Service T-TESS Dimensions

English Language Arts & Reading Services Description

Read like Detectives: Com-prehending, Analyzing,

and Discussing Text

1.1, 1.3, 1.4, 2.2, 2.4

This session explores the critical relationship between text, learner, and learning. Participants will review comprehensive strategies to establish literacy in classrooms where students read closely, think critically, and engage deeply with their own ideas. The session will also provide opportunities to review strategies that address teacher modeling, graphic organizers, organizational routines, and building an understanding of literary and expository texts. (The training includes the Read like Detectives book for further study and use during the school year.)

EOC/STAAR) Writing : Rubrics and Holistic

Scoring Grades 4, 7, and English I

and II

1.2, 2.2, 2.5

Participants will gain a thorough understanding of the STAAR writing rubrics for Expository and Persuasive genres and will take part in scoring and discussing the 2012-2013 released student essays. Through the examination of student essays and scoring practice, participants will use the rubrics to target and justify student responses. In this way, participants will develop and build a baseline for inter-rater reliability. Development of campus routines will validate the scoring of benchmark essays. Note: Session will be designed for grade level appropriate audience – Grades 4, 7, and English I and II.

Figure 19

Cognitive Strategies

Routines for Reading and

Writing

1.4, 2.2, 2.4

Figure 19 delineates what reading skills students should master in order to achieve success on the STAAR reading exam. In this session, participants will receive in-depth instructional strategies that will provide students with opportunities to build vocabulary, apply literary and expository analysis in all core areas, and emphasize critical and inferential thinking rather than isolated skills. Note: Session will include those student expectations from Figure 19 that are appropriate to the grade level audience.

Building Literacy Proficien-cy Across the Curriculum:

ELAR Journaling

1.1, 2.4

By encouraging reading and writing across the curriculum, journaling allows for the develop-ment of critical thinking and differentiation while addressing the specificity of the ELAR student expectations. In this session, participants will explore strategies and hands-on opportunities to create effective journaling opportunities for students. Composition books and journaling resources will be provided for all session participants.

Constructing Meaning through Interactive Word Walls and Anchor Charts

1.1, 1.4, 2.2

Interactive word walls and anchor charts are artifacts of classroom learning communities. In this session, participants will learn the value of incorporating word walls and anchor charts as a means to stabilize and secure student thinking while offering a visual reference for continued support. Participating in their construction, student learning is anchored to content area concepts and academic vocabulary.

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English Language Arts

Topic/Service T-TESS Dimensions

English Language Arts & Reading Services Description

Exploring the STAAR Grades 3-8 English I-II

1.2, 2.2, 2.5

Beginning with the end in mind informs instruction! In this session, participants will explore the STAAR released assessment to determine the alignment of test items to content area perfor-mance level descriptors and specific student expectations. Such inquiry will assist teachers in determining what strategies and instructional activities best support the teaching and learning of the assessed content curriculum.

Performance Level Descriptor Academies

Grades 3-8 English I & II

1.1, 1.2, 1.4, 2.2

Participants in this 3-day academy will understand the purpose of the high school ELAR Performance Level Descriptors (PLDs) and plan instruction that promotes the progressions of learning. They will implement effective instructional routines and protocols that students can apply in their own reading and writing. By reflecting on student progress and their own teaching practices, teachers will adjust instruction to meet the needs of students. Targeted areas include: Making inferences within and across texts Analyzing literary texts Analyzing informational texts Reading and writing connections Before, during and after reading routines and protocols

This session will include strategies from the books The Literacy Cookbook and Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text by Fisher; Frey, & Lapp to better inform teaching and learning. Participants will also receive composition books, posters, and other resources to utilize in their planning of effective instruction.

Crafting Short Answer

Responses Grades 3-8

English I - II

1.1, 1.3, 1.4

This session will provide strategies for using critical thinking skills to analyze text and use textual

evidence when writing short answer responses. Participants will develop a better understanding

of how to prepare students for success on STAAR English I and II EOC short answer response

questions, as well as any other assignments that require an open ended response in all content

areas, and will begin to develop young writers from grades 3 through 8.

Quick Write

Strategies for

Reluctant Readers and

Writers

1.1, 1.3, 2.1

This session will provide participants with collaborative writing strategies for those students who

are reluctant to read and write. Quick write strategies allow students to begin their reading and

writing experiences through reflection and transition to critically written essays in all genres.

This session can be adapted to all grade levels.

Instructional Strategies to Engage Students in Critical Thinking in the

ELAR Classroom

1.1, 1.3, 2.1

This session provides strategies to engage students in the ELAR classroom. Educators will participate and plan for activities that engage students in critical thinking and help them to develop self-motivation in the learning process.

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Science and Math Forma-tive Assessment: 75 Strat-

egies that Link Assess-ment, Instruction, and

Learning

1.2, 1.4, 2.1, 2.5, 3.2

Formative assessment allows educators to determine students' understanding of key con-cepts and design learning opportunities that will deepen students' mastery of content and standards. This session allows participants to explore varied science and math formative assessment strategies for implementation in the classroom, as well as to enhance their practice and individualize learning when appropriate. (Optional: The training may include a formative assessment book, as per District or Campus request, for further study and use during the school year.)

Building Literacy Proficien-cy Across the Curriculum: Mathematics Journaling

1.1, 1.4, 2.2, 2.3, 3.1

By encouraging reading and writing across the curriculum, journaling allows for the develop-ment of critical thinking and differentiation while addressing the specificity of the math stu-dent expectations. In this session, participants will explore strategies and hands-on oppor-tunities to create effective journaling opportunities for students. Composition books and journaling resources will be provided for all session participants.


1.1 ,2.1 ,3.3

Interactive word walls and anchor charts are artifacts of classroom learning communities. In this session, participants will learn the value of incorporating word walls and anchor charts as a means to stabilize and secure student thinking while offering a visual reference for continued support. Participating in their construction, student learning is anchored to con-tent area concepts and academic vocabulary.

Instructional Strategies to Engage Students in Critical Thinking in the Math Class-

room

1.1, 1.3, 1.4, 2.1, 2.2, 3.3

This session provides strategies to engage students in the mathematics classroom. Educa-tors will participate and plan for activities that engage students in critical thinking and help them to develop self-motivation in the learning process.

New Math TEKS Instruc-tional Planning Framework

1.1, 2.2

This session will assist educators in aligning and planning their instruction to the skills and concepts listed in the new mathematics TEKS for Grades K-8.

Strategies and Content Activities for the New Math

TEKS by

Grade Span

1.1, 1.4, 2.2

Participants will explore the new mathematics TEKS in the specified Reporting Category

using hands-on activities.

These activities will Strengthen participants’ knowledge of concepts and processes to im-prove overall mathematics instruction. Activities and strategies will address the needs of all

students, including special populations. Project Share

Each Math Reporting Category will be provided as separate 1 Day trainings.

Exploring the STAAR Grades 3-8 Algebra I

1.1, 2.2

Beginning with the end in mind improves instruction! In this session, participants will explore the STAAR released assessment to determine the alignment of test items to content area performance level descriptors and specific student expectations. Such inquiry will assist teachers in determining what strategies and instructional activities best support the teaching and learning of the assessed content curriculum.


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Exploring TEKS Topics with TI-Nspire™ in Middle

Grades Mathematics

1.1, 1.4, 2.1, 2.2

This workshop is designed for educators who are interested in or just beginning to use TI-Inspire technology. You will learn and leave feeling comfortable to getting started and teach-ing with TI-Nspire. You will also have various resources to support your instruction and stu-dent learning. Only for campuses with TI Nspire CX technology.


Grades 3-8 Algebra I

2/3 Days 1.1, 1.4, 2.1 2.2

Participation in this academy will enhance teachers' mathematical content and pedagogical knowledge. This academy will examine the Performance Level Descriptors as a foundation-al framework for increasing rigor in the mathematics classroom. Participants will deepen their knowledge to implement instructional practices that promotes the progress of learning through modeling of hands-on activities. These activities will scaffold learning experiences that support continuous growth, from concrete-to pictorial-to abstract, that will culminate with sustainability applicable to everyday life. Emphasis will be on conceptual development and understanding, while integrating the process skills using research-based instructional strate-gies to nurture and develop critical thinkers and problem solvers.

The Flipped Math Classroom: A Video

Adventure

1.1, 2.2, 2.3, 2.4, 2.5

Flipping the classroom establishes a framework that maximizes instructional time, engages our digital, and ensures students receive a personalized education tailored to their individual needs. The flipped learning model allows flexibility in the use of digital devices as part of the learning process. An introduction into the principles and best practices of a flipped class-room and the programs and applications that can make it possible.

Math Centers

1.1, 1.4, 2.1, 2..2, 2.4

How to use and design centers for the elementary classroom. Examples will be shown with handouts to be used.

Spiraling the Curriculum

1.1, 1.2, 1.3, 2..1, 2.4

Principles and theory on spiraling curriculum for higher retention for students. Teachers will analyze data and plan for instruction. Note: This training can be done on a Regular Basis for teachers to analyze data to prepare lessons and assessments for next grading cycle.

Teaching GT Students in the Math Classroom

1.1, 1.3, 1.4, 2.1, 2.2, 2.4

Gifted students view the world with different lenses then other students. As a teacher, it is our job to provide the best lessons for these students. This training will provide teachers with understanding of how to create lessons that will provide rigor and relevance to these students.

Mathematics Interactive Journal

Trainer of Trainers (TOT) for Campus Teachers

Grade 3-8 Algebra

1.4, 2.1, 2.2, 3.1

This is a make and take workshop where participants will create a grade-level-specific inter-active journal. Each journal encompasses the current TEKS to promote teacher/student success. It is great for differentiation, as it allows for different modalities in content learning. Teachers will build their individual grade-level-specific journals with pre-made two-dimensional and three-dimensional graphic organizers based on the TEKS by reporting categories, as outlined in STAAR. All necessary materials are included.


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Science and Math Forma-tive Assessment: 75 Strat-

egies that Link Assess-ment, Instruction, and

Learning

1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1,. 3.3

Formative assessment allows educators to determine students' understanding of key con-cepts and design learning opportunities that will deepen students' mastery of content and standards. This session allows participants to explore varied science and math formative assessment strategies for implementation in the classroom, as well as to inform their prac-tice and individualize learning when appropriate. (Optional: The training may include a formative assessment book, as per District or Campus request, for further study and use during the school year.)

Building Literacy Proficien-cy Across the Curriculum:

Science Journaling

1.1, 1.4, 2.2, 2.3, 2.4, 3.1

By encouraging reading and writing across the curriculum, journaling allows for the devel-opment of critical thinking and differentiation while addressing the specificity of the science student expectations. In this session, participants will explore strategies and hands-on opportunities to create effective journaling opportunities for students. Composition books and journaling resources will be provided for all session participants.


1.1, 1.4, 2.2, 2.4, 3.1

Interactive word walls and anchor charts are artifacts of classroom learning communities. In this session, participants will learn the value of incorporating word walls and anchor charts as a means of stabilizing and securing student thinking while offering a visual refer-ence for continued support. Participating in their construction, student learning is anchored to content area concepts and academic vocabulary.

Developing Critical Think-ing through Science Quality Questioning

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.3

Session participants will review effective strategies for developing, utilizing, and inspiring a classroom environment in which inquiry is valued and encouraged in teaching and learning. Hands-on modeling of the strategies will assist educators in planning effective questioning throughout instruction.

Instructional Strategies to Engage Students in Critical

Thinking in the Science Classroom

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.3

This session provides strategies to engage students in the science classroom. Educators will participate and plan for activities that engage students in critical thinking and help them to develop self-motivation in the learning process.


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K-4 Science Academy

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.3

This 3 day academy is designed to demonstrate the application of the 5E instructional model in a K-4 classroom. Throughout the academy, connections will be made to the College and Career Readiness Standards (CCRS), the English Language Proficiency Standards (ELPS), and Response to Intervention (RtI) in order to strengthen participants' knowledge of these frameworks within the discipline of science.

Exploring the STAAR Science

Grade 5, 8, & Biology

1.1, 1.2, 1.3, 1.4

Beginning with the end in mind improves instruction! In this session, participants will ex-plore the STAAR released assessment to determine the alignment of test items to content area performance level descriptors and specific student expectations. Such inquiry will assist teachers in determining what strategies and instructional activities best support the teaching and learning of the assessed content curriculum.


Grades 5, 8, &

Biology

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.3

Through this academy, the participants will have the opportunity to expand their content knowledge and experience the implementation of instructional practices that promote the progression of learning and impact student achievement. These highly engaging sessions will look into the relationship of concept activities and process skills. Presenters will model a classroom environment that fosters communication, critical-thinking, problem solving, innovation and collaboration among students. This session will include strategies from the book, Math Formative Assessment: 75 Practi-cal Strategies for Linking Assessment, Instruction, and Learning to improve teaching and learning.

Top Science Hits

1.4, 2.2, 2.4, 3.1, 3.2, 3.3

Why is it that students can remember every word to a song? Teachers and coaches will utilizing the power of music to improve science education, concepts and skills. CD included!

Reading and Writing in the Science Classroom

1.1, 1.4, 2.2, 2.2, 2.3, 2.4, 2.5, 3.1, 3.3

Writing is not just for five paragraph essays; and reading is not just found in textbooks. Participants will engage in various strategies to promote academic language through read-ing and writing. We will explore expository writing and reinforce scientific habits through reading and writing strategies. This workshop is available for elementary or secondary teachers.


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Building Literacy Proficiency Across the Curriculum: Social

Studies Journaling

1.1, 1.3, 2.2, 2.4

By encouraging reading and writing across the curriculum, journaling allows for the development of critical thinking and differentiation while addressing the specificity of the social studies student expectations. In this session, participants will explore strategies and hands-on opportunities to create effective journaling opportunities for students. Composition books and journaling resources will be provided for all session participants.

Constructing Meaning through Interactive Word Walls and

Anchor Charts

1.1, 1.3, 1.2, 2.4

Interactive word walls and anchor charts are artifacts of classroom learning communities. In this session, participants will learn the value of incorporating word walls and anchor charts as a means to stabilize and secure student thinking while offering a visual reference for continued support. Participating in their construction, student learning is anchored to content area concepts and academic vocabulary.

Instructional Strategies to En-gage Students in Critical

Thinking in the Social Studies Classroom

1.1, 1.3, 2.2, 2.4

This session provides strategies to engage students in the social studies classroom. Educators will participate and plan for activities that engage students in critical thinking and help them to develop self-motivation in the learning process.

Learning Progressions in Social Studies Classrooms

1.1, 1.3, 2.1, 2.2, 2.4

Participants will engage in hands-on activities that model the progression of learning outlined in the Performance Level Descriptors (Grade 8 and U.S. History) through the use of research based instructional practices. Emphasis will be placed on conceptual development in order to develop critical thinkers and advance students’ historical thinking.

Degree of Mastery Analysis: Monitoring of Instruction

8 Grade

U. S. History

1.1, 1.2, 2.5

Participants will analyze the degree of mastery of the U.S. History student expectations to identify areas of need. Doing so will enable a more focused and data driven approach to design instruction that meets the rigor of assessment in the STAAR U. S. History assessment.

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Integrating Expository Reading and Writing Strategies/Skills in STAAR Grade 8 Social Studies

and U.S. History

In this session, teachers will explore ways to improve overall social studies content integration, instruction, and support student success in STAAR Grade 8 and US History. Participants will examine proven read-ing and writing strategies/skills that are essential for students to inter-pret and comprehend expository text and encourage students to think critically and creatively about concepts they encounter in the text through student academic journals.

Performance Level Descriptor in

Grade 8 Social Studies

and U.S. History

1.1, 1.4, 2.2

Teaching students the skills to become historians is a challenging task for our teachers in the social studies classroom. Participation in this session will enhance teachers' pedagogical knowledge and skills in or-der to meet this challenge. This session will examine the Performance Level Descriptors as a foundational framework to scaffold student learn-ing from factual to conceptual while learning the skills that historians use to examine the past. Participants will engage in hands-on activities that model the progression of learning outlined in the Performance Level Descriptors through the use of research-based instructional practices. Emphasis will be placed on conceptual development in order to develop critical thinkers and advance students' historical think-ing. This session will include strategies from the books, How Students Learn History in the Classroom and Historical Thinking to better support teaching and learning.

Perk Up Your Content and Engage Your Students: Using

Primary Sources and Secondary Sources in Social

Studies

1.1, 1.4, 2.2

Participants will discover creative ways to incorporate primary and secondary sources (Web based tools/Apps) into their instruction as learning tools to build students’ skills and interest for history, social studies, and the humanities. Emphasis will be placed on activities to support students’ active learning and approach to thinking historically. This session enlivens and encourages student participation in the social studies classroom!

BYOD Bring your own devices (e.g. laptop, iPad)

Google Drive and the Google Classroom for Social Studies

1.2

Google™ Classroom is a learning management system that allows the teacher to create, distribute, and grade assignments paperlessly; Google Drive is a file storage and synchronization service which works alongside Google™ Classroom . This training series, you'll learn about Google™ Classroom and Google Drive from both the teacher and stu-dent perspective utilizing Social Studies content. BYOD

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Effective Questioning: One of the Most Important

Dimensions of Teaching, Learning and Assessment

(All Content Areas)

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

Questioning- Thinking -Understanding:

These three processes interact in a dynamic process through which a teacher intentionally engages students in both cognitive and metacogni-tive operations. This training will provide teachers an awareness and understanding of the type of quality questions that unite students in interactions with their teachers and peers around the content under study so as to increase student understanding and mastery of curriculum goals. Such engagement requires that students be self-aware and active thinkers. The framing of quality questions are at the core of teaching, learning, and assessment.

Cooperative Learning to Increase Student Academic

Achievement:

Two-Day Academy

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

Two Day Academy: Reviews the Johnson and Johnson Cooperative Learning Model of Instruction and provides opportunities for participants to explore research-based, hands-on application of activities and processes to increase student engagement, individual and group accountability, and student-centered instruction.

Bringing Grammar to Life! Writing Strategies for ELLs

Grades 3-5

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

This workshop will focus on providing teachers with a variety of strategies to prepare diverse students with a rich language experience in the reading classroom. Teachers will learn how to provide these experiences through exposure and discovery to reading and writing. They will have the opportunity to be active creators, inventors, and discoverers.

Linguistic Scaffolding Strate-gies in Reading for ELLs:

Sheltered Instruction Strate-gies with Classroom Samples

Grades K-2 Grades 3-5

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

Research-based sheltered English instructional strategies will be presented. These strategies provide targeted opportunities for close reading, for critical thinking, and the acquiring of academic vocabulary. Ideas and resources to guide students to go beyond the text and develop higher order thinking skills will also be discussed.

Title III, Part A: Linguistic Instructional Alignment Guide

(LIAG)

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

Participants will learn to navigate the ELPS Linguistic Instructional Alignment Guide. They will examine the English Language Proficiency Standards (ELPS) to see the connection between the ELPS, TELPAS, Proficiency Level Descriptors, and linguistic accommodations


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Designing Effective Instructional Systems for English Language

Learner Success Academy

3/4 days

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.3

As Texas schools contend with the ever increasing demands of rigorous state and federal ac-countability systems, addressing the needs of the English Language Learner (ELL) has become a pronounced priority in the Region One ESC area. Understanding the components of effective teaching and learning systems, designed to move our students towards college and career readiness sets the foundation for ELL student success. Beginning with an overview of state and federal requisites for ELL students, participants in this 3/4-day academy will become aware of the systemic components necessary to create, align, and implement research-based interventions that move English Language Learners towards effective, meaningful learning of content area critical skills and concepts on state assessments.

Day 1: Beginning with the End in Mind: ELL Accountability Systems Fostering an understanding of data relevant to the assessment of English Language Learn-ers will enable participants to more effectively align instruction to their student performance data. This session will provide participants with a more comprehensive understanding of state and federal ELL student performance requirements. DMAC student performance re-ports as well as other district /campus data will be reviewed in order to assist educators in aligning their teaching and learning interventions to benefit English Language Learners. Day 2: Measuring Learning: ELLs and STAAR Unpacking the content area STAAR assessments, from the perspective of the language proficiency levels, will assist educators in the systemic, targeted planning of effective instruction for English Language Learners. Degree of mastery and level of concern ELL student performance reports will assist educators in the identification of challenging content area specific student expectations. Day 3: Striking a Balance: Language Acquisition & Content Comprehension Exploring the balance between language acquisition and content comprehension will set the foundation for this session. Participants will gain an understanding of how educators can engage themselves in designing and implementing effective ELAR or mathematics lessons, aligned to sheltered instruction frameworks and strategies. Additionally, this session will provide opportunities for educators to discuss scaffolding and language accommodations, based on student language proficiency levels, with a specific focus on beginner, intermediate, and advanced levels. Day 4: Monitoring for Learning: Targeted Instructional Support Optional- District and Campus Based Content Area PLC Planning, Technical Support, Teacher Mentoring & Observations: This option provides schools with the opportunity to insure that the systemic implementation of selected interventions is monitored and sustained to improve ELL student performance.


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Our Priority:

Achievement of students with disabilities

State and federal accountability support

Access to the general curriculum for students with disabilities

High quality professional learning opportunities

Collaborative partnerships

First point of contact for students, parents, district and community stakeholders in areas of special education

Educator training on research-based effective instructional strategies Specialists in disabilities collaborate with others across the service center to ensure the inclusion of and consideration of the needs of students with disabilities. Special education staff provide insight and guid-ance on issues of accountability, student performance and factors which impact students with disabilities.

Response to Intervention (RtI) is a multileveled approach to provide early, systematic, and appropriately

intensive academic and/or behavioral assistance to students who are at risk of underperforming based on

grade-or age-level standards. Region One ESC offers ongoing support for the following core features of

the RtI process:

High quality, research-based instruction and behavioral support in general education,

Analysis of universal screening of academics and behavior in order to determine which students need

closer monitoring or additional interventions,

A collaborative approach with school staff for development, implementation, and monitoring of the

intervention process,

Continuous monitoring and adjustment practices of the interventions based on their effectiveness, and

Reflective and monitoring practices to ensure that the interventions are implemented as intended with

appropriate consistency.

The Special Education Department focuses on improving student performance and program effective-ness for students with disabilities ages 3 through 21 as indicated in the Individuals with Disabilities Improvement Education Act of 2004. Staff supports school districts and charter schools in meeting the requirements of law and service effectiveness through training and technical assistance for teachers, paraprofessionals, parents, support staff and administration. .

Response to Intervention, RtI

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This session takes elements from the grade level reading academies and incorporates methods that are specific to the struggling reader. This training features specific information, techniques and guidelines for each of the essential components of reading. Teachers will learn how to support a struggling reader with specific interventions. Teachers will learn how to use differentiated instruction techniques to make adaptations for struggling learners. This session is for general and special education elementary staff but is most beneficial for elementary special education resource teachers.

Effective Instruction for Struggling Readers


Workshops Available upon Request

Contact us to learn more about our customized onsite workshops. We deliver high-quality services that target high-yield research-based strategies and address general pedagogical prac-tices as well a specific content areas for grades K-12.

YOU are OUR

!

Please call (956) 795-0000 or contact any of our specialists.

Pricing based on 40 participans per specialist for a 6hr training


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DuFour, R., Eaker, R., DuFour, R., & Karhanek, G. (2004). Whatever it takes: How

professional learning communities respond when kids don't learn. Bloomington, IN:

National Education Service.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to

student achievement. New York: Routledge.

Marzano, R. (2003). What works in schools: Translating research into action. Alexan-

dria, VA: ASCD.

Joyce, B. & Calhoun, E. (2010). Models of professional development: A celebration

of educators. Thousand Oaks, CA: Corwin Press.

Texas Education Agency (2014). State Performance Plan: Annual Performance Re-

port: Data collection schedule for 2014-2015. Austin, TX: Author.

Texas Education Agency (2015). Career and Technical Education. Austin, TX. (http://

tea.texas.gov/Curriculum_and_Instructional_Programs/Learning_Support_and_Programs/

Career_and_Technical_Education/Career_and_Technical_Education/)

Texas Education Agency (2015). Title I, Part C-Education of Migratory Children.

Austin, TX. (http://tea.texas.gov/TitleI/PartC/Migrant/)

REFERENCES



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Alicia E. Requenez , Secretary

Place 1 – Hidalgo County

Ricardo Gutierrez

Place 2 – Jim Hogg County, Starr County

& Zapata County

Linda La Mantia

Place 3 – Webb County

Pete Garcia

Place 4 – Hidalgo County

Rubén Cortez, Jr.

Place 5 – Cameron County

Dr. Manuel Gomez, Jr., Vice-Chairperson

Place 6 – Cameron County

Raul Roberto “Bobby” Chapa, Chairperson

Place 7 – Willacy County

George Banda Charter Schools Representative

Administration

Dr. Cornelio Gonzalez, Executive Director

Dr. Eduardo Cancino, Deputy Director

Division of Instructional, School Improvement, and College Readiness Support

Dr. Marco Antonio Lara, Jr., Deputy Director

Administrative Leadership, School and Community Support

Frances Guzman, Deputy Director for

Business Operations and Finance Support

BOARD OF DIRECTORS 2015-2016



4818 Thomas Ave Laredo, TX 78041 (956) 795-0000

(956) 795-0005 (Fax) Laredo Extension Office

Our Work is Our Name Success for EVERY Student, EVERY day!

http://www.esc1.net/Page/2489

Documents

Region One eSC · 2019-04-01 · Region One ESC Office of Curriculum, Instruction, and Assessment, in Laredo, is commit-ted to building professional capacity by providing customized