The Curriculum & Instruction Department of Manor ISD is pleased to announce MPACT. Through MPACT, learners will be inspired to impact our students, exchange ideas with other teacher leaders, administrators, and community partners; and learn ways to engage and motivate our diverse student population. This teaching and learning institute is appropriate for all of us because we are interested in "Impacting Student Achievement Through Engaged, Aligned Classrooms."
We encourage you to arrive early for check in to get your swag bag and to start your day networking with your fellow MISD educators before the sessions begin . Click here to download a pdf version of the full progam for MPACT. It will provide you with tips on how to make the most of your day. Additionally, SCHED Planner is the tool you will use to build your personal itinerary for MPACT. Most sessions are designed for any audience and sessions are faciliated by your peers and some guest speakers. If you are unsure how to register, watch this video.
Star the sessions that you would like to attend. Choose only ONE session per timeslot. It will be important that you bring your technology since we will not have paper copies available and any updates to sessions and session locations will be available on this site only. Remember to bookmark the mobile app or print your schedule before you come. Dress comfortably as there are some sessions that will be very interactive. Finally, check out all of our participating vendors and exhibitors. Stop by their tables to hear and/or see what they have to offer. You never know what types of goodies you will pick up at their tables or what you may win at the end of the day. See you at MPACT!
In this interactive session participants will learn quick strategies to actively engage students in vocabulary development and leave with BOY activities to implement. Higher level thinking skills paired with visual memory help ensure that key content/elective words are remembered. Participants are encouraged to bring their laptops.
Utilizing a synthesis of Continuous Improvement Cycle models, the MISD leaders will provide information on the strategies utilized to improve ELL Secondary Student Success and facilitate a group of Secondary Educators through a roundtable discussion of critical success factors for ELL success identified as a fourfold: 1) Keys to Relationship Building with Secondary Students; 2) Building Trust Amongst Staff: 3) Building a Collaborative Culture Continuum; 4) From Data to Action-Monitoring Systems for Interventions. Participants will have have a chance to provide personal insight on these key variables for ELL success.
Does anyone question the need for students to critical thinkers? The answer many may seek is how to do this in a systemized manner across all subjects: You can do assist the students at any grade level 6-12 in any class subject. Come and join us in the demonstration of different ways of Socratic Seminars. In this session, teachers will understand how to conduct while participating in various Socratic Seminars.
Take the technology that is a typical distraction for students and put them to educational use.
1. Ideas for iPad use in the classroom
2. A look at assignments created using iPad apps
3. See how easy it is to create templates and assignments for students on iPads.
Participants will:
* discuss examples of successful routines that build student buy-in and increase engagement
* collaborate on the DOs of successful relationship building – an essential factor in student and teacher success
* walk away with concrete tips, strategies and structures can be adapted to and implemented in virtually any classroom/learning environmentOver the past several years much has changed in schools. Federal education laws have raised student academic standards; professional accountability for student outcomes is a requirement--everyone counts; and access to the curriculum is the expectation for all students--it is no longer an option. As these changes have occurred, co-teaching has increased in importance. As educational personnel strive to meet state and federal accountability mandates to improve the achievement of students with disabilities, schools are exploring various inclusive service delivery models to fulfill the needs of diverse learners. The co-teach model is one effective model allowing general and special educators to differentiate and deliver instruction with assurances that all students have full access to the grade-level expectations of the general curriculum. The purpose of this presentation is to help participants establish a common understanding of various co-teaching configurations and to explain considerations necessary to implement and evaluate an effective co-teaching program. The Power of 2 video provides a comprehensive look at co-teaching as part of the foundation of an inclusive and collaborative school.
Take the technology that is a typical distraction for students and put them to educational use.
1. Ideas for iPad use in the classroom
2. A look at assignments created using iPad apps
3. See how easy it is to create templates and assignments for students on iPads.
Participants will engage actively in strategies that link thinking, speaking and writing. Through group and individual activities, participants will learn and create thoughtful, interactive writing activities to jump start the beginning of the year in any content/elective area! Participants are encouraged to bring their laptops.
How do we respond when students don’t master the learning objectives? This session will provide participants a process for planning small group instruction within the Tier 1 lesson cycle. Participants will engage in the process from setting expectations, to data disaggregation and vertical alignment, ending with re-assessing standards. While this session will focus on math content, other content area teachers may attend to engage in the framework that may be applied to all content areas.
This session is open exclusively to teachers who have attended the Think Forward PBL Institute.
Come learn some strategies to teach students how to manage projects. Topics will include scaffolding critical thinking and inquiry, facilitating "Next Steps", and implementing group contracts.
This session will discuss the Curriculum & Instruction Department’s Book Study of Enrique’s Journey by Pulitzer Prize-winning author Sonia Nazario. This presentation provides implications for teaching immigrant English language learners (ELLs). The second portion of the presentation will embed interactive, reflective practices in the discussion of a secondary ELL student’s journey in search for his mother.
At the conclusion of this session, participants should have a better understanding of secondary ELL’s and their family struggles, narrative qualitative research, and strategies on how to effectively make a difference in an ELL’s life. Participants will leave the training with a personal copy of Enrique’s Journey by Sonia Nazario purchased by the Bilingual/ESL Department.
Inform - Teachers will be informed of what characteristics and attributes students might possess to constitute a good dyslexia referral for testing.
Review - Teachers will review the dyslexia process of referrals, paperwork, and protocol will be addressed and reviewed in detail.
Apply - Teachers will learn what accommodations and modifications students who qualify for services can utilize in the classroom.
By the end of this session, teachers will understand which students in their classrooms are good candidates for dyslexia testing based on primary and secondary characteristics of dyslexia. Teachers will be aware of what documentation is required before testing and the process of compiling the necessary paperwork for referred students. Teachers will learn to utilize appropriate and necessary accommodations in their classroom in order to positively impact student achievement.
Explore Popplet, Animoto and student-video making (including Blabberize!) to determine their uses for student-created products that indicate learning and mastery of content from literature and curriculum texts.
Develop rubrics as a viable tool to assess both creativity and content of the student-products.
Leave this session with at least three valuable tools to employ immediately in the classroom as well as a 'student - sample' product!One, two, three kick. Turn, two, three kick. Come on down to the cafeteria and let's get moving with Go Austin Dance. Join us for Line Dancing lessons. There's a place in line for you.
How can you get students to connect with what is going on in class or the textbook? Participants will learn, use, and create simple thought-provoking writing activities that cause reflection and meaningful response. These activities will work in any content/elective area. Participants are encouraged to bring their laptops.
This session focuses on helping teachers develop an asset-based framework for working with English-Language Learners. Teachers will review historic and current deficit discourses about language minority students and will engage in activities that allow them to critically examine related concepts. This session will focus on counteracting dominant deficit-based perspectives by learning about asset-based perspectives like student “funds of knowledge” and linguistic and familial “community cultural wealth.” Finally, teachers will consider how asset-based perspectives can help them improve their practice and better meet the needs of their English Language Learners.
At the conclusion of the session, participants should have a better understanding how developing “soft skills” like asset-based perspectives can improve student outcomes and decrease the achievement gap within their own classrooms. By creating a space for teachers to think deeply about and discuss the sociocultural influences on learning, this session will reinvigorate and recommit teachers to create classrooms that facilitate the success of all students.
Explore Popplet, Animoto and student-video making (including Blabberize!) to determine their uses for student-created products that indicate learning and mastery of content from literature and curriculum texts.
Develop rubrics as a viable tool to assess both creativity and content of the student-products.
Leave this session with at least three valuable tools to employ immediately in the classroom as well as a 'student - sample' product!Learn and share 4th grade high inquiry science labs . Incorporate PBL and technology within your lessons. Explore labs then create rubrics and lesson plan ideas to take back with you. Share ideas as a team and then share an example to the audience.
By the end of this session, you will have more knowledge of Cscope and AIMS labs. Motivate students with high inquiry labs and PBL presentations including technology. Leave with lab resource packets, power points and lesson plans that you can apply right away to your curriculum. End session by learning and sharing your amazing work with all the fourth grade teachers.
This session addresses some common assumptions about language that linguists recognize to be false. The implications for teaching English language learners (ELLs) will be discussed. The interactive second half of the session will focus on practical application of sociolinguistic theory within the bilingual or ESL classroom.
Participant Outcome:
At the conclusion of this session, participants should have a better understanding of fundamental linguistic principles. Participants should leave with multiple classroom activities and ideas to apply this new knowledge in the classroom.
This session is intended for all teachers of ESL and Bilingual Education
Participants will:
* discuss examples of successful routines that build student buy-in and increase engagement
* collaborate on the DOs of successful relationship building – an essential factor in student and teacher success
* walk away with concrete tips, strategies and structures can be adapted to and implemented in virtually any classroom/learning environmentShare our first year of teaching experiences. Prepare mentally, emotionally and physically for the first year. Exercise your inner teacher!
Over the past several years much has changed in schools. Federal education laws have raised student academic standards; professional accountability for student outcomes is a requirement--everyone counts; and access to the curriculum is the expectation for all students--it is no longer an option. As these changes have occurred, co-teaching has increased in importance. As educational personnel strive to meet state and federal accountability mandates to improve the achievement of students with disabilities, schools are exploring various inclusive service delivery models to fulfill the needs of diverse learners. The co-teach model is one effective model allowing general and special educators to differentiate and deliver instruction with assurances that all students have full access to the grade-level expectations of the general curriculum. The purpose of this presentation is to help participants establish a common understanding of various co-teaching configurations and to explain considerations necessary to implement and evaluate an effective co-teaching program. The Power of 2 video provides a comprehensive look at co-teaching as part of the foundation of an inclusive and collaborative school.
Inform - Teachers will be informed of what characteristics and attributes students might possess to constitute a good dyslexia referral for testing.
Review - Teachers will review the dyslexia process of referrals, paperwork, and protocol will be addressed and reviewed in detail.
Apply - Teachers will learn what accommodations and modifications students who qualify for services can utilize in the classroom.
By the end of this session, teachers will understand which students in their classrooms are good candidates for dyslexia testing based on primary and secondary characteristics of dyslexia. Teachers will be aware of what documentation is required before testing and the process of compiling the necessary paperwork for referred students. Teachers will learn to utilize appropriate and necessary accommodations in their classroom in order to positively impact student achievement.
This one-day workshop gives an ear to the voice of data, helping to uncover the stories it has to tell about instruction and advice it offers for next steps. Data results are fact-based and support decision-making. We approach this 1-day session by starting with the typical questions you are likely to want answered.
· Where does our Districts data come from?
· What data is available to me day one?
· How reliable is it?
· What information does the data provide?
· How will the data drive my lesson planning and instruction?
One, two, three kick. Turn, two, three kick. Come on down to the cafeteria and let's get moving with Go Austin Dance. Join us for Line Dancing lessons. There's a place in line for you.
Participants will:
* discuss examples of successful routines that build student buy-in and increase engagement
* collaborate on the DOs of successful relationship building – an essential factor in student and teacher success
* walk away with concrete tips, strategies and structures can be adapted to and implemented in virtually any classroom/learning environmentLearn and share 4th grade high inquiry science labs . Incorporate PBL and technology within your lessons. Explore labs then create rubrics and lesson plan ideas to take back with you. Share ideas as a team and then share an example to the audience.
By the end of this session, you will have more knowledge of Cscope and AIMS labs. Motivate students with high inquiry labs and PBL presentations including technology. Leave with lab resource packets, power points and lesson plans that you can apply right away to your curriculum. End session by learning and sharing your amazing work with all the fourth grade teachers.
This session addresses some common assumptions about language that linguists recognize to be false. The implications for teaching English language learners (ELLs) will be discussed. The interactive second half of the session will focus on practical application of sociolinguistic theory within the bilingual or ESL classroom.
Participant Outcome:
At the conclusion of this session, participants should have a better understanding of fundamental linguistic principles. Participants should leave with multiple classroom activities and ideas to apply this new knowledge in the classroom.
This session is intended for all teachers of ESL and Bilingual Education
This session focuses on helping teachers develop an asset-based framework for working with English-Language Learners. Teachers will review historic and current deficit discourses about language minority students and will engage in activities that allow them to critically examine related concepts. This session will focus on counteracting dominant deficit-based perspectives by learning about asset-based perspectives like student “funds of knowledge” and linguistic and familial “community cultural wealth.” Finally, teachers will consider how asset-based perspectives can help them improve their practice and better meet the needs of their English Language Learners.
At the conclusion of the session, participants should have a better understanding how developing “soft skills” like asset-based perspectives can improve student outcomes and decrease the achievement gap within their own classrooms. By creating a space for teachers to think deeply about and discuss the sociocultural influences on learning, this session will reinvigorate and recommit teachers to create classrooms that facilitate the success of all students.
Assistive Technology consideration is mandated by law for students with disabilities. Determining if a student needs assistive technology can be a daunting task for teachers. Assistive Technology will be reviewed as well as how to differentiate learning for students with disabilities in the general education classroom. Adapting instructional technology to meet the needs of students with disabilities will be also be explored.
Participants will receive a comprehensive overview of assistive technology, and how it can be integrated in the general education classroom to meet the needs of children with disabilities.