MPACT 2013

• TEKS; 
• Driving question; 
• Rubric; and
• An idea for an entry event (rough drafts are good too!).  

• Reading across the curriculum uses different thought patterns and skills.
• Writing across the curriculum uses different thought patterns and skills.
• Teaching reading text structures across the curriculum can facilitate more effective writing across the curriculum.

• Be more mindful of the structure of the text in their subject materials.
• Be able to point out text structures to students to facilitate understanding and participation.
• Be able to help students use reading text structures to enhance writing in each subject area.
• Be able to require a greater variety of writing assignments in their subject area.

• Review the ELAR Research TEKS and the research process.
• Participate in active hands-on lessons that they can easily implement into their current program.
• Receive materials that can be easily modified to differentiate instruction.
• Have the opportunity to collaborate with other colleagues.

• Participants will have an understanding of how to use the small group, grade book, and quiz features of Edmodo to manage multiple Literacy Circles
• Participants will discuss and share ways to teach proper "online etiquette" elementary students
• Participants will discuss and share resources for setting up Literacy Circles on their individual campuses.

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. 

• Making children think using computer code.
• Establishing ownership and a higher degree of accomplishment by becoming active participants in technology.
• Creating  models of  how computer code can be use to expand on content from subject matter they present to students.
• Familiarizing yourself with the syntax of computer code use in the classroom.
• Creating a "Hello World" program using javascript, computer code.
• Enhancing teachers self awareness and the ability to assess skills from their content area.

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?

• Identify barriers that prevent successful guided reading
• Collaborate with other teachers to strategize
• Examine solutions to combat those barriers-plan for this year's successful implementation

• Participants will understand some of the benefits of using Reader’s Theatre in the classroom.
• Participants will be able to create or locate scripts to use in their classrooms.
• Participants will consider ways to incorporate Reader’s Theatre in their classroom instruction to meet the literacy, social, or linguistic needs of their students.