The Texas Essential Knowledge and Skills set clear expectations for composition. As students transition to college and careers, they must have the ability to compose, revise and edit a variety of written texts with a clear, controlling thesis, coherent organization, sufficient development, and effective use of language and conventions. In fact, writing tasks will be used extensively to measure student understanding of the myriad of complex skills represented in the standards. School leaders and teacher leaders must have the tools to support writing instruction in their buildings across the content areas and grade levels. This workshop will prepare school leaders to support teachers in a concerted effort to build student capacity to compose coherent and well-structured texts with adherence to grade-specific expectations.

Meeting the complex and unique needs of students with special needs is quite a task; yet it is entirely achievable. Effective support for this population of learners requires a coordinated effort on the part of a network of informed faculty and staff with specialized knowledge and skills. This impactful workshop will assist your administrative team to reorganize your school’s special education department toward maximum efficiency and productivity.

Many students who attend our nation’s schools have complex social, emotional, and developmental needs. However, far too many schools have a reactionary approach to student services. This workshop will equip your school’s related service providers (e.g., guidance counselors, school psychologist, pupil personnel worker, social worker, special education department chair, attendance monitor, etc.,) with tools and a proven framework to plan and problem solve in a more efficient, collaborative and strategic manner.

No teacher wants to be unsuccessful in the classroom and school leaders can ill-afford to have even one classroom in which the quality of daily instruction is at risk. Educational Epiphany will provide intense, one-on-one, content-specific and pedagogical professional development for individual teachers struggling to effectively manage the demands of lesson planning, delivering quality-first instruction and managing student behavior simultaneously. After all, every student should have access to rigorous, well-planned instruction in an environment conducive to the process of teaching and learning.

Many schools/school systems are data wealthy, but are challenged by the process of utilizing data analyses to directly address the widening achievement gap between and within student groups. This session will equip teachers and school leaders with tools necessary to promote a school-wide/district move beyond using data to inform and toward using data to perform.

Language acquisition and skill development can take place simultaneously. For that reason, students who speak English as a second language can be taught “how to read” and “how to read to learn” in concurrently without sacrificing either. This workshop series, for teachers of all content areas, will equip teachers struggling to meet the complex needs of the English language learner in a comprehensive classroom setting.

Although few will admit it publically, students with special needs are often educated in classrooms characterized by lowered expectations and diminished exposure to the curriculum through the pull-out/resource class model. Even in the inclusion model, students who need targeted support and explicit instruction are often recipients of diluted expectations. This workshop series will provide participants with research-driven approaches proven to bolster teacher efficacy and student success.

Any given school year, schools inherit a population of students who are promoted to the next grade without having mastered foundational skills/concepts taught in previous grades. Consequently, these students enter the grade level at a disadvantage for acquiring mastery of new, grade-level skills/concepts and are at a greater risk for falling even further behind their grade-level peers. This workshop series will not only build your teams’ capacity to construct a detailed, annual action plan for the tested areas for each grade level and content area, but will also simultaneously build (a) students’ (b) teachers’ and (c) administrators’ procedural knowledge and conceptual understanding of skills/concepts with special considerations for complexity, frequency, and considerations for initial exposure and re-teaching opportunities.

The bedrock of student achievement is the intentional and consistent use of common instructional language across grade levels and content areas. Unintentionally, students are being exposed to key concepts through divergent and often, erroneous instructional language which inadvertently perpetuates underperformance. This workshop will expose school leaders and teachers to the power resident in and the practice of common instructional language as a tool for driving student achievement.

Algorithms are not the panacea to student success in mathematics. To the contrary, conceptual understanding, over procedural knowledge, is the linchpin of mathematical fluency. Students who are given the instructional opportunity to develop a firm grasp on concepts prior to engaging in problem solving are exponentially more likely to demonstrate mastery of the content in the independent setting. This workshop will expose participants to the literature on the use of manipulatives in mathematics instruction and the how-to’s of matching specific mathematical concepts with appropriate manipulatives.