AIE Program 2012 by TCDSS

ADVANCING IMPROVEMENT in EDUCATION INAUGURAL CONFERENCE OCTOBER 16–18, 2012 AUSTIN, TEXAS

WELCOME! I would like to welcome you to the inaugural Advancing Improvement in Education (AIE) Conference. The AIE Conference is built upon the purpose, principles, and values of the Texas School Improvement Conference (TSI), the TTIPS and School Improvement Programs, the District Institute, and the Secondary School Summit. The most important resource educators have at their disposal is each other. Please take a moment to consider the wealth of expertise and experience associated with every significant gathering of educational practitioners. While gaining new information and insight is a critical aspect of school improvement, a primary aim of the AIE Conference is to also provide a forum to connect outstanding educators from across the great state of Texas. The AIE Conference provides an opportunity for educators to learn from each other and share current best practices while also considering how to effectively address the future needs of our students. We challenge you to make connections to inspire accountability, innovation, and possibility for school improvement. Conference planners have assembled a cadre of researchers, consultants, practitioners and educational peers to provide you an array of opportunities for learning and interaction. This is an outstanding opportunity for educators around the state of Texas to learn new strategies and to share and exchange current best practices. We consider it a privilege to work with you and your school community. I wish each of you a successful and rewarding conference experience. Sincerely, Terry Smith Executive Director, ESC Region 13

CONFERENCE INFORMATION

CONFERENCE MISSION The inaugural Advancing Improvement in Education (AIE) Conference is a conference for educators, with the mission of connecting leaders to inspire accountability, innovation, and possibility for school improvement through partnerships and research-based best practices.

CONFERENCE STRANDS Advance improvement in education through this yearâ&#x20AC;&#x2122;s featured conference strands based on the Critical Success Factors used to drive school improvement. This yearâ&#x20AC;&#x2122;s conference strands embody the mission of connecting leaders to inspire accountability, innovation, and possibility for school improvement through partnerships and research-based best practices.

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CONFERENCE INFORMATION

Cultivate teacher/leader effectiveness ªª Ongoing job-embedded professional development, resource/data utilization, increased learning time, flexible scheduling, instructionally focused calendar, staff collaborative planning. Advance academic performance ªª Data-driven instruction, ongoing monitoring of instruction, increasing the use of quality data to drive instruction, data disaggregation training, data-driven decisions, ongoing communication. Strengthen school climate ªª Increased attendance, decreased discipline referrals, increased involvement in extra/co-curricular activities. Increase family/community engagement ªª Increased opportunity for input, effective communication, and accessible community services. Enhance district efficacy ªª Capacity and resources, communication, process/procedures, organizational structure, district-wide ownership and accountability, clear vision/focus, operational flexibility, curriculum alignment (horizontal and vertical), locally developed appraisal instrument, recruitment/retention strategies.

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CONTENTS CONFERENCE INFORMATION INFORMATION DESK

HOW TO DOWNLOAD HANDOUTS

REMINDER TO SCAN NAME BADGE

INTERNET ACCESS

MEALS PROVIDED

LOST AND FOUND

EMERGENCIES AND GROUP SAFETY

CERTIFICATE

AIE ON DEMAND

CONVENTION CENTER MAPS

PARKING

SHUTTLE INFORMATION AND SCHEDULE

AIE CHALLENGE THE AIE CHALLENGE

CHALLENGE DESCRIPTION

AIE VIDEO BOOTH

AIE PHOTOS

AIE SHOWCASE

AIE TWEETS

EVALUATIONS

CONFERENCE PLANNER

DAY 1 SCHEDULE FOR THE DAY

KEYNOTE SPEAKER

PRESENTER INFORMATION

DISTINGUISHED SPEAKERS TICKETED SESSIONS

119

DISTINGUISHED SPEAKERS

120

EXHIBITORS EXHIBITORS

139

EXHIBITOR MAP

140

EXHIBITOR LIST

141

SPECIAL THANKS

174

177

TCDSS DISTRICT AND SCHOOL SUPPORT

178

TECHNICAL ASSISTANTS AND PROFESSIONAL DEVELOPMENT

179

SUPPLEMENTAL EDUCATIONAL SERVICES

180

ESC CONTACTS

181

REGIONAL SPECIALIST CONTACT LIST

182

AIE CHALLENGE

184

CONFERENCE INFORMATION

INFORMATION DESK With eight distinguished speakers and almost one hundred conference breakout sessions, the conference may inspire many questions in participants. Should any questions arise that you cannot find an answer to, please make your way to one of the Information Booths that are located on the first floor near the registration area and the fourth floor across from the elevator. There will be a conference staff member there to answer any question that you may have.

HOW TO DOWNLOAD HANDOUTS Handouts are available to download from the AIE mobile app. You can also download handouts from www.aieconference.net. Participants are challenged to download handouts to their iPads or electronic devices in lieu of printing.

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CONFERENCE INFORMATION

REMINDER TO SCAN NAME BADGE Remember to scan your conference name badge. If you attend the pre-conference, you will need to scan your conference badge on both Day 1 and Day 2 of the conference. If you are attending the AIE Main Conference only, you will only need to scan your badge on Day 2. Conference badges are scanned to track your attendance at the AIE Conference. Scanning stations are located in the registration area on the first floor.

INTERNET ACCESS The Austin Convention Center offers complimentary WiFi access throughout the entire facility. There is no access code necessary to connect to the WiFi. Connection speed is dependent on the number of participants using the internet at any one time.

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CONFERENCE INFORMATION

MEALS PROVIDED Food and beverage service will be provided to registered conference attendees during the conference. We will not be able to provide food and beverages for guests and/or family members. OCTOBER 16 Pre-Conference Lunch will be provided for participants registered for the pre-conference session. NO RUBBER CHICKEN

Opening Reception/Networking Reception will be open to all registered pre-conference and conference attendees. 4:00 – 6:30 p.m.

Snacks/beverages

Exhibit Hall 5 — Vendor Hall

OCTOBER 17 Conference Day 1 The following meals will be provided for all registered conference attendees: 7:30 – 8:30 a.m. 12:30 – 1:45 p.m. 1:45 – 2:15 p.m.

Breakfast Buffet Lunch Buffet Dessert Buffet

Exhibit Hall 4 — General Session Exhibit Hall 4 — General Session Exhibit Hall 5 — Vendor Hall

ADVANCING THROUGH PLANNING TEAM DINNER

5:15 – 7:30 p.m. Plated Dinner Additional fee of $28.00 (Preregistration required)

OCTOBER 18 Conference Day 2 The following meals will be provided for all registered conference attendees: 7:30 – 8:10 a.m.

Breakfast Buffet

Exhibit Hall 5 — Vendor Hall

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CONFERENCE INFORMATION

GRAB & GO AVAILABLE FOR PURCHASE

Joâ&#x20AC;&#x2122;s Coffee stand will be open October 17-18 for concession purchase in the foyer between Exhibit Hall 4 & 5. Joâ&#x20AC;&#x2122;s Coffee offers espresso drinks, hot and cold drinks, baked goods, sandwiches, salads, and other snacks for purchase. Cash and credit cards accepted.

LOST AND FOUND In the event that you cannot find a personal item during the conference, do not fret. Leaving a personal item behind is a natural occurrence when your mind is engaged in the rich content of the Advancing Improvement in Education Conference. If you have lost an item: Check to see if your item has been turned in to the Information Booth located on the first floor near the registration area. If you find an item: Bring the item to the Information Booth on the first floor.

EMERGENCIES AND GROUP SAFETY The Advancing Improvement in Education Conference staff and the Austin Convention Center want to ensure that, as a participant, you have a safe and successful conference experience. In the unlikely event of a major emergency, please check with conference staff and facility personnel for evacuation directions.

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AFTER THE CONFERENCE

CERTIFICATE 1. Visit the E-Campus Workshop Catalog at http://ecampus. esc13.net. 2. Sign in to E-Campus with your username and password. 3. After you successfully sign in, you will be directed to your Portfolio page. Scroll down to the workshop for which you’d like to print a certificate. Find the workshop and click “Take Post-Workshop Survey,” found to the right of the workshop title. 4. Complete the survey for the course. Click “Next,” then “Finish.” 5. You will be redirected to your Portfolio page. Scroll down to the workshop and click “Certificate.” You can now print a copy of your certificate.

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AFTER THE CONFERENCE

AIE ON DEMAND Did you miss a distinguished speaker session that you really wanted to see? Did you see an amazing distinguished speaker that you want to share with colleagues? We challenge you to visit the AIE website and click on the AIE on Demand tab to maximize your conference experience. • Attend a distinguished speaker session you hoped to see. • See a session again. • Share what you saw at the conference with colleagues. Use the username: AIEvideo and password: AIE2012 to access AIE videos.

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AREA INFORMATION

CONVENTION CENTER MAPS FOURTH STREET

TRINITY STREET

RED RIVER STREET

CESAR CHAVEZ STREET

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AREA INFORMATION

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AREA INFORMATION

PARKING

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AREA INFORMATION

SHUTTLE INFORMATION AND SCHEDULE Complimentary shuttle service will be provided to and from official AIE Conference hotels not within walking distance of the convention center. Shuttle assignments and schedules will be available at each hotel registration desk. Plan your shuttle departure times carefully to allow for traffic delays and sufficient time to walk to your destination in the convention center. SHUTTLE SCHEDULE Morning

Afternoon/Evening

October 16

7:00 AM – 9:00 AM

3:00 PM – 6:30 PM

October 17

6:30 AM – 8:30 AM

4:30 PM – 6:30 PM

October 18

7:00 AM – 9:00 AM

12:00 PM – 2:00 PM

Blue Line Embassy Suites and Radisson Red Line Omni and Hilton Garden Inn Green Line W yndham and Holiday Inn Town Lake Orange Line Crowne Plaza and Doubletree

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Notes:

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AIE Challenge

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AIE CHALLENGE

THE AIE CHALLENGE You are challenged to make new discoveries about what Advancing Improvement in Education means to you! Take the AIE challenge to help make new discoveries. After you complete 10 of the 16 components of the challenge, submit your completed challenge sheet to the information table or registration booth closest to you. Two AIE challenge winners will receive free admission to the 2013 AIE conference! Winners will be individually notified and also posted on the AIE website.

Your AIE challenge sheet is located on the back page of this program.

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AIE CHALLENGE

CHALLENGE DESCRIPTION To complete the challenge: •

Download the AIE app to your smart phone

•

Attend the welcome reception

•

Visit the ticket booth to receive your distinguished speaker tickets

•

Attend all breakout sessions

•

Visit the AIE video booth

•

Peruse the best practice showcase

•

Tweet your thoughts to #AIEConf

•

Take a photo at the AIE photo booth

•

Attend the optional Advancing Through Planning team dinner

•

Complete an AIE conference evaluation

•

Visit exhibitor booths

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AIE CHALLENGE

AIE VIDEO BOOTH Don’t be shy! We challenge you to visit the AIE video booth and share your thoughts with us. Professional videographers will capture your thoughts on what advancing improvement in education means to you. Don’t miss out on this opportunity to look and feel like a movie star while you share your views with others. The AIE video booth is located upstairs near Ballroom D.

AIE PHOTOS Commemorate your time at the AIE Conference! Take the photo challenge and swing by the AIE photo booth. AIE frames will be provided to you and/or your team to have fun, pose, and snap a few pictures with your camera phones, cameras, flips, iPods, iPads, or technology of your choice. After you take some pics, don’t forget to tweet your pics to #aieconf!

AIE SHOWCASE Swing by the AIE showcase to see advancing practices across the state from schools receiving the TTIPS grant. You are challenged to walk through the showcase (located upstairs), peruse the displayed work, and even stop and visit with one of our education specialists who will be showing you exclusive videos from schools advancing in improvement!

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AIE CHALLENGE

AIE TWEETS All conference attendees are encouraged to share their experience or post any questions that they may have on our conference Twitter page using the hashtag #AIEConf. Participants can also follow the conference @AIEConf for any last minute session changes, answers to questions, and general excitement about the events taking place at the AIE Conference. NEW TO TWITTER? If you would like your ideas, revelations, and experiences to be heard, you can make your way to the first floor social media hub or to to one of the two social media hubs upstairs to share your thoughts with your peers in realtime. If you are not familiar with Twitter, there will be directions on how to set-up an account and compose tweets. Do not forget to use the hashtag #AIEConf.

EVALUATIONS We challenge you to share your thoughts! Take a moment and complete an evaluation after each breakout session. Evaluations are available on the AIE app. If you are unable to access the app, ask the room facilitator present in each breakout session for a paper copy. At the completion of the conference, an overall conference evaluation will be emailed to you. Please share your conference experience with us.

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AIE CHALLENGE

CONFERENCE PLANNER October 16, 2012: Pre-Conference Time

Session

8:30 a.m.

–

4:00 p.m.

Pre-Conference Session

4:00 p.m.

–

6:00 p.m.

Welcome Reception

October 17, 2012: Main Conference Day 1 Time

Session

7:00 a.m.

–

8:30 a.m.

– 10:00 a.m.

Opening Keynote — Adora Svitak

10:15 a.m.

– 11:15 a.m.

Breakout Session

8:30 a.m.

Presenter

Room

Breakfast and Check-In

1st choice 2nd choice 10:15 a.m.

– 12:30 p.m.

Extended Breakout Session

1st choice 2nd choice 11:30 a.m.

– 12:30 p.m.

Breakout Session

1st choice 2nd choice

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AIE CHALLENGE

Time

Session

Presenter

12:30 p.m.

–

1:45 p.m.

Lunch Activity/Networking

1:45 p.m.

–

2:15 p.m.

Designated Exhibit Hall Time

2:30 p.m.

–

3:30 p.m.

Breakout Session

Room

1st choice 2nd choice 2:30 p.m.

–

4:45 p.m.

Extended Breakout Session

1st choice 2nd choice 3: 45 p.m.

–

4:45 p.m.

Breakout Session

1st choice 2nd choice

October 18, 2012: Main Conference Day 2 Time

Session

7:00 a.m.

–

8:15 a.m.

– 10:00 a.m.

Distinguished Lecture

10:00 a.m.

– 10:30 a.m.

Break in Exhibitor Hall

10:30 a.m.

– 12:20 p.m.

Distinguished Lecture and Closing

–

Extended Learning Opportunities (Optional)

2:00 p.m.

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8:10 a.m.

5:00 p.m.

Breakfast in Exhibitor Hall

AIE CHALLENGE

Notes:

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DAY 1

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SCHEDULE FOR THE DAY Time

Session

7:00 a.m.

–

8:30 a.m.

–

10:00 a.m.

Opening Keynote — Adora Svitak

10:15 a.m.

–

11:15 a.m.

Breakout Session

10:15 a.m.

–

12:30 p.m.

Extended Breakout Session

11:30 a.m.

–

12:30 p.m.

Breakout Session

12:30 p.m.

–

1:45 p.m.

Lunch Activity/Networking

1:45 p.m.

–

2:15 p.m.

Designated Exhibit Hall Time

2:30 p.m.

–

3:30 p.m.

Breakout Session

2:30 p.m.

–

4:45 p.m.

Extended Breakout Session

3:45 p.m.

–

4:45 p.m.

Breakout Session

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Breakfast and Check-In

WEDNESDAY, OCTOBER 17, 2012

KEYNOTE SPEAKER

Adora Svitak

Adora Svitak is the author of three books and an international teacher, speaker, and activist. Since the age of four, she has been exploring what she can do with the written word: everything from championing literacy and youth voice to guest blogging for Mashable, Edutopia, and the Huffington Post. Hoping to instill her love of learning in other children, Adora LINKS has spoken at hundreds of schools, www.facebook.com/adorafanpage classrooms, and conferences around the world. www.youtube.com/adorasvitak At 12, she delivered the speech “What Adults Can Learn from Kids” at the prestigious TED conference. That video received over one million views. 30

www.twitter.com/adorasv www.livestream.com/adorasvitak

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KEYNOTE SPEAKER

Notes:

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WEDNESDAY, OCTOBER 17, 2012

Bringing a rare insiderâ&#x20AC;&#x2122;s perspective to the often mysterious world of youth and social media, Adora is able to put her knowledge to good useâ&#x20AC;&#x201D;in her speeches, writing, and youth-organized TEDx conference, TEDxRedmond, Adora has continually emphasized the possibility for young people to have a global impact through the technology they use every day. Now 14, Adora continues to organize, advocate, speak, teach, and write around the world.

WEDNESDAY, OCTOBER 17, 2012

Room: 11A, 10:15 – 11:15

STRENGTHEN SCHOOL CLIMATE

1. Building Student Resiliency in a Culture of Care Fred Davis, Teri Woods Fowler This session highlights a Stage 5 school’s journey to meeting AYP by building student resiliency in a culture of care. Cognitive, affective, and social interventions effective with diverse stakeholders will be described, along with specific language and actions that communicate care.

Mr. Fred Davis is the principal at David W. Carter High School in Dallas ISD. frdavis@dallasisd.org drteri@gmail.com

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Room: 11B, 10:15 â&#x20AC;&#x201C; 11:15

STRENGTHEN SCHOOL CLIMATE

Jennifer Orona, Crenesha Cotton Reorganizing and restructuring your school to maximize efficiency and potential. A buffet serving of piloted school initiatives. Hear from our firsthand experiences with scientific research-based strategies to shift the culture of a campus to one that is focused on academic achievement and student success.

Ms. Orona has fourteen years of experience in education at the secondary level. She has served as a high school social studies teacher, high school librarian, high school assistant principal and middle school principal. She has served Fort Worth ISD, Birdville ISD, Keller ISD, and Dallas ISD. She is the proud mother of two middle school children.

WEDNESDAY, OCTOBER 17, 2012

2. Organizational Restructuring/ Redesign

jennifer.orona@fwisd.org crenesha.cotton@ fwisd.org

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WEDNESDAY, OCTOBER 17, 2012

Room: 12A, 10:15 – 11:15

ADVANCING ACADEMIC PERFORMANCE

3. P3: Proven Processes, Procedures, and Protocols That Promote Student Achievement Through Effective Instructional Planning Shondula Whitfield, Lisa Johnson High-stakes accountability is the name of the game in today’s educational arena. This high energy session will allow participants to Reflect, Define, and Explore best practices as they relate to instructional planning by examining a systems-approach to increasing student achievement. Participants will learn strategies focused on building instructional leadership teams, improving student performance across contents, and successful content planning. Additionally, tangible resources will be shared and made available for immediate use.

With over fifteen years of experience, Shondula Whitfield offers a collage of knowledge gained during her colorful career and job opportunities. A previous juvenile corrections officer, language arts teacher, and instructional coach, she currently serves as associate principal at E. B. Comstock Middle School in Dallas ISD. Shondula received her master’s degree in educational administration from the University of North Texas and is currently pursuing her doctorate. Shwhitfield@dallasisd.org Liscoleman@dallasisd.org

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Room: 12B, 10:15 â&#x20AC;&#x201C; 12:30

ADVANCE ACADEMIC PERFORMANCE

Krislyn Stephens, Linda Shaub How do we engage the unengaged? This session will focus on activities that engage reluctant learners, as well as model the effective use of formative assessment in a student-centered environment. It will also address ways for teachers to make positive connections with the reluctant or apathetic student.

Linda Shaub serves as a project manager of the Institute for Public School Initiatives Algebra Readiness grant. She has been a senior program coordinator at the Charles A. Dana Center, a new teacher mentor for the TTeach/ Dell Center for New Teacher Success, and a mathematics specialist for ESC Region 13 in Austin. She taught middle school and high school for eighteen years.

WEDNESDAY, OCTOBER 17, 2012

4. Engaging The Unengagedâ&#x20AC;&#x201C; How Do We Engage the Unengaged?

lshaub@ipsi.utexas.edu

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WEDNESDAY, OCTOBER 17, 2012

Room: 13A, 10:15 – 11:15

INCREASE FAMILY COMMUNITY INVOLVEMENT

5. Blueprint for Success: Building the School Community You Need! Therese Samperi, Kimberly Carroll Building a blueprint for student success at all grade levels involves starting with a plan that sets the climate for the campus. Three tools to add to the tool chest when building a blueprint will be discussed: “Motivation,” “Making the Connection,” “Student Engagement.” At the end of the session, the blueprint for building the community needed for school improvement will come together, and participants will walk away with a plan to use on their campus.

Ms. Samperi served thirtysix years in Aldine ISD as a teacher, counselor, assistant principal, and principal. During this time she was the principal of two different high school campuses. The first campus held a rating of exemplary. Under her leadership, the second campus moved from Stage 1, Year 1 AYP to being out of AYP. Currently, Ms. Samperi is serving as an external CIT, through the PSP Network where she works with three campuses. htherese@swbell.net kimberly.carroll@ fortbend.k12.tx.us

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Room: 13B, 10:15 – 11:15

DATA DRIVEN INSTRUCTION

Lupe Lloyd Make better data-driven decisions with tools that help unlock inquiry for school improvement. Explore a collection of tools useful for faculty input, managing decisions in teams, and setting measureable, attainable goals.

Lupe Lloyd is a National Educational Consultant who provides support to school districts in restructuring their educational systems for academic excellence. She provides technical assistance to low performing schools that have not met the NCLB Standards. She also provides guided staff development and unique instructional models that have been recognized by the Texas Education Agency and the US Department of Education with the “Academic Excellence Award.”

WEDNESDAY, OCTOBER 17, 2012

6. 10+ Ways to Analyze Data for Decision Making and Inquiry

lupelloydinc@ sbcglobal.net

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WEDNESDAY, OCTOBER 17, 2012

Room: 14, 10:15 – 11:15

ADVANCE ACADEMIC PERFORMANCE

7. Using Classroom Grading Practices to Predict State Assessment Performance Sarah Croft How can we generate a grading system that serves as a demonstration of subject mastery and also predict performance on the corresponding state assessment? In this workshop, participants will consider 1) how the structure of a lesson can include a process that leads to a product that indicates mastery of content, 2) how a grading system can determine a fair and accurate grade that reflects the degree of mastery, and 3) how implementation of such a system might accurately predict student performance on a state assessment.

Sarah Croft has served Texas public schools for thirty-five years in a variety of roles including teacher, campus administrator, central office, and educational consultant. She has experience in managing grants, K–12 PEIMS course files, K–12 master scheduling, and special programs. Since her retirement, Ms. Croft has served as an instructional and/or leadership coach to over fifty school campuses in Texas. Ms. Croft currently serves as a Professional Service Provider. scroft1@hotmail.com

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Room: 15, 10:15 â&#x20AC;&#x201C; 11:15

8. Supporting the Standards: Improving Instruction Through Connections with RtI, ELPS, and CCRS Norma Torres-Martinez How can we provide teachers with the knowledge and skills to prepare students to meet the higher standards required by the 4X4 graduation requirements and the new STAAR assessment program? This session will provide an overview of the statewide professional development available to teachers in the content areas of math, science, social studies, English language arts, and reading. Intensive, long-term, sustained, professional development academies provide training to teachers and campus leaders to improve overall instruction and student achievement in order to meet end-of-course standards in high school and to ensure post-secondary readiness. To meet the needs of all students, the academies provide connections to, and strengthen participantsâ&#x20AC;&#x2122; knowledge of, College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELPS), and Response to Intervention (RtI).

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Norma Torres-Martinez is the Director of Standards and Alignment at the Texas Education Agency. norma.torres-martinez@ tea.state.tx.us

WEDNESDAY, OCTOBER 17, 2012

CULTIVATE TEACHER LEADER EFFECTIVENESS

WEDNESDAY, OCTOBER 17, 2012

Room: 16A, 10:15 â&#x20AC;&#x201C; 12:30

ENHANCE DISTRICT EFFICACY

9. District-School Partnerships: The Secret to Scaling Up School Reform Emily Grimm Bringing school improvement efforts to scale requires increased clarity in the role of the district and how it can be an essential partner in this work. This session, designed for school and district leaders, illuminates the role each can play in supporting improvement at scale across a system, rather than just in pockets within it. Through the experiences of four diverse districts, you will gain clarity in how the district can partner with schools in inquiry-based improvement efforts that balance district accountability and school autonomy. You will leave prepared to apply specific practices to build district-school partnerships that amplify the individual capacity of each and lead to improvements in teaching and student learning district-wide.

Emily Dolci Grimm is the Director of School Transformation at Education Direction, an organization focused on building the capacity of educators to translate data into informed instructional decisions that improve student learning. She is the coauthor of Collaborative School Improvement: Eight Practices for District-School Partnerships to Transform Teaching and Learning and The Transparent Teacher: Taking Charge of Your Instruction with Peer-Collected Classroom Data (forthcoming, March 2013). edolci@eddirection.com

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10. Getting Practical About Data: Portable, Prescriptive, and Personal “Mini” Data Walls Carol Harle According to research by M. Schmoker (2011), R. DuFour (2009), and D. Reeves (2011), teachers in “gap closing” schools use assessments more often, use data more frequently, and work collaboratively to analyze and ACT UPON the data. One of the most powerful and meaningful strategies that educators at all grade levels and content areas can use to improve instructional decision-making in the classroom is the “Mini Data Wall.” Ideally, the Mini Data Wall is a portable display, using the cardboard three-panel display often used for student science fairs. Participants will hear how when educators have gathered to discuss their ideas for improving student achievement, the Mini Data Walls provided a robust source of information about various initiatives implemented in classrooms in addition to student mastery of specific TEKS & Student Expectations.

Dr. Carol Harle received her Ph.D. in Curriculum Studies at the University of Texas at Austin and has been a teacher, an academic dean/vice principal for academics, professional development coordinator, Curriculum Director PreK–12, Executive Director for School Improvement PreK–12, and Assistant Superintendent for Curriculum and Instruction at several large and urban school districts.

WEDNESDAY, OCTOBER 17, 2012

CULTIVATE TEACHER LEADER EFFECTIVENESS

Room: 16B, 10:15 – 11:15

carolharle@sbcglobal.net

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WEDNESDAY, OCTOBER 17, 2012

Room: 17A, 10:15 â&#x20AC;&#x201C; 11:15

11. CSF-Extended Learning Time, A PBL Journey MeShelley White, Shannon Watson Participants will gain an understanding of the CSF requirement of TTIPS, Extended Learning Time. A campus team will provide information on planning for extended learning time, overview of project design, and review of data associated with student participation. Objectives will focus on: timeframe, PBL design, historical data review, data reporting, and review of program. Intended audience: Principals, Teacher Leaders, and District Shepherds of TTIPS Grant campuses.

ADVANCE ACADEMIC PERFORMANCE

MeShelley White has been an educator in Grand Prairie ISD for the past fifteen years, serving in the roles of teacher, assistant principal and principal. As a teacher, she has taught sixth, seventh, and eighth grade science; in addition, she has fulfilled administrative roles at the middle and high school level. Finally, she is currently working to complete a Ph.D. in Urban Administration at the University of Texas Arlington. meshelley.white@ gpisd.org shannon.watson@ gpisd.org

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Room: 17B, 10:15 â&#x20AC;&#x201C; 11:15

ADVANCE ACADEMIC PERFORMANCE

Coryell Duty, Raffy Garza-Vizcaino Participants will learn about the Literacy Design Collaborative (LDC project) and explore answers to the guiding question: How do you successfully engage students in reading and responding to complex texts in your discipline? Participants will learn how to embed LDC into their respective disciplines, resulting in higher levels of student engagement and more proficient levels of student writing, reading, and thinking. Participants will hear about the big picture of the LDC strategy, an SREB collaborative project with the GATES foundation, and the plan for rolling out this project in Texas and nationwide. The session will emphasize the new, more rigorous, expectations for STAAR and TEKS reading, writing, and literacy across the curriculum, student outcomes, and explore how schools, teachers, and students are benefiting from using the LDC tools.

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Cory Duty is presently serving as a School Improvement Consultant with High Schools That Work/Making Middle Grades Work, a school improvement initiative originating from the Southern Region Education Board in Atlanta, Georgia. Cory has over 40 years of experience in education, having served as an elementary and secondary principal in several school districts in Texas.

WEDNESDAY, OCTOBER 17, 2012

12. Literacy Design Collaborativeâ&#x20AC;&#x201D;A New Future for Texas Schools

cory.duty@sreb.org rgvizcaino@hotmail.com

WEDNESDAY, OCTOBER 17, 2012

Room: 18A, 10:15 – 11:15

ENHANCE DISTRICT EFFICACY

13. Elevating Schools: Lessons from Exemplary Leaders Max Thompson, Don Marlett An evaluation consortium recently completed a series of evaluations of Title I schools that are now among the highest performing schools in their states. The goal was to identify patterns of common curriculum, instruction, assessment, and leadership practices that directly attributed to these former struggling schools’ successes. This session focuses on those common patterns and is directed at district and school leadership in the Advancing Academic Performance Strand.

Max Thompson is a Project Director and Leadership consultant for the Learning-Focused Schools Model with a specialty in academic performance through leadership coaching. He participated in and directed numerous district and school evaluations for projects through the US DOE; authored numerous articles, chapters, teachers’ handbooks, and guides; and delivered a number of presentations and workshops across the United States, Canada, and in Europe. maxthompson64@ gmail.com dmarlett@ learningfocused.com

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Room: 18B, 10:15 â&#x20AC;&#x201C; 11:15

STRENGTHEN SCHOOL CLIMATE

Theodore Jarchow, Valencia Rhines Do you often feel as a leader that those you are leading are running out of energy to sustain improvements in your school? In the day and age of limited resources, increased accountability, and cuts in staffing, this question is becoming of utmost importance. In this session participants will dive into the importance of developing the core value of individualization, personalization, and appreciation in the workplace for all members of the school community. Participants will leave with new ideas on how to energize students, staff, and parents around the central idea of school improvement. The work of taking a school to the next level of improvement requires school leaders to keep the batteries charged of those they lead, and this session will provide participants practical and costeffective ways to motivate and inspire a family culture in their organizations.

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T. J. Jarchow is a principal at Wedgwood Middle School in Fort Worth, Texas. By building leadership capacity he led a group of educators to transform a diverse inner city middle school out of Academically Unacceptable status. He brings unique perspectives about school reform and diverse knowledge acquired through experiences that include being a doctorate student at Texas Christian University.

WEDNESDAY, OCTOBER 17, 2012

14. Developing Personalization, Individualization, and Appreciation in the Workplace to Drive School Improvement

theodore.jarchow@ fwisd.org valencia.rhines@ fwisd.org

WEDNESDAY, OCTOBER 17, 2012

Room: 18C, 10:15 – 11:15

CULTIVATE TEACHER LEADER EFFECTIVENESS

15. Instructional Rounds: Our School’s Approach to Improving Our Teaching Practices Debra Grams, Lali Carr Instructional Rounds is a disciplined approach administrators and teachers can use in order to work collaboratively to improve instruction. Instructional Rounds give teachers and administrators common language and a systematic approach to take when collecting instructional data. Much like medical rounds in which doctors learn and improve practices, teachers observe practices in different classrooms and analyze the data that they gather in order to identify a problem of practice for their campus. Through the use of Instructional Rounds at Harmony Elementary, our campus has developed common problems of practice, worked together to implement change, and alleviated our teachers’ fears, which sometimes stop organizations from making necessary changes to instructional practices. We believe that by cultivating leadership in our teachers, they will be able to teach at their best and students will be able to learn at their utmost.

Mrs. Grams has been in public education for thirtyone years. She has been an administrator in East Central ISD for twenty-one years. Currently she is the principal at Harmony Elementary in San Antonio, Texas, and includes kindergarten through third grade students. Harmony Elementary has been a recognized campus. debra.grams@ecisd.net esmeralda.carr@ecisd.net

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Room: 18D, 10:15 â&#x20AC;&#x201C; 11:15

16. Using New Skills That Produce Sustainable Growth and Change for Leaders Sandra Ellington Understanding the connection between action and reflection, between being critically conscious about actions taken and the ripple effects of those actions, a leader can elevate the effectiveness of his leadership, especially in establishing a culture of continuous learning and success for all. Participants will have an opportunity to learn, experience, and practice three systemic ways to enhance effectiveness using coaching skills to effect change in complex times supported by current research, generate multiple action plans, and become critically conscious!

Sandra K. Ellington holds certifications as a professional life/leadership coach, superintendent, and principal; is a Professional Service Provider; is the owner of Administrative Leadership Development & Life/Leadership Coaching; authored two principal assessments used by multiple educational service centers; was a campus principal for fourteen years; and was a part of TEPSAâ&#x20AC;&#x2122;s CLASS Fellows providing professional development for superintendents and campus administrators across the state of Texas.

WEDNESDAY, OCTOBER 17, 2012

CULTIVATE TEACHER LEADER EFFECTIVENESS

ske1222@aol.com

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WEDNESDAY, OCTOBER 17, 2012

Room: 19A, 10:15 – 12:30

CULTIVATE TEACHER LEADER EFFECTIVENESS

17. A Game Plan for Instructional Leaders John Samara To improve student success rates in a school, vertical area, or district, an instructional “game plan” is in order. What instructional strategies do you wish to see? What (exactly) do they look like? What types of support do teachers need to embrace these strategies? Please join me to discuss options that are concrete, practical, and proven. We will examine organization-wide changes focusing on six categories of instruction (content, thinking, product, assessment, facilitation & reflection). Using job embedded professional learning, knowledgeable administrators who guide teachers in instructional alignment, and professional learning communities structured to focus on instruction, your campus can make the leap to high performing.

John Samara, Director of The Curriculum Project, has served as a classroom teacher, coordinated a program for the gifted, served as an adjunct instructor at university sites, and coordinated a university outreach program for gifted studies. He has coauthored multiple publications relating to the Curry/ Samara Model (CSM), and he also develops classroom materials and software to support implementation of CSM. tcpoffice@ curriculumproject.com

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Room: 19B, 10:15 â&#x20AC;&#x201C; 11:15

ADVANCE ACADEMIC PERFORMANCE

Kelly Woodiel, Cheri Hendrick Students with a strong sense of efficacy are self-confident, motivated, perform at high levels, and have the belief that they can reach educational goals. A studentâ&#x20AC;&#x2122;s selfefficacy increases with positive educational experiences and successes. Teachers are able to support efficacy building in students by engaging them in activities that empower and allow for reflection and refinement of learning and thinking processes. Join us as we explore some of these opportunities.

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Kelly Bevis Woodiel is a Coordinator I in Support Services at Education Service Center Region 20. Ms. Woodiel has worked with ESC 20 for four years. Prior to her current assignment, she worked as a specialist in Special Education: Access to the General Curriculum and Transition. kelly.woodiel@esc20.net cheri.hendrick@esc20.net

WEDNESDAY, OCTOBER 17, 2012

18. An Overview to Transforming Teachers

WEDNESDAY, OCTOBER 17, 2012

Ballroom E, 10:15 â&#x20AC;&#x201C; 11:15

ADVANCE ACADEMIC PERFORMANCE

19. Assessment FOR Learning: Using Formative Assessments to Monitor Learning Alan Veach Formative assessment is a process that provides explicit feedback to adjust ongoing teaching and learning to improve student achievement. Participants will distinguish formative assessment from summative assessment, explore a variety of strategies for developing formative assessments, and discuss how grading fits into formative assessment.

Alan Veach is in his seventh year as a Lead School Improvement Consultant with High Schools That Work, a school improvement initiative of the Southern Regional Education Board in Atlanta, Georgia. Alan has served as a middle school and high school principal for over twenty years in Texas and presently has fortyone years of service in public education. alan.veach@sreb.org

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Ballroom F, 10:15 – 12:30

STRENGTHEN SCHOOL CLIMATE

Liz Garcia This session will provide district, campus, and teacher leaders with the skills necessary to dialogue around high-stakes topics. Participants will learn how to stay focused on what they really want, make it safe to talk about almost anything, and turn conversations into action. Information in this session comes from the research in “Crucial Conversations: Tools for Talking When Stakes are High.”

Liz Garcia is a Program Manager for the Coaching and Leadership Development Center (CLDC) and TCDSS at ESC 13. Her work includes providing leadership development to educators across the state of Texas that will enhance communication, relationships, school culture, and the attainment of personal and professional goals. She has a master’s degree in Educational Administration and is currently working to complete her doctorate degree in School Improvement from Texas State University.

WEDNESDAY, OCTOBER 17, 2012

20. Communication—Speak Up to Drive Educational Excellence

liz.garcia@ esc13.txed.net

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WEDNESDAY, OCTOBER 17, 2012

Ballroom G, 10:15 – 12:30

21. Improve Now! Performance in the STAAR Era Sean Cain, Mike Laird Best-selling education authors and Texas school leaders Sean Cain and Mike Laird will lead the audience through an interactive overview of the critical tools and practices needed to create a self-sustaining instructional machine. Instead of arguing that a district/campus can “program” its way to sustained performance growth, this presentation will focus on the infrastructure components and practices that increase teacher effectiveness and student academic achievement. Beginning with an initial overview of the philosophical underpinnings of systemic improvement, the presentation will move forward with an interactive discussion of the instructional infrastructure components that must be in place if teacher and student success is to be assured. The audience will exit the presentation with the confidence to work on what really matters and the courage to leave behind what does not. Though change is difficult, nothing is more motivating and enriching to educators than student success. Dare to achieve greatness!

CULTIVATE TEACHER LEADER EFFECTIVENESS Bestselling education author Sean Cain is a former secondary school principal, central office administrator, and State Director of Innovative School Redesign. Currently serving as the Chief Idea Officer for LYS, he is a recognized expert in school improvement who regularly consults with education policy makers and district and campus leaders across the country. The primary foci of his current research and fieldwork are making complex problems solvable and the translation of theory into systematic practice. s.cain@leadyourschool. com drlaird3@comcast.net

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Exhibit Hall Stage 1, 10:15 â&#x20AC;&#x201C; 11:15

Texas Education Solutions, Donna Vorenkamp This session will review Robert Marzannoâ&#x20AC;&#x2122;s 6 steps for Teaching Academic Vocabulary in the classroom and will include concrete examples of visual aids and activities to promote retention and understanding of academic vocabulary.

Donna Vorenkamp has thirteen and a half years of teaching experience. She is a National Board Certified Teacher in Early and Middle Childhood Literacy: Reading-Language Arts and holds a B.A. in Elementary Education and a M.Ed. in Administration and Supervision. She is the author of a teacher resource book entitled, Creative Teaching from A-Z published in 2005. Presently, she is an educational consultant for Texas Educational Solutions. She is married with three children and lives in Kingwood, Texas.

WEDNESDAY, OCTOBER 17, 2012

Using Academic Vocabulary to Improve Academic Achievement

Donna@txedsol.com

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WEDNESDAY, OCTOBER 17, 2012

Exhibit Hall Stage 2, 10:15 – 11:15

The PLATO Cornerstone Planning, Teaching, and Learning Process: A Research-Based Professional Development Journey to School Improvement PLATO Learning—National Curriculum and Implementation Consultant—Post Secondary, Mitch Welch, Cynthia Nations Rigorous implementation of PLATO Cornerstone includes a combination of strategic, targeted, differentiated, individually responsive instruction; diagnostic and prescriptive assessment; and outcome-based intervention. Additionally, it gives learners the potential to partner with their instructional leader to identify learning gaps, focus on discrete outcomes, and succeed in meeting their academic and career goals.

Mitch has thirteen years of public school experience teaching mathematics and, as principal, guiding schools at elementary, middle, and high school levels. As an administrator, he designed and implemented programs on leadership, mentoring, classroom management, and parent involvement. Mitch worked as a national consultant for an assessment company developing and building training departments from the ground up. He joined PLATO Learning in 2008. mwelch@plato.com cnations@mac.com

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Exhibit Hall Stage 3, 10:15 â&#x20AC;&#x201C; 11:15

Mobile Collegiate Tutorial & Mentor Service, Shundra Cannon and Ann Mitchell Mobile Collegiate Tutorial and Mentor Service provides a mentoring program for students, grades 7â&#x20AC;&#x201C;12, that are tutored by the company. The mission of the Pride, Leadership, Upward Mobility, and Success (PLUS) Mentor Program is to improve the academic achievement, self-esteem, social competence, and moral stability of youth through positive mentoring and caring role models. The program serves as a support system and resource to students with an end goal of maximizing their level of academic achievement. We empower students to become leaders and provide resources for them to develop and create a positive impact in their school and community. The session objective is to acquaint participants with the mentoring curriculum that is used with students that are participants in the tutorial program. The intended audience are campus administrators, counselors, and teachers.

Shundra Cannon has served schools in the Houston Independent School District for thirteen years as a teacher and principal. Ms. Cannon, in her love for education, branched out to experience more in the field of education. She currently works as Director of Alumni Affairs for Teach for America, Houston, Texas, in identifying and channeling alumni for opportunities as school leaders. For the last five years, she has worked as an independent consultant for Mobile Collegiate Tutorial Service.

WEDNESDAY, OCTOBER 17, 2012

Tutoring + Mentoring = Success PLUS Mentoring Program

mctutorservice@ yahoo.com mitchea8@yahoo.com

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WEDNESDAY, OCTOBER 17, 2012

Room: 11A, 11:30 â&#x20AC;&#x201C; 12:30

STRENGTHEN SCHOOL CLIMATE

22. Grassroot Transformation: Students Advocate for Change via Creed Janelle Bence, Karen Marx What if the transformation of a campus was in the hands of students? What if student activists felt empowered to develop a climate that embraced academic and personal excellence? What if students used writing to create solidarity and hope? Wonder no longer. Anyone interested in education reform will enjoy learning how students at one urban high school collaborated to compose a student creed to transform campus culture.

A veteran urban educator of English language learners, Janelle Bence is committed to including social action in the classroom as both a motivational and civic tool for learning. She received her B.A. from Vassar College and her M.Ed.T. from UTA. janelle.bence@gmail.com kmarx@dallasisd.org

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Room: 11B, 11:30 â&#x20AC;&#x201C; 12:30

STRENGTHEN SCHOOL CLIMATE

Stacy Morgan, Mae Coffman As campuses begin to implement a Response to Intervention model of academic support, schools must address the needs of similar systems for behavior support. Like academics, students have varying needs for social training and behavior interventions requiring the development of an aligned model of tiered behavioral supports. Although models for implementing RtI behavior have been around for many years, putting all the pieces together can be challenging and overwhelming. This training will detail the process for implementing all three tiers at a district- or campus-wide level, including strategies for increasing staff buy-in, checklists and guiding documents for implementation, and data tools for measuring effectiveness and progress. The difference between elementary and secondary processes will be addressed. All templates and tools discussed will be provided.

Stacy Morgan began as a secondary special ed teacher. She completed the Behavior Coach Certification prior to becoming District Coordinator of Behavior Services at Pflugerville ISD, where she supported campus administrators in developing school-wide systems of behavior and aligned behavior programming for struggling students. Most recently, Stacy co-founded Emergent Tree Education, an organization supporting districts around the state in implementing tiered systems of behavioral supports.

WEDNESDAY, OCTOBER 17, 2012

23. RtI Behaviorâ&#x20AC;&#x201D;Implementing Sustainable Systems of Tiered Support

stacy@emergenttree.com mae@emergenttree.com

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WEDNESDAY, OCTOBER 17, 2012

Room: 12A, 11:30 – 12:30

INCREASE FAMILY COMMUNITY INVOLVEMENT

24. Build the “Teacher Profile” and They Will Achieve Greatness! Peggy Dickerson, Kathleen Abraham Rather than design an appraisal system and try to “fit” the teachers into that mold, Carver Elementary FIRST developed over time a “Carver Teacher Profile” of certain attributes vital to student success. Then, we created multiple ways to collect evidence and provide feedback throughout the year to determine the level of expertise, commitment, and dedication. The dream will only be realized when every member shoulders the responsibilities and leads in various capacities. When we hire and/or retain staff, the Carver Profile has become the paramount measure of the ability to work and thrive in this student success centered environment. We have seen how excited teachers willingly step up to the challenges when the bar is set high. Given the right profile elements, feedback along the way, and necessary supports to succeed, THE CARVER TEAM WILL ACHIEVE GREATNESS!

Currently a PSP through TCDSS and the University of Texas at Dallas Student Teaching Supervisor, Dr. Dickerson has the unique opportunity to assist teachers and administrators in effective collaboration to enhance professional practice, student achievement, and school improvement. Prior to retiring from Rockwall ISD in 2011, her service included special education teacher, elementary principal, and district director of staff development. abrahamk@ marshallisd.com pldickerson584@ hotmail.com

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Room: 13A, 11:30 â&#x20AC;&#x201C; 12:30

25. Building Community Through Service Jeanie Johnson , David Wrzesinski School effectiveness starts with a great culture! In this session, participants will learn about school-wide initiatives that have helped shape a positive, caring, and successful culture in Robinson ISD. Join us as we explore the benefits and research regarding schoolwide community service. The junior high and high school principal will share specific information that will help you to plan and implement successful community service projects that will greatly impact the culture of your school. In the age of increased accountability and testing, you canâ&#x20AC;&#x2122;t afford to miss out on this key component to creating a more positive culture for learning.

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Dr. Jeanie Johnson is executive director of administrative services at Midway ISD. She holds a doctorate in educational leadership from Dallas Baptist University. Dr. Johnson has been in education for twentyfour years.

WEDNESDAY, OCTOBER 17, 2012

INCREASE FAMILY COMMUNITY INVOLVEMENT

j.johnson@midwayisd.org dwrzesinski@ robinson.k12.tx.us

WEDNESDAY, OCTOBER 17, 2012

Room: 13B, 11:30 â&#x20AC;&#x201C; 12:30

STRENGTHEN SCHOOL CLIMATE

26. Accelerate Learning for At-Risk Students Max Thompson, Shannon Thompson Exemplary schools (schools with 90+% of their students on or above grade level) get their struggling students to grade level by systematically implementing a model that accelerates and scaffolds grade level curriculum for struggling students. This proactive model addresses the root cause of learning difficulty for many struggling studentsâ&#x20AC;&#x201D;the lack of prior knowledge, vocabulary, and experiences that are necessary to connect to new knowledge and skills. Acceleration practices of previewing key vocabulary, previewing graphic organizers, using activating strategies, and using advance organizers are utilized to establish background knowledge and to establish structures for learning new information.

Max Thompson has been a project director and leadership consultant for the Learning-Focused Schools Model with a specialty on academic performance through leadership coaching. He has participated in and directed numerous district and school evaluations for projects through the US DOE. He has been a teacher, school/district administrator, and university professor. maxthompson64@ gmail.com

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Room: 14, 11:30 – 12:30

Gary Wrinkle Successful schools operate within an environment where a common set of beliefs and support systems exist to support student success. So what is their secret? What do successful schools do differently? For one, they actively engage the teachers in the improvement process through professional learning communities and focus teams with the sole purpose of driving school improvement. This session will explore best practices associated with building collaborative environments and leading them effectively.

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Dr. Gary Wrinkle serves as the lead school improvement consultant for Texas High Schools That Work. Prior to his current position, Dr. Wrinkle served a number of Texas schools as an administrator, teacher, and adjunct professor and also consulted independently in Texas, Ohio, and North Carolina. In addition, he was selected as the “High School Principal of the Year” for Region III in 2000. Today, Dr. Wrinkle works tirelessly helping fellow educators improve their schools.

WEDNESDAY, OCTOBER 17, 2012

27. Accountability Flows from Relationships: Building a Collaborative Environment

CULTIVATE TEACHER LEADER EFFECTIVENESS

gary.wrinkle@sreb.org

WEDNESDAY, OCTOBER 17, 2012

Room: 15, 11:30 â&#x20AC;&#x201C; 12:30

CULTIVATE TEACHER LEADER EFFECTIVENESS

28. Increase Learning Time for the Needs of the Varied Learner Sylvia Carlin, Wilma Smetter The purpose of this presentation is to provide information and demonstrate 1) how to provide flexible schedules and extended learning time, 2) how this allows the campus to implement an innovative master schedule that meets the needs of varied learners, and 3) how to prepare a calendar that allows for operational flexibility and sustained support to implement comprehensive approaches to improve student achievement and graduation rates.

Mrs. Sylvia Carlin is the Director for Mercedes Academic Academy (eleventh and twelfth grade) at Mercedes ISD. She has been an educator for thirtyseven years as a classroom teacher, counselor, student services coordinator, and high school principal. She was an ESL student who migrated from Mexico, a migrant worker, and is in the first generation to have a college degree in her family. Her personal and professional experiences give her an edge on understanding the needs of the at-risk learner. scarlin@misdtx.net wilma.smetter@misdtx.net

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Room: 16B, 11:30 – 12:30

ADVANCE ACADEMIC PERFORMANCE

Carol Harle Michael Schmoker wrote “Crayola Curriculum” (ASCD, 2001), describing schools and classrooms with little or haphazard focuses on curriculum, low-level thinking strategies, and poor student engagement with limited emphasis on students reading, writing, thinking, or talking about the content. In response to these findings ten years ago, he recommended focusing on a few “essentials” in order to improve student learning derived from high-performing schools and school districts. However, Dr. Schmoker wrote his new book, Focus: Elevating the Essentials to Radically Improve Student Learning (ASCD, 2011) partly out of frustration and partly out of passion to revisit and refocus on what high-performing schools need to target in order to improve student achievement.

WEDNESDAY, OCTOBER 17, 2012

29. Texas School Improvement Strategies That Work

carolharle@sbcglobal.net

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WEDNESDAY, OCTOBER 17, 2012

Room: 17A, 11:30 â&#x20AC;&#x201C; 12:30

ADVANCE ACADEMIC PERFORMANCE

30. Snapshot Texas: Emerging Trends from a Year of Data Collection Sean Marcoulides, Donna Janssen Do students and teachers agree that assignments are challenging? Do they agree on the occurrence and frequency of bullying? When asked questions about their school, how do student and teacher perceptions compare? Which instructional strategies are most commonly used and which ones are implemented to demand the most rigor? This presentation will reveal trends emerging from over 125 Campus Snapshot visits conducted across the state in one year. Compelling data from student and teacher voices and classroom observations will be studied through the filters of elementary, middle, and high schools and campus groups by accountability rating. This session centers around interactive interpretation of Snapshot data, reflection upon the relevance to participantsâ&#x20AC;&#x2122; campuses, and exploration of the multiple levels of impact for schools, districts, and the state of Texas.

Mr. Marcoulides is currently working as a Technology Specialist at Region XIII Education Service Center following prior work in supporting the School Improvement Resource Center. With a recent B.S.T. in Engineering and Technology, he brings a passion for increasing efficiency through technology and using technology as a tool to directly improve student success. sean.marcoulides@ esc13.txed.net donna.janssen@ esc13.txed.net

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Room: 17B, 11:30 – 12:30

ADVANCE ACADEMIC PERFORMANCE

Sarah Croft, Jisela Moreno “Transforming Classroom Practice” is designed to take practicing instructional leaders from the basics of collecting classroom observation data to dialoguing, collaborating, and reflecting with teachers about multiple data points in a way that inspires teachers to transform their classroom practice to increase their students’ learning. This session will describe how TTIPS Grant Cycle 2 recipient Gus Garcia Middle School is embracing this concept and moving TCP toward an embedded professional development model that will culminate with 100% participation of all campus staff.

Sarah Croft has served Texas public schools for thirty-five years in a variety of roles as teacher, campus administrator, central office, and educational consultant. She has experience in managing grants, K-12 PEIMS course files, K-12 master scheduling, and special programs. Since her retirement, Ms. Croft has served as an instructional and/or leadership coach to over fifty school campuses in Texas. Ms. Croft currently serves as a Professional Service Provider.

WEDNESDAY, OCTOBER 17, 2012

31. Moving Transforming Classroom Practices to SchoolWide Sustainability

scroft1@hotmail.com jmoreno@eisd.net

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WEDNESDAY, OCTOBER 17, 2012

Room: 18A, 11:30 – 12:30

ENHANCE DISTRICT EFFICACY

32. Symplify Systems: A District’s Approach to Creating Systems Aligned to Common Goals Janice Mauldin, Richard O’Connor Discover how to bring about district organization through a simplified approach to defining and aligning programs and systems within a set of five goals. Learn how a district is moving itself to higher expectations and results through a set of common goals and aligned systems. During this session, you will learn how to create a common language of alignment and engagement goals with measurable activities directly tied to the evaluation process. Discover how to emphasize leadership training, collaboration, and responsibility through the use of tools for stepwise implementation of goals.

Janice Mauldin, MAED/ CI, Ed.D. has a Master of Arts degree in education with an emphasis in Curriculum and Instruction and a Doctor of Education degree with an emphasis in Leadership. Dr. Mauldin managed the implementation of Texas Title I Priority Schools (TTIPS) grant programs in two different school districts. Currently, she serves as Assistant Superintendent of Academic Programs in the Marble Falls ISD. jmauldin@mfisd.txed.net roconnor@mfisd.txed.net

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Room: 18B, 11:30 – 12:30

STRENGTHEN SCHOOL CLIMATE

John Horak, Nancy Walker The session’s objective is to help teachers, teacher leaders, and administrators to understand fully data driven instruction and the PBIS/ICU system. The first thing should be to front load core academics in the master schedule. The session’s objective will be to provide an approach to teaching by utilizing data to intervene with students and meet them where they are instead of making them conform to us. The students we deal with are from poverty-stricken and rural communities, and their worlds are not like a teacher’s typical world. Utilizing and implementing an RTI system keeps the focus on the task at hand: educating students. Utilizing PBIS/ICU programming allows the teacher to put control in the hands of the student by providing ownership of their learning. It takes a fully committed staff to implement these objectives.

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Dr. Horak has been with Wilson ISD since January 2011 as superintendent. He brings with him a wealth of background for the transformation of a school district. He served at ESC Region 20 as a principal/superintendent leader and turnaround expert for five years, principal for Monahans school district for nine years and Social Studies/Government Teacher for nine years. He holds a Doctor of Education from Texas Tech University.

WEDNESDAY, OCTOBER 17, 2012

33. Transforming Schools Through Data Driven Instruction and PBIS/ICU Program

jhorak@esc17.net nwalker@esc17.net

WEDNESDAY, OCTOBER 17, 2012

Room: 18C, 11:30 â&#x20AC;&#x201C; 12:30

34. PLC Implementation: Collaborative Applications and Framework Sylvia Lozano Hoyer, Erin Kelts Professional Learning Communities are defined as communities of diverse individuals with unique perspectives working together to build and sustain an inspired environment for growth and learning. This session provides in-depth tools and strategies for implementing PLCs. Designing a PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research. This is done to unify instructional strategies and best practices in a focused effort around one common goal to meet the needs of each individual child.

CULTIVATE TEACHER LEADER EFFECTIVENESS Sylvia Lozano is an Administrative Specialist at ESC 20 in the Leadership Development department. She has spent twentyseven years in education and has worked in public schools in various capacities including teacher, reading specialist, instructional interventionist, and campus administrator. Currently at the service center, she provides support, training, and certification for campus and district administrators. sylvia.hoyer@esc20.net erin.kelts@esc20.net

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Room: 18D, 11:30 – 12:30

35. Secondary Math Coaches’ Professional Development—What Works? Mary Sarli, Teressia Phillips Secondary mathematics coaches are being employed to help teachers become more effective with their students. Many coaches are experienced, but some teachers are moving into coaching who have little or no coaching experience. This session will help administrators and prospective math coaches learn about professional development needs to help math coaches be successful. The three models of educational coaching will be discussed along with the roles and responsibilities of those coaches. In addition, effective professional development strategies will be discussed in regard to duration and format. Recommended targeted professional development needs for different coaches will be discussed in order to assist schools as they plan for math coaches. Handouts and a link will be provided for additional materials.

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Ms. Sarli is a life-long educator who has worked over 35 years in public education. She has degrees from St. Mary’s University, UT–El Paso, and Walden University. Ms. Sarli has extensive experience in mathematics and she became interested in mathematics coaching while working at UT–Austin with TEA’s Algebra Readiness grantee schools.

WEDNESDAY, OCTOBER 17, 2012

CULTIVATE TEACHER LEADER EFFECTIVENESS

mjsarli@yahoo.com teressiann@gmail.com

WEDNESDAY, OCTOBER 17, 2012

Room: 19B, 11:30 â&#x20AC;&#x201C; 12:30

ADVANCE ACADEMIC PERFORMANCE

36. Designing Classroom Expectations for Re-doing Work Alan Veach Low grades do not motivate studentsâ&#x20AC;&#x201D;success does. An effective re-do policy allows students to master the content, increases student achievement, and improves college and career readiness. This session addresses strategies for implementing a re-do policy.

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Ballroom E, 11:30 – 12:30

ADVANCE ACADEMIC PERFORMANCE

Dena Frieda This session will provide an overview of current AYP/State requirements related to Annual Dropout, Completion and Graduation Rate, along with a review of pertinent terms and procedures. Participants will be provided forms and processes that will assist their campus/district to implement procedures that will assure integrity of the data and student accounting.

Dena Frieda is a retired educator of thirty-five years. She is currently serving as Professional Service Provider, SNAPSHOT Team member and educational consultant in the area of discipline and alternative education. Ms. Frieda coauthored “An Exemplary Discipline Education Program Handbook.”

WEDNESDAY, OCTOBER 17, 2012

37. AYP/State Accountability Annual Dropout, Completion, and Graduate Rate: Puzzled?

dfrieda@gmail.com

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WEDNESDAY, OCTOBER 17, 2012

Exhibit Hall Stage 1, 11:30 – 12:30

Connecting with the Power of DMAC Region 7 ESC, Paula Jordan With all the federal and state requirements, how can you possibly manage your data effectively AND improve instruction? DMAC IT! Score, analyze, disaggregate, and monitor state and local assessment data to drive instructional decisions with web-based applications. Generate local assessments in TAG (online test item bank with 34,000+ items)—including CSCOPE unit assessments and TEA released items, or enter original items and graphics. Utilize the superior planning tools— RtI (track interventions and progress monitor struggling students), PGP (develop personal graduation plans for at-risk students), CAP (create four-year plans), and SIP (create district and campus improvement plans). PDAS creates state-approved forms for appraisal and teacher self-reports (walkthroughs can be accomplished on mobile devices). Create custom walkthrough forms, digital RtI forms, and more with DMAC’s newest application—FormWorks™. Finally, FREE to all users is Student Portfolio, fully integrating with all other applications to provide a complete history for a student K-12!

Paula Jordan trains educators across the state in the use of a web-based software suite of applications designed to improve the quality of education provided to students. Previously, Jordan worked as an educator at the elementary and middle school levels. She holds an A.A. in Accounting, a B.S. in Business Administration and Management, and a Master of Education/ Educational Leadership. pjordan@esc7.net

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Exhibit Hall Stage 2, 11:30 â&#x20AC;&#x201C; 12:30

Read Naturally, Marie Bodden Learn how to develop fluency, support vocabulary, and promote comprehension by combining the powerful, research-based strategies of teacher modeling, repeated reading, and progress monitoring. Accelerate the reading achievement of Title I, special education, ELL, and mainstream students using these research-proven strategies. This session describes Read Naturally, but the strategies can be used with any classroom reading materials.

Marie Bodden received her BS from Louisiana Tech University and Special Education certification from Mary Hardin Baylor. She taught special education for thirty-two years and used the Read Naturally program in College Station, TX, for 6 years. She has been a presenter and trainer for Read Naturally since 2001.

WEDNESDAY, OCTOBER 17, 2012

Reading for Meaningâ&#x20AC;&#x201D;Fluently

Mbodden@ suddenlink.net

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WEDNESDAY, OCTOBER 17, 2012

Exhibit Hall Stage 3, 11:30 â&#x20AC;&#x201C; 12:30

Using Technology to Positively Impact Student Behavior Muses3, LLC, Linda Bessmer Participants will receive hands-on experience with Ripple Effects social emotional learning software, an NREEP listed program for childrenâ&#x20AC;&#x2122;s mental health, academic achievement, and resiliency. Ripple Effects is also a model program listed by the National Dropout Prevention Center based on its strong research base. Texas districts are using Ripple Effects in PBIS support (provides instruction and data), behavioral RtI, ISS, OSS, and discipline intervention. Ripple Effects helps support many existing classroom management programs.

Linda Bessmer has been involved in educational technology for over 25 years. Linda is a certified trainer for both Read & Write GOLD and Ripple Effects. As president and CEO of her own company, Linda and her partner work with districts from planning to purchase to implementation to yearly success audits. She was honored by the Texas Association for Bilingual Education, TABE, as the recipient of the Community Advocate Award for her contributions to Dual Language Education across Texas. linda@muses3.com

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WEDNESDAY, OCTOBER 17, 2012

Notes:

WEDNESDAY, OCTOBER 17, 2012

Room: 11A, 2:30 â&#x20AC;&#x201C; 3:30

STRENGTHEN SCHOOL CLIMATE

38. Five-Prong Approach to Reducing Truancies Nathanial Hearne This presentation will provide a formula for reducing truancies and increasing attendance in any public or charter school setting. In this session, attendees will be presented with an in depth look at the strategies implemented in the Hurst-Euless-Bedford ISD to reduce truancies and increase student attendance district wide to 97% in two years using a five-pronged approach.

Dr. Hearne is an administrator with the HEBISD. He was an assistant principal at L.D. Bell High School for four years and principal of the HEBISD Discipline Alternative Education Program for five years. He currently serves as the Student Attendance Specialist and Director of the HEBISD Truancy Department. Dr. Hearne was named Outstanding Principal of the Year for Region 18 for the Ector County Independent School District in the 1993-1994 school year and named Principal of the Year for the HEBISD in 2007-2008 school year. NathanialHearne@ hebisd.edu

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Room: 11B, 2:30 â&#x20AC;&#x201C; 3:30

ENHANCE DISTRICT EFFICACY

Wesley Hickey, Eli Crow The University of Texas at Tyler Innovation Academy charter school opened in the fall of 2012 for grades 3 through 6. This school was designed to use technology and project-based learning within the STEM framework to promote increased student achievement. The purpose of this session is to outline the planning and development that occurred at this universitybased charter school, as well as provide some early information regarding its impact on achievement.

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Wes Hickey is a former biology teacher, principal, and superintendent. He is currently associate professor of educational leadership at The University of Texas at Tyler and faculty advisor for the UT Tyler Innovation Academy.

WEDNESDAY, OCTOBER 17, 2012

39. The Planning and Development of the University of Texas at Tyler Innovation Academy Charter School

whickey@uttyler.edu jcrow@uttyler.edu

WEDNESDAY, OCTOBER 17, 2012

Room 12A, 2:30 â&#x20AC;&#x201C; 4:45

CULTIVATE TEACHER LEADER EFFECTIVENESS

40. Networks: Cultivating Principal Instructional Leadership Networks Ana Acevedo, Cordell Jones Discover the necessary components needed to support, sustain, and develop principal instructional leadership skills. Learn how principal members of the San Antonio School Leaders Network shifted their leadership practice as a result of their ongoing collaborative learning. Discover the delicate balance between communities of practice and inquiry-driven learning needed to create meaningful professional learning opportunities for principals. Explore the role inter-member accountability and critical dialogue play to generate changed leadership practice.

Ana Acevedo leads over one hundred principals in monthly Network learning sessions in San Antonio, Texas, as a Regional Program Director. She has been a teacher, principal, and leader of National Reform work for over fifteen years. Currently, she works for the School Leaders Network, a national nonprofit organization that invests in principal leaders as the key lever to close opportunity and achievement gaps. aracevedo@connectleadsucceed.org cordell@ahisd.net

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Room 12B, 2:30 â&#x20AC;&#x201C; 4:45

ADVANCE ACADEMIC PERFORMANCE

Colette Pledger, Sherry Huddleston The STAR mentoring program has transformed the academic responsibility level of at-risk students at Celina High School. This presentation will center on a teacher to student mentoring program that has been a true success for all involved. The mentoring program pairs a teacher with 3-4 students who are in need of mentoring in their academic and personal lives. We will discuss the weekly mentoring meetings where teachers review student data, academic worries, personal issues, postsecondary success, and general issues that affect their student. Student portfolios used during the mentoring time and the cumulative end-of-year meeting will also be reviewed. The STAR mentoring program has been a huge success at Celina High School and this presentation will show how it can be incorporated into any campus.

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Colette Pledger is currently the District Director of Instruction for Celina ISD. She has a masters from Tarleton State University and a bachelors from Texas A & M University. With 15 years of education experience as a teacher, campus administrator, district administrator, and educational consultant, she has worked with all levels PreK-12 to make a difference for children with a servant heart and attitude.

WEDNESDAY, OCTOBER 17, 2012

41. Students Taking Academic Responsibility. The STAR Mentoring Program and Producing Students Who Crave Academic Success

colettepledger@ celinaisd.com sherryhuddleston@ celinaisd.com

WEDNESDAY, OCTOBER 17, 2012

Room 13A, 2:30 â&#x20AC;&#x201C; 3:30

INCREASE FAMILY COMMUNITY INVOLVEMENT

42. Every Family Has a Story Gloria Canada The culmination of EVERY FAMILY HAS A STORY is the creation of books that are written and illustrated by all family members. The handmade books celebrate the uniqueness of each family. No two books (or families) are ever alike! Participants will walk away with an easy-tofollow lesson plan and can immediately begin planning their next family engagement workshop. The materials used are inexpensive and easily accessible. Some of the many benefits derived from this activity are: developing relationships with the participating families, language acquisition from oral communication, creative drawing, writing, pleasure reading a personal book, creating memories, and accomplishing a family project.

Dr. Gloria Canada has worked in education for over 29 years. She has taught at both the elementary and middle school levels. She was a successful Title I elementary school principal in North East ISD in San Antonio for 12 before founding Circles of Purpose, Inc. She currently works to enhance the Family Engagement and Leadership component. She has presented at various conferences including, the National Title I Conference, the International DropOut Prevention Conference, as well as the Texas Elementary Principals and Supervisors Association Conference. gcanadabrett@gmail.com

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Room 13B, 2:30 â&#x20AC;&#x201C; 4:45

43. Learn How to Construct a Successful Mentoring Program Designed to Enhance Academic Performance and Motivate At-Risk Students Vivian Rose Hernandez, Alan Ellinger Learn how student mentoring can improve academic performance, impact the outcome of state accountability testing performance on your campus, and improve student morale. Motivate students to stay in school, learn, and graduate! This session will share how to construct a student mentoring program that will work for you and foster positive relationships within your school and community.

Vivian Rose Hernandez is a bilingual, dynamic leader focused on providing students with a rigorous and challenging education, along with the confidence, tools, and skills required to build and advance toward a framework of success. She has the capability of shaping students through innovative coursework and stimulating projects formulated on personal decisiveness. Vivian has the ability to work effectively with a wide variety of students, parents, and community members from various socioeconomic and ethnic backgrounds.

WEDNESDAY, OCTOBER 17, 2012

INCREASE FAMILY COMMUNITY INVOLVEMENT

vivian_hernandez@ gisd.org alan_ellinger@gisd.org

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WEDNESDAY, OCTOBER 17, 2012

Room 14, 2:30 â&#x20AC;&#x201C; 3:30

ADVANCE ACADEMIC PERFORMANCE

44. Improving College and STAAR Readiness: Free Tools for Schools Gary Cosenza, Paul Gray Searching for ways to increase college and STAAR readiness? Well search no further; this session highlights free resources available in TEAâ&#x20AC;&#x2122;s Project Share platform for Texas public schools. The materials discussed in this session have been created through funding from the Texas Education Agency. Bring your laptop or tablet to experience the middle and high school tools discussed in this session.

Gary Cosenza is a Project Manager for OnTRACK for College Readiness at the Institute for Public School Initiatives at The University of Texas at Austin. His over 30 years of experience in education come from teaching middle and high school mathematics and serving as a secondary mathematics specialist at the regional level, as well as managing numerous curriculum and assessment development projects. Gary has served on the boards of directors of statewide mathematics education professional organizations and led statewide curriculum and professional development projects. gcosenza@ipsi.utexas.edu pgray@ipsi.utexas.edu

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Room 15, 2:30 â&#x20AC;&#x201C; 3:30

Kerry Ballast, Paula Moeller This session will provide an overview of online professional development opportunities available to Texas public school districts through Project Share, the statewide online learning network. Participants will receive information on current and future PD courses and instructions on how to find and enroll in courses. The session will also include a demo of the Project Share Gateway and a discussion of how online resources can be used in and out of the classroom.

Kerry Ballast is the Director of Special Projects at the Texas Education Agency. kerry.ballast@ tea.state.tx.us

WEDNESDAY, OCTOBER 17, 2012

45. Professional Development Through Project Share: Online Resources for Educators

CULTIVATE TEACHER LEADER EFFECTIVENESS

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WEDNESDAY, OCTOBER 17, 2012

Room: 16A, 2:30 â&#x20AC;&#x201C; 4:45

STRENGTHEN SCHOOL CLIMATE

46. Building Trust and Advancing Improvement Through the Development of Cultural Competence Mark Gooden This session will introduce audience members to some of the principles of becoming more culturally competent in order to effectively address the opportunity gap. It includes a focus on ant-racist leadership, reflection, and better ways of building of teams, all starting with the educational leader but expanding to his/her colleagues. Audience members will have an opportunity to participate in interesting, relevant, and engaging activities that have been proven to increase the cultural awareness of leaders working in struggling schools.

Mark A. Gooden, Ph.D., serves as an Associate Professor in the Educational Administration Department. He is also Director of The University of Texas at Austin Principalship Program (UTAPP). His research interests include the principalship, anti-racist leadership, urban educational leadership, and legal issues in education. Markâ&#x20AC;&#x2122;s research has appeared in Brigham Young University Education and Law Journal, Education and Urban Society, The Journal of Negro Education, Educational Administration Quarterly, The Sage Handbook of African-American Education. gooden@austin. utexas.edu

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Room 16B, 2:30 – 3:30

47. PD Puts the “L” in PLC John De La Cruz, Giselle Easton This presentation will highlight specific practices and strategies used to develop and implement professional development that focuses on campus needs. Using best practices, data from various sources are analyzed and student needs are assessed. Capitalizing on existing teacher capacity, professional learning communities work in a collaborative manner to foster continuous improvement. Using the distributive leadership model and emphasizing a trainer-of-trainer prototype, staff buy-in is fostered, a positive environment is cultivated, and student learning is impacted in a positive manner through a shared mission. Adult and student learning remain ongoing as monitoring systems are used to measure the impact of all professional development sessions. Concerns, considerations, and reflections are shared as the common vision comes into focus.

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Mr. De La Cruz attended the University of Houston, where he attained a Masters of Education in Curriculum and Instruction, a Principal’s Certification for grades K-12, a Bachelor of Arts in History, and a teaching certification in Social Studies for grades 6-12. He is currently the principal at George I. Sanchez Charter School in Houston, Texas.

WEDNESDAY, OCTOBER 17, 2012

CULTIVATE TEACHER LEADER EFFECTIVENESS

jdelacruz@aama.org geaston@aama.org

WEDNESDAY, OCTOBER 17, 2012

Room: 17A, 2:30 – 3:30

ADVANCE ACADEMIC PERFORMANCE

48. Where’s the Gorilla in Your School? Donna Janssen Strong leaders consult multiple sources of data for an accurate and complete picture of their school. They recognize the value of external perspectives, stakeholder perceptions, and data analysis processes in ensuring that all gorillas are identified. Leader considerations to aid in navigating the jungle of all types of data will be shared. A few “power tools” for interpreting data will be reviewed with an emphasis on generating campuswide conversations that bring about change. Learn how these tools can provide a comprehensive and formative view from which school leaders may confidently launch improvement efforts and uncover gorillas along the way.

As Coordinator of the Statewide Campus and District Snapshot Program, Donna Janssen contributes her knowledge of leadership and nearly two decades of experience in elementary and secondary administration. As a principal, Donna paved new roads in campus and district practices, implementing innovative systems and schedules, embedding school-wide collaborative protocols, and leading district-wide program review and planning teams. Donna also serves as an executive leadership coach and leadership development trainer. donna.janssen@ esc13.txed.net

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Room 17B, 2:30 â&#x20AC;&#x201C; 3:30

ADVANCE ACADEMIC PERFORMANCE

Jonathan Delgado Although it is a requirement that school districts provide accountability data tables to stakeholders, many provide easier to understand reports that include visuals like histograms, pie charts, and line graphs. By reviewing the best practices of these forms and demonstrating the use of interactive mapping software as an additional tool to explain complex issues, we can take data visualization a step further to help educators make better decisions and increase stakeholder engagement in their district.

Jonathan Delgado is an Education Specialist on the System Support Team at ESC Region 13. Jonathan currently provides professional development and technical assistance through data disaggregation, comprehensive needs assessment, and planning for school districts. Previously, Jonathan worked at the Texas Education Agency on the State Accountability and Academic Excellence Indicator System (AEIS) teams.

WEDNESDAY, OCTOBER 17, 2012

49. Data Visualization: A Better Way to MAP It Out!

jonathan.delgado@ esc13.txed.net

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WEDNESDAY, OCTOBER 17, 2012

Room: 18A, 2:30 â&#x20AC;&#x201C; 3:30

ADVANCE ACADEMIC PERFORMANCE

50. The Fundamental 5: A Framework for Quality Instruction Sean Cain, Mike Laird The Fundamental 5: A Framework for Quality Instruction will guide the audience through the five high-yield instructional practices that leverage increased rigor and relevance in all instructional settings. In this interactive presentation the audience will witness the power of the practices, review collected field data that demonstrates the measurable effect that the practices have on campus performance, and discuss effective strategies for campus-wide implementation. A Texas school superintendent, Dr. Mike Seabolt, describes the Fundamental 5, currently in use at scores of rapidly improving campuses across the state, as the unifying instructional framework for teacher and student success.

Sean Cain, a former principal, central office administrator, and State Director of Innovative School Redesign, is currently the Chief Idea Officer for LYS (a confederation of school leaders dedicated to improving student, campus and district performance). A best-selling author and sought after national speaker, the primary foci of Cainâ&#x20AC;&#x2122;s current research and fieldwork are making complex problems solvable and the translation of theory into systematic practice. s.cain@ leadyourschool.com drlaird3@comcast.net

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Room 18B, 2:30 â&#x20AC;&#x201C; 3:30

STRENGTHEN SCHOOL CLIMATE

Shala Flowers, Nathan Riddle Our low socio-economic, high minority campus rose from Stage 3 school improvement to become a Recognized campus identified in the top ten percent of high schools in the nation. We are committed to helping others create a culture of continuous improvement. We invite you to come with us in Avenging Education: Creating a Culture of Continuous Improvement.

Shala Flowers has fourteen years in education with the last five years as a campus principal. She has successfully created an environment of continuous improvement that brought her campus from Stage 3 school improvement to achieve Recognized status. She has a proven track record of creating strong teacher leaders with an intense understanding of curriculum and instruction.

WEDNESDAY, OCTOBER 17, 2012

51. Avenging Education: Creating a Culture of Continuous Improvement

s f l owe r s@r y li e f f a .co m , nriddle@rylieffa.com

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WEDNESDAY, OCTOBER 17, 2012

Room: 18C, 2:30 â&#x20AC;&#x201C; 3:30

ADVANCE ACADEMIC PERFORMANCE

52. Real-World Learning: Research, Relevance, and Rigor Beverly Jeffcoat, Erin Romero How can we challenge students academically, engage them in the classroom, and prepare them to succeed in post-secondary education? The Texas Performance Standards Project (TPSP) provides a program that can help ensure students are college ready through teachercreated interdisciplinary units in grades K-12 in multiple content areas. Student products correlate with state/ national standards and focus on the research, product development, and presentation skills critical to success in an increasingly global community.

Beverly Jeffcoat, M.Ed., is an independent education consultant whose work focuses on concept-based curriculum and differentiated instruction. She is a retired teacher, G/T Coordinator, and Region 18 Education Service Center Consultant. From the early years of the Texas Performance Standards Project (TPSP) she has worked with the TPSP at multiple grade levels and at the district, regional, and state levels. bajeffcoat@ suddenlink.net erin.midgley@ esc13.txed.net

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Room 18D, 2:30 â&#x20AC;&#x201C; 3:30

Barbara Moham, Queen Henderson Utilize iPads to motivate students to learn! Use iPads to enhance excitement of learning! Infuse technology into your classroom with the iPad! The iPad will be shown as the application that will allow teachers and students to create magnificent class presentations, photos, charts, tables, videos, and other multimedia elements just by the touch of their fingertips. Discussions will address strategies and problems of keeping abreast of and having automatically updated information to enhance teaching and learning. The best apps will be discussed for classroom presentation, personal organization, recorded keeping, document management, special education and classroom management.

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Barbara Moham, a trailblazer, uses pedagogical knowledge and curricular understanding of how students learn. She has been successful with using technology as a tool to motivate and support studentsâ&#x20AC;&#x2122; learning. Her experiences serve as the foundation for her success as a principal. Currently, she serves as a middle school principal in Dallas ISD at Zan Wesley Holmes Jr. Middle School. BMoham@dallasisd.org qhenderson4@msn.com

WEDNESDAY, OCTOBER 17, 2012

53. Connecting the iPad to Teaching and Learning Strategies

CULTIVATE TEACHER LEADER EFFECTIVENESS

WEDNESDAY, OCTOBER 17, 2012

Room: 19A, 2:30 â&#x20AC;&#x201C; 4:45

ADVANCE ACADEMIC PERFORMANCE

54. Developing High-Performing Schools John Samara To jump from low to high performing, a school must have systems for instructional alignment. A program to ensure content alignment is common; many also encourage behavioral alignment. Yet some districts with high levels of poverty and mobility, and high percentages of English language learners receive low ratings from TEA, while others, with nearly identical demographics, receive Exemplary ratings. The difference is in how instruction is addressed. Visualize a pyramid with four tiers, each with a goal. The base is Relationships: establish and maintain supportive connections with each student; then Management: generate, post, explain, and reinforce procedures that foster predictability; then Content: interpret and incorporate prescribed standards into daily lessons; and the pinnacle is Instruction: evoke equitable, ongoing engagement with core concepts. Using these suggested goals, we will discuss strategies and techniques in each area to help you align content, behavior, and instruction on your campus. With strategies in hand we will develop a Leadership Action Plan for implementation that is realistic for your campus. And there you have it: a concrete map to set your campus on the road to becoming high performing.

John Samara, Director of The Curriculum Project, has served as a classroom teacher, coordinated a program for the gifted, served as an instructor of courses in gifted education at university sites, and coordinated a university outreach program for gifted studies. He has co-authored over twenty publications relating to the Curry/Samara Model (CSM), and currently develops classroom materials and designs software to support implementation of CSM. tcpoffice@ curriculumproject.com

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Room 19B, 2:30 â&#x20AC;&#x201C; 3:30

ADVANCE ACADEMIC PERFORMANCE

Cynthia Neverdousky Students with disabilities offer challenges to general education teachers when they are in inclusive settings. Understand how an inclusive environment for students with disabilities can increase rigor in the classroom, provide support systems for students with disabilities and struggling students, makes the most of limited staff, and affects state assessment results. Included in this presentation are systems and approaches that administrators may use to monitor and coach those teachers who co-teach.

Following years as Director of Special Education and in varied principal positions in the Ft. Worth ISD, Ms. Neverdousky has served for the past four years as a Professional Service Provider (PSP) supporting campuses with chronic failure, in addition to working with schools as a CIT and serving as a team lead with the District SnapShot team.

WEDNESDAY, OCTOBER 17, 2012

55. Administrative Support for Inclusive Classrooms

cynlyn19@aol.com

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WEDNESDAY, OCTOBER 17, 2012

Ballroom E, 2:30 â&#x20AC;&#x201C; 4:45

CULTIVATE TEACHER LEADER EFFECTIVENESS

56. Keeping the Focus on Student Successâ&#x20AC;&#x201D;A Systematic Approach to Creating a Platform for Engaging Data Talks Lee Courville, Eric Penrod Learn how to create a system of engaged conversations that facilitate open and objective discussions about student data linked to district and campus goals. Discover how instruction, program effectiveness, professional development, leadership development, and evaluations can be measured and improved through these data talks.

Lee Courville has been in education for 23 years, beginning his career as a classroom teacher in Title I schools. Recently, he served as the Coordinator of the School Improvement Program with the School Improvement Resource Center, providing support to campuses and districts throughout the state of Texas failing to meet Adequate Yearly Progress. Currently, Mr. Courville is the Director of Academic Programs in Marble Falls ISD. hcourville@mfisd.txed.net epenrod@mfisd.txed.net

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Ballroom F, 2:30 â&#x20AC;&#x201C; 4:45

ADVANCE ACADEMIC PERFORMANCE

Datie Priest, Cheryl Bowman How did Jack build his house?...One brick at a time. Dr. Cheryl Bowman and Datie Priest will share real-life practices and strategies that range from transforming school cultures through aesthetics to data analysis and ownership of data by students. These practices and strategies are applied daily by teams in their schools via interactive dialogue, hands-on activities, mini roleplaying sets, and reflection. Participants from teacher leaders and instructional coaches to school based and district leaders can expect to learn how effective teams collaborate and reflect on collective efficacy to deliver high-quality instruction for all learners, how teams use real time data to foster ownership of learning while creating an atmosphere of trust, and take away the foundational tenets for leaders to build teams of excellence one brick at a time!

Datie Priest taught kindergarten and second grades before transitioning to leadership. In addition to being a principal and educational consultant, she serves in organizations and forms partnerships with local corporations to improve student outcomes. Datie has degrees and certificates from Alabama A&M University and The University of Alabama. She is committed to ensuring students have access to the proper tools for growth!

WEDNESDAY, OCTOBER 17, 2012

57. Building Teams of Excellence One Brick at a Time

datiepriest@yahoo.com cheryl.bowman66@ yahoo.com

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WEDNESDAY, OCTOBER 17, 2012

Ballroom G, 2:30 – 4:45

CULTIVATE TEACHER LEADER EFFECTIVENESS

58. The PLAIN Truth: Heroes and Sheroes of School Turnaround Gaye Lang, Melanie Pondant The PLAIN truth is that there is one way or formula for turning a school or district around! The PLAIN truth is that school turnaround MUST be owned by the school, leaders, staff, parents, students, and the community! Recent studies estimate differences in school leadership account for 25% of student learning (Water et al, 2003). This session will provide examples of how the heroes and sheroes of each district or school used research-based strategies and tools that began their turnaround process. The districts will also share data by grade level and core content area to demonstrate how much improvement was made once the data was analyzed. In addition, districts will share the professional development in the areas of leadership and instruction that were implemented. Finally, this presentation will give you the push to take ACTION!

Dr. Lang has served as a teacher, assistant principal, and principal in Texas. She has served as the Deputy Secretary’s Regional Representative for the US Department of Education. She was later appointed by the US Secretary of Education to serve as the Secretary’s Regional Representative. Dr. Lang’s ability to demonstrate key leadership has resulted in her role in the implementation of the No Child Left Behind program. Dr. Lang currently serves as Director of Campus Turnaround at the Texas Education Agency. gaye.lang@tea.state.tx.us mpondant@lisd.org

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Exhibit Hall Stage 1, 2:30 – 3:30

Math-U-See, Dan Sinclair Math-U-See is a Tier 3 Core Replacement Program designed to meet the needs of individual students through proficient and confident teachers. Our desire is to see Results-Driven Accountability (RDA) achieved for students through accurate assessment, ongoing progress monitoring, administrative involvement, and data driven instruction designed to create confident problem solvers. All material covered will be shown in a concrete, hands-on manner. Each participant will receive a small sample packet of manipulatives that will enable them to clearly illustrated examples and models presented in the workshop. Participants will have new skills and language patterns to meet the needs of individual learners to understand place value, addition, subtraction, multiplication and division. Additional research support from the What Works Clearinghouse Practice Guide on Students Struggling in Arithmetic will also be presented.

Dan Sinclair is the President of Mastery Educational Service and has been a Certified Trainer for Math-U-See for the past fifteen years. As a high school math student, Dan struggled in mathematics with D’s and F’s on his report card! Today, he passionately promotes the methodologies that helped him grasp the mathematical concepts that were previously a mystery to him. Dan consults with school districts and trains teachers nationally to improve student achievement using the research-based practices found in the Math-U-See curriculum.

WEDNESDAY, OCTOBER 17, 2012

Math-U-See’s RtI Tier 3 Math Intervention

dsinclair@ mathusee.com

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WEDNESDAY, OCTOBER 17, 2012

Exhibit Hall Stage 2, 2:30 – 3:30

Intentional Instruction: What’s on Your Wall? Grades 1–8 Lone Star Learning, Sandra White Research has shown that 98% of what the brain takes in comes in unconsciously and is not a result of direct instruction. What are your students looking at every day— cute decorations or eye-catching, memorable visuals? Investigate ways to recapture wasted minutes and gain beneficial instruction time while supporting your lessons through valuable visuals. Let your bulletin boards work for you! What’s on your wall? Participants will learn to advance academic performance and focus on quality learning time by discussing the objective topics which include: you learn what you see, using your walls as teaching tools, and unconscious learning. Participants will encounter research regarding the power of the visual environment of the classroom, reevaluate classroom decor, and evaluate teaching/learning potential of intentional teaching visuals, as well as learn songs, chants, mnemonics, and more to keep students engaged and learning all day. Every Child! Every Chance! Every Day!

Sandra White’s passion is teaching! She successfully taught elementary and middle school students for thirty-four years, receiving awards including Region XVII Teacher of the Year and Texas Tech’s Distinguished Teacher Award. She has written Mastering Multiplication Facts in Ten Minutes a Day for Ten Days and games for Lone Star Learning. snannyw@aol.com

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Exhibit Hall Stage 3, 2:30 – 3:30

Campos Language Education Network, LLC Adelita Campos Acosta and Alicia Parra During this session, participants will learn about sheltered instruction according to the research-based Sheltered Instruction Observation Protocol (SIOP ® Model). This interactive workshop will target the eight components of the SIOP® Model, which will be presented by creating an organizational learning tool. Presenters will model and participants will actually practice effective sheltered instruction strategies, techniques, and best practices for the language domains of listening, speaking, reading, and writing. All activities from this session are applicable to all content areas and grade levels, and if implemented consistently will improve the academic performance for English language learners while increasing English language development. This session is recommended for all educators including teachers, administrators, counselors, and school personnel who work with English language learners. In addition, these activities are appropriate for all learners.

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Adelita Campos Acosta is the managing member for Campos Language Education Network, LLC. She has been an educator for over thirty years. Adelita has been a teacher, administrator, and reading specialist, and served as the Bilingual/ESL Program Specialist for Region 13 ESC.

WEDNESDAY, OCTOBER 17, 2012

Effective Sheltered Instruction Strategies

adelita@ camposlanguageeducationnetwork.com aliciasparra@ yahoo.com

WEDNESDAY, OCTOBER 17, 2012

Room: 11A, 3:45 â&#x20AC;&#x201C; 4:45

STRENGTHEN SCHOOL CLIMATE

59. Legacy CPE: A Super Model Michael Wakefield, Dena Frieda This session will provide an innovative CPE model implemented by Legacy Charter School. Participants will gain knowledge in the areas of team building, campus planning and presentation strategies leading to the development of an outstanding Campus Planning Event. Replicable activities and handouts will be shared.

Michael Wakefield is a native Texan whose teaching career began in an east Texas ISD, moving on to the Texas Youth Commission outdoor experiential wilderness program, and has circled the globe teaching for the Department of Defense schools in Japan, Italy, and Germany. To add to his experience, he held the position as Dean of Students at a private Jewish Day School and is currently the Campus Director of Legacy Academy Middle School. In total, Mr. Wakefield has 35 years of experience in the field of education. mwakefield@ honorsacademy.org dfrieda@gmail.com

100

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Room: 11B, 3:45 â&#x20AC;&#x201C; 4:45

STRENGTHEN SCHOOL CLIMATE

Linda Murphy, Dorothy White This presentation will provide audience members an overview of a systemic approach to school improvement planning, utilizing research-based components and tools to guide the process. SEDL research led to the development of Working Systemically, a process for strategically targeting district and campus initiatives. Bernhardtâ&#x20AC;&#x2122;s research focuses on the use of data in a structured, organized approach to aligning data from a variety of sources. The ESC 20 NCLB Needs Assessment Tool provides a step-by-step system to utilize data and guides the campus/district team through a process of identifying critical areas of need. The presenters will provide a streamlined, research-based foundation for developing the local campus/district improvement plan with a direct connection to school improvement initiatives. INTENDED AUDIENCE: Campus and District Leaders

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Linda Murphy has been a Texas educator for over thirty years, working at all levels: a classroom teacher from Pre-Kindergarten through Adult Education, specializing in Bilingual Education and Special Education, a school counselor, Director of Federal Programs, Assistant Superintendent, and grant writer. For the last seven years, she has worked as a TAP with schools from Stages 1-5 and as an External CIT, and is currently a PSP working with TTIPS grant schools and AU schools.

WEDNESDAY, OCTOBER 17, 2012

60. Aligning LEA Planning Processes

lmmurphy@hughes.net dwhite.ss4u@gmail.com

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WEDNESDAY, OCTOBER 17, 2012

Room: 13A, 3:45 – 4:45

ADVANCE ACADEMIC PERFORMANCE

61. STEM Education Reform and Instructor Certification Alan Gomez, Russell Mickelson Schools and education content providers are quick to fly the STEM education flag; however have the practice, strategy and content delivery changed? Attend this session with STEM101 to learn how to empower your schools with the capacity to promote full STEM literacy for all students and bring STEM integration in K-12 core curriculum.

Alan Gomez is a lecturer at the University of Wisconsin College of Engineering, former NASA Astronaut Selection Candidate, former CTE coordinator, former HS and MS instructor and lead author of “Engineering Your Future” and “Survey of Engineering”. alan.gomez@stem101.org russell.mickelson@ stem101.org

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Room: 14, 3:45 â&#x20AC;&#x201C; 4:45

ADVANCE ACADEMIC PERFORMANCE

Martha Lee, Stephanie Edwards-Hunt As part of TEAâ&#x20AC;&#x2122;s Project Share, OnTRACK provides more than 500 FREE, STAAR-aligned lessons for 8th grade and high school EOC tested courses in Science, Social Studies, Mathematics and English Language Arts. Each lesson includes engaging and interactive learning experiences, assessments with meaningful feedback, and additional resources. OnTRACK materials enable participants to effectively use interactive media in a non-linear learning environment with struggling students. OnTRACK is being developed by the Institute for Public School Initiatives (IPSI) at UT Austin in partnership with the Texas Education Agency (TEA). Participants will learn how to access, explore, and experience free student-ready lessons from OnTRACK for College Readiness. Presenters will demonstrate lessons and facilitate the development of ideas for their use for student achievement and school improvement.

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Martha Lee has over sixteen years of experience in education. She has a Bachelors of Science degree in Biology and a Masters of Science in Educational Administration. She has taught both middle school and high school science, as well as served as a district curriculum specialist. Last year Martha began working for the University of Texas Institute of Public School Initiatives as an Executive Master Teacher for the OnTRACK project.

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62. Exploring OnTRACK Courses

mlee@ipsi.utexas.edu sedwardshunt@ ipsi.utexas.edu

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CULTIVATE TEACHER LEADER EFFECTIVENESS

63. Implementation of the Common Instructional Framework in a PSJA ISD Middle School Rebecca Luna, Sylvia Lizcano San Juan Middle School is taking action toward a Common Instructional Framework (CIF) model through six engaging strategies (collaborative learning, group work, writing to learn, questioning, scaffolding, literacy groups and classroom talk) that challenge and motivate students, teachers and administrators in transforming into a more rigorous, relevant, and relational academic curriculum setting. Teachers are empowered through this process by classroom visitations, observations, coaching, and professional development as student performance is enhanced in all grade levels.

Rebecca A. Luna currently serves as the Principal at San Juan Middle School in San Juan, Texas. She has worked in the public school system in various capacities. She started her teaching career as a math teacher and taught for eighteen years. She has also served as Testing Coordinator for PSJA ISD. rebecca.luna@psjaisd.us sylvia.lizcano@psjaisd.us

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Room: 16B, 3:45 – 4:45

64. Thinking You Can Just Ain’t Enough! Ann Berg Effective school leadership has been proven to be second only to classroom instruction as an influence on student learning. Central to effective school leadership are five practices: 1) creating a vision of academic success for all students based on high standards; 2) shaping a positive school climate for learning; 3) promoting leadership in teachers, staff, parents, community members and students to collaboratively achieve the school vision; 4) improving instruction to help teachers teach their best and students learn the most they can; and 5) finding ways to successfully manage people, data, and processes to promote school improvement. KNOWING that each of these practices must be put in place to make a difference in student learning is not enough. The effective school leader must PLAN and ACT in harmony with colleagues and community to MAKE it happen. Participants of the Trinity University Principals’ Center will share opportunities that San Antonio area school leaders have taken to work together to increase student learning at their campuses.

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Ann Berg has worked in public and private educational settings—as a teacher at all levels, a counselor, principal, and assistant superintendent for instruction and personnel. She has served as the Director of the Trinity University Principals’ Center for the past six years, and consults in the areas of personnel, curriculum and instruction, and leadership development.

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CULTIVATE TEACHER LEADER EFFECTIVENESS

ann.berg@trinity.edu lori.Gallegos@nisd.net michael.morgan@ ecisd.net robert.harris@nisd.net

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Room: 17A, 3:45 â&#x20AC;&#x201C; 4:45

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65. Using the New Texas College and Career Readiness Profile Planning Guide Steve Frank Are your students college and career ready? The College and Career Readiness Profile Planning Guide was designed in collaboration with The Higher Education Coordinating Board and a statewide task force to assist districts and schools to answer this question. By prompting group reflection on how students demonstrate essential knowledge and skills, the Profile Planning Guide will help clarify, deepen, and operationalize district and campus understanding of college and career readiness. This session will take the participant though the six-step process to create specific action steps that ensure a college career readiness school culture.

Steve Frank serves in numerous national and state level projects specializing in career and technical education and college career readiness. He has been involved in the restructure of CTE programs in Texas and the process of developing the new CTE Texas Essential Knowledge and Skills and the transition to career clusters. steve.frank@ esc13.txed.net

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Room: 17B, 3:45 – 4:45

ADVANCE ACADEMIC PERFORMANCE

Kathy Adamec The Institute for Public School Initiatives and the Texas Center for Student Success utilize TEA’s Project Share to provide a free, online environment to leverage existing and new intervention and acceleration resources for PreK–12 teachers and administrators throughout the state. During this session, TCSS will present Improving Student Performance—Best Practices in Intervention and Acceleration, a course within Project Share that provides educators with videos, instructional strategies, and other artifacts highlighting best practices from exemplar schools across Texas. These artifacts illustrate how schools are successfully meeting the varied needs of their students across all grade levels and content areas. Participants will become familiar with Project Share, explore the course, and determine how the course can meet the varied needs of their students, classrooms, and campuses.

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Kathy DuBois Adamec is a Field Trainer Analyst at the Institute for Public School Initiatives at The University of Texas at Austin. For nearly three years, she has contributed to college readiness initiatives through the Texas Center for Student Success and the OnTRACK for College Readiness projects, where she researches, identifies, and promotes best practices for student intervention and acceleration, manages business relations, and assists in the development of online courses for middle school, high school, and professional development.

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66. Best Practices in Intervention and Acceleration

kdubois@ipsi.utexas.edu

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Room: 18A, 3:45 â&#x20AC;&#x201C; 4:45

ENHANCE DISTRICT EFFICACY

67. Strategies and Tools for Improving Graduation Rates Jan Moore, Zack Bigner It is impossible to rescue a student if you donâ&#x20AC;&#x2122;t know he needs rescuing. In this session we will discuss several strategies and tools our district implemented to improve how we track students as they move toward graduation. These tools include the Graduation Calculator that provides constantly updated graduation rate estimates and weekly leaver reports that allow central office administrators to monitor data quality.

Jan Moore has been the Director of Accountability, Research and Program Evaluation in Fort Bend ISD since 2004. Prior to this position she was the Coordinator for Secondary Math in FBISD. jan.moore@ fortbend.k12.tx.us zack.bigner@ fortbendisd.com

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Room: 18B, 3:45 â&#x20AC;&#x201C; 4:45

STRENGTHEN SCHOOL CLIMATE

Lura Davidson Classroom Snapshots provide a positive training framework and tool to guide, convey expectations, support critical conversation, and monitor instructional practices within the teaching and learning environment. Learn about the research, the process, and the means to further enhance sustainable tools within the campus transformation monitoring systems.

Lura Davidson has over thirty years of educational experience. She has provided services from PreK through higher education as a teacher, administrator and educational consultant. She has a Ph.D. from the University of Missouri with an area of study in Curriculum and Instruction and Higher Education Administration. She is currently a Professional Service Provider within the Texas Center for District and School Support (TCDSS).

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68. Classroom Snapshots Through Walk-Through Drilldowns

davidsonlura@ hotmail.com

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Room: 18C, 3:45 – 4:45

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69. GAGA + DATA x COLLABORATION - INERTIA= STUDENT SUCCESS Rohny Escareño, Delaina Martin What do piñatas, working lunches, Easter eggs, data disaggregation, scooters, and goal setting all have in common? They all played seemingly strange yet integral parts in the Edcouch-Elsa Math Department’s success in the 2011-2012 school year. In spite of the challenges facing a Stage 5 school, the EEHS Math Department’s eclectic approach to extended learning opportunities, student investment, and team collaboration helped raise student scores to some of the highest in the region. Our session will focus on strategies for developing positive and exciting tutorial atmospheres; increasing successful collaborative opportunities within and among departments; and tailoring instruction, assessment, and data usage to positively impact student success.

Rohny Escareño graduated from Harvard University with a degree in Visual & Environmental Studies and returned to his native Rio Grande Valley to positively impact student postsecondary success. He was recently voted EEHS and District Secondary Teacher of the Year. rohny.escareno@ gmail.com dmartin@eeisd.org

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Room: 18D, 3:45 â&#x20AC;&#x201C; 4:45

70. Implementing an Authentic Appraisal Processâ&#x20AC;&#x201D;The Impact of Principal and Teacher Portfolios on Leadership, Teaching Performance, and Student Achievement Rosalyn Bratcher, Dale Underwood Educator appraisal systems must provide for continual improvement of professional practice, which results in high levels of student achievement. Raven Charter School committed to the development of a growthoriented process and will provide an overview of their journey to implement an alternate appraisal system based on the development of a professional portfolio. The presentation will outline the impact of the professional portfolio on leadership, teacher quality, and student learning. The presentation will include the rationale for growth-oriented appraisal systems, including the connection to nationally recognized standards of educator evaluation.

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Dr. Rosalyn Bratcher currently serves as an educational consultant and is a Professional Service Provider (PSP) with TCDSS. She works with TTIPS campuses and has served schools as a CIT, CAM, and TAP. Prior to her retirement from Texas public schools, she served as an assistant superintendent for curriculum and was a principal and teacher. Her belief in helping educators continually improve through intrinsic motivation has been her passion.

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CULTIVATE TEACHER LEADER EFFECTIVENESS

rosalyn@bratcher.com dale.underwood@ gctcw.org

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71. Moving Yates HS Forward: Transformation to Create High Achievement Marla Sheppard, Tonya Curtis This session will discuss the interventions provided at the high school level and is conducted by a former middle school principal and her team. This session will explore all of the systems needed to successfully move Yates HS forward. We will discuss academic interventions, dropout prevention, completion rate, and a large special needs population (25%). Find out how systems were implemented based on the middle school model of providing individualized intervention for each student to create an environment of student achievement.

Marla Sheppard was a successful middle school principal for five years at a turnaround school in Houston, Texas. Under her leadership, the school never entered AYP sanctions. She was named Houston ISD Secondary Principal of the Year in 2010-2011. She has also been feeder pattern principal of the year twice. In the 2011-2012 school year, she became the principal of Jack Yates High School in HISD. She brought in an experienced team of administrators, and Yates is moving forward under her leadership. mmcneals@ houstonisd.org tcurtis@houstonisd.org

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Exhibit Hall Stage 1, 3:45 â&#x20AC;&#x201C; 4:45

Lesli Laughter Administrators and teachers will benefit from a greater understanding of differentiated instruction. Discover how teachers can structure learning environments that address the variety of learning style preferences, interests, and abilities of students within classrooms. Learn practical tips about how to effectively differentiate instruction by implementing strategies to create positive classroom environments.

Lesli Laughter has over thirty years of service as an assistant superintendent, middle school principal, elementary principal, and teacher. As a principal, Lesli led both her elementary campus and middle school campus to Exemplary ratings. As assistant superintendent over curriculum and instruction, Lesli facilitated the implementation of a comprehensive curriculum management system resulting in higher levels of academic achievement. Lesli is passionate about creating and sustaining systems where all students succeed.

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Differentiated Instructionâ&#x20AC;&#x201D; Embracing the Strategies

lesli@learningblueprints. com

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Exhibit Hall Stage 2, 3:45 – 4:45

Chunk the Science TEKS for STAAR and End-of-Course Success Kathy Reeves Learn how teachers can use the Science Starters to break the science TEKS into manageable, bite-sized instruction that will fit with any curriculum. Each Science Starter program—Elementary, Middle School, TAKS, or Biology—includes 110 or more micro-lessons that can be teacher-guided or used for independent study. This web-based product will benefit all students and can be used with only one computer and a projector for each teacher. Strategies for RtI and ELL will be included. Attendees will receive one month FREE access to the Science Starters.

Kathy Reeves, the founder and president of Scientific Minds LLC, is an awardwinning science educator. With twenty-four years of teaching and department chair experience, she developed the highly popular Science Starters program. She continues to develop technology-based programs built on sound brain research and best instructional practices. kathy@scientificminds. com

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Exhibit Hall Stage 3, 3:45 â&#x20AC;&#x201C; 4:45

Donna Janssen How can a campus or district get an accurate assessment of their current reality? How well do the programs and interventions serve the students for whom they are designed? How do the beliefs and values within the school/district impact student achievement? What processes effectively serve or inadvertently impede the school in its goals to meet the needs of all students? How do we know? Choosing a clear focus for improvement efforts is dependent upon a complete and accurate assessment of current conditions. Using multiple data perspectives, the Snapshot process deeply examines all levels of operations for a comprehensive analysis for enhancing support for student achievement.

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Your Campus and District in Focus

donna.janssen@ esc13.txed.net

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TICKETED SESSIONS The Distinguished Speakers on October 18 will be ticketed sessions. Stop by the ticket booth located in the exhibit hall and secure your seat to see the two Distinguished Speakers of your choice.

Mark McLeod – School Climate Dave Ellis – Leadership Effectiveness Mike Neubig – Increased Learning Time Mack Hines - Teacher Effectiveness Skip Forsyth and Terri Stafford – Family/Community Engagement Danny Hill – Academic Performance Roy Garcia – Enhancing District Efficacy

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Victoria Bernhardt – Data Driven Instruction

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72. Using

Data to Improve Learning for all Students Schools can become much more efficient and innovative learning organizations when they use data effectively. The ability to thoroughly answer five essential questions that lead to aligning instruction and practices to the needs of the learner will likely get student learning increases in every grade level, subject area, and with every student group. Participants will learn these five essential questions, what data must be used to answer these questions, how to solve a problem with data, and how to create and lead a plan that will positively transform leading, teaching, and learning school-wide.

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Data Driven Instruction Guided Questions What would it take to get student learning increases for every student in your school?

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What data do you use in your school, and how do you use the data? What do you need to do to improve your analysis of data?

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As you reflect on the information you heard today, what can you do to improve student learning for all students in your school?

Victoria L. Bernhardt, Ph.D., is Executive Director of Education for the Future, a not-for-profit initiative whose mission is to build the capacity of learning organizations at all levels to gather, analyze, and use data to continuously improve learning for all students. She is also a Professor (currently on leave) in the College of Communication and Education at California State University, Chico. Dr. Bernhardt is passionate about her mission of helping all educators continuously improve student learning in classrooms, schools, districts, states, provinces, and countries by gathering, analyzing, and using actual data—as opposed to using hunches and “gut-level” feelings. She has made numerous presentations at professional meetings and conducts workshops on the school portfolio, data analysis, data warehousing, response to intervention (RtI), and school improvement

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at local, state, regional, national, and international levels.

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73. Positive

Leadership - The Key to Raising Student Achievement This session is designed to help leaders develop a more positive school climate with a focus on improving instruction and building relationships. Participants will learn simple, yet powerful strategies to help empower each adult and student at their school to reach his or her fullest potential. Expect to leave energized and inspired to become a more POSITIVE leader.

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Strengthen School Climate Guided Questions

What is the most effective and efficient way to raise student achievement?

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What are some specific strategies that we could use to motivate adults and students at our school?

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How do we develop effective school climates that are committed to educational excellence?

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How do we make sure that the “BEST PRACTICES” of instruction, classroom management, and student motivation become HABIT in every classroom?

Known for his dynamic and motivating presentations, Mark McLeod is a rare speaker who can speak to the heart of an educator. He knows what it is like to “be in the trenches.” Recognized as one of Mississippi’s top school administrators, Mark has shared his expertise at state and national conferences and conducted many workshops and keynotes for schools and districts throughout the United States. As a lifelong educator, his educational experience includes teacher, coach, assistant principal, and principal. He was twice selected as Teacher of the Year for Lumberton Public School District. In 2002, he was selected as Covington County School District’s Administrator of the Year and Mississippi’s Region Four Administrator of the Year. He is currently a full-time motivational speaker, professional development instructor, and educational consultant.

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His enthusiastic and encouraging presentations leave participants inspired to plant seeds of success in their students. He currently resides in Purvis, Mississippi with his wife, Kelli, and two children, a daughter - Erin, and a son-Ryan.

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Ballroom G, 8:15 – 10:00

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Roy Garcia 74.

Supporting Your Principals

How do you define support provided by the central office to the principals? Does an “Us vs. Them” mentality exist? This session will examine the desired relationship between the central office and the principals ensuring they are provided the opportunity to think differently, be creative, and truly given the autonomy to meet the ever-changing needs of students. We will look at the role and the purpose of the central office as it relates to coaching and mentoring principals which in turn will assist in advancing school improvement efforts.

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Enhance District Efficacy Guided Questions How do you build a partnership between the central office and the principal that is focused on support?

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Is the support that is provided to principals differentiated?

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Are principals allowed to be creative and innovative to meet the needs of their students?

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What grade would your principals give the central office as it relates to support?

Roy Garcia has been in the education profession for 23 years. He started his career as a middle school science teacher and coach. He served as a high school assistant principal for six years and as the principal at South Grand Prairie High School for seven years. Under his leadership, SGPHS successfully divided into five smaller learning communities based around broad career themes. In 2005, he joined the Cypress-Fairbanks Independent School District as the assistant superintendent for secondary school administration. He currently serves as the associate superintendent for school administration and leadership development, which includes being the coach and supervisor for the district’s eighty-four principals. In addition, Roy has served as a member of the Texas Association of Secondary Schools Principals Strategic Planning Team, a member of the Career Academy Support Network Conversation Team, and a content coach for the Maryland State Department of Education’s School Improvement Institutes. He is a former Board Member of the National Career Academy Coalition and a current Board Member of Cy-Hope, a non-profit organization dedicated to bringing hope to students who are economically, relationally, or spiritually disadvantaged. He is currently a field advisor for the Rice University Education Entrepreneurship Program and serves as a member of the Board of Trustees for the Cy-Fair Educational Foundation.

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Mike Neubig 75. Proven

Innovation and Practice to Increase Learning Time This session will explore options and strategies from hundreds of schools who have found unique ways to provide intervention and additional instruction. The topics of flexible schedules, process for teaching assignments, credit recovery, virtual/ distance learning , modified blocks, team teaching, and use of technology will guide this in depth exploration of how to squeeze every minute into the student day. One of the greatest challenges remaining for school reform is to be able to increase learning time within the traditional constraints of any schedule. Participants will leave this session equipped with practical ideas and information to be immediately implemented at their school sites.

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Increased Learning Time Guided Questions

Why has extended learning time become such an important part of school reform? What is the overarching goal of this strategy?

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What have been the largest challenges at your school site in providing additional time for students? What strategies have been attempted with success or failure?

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What are the limits of your knowledge in this area? How can you make yourself more aware of additional strategies and techniques that have been successful for other districts/schools? What may be the barriers to implementation?

As a former teacher, guidance counselor, and High School Redesign Coordinator for a USDOE SLC Grantee district, Mike has assisted schools across the US in implementing school structures proven to increase student achievement. Mike has extensive experience in tackling issues that make scheduling small environments difficult and knows the professional development support that is needed to make a school successful. Mike’s background includes: acting as the president for Capture Educational Consulting Services, which serves as an intermediary agent to support reform for many districts and schools across the country; providing scheduling workshops and assistance for schools supported by USDOE Grants, Ford PAS, the KnowledgeWorks Foundation, National Academy Foundation, ACTE/Siemen’s Initiatives, Gates Foundation Grantees, and more; implementation of the Learning Environment Design (LED) model that Mike has developed with specific steps required to implement SLCs and Career Academies; master schedule training workshops in the form of daily master schedule consultation or large scale workshops for administrators, guidance counselors, and other staff; development and training for

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ScheduleSMART Automated Schedule Builder.

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Ballroom D, 10:30 – 12:15

Dave Ellis 76. 21st

Century Leadership in Education

“A good leader inspires people to have confidence in the leader; a great leader inspires people to have confidence in themselves.” --Eleanor Roosevelt During this interactive session, Dave Ellis will assist participants in inventing leadership practices that they can immediately implement in order to improve education. Conference attendees will be asked to examine their strengths and current limitations and develop specific changes to improve their leadership. Strategies will be recommended to move leadership from shame-based to visiondriven and from answer provider to problem-solving facilitator. “Go to the people, live with them, love them, learn from them, work with them, start from what they have, build on what they know, and in the end, when the work is done, the people will rejoice and say: We have done it ourselves.” --Lao Tzu

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Leadership Effectiveness Guided Questions As you review your work and successes as a leader at your district/campus(es), what are several of your strengths?

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As you review your work and challenges as a leader at your district/campus(es), what are several of your current limitations?

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What specific changes would improve your leadership?

Dave Ellis got started in education in 1976 when he taught Junior High School math. After getting a master’s degree in mathematics, he taught computer science at a college for six years where he became Assistant Dean of Student Services and later President of the college. In 1979 he designed a course to improve student performance and retention and then traveled the country for a decade conducting workshops for teachers on ways to improve student success and test scores. Dave is a leadership coach, author, and educator. He wrote and published Becoming a Master Student which is the best-selling college textbook in America and has been for the last two decades. In addition to this book, he has authored and co-authored six others, including Career Planning, Falling Awake, Creating Your Future, and Life Coaching. He began training coaches in 1983 and started a public course for coaches

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in 1993 which became a fully accredited coach training program.

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Mack Hines 77. Racially

Diverse & Equitable Framework for Translating Teacher Quality into Teacher Effectiveness for Student Achievement Throughout the nation, teacher effectiveness continues to be interpreted through the lens of teacher quality’s impact on student achievement. The question for discussion in this innovative session is “What will it take for teacher quality to translate into teacher effectiveness for racially diverse student achievement?” The answer to this question comes by way of Dr. Mack T. Hines III’s vivid description of the racial and cultural framework for linking teacher quality effectiveness to racially diverse student achievement. In particular, Dr. Hines will explain how and why race and culture link teacher quality to teacher effectiveness with racially diverse student populations. Teachers also acquire research validated guidelines for using a racial and cultural framework for creating the learning experiences that produce student achievement.

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Teacher Effectiveness Guided Questions What translates teacher quality into teacher effectiveness for African American student achievement?

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What type of teacher quality is needed to create quality learning experiences for African American students?

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With regard to African American students, what does it mean to be a highly qualified teacher?

Motivational, inspirational, and educational—three words that are frequently used to describe Dr. Mack T. Hines III—the CEO of Mack Hines Consulting, LLC, and one of the most sought after authors, educators, scholars, and speakers. Dr. Hines is widely known and regarded for his dynamic, down-to-earth approaches and strategies in the areas of African American student success and the incorporation of cultural and racial diversity into classrooms. With passion as his guide, Dr. Hines has continually used these topics to enlighten and engage educators on the importance of using students’ backgrounds and strengths as the means to motivating, elevating, and educating students to achieve.

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He strongly believes that ALL children truly learn when learning is centered on understanding who children are to inspire them to reach their destinies and dreams. Because of his philosophy and work, Dr. Hines has been invited to present and discuss children in over 200 schools and 100 conferences in numerous states. In addition, many school districts across the country have used Dr. Hines as a guide for producing measurable gains in student achievement.

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Skip Forsythe & Terri Stafford 78. I

SPY: Involvement-School, Parents, and YOU Parental involvement needs to rise above the bake sale. Parental involvement is about meaningful relationships, two-way communication, and student learning. This session will provide the definition and explain the benefits and urgency of parental involvement. Participants will learn strategies to increase parental involvement as well as the essential content in the required parental involvement policy and schoolparent compact. This innovative presentation is characterized by their hands-on, no-nonsense approach combined with humor and personal experiences to teach, challenge, and inspire audiences. Extensive handouts will be provided.

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Increase Family Community Involvement Questions: What are the legal requirements for a parental involvement policy and schoolparent compact and what is the essential content to be included in such a policy and compact?

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What are the benefits of an effective family and community engagement program?

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What strategies can increase my family and community engagement program?

Family and community engagement can enhance the school community and student performance. To engage families and enlist their participation, it is important to hear their story. Participants will be reminded of the benefits of parental involvement and the supporting research. Participants will receive some handouts and other information about current resources for developing their family engagement program. Everyone has a story that influences his or her values, perceptions, and choices. Participants will be encouraged to develop listening skills, and some techniques will be suggested. A family friendly school culture is not about book covers but about reading and understanding the story in the lives of our families. Skip has been an educator since 1995—a high school science teacher, a middle school science teacher, and an education specialist at Region 16 ESC, Amarillo. While at Region 16, he has served in the Title I component at the regional level, and now his focus is family engagement in the Title I Statewide School Support/ Parental Involvement Initiative. Prior to his educational career, Skip was a pastor in El Paso, Texas and Sydney, Australia. He is married to Pam, thirty-two years together and aiming for fifty. In his leisure time he enjoys golf and bike-riding, hiking and camping, and photography.

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18 ABC, 10:30 – 12:15

Danny Hill The Power of ICU: “The Defeat of Student Apathy” 79.

We had the same problem! Encouragement, rewards, punishment, and motivational speeches: nothing seemed to work. It seemed that not doing an assignment was the “in” thing to do. Students’ flippant attitude when announcing “I didn’t do my homework” would make teachers’ blood boil. Student Apathy is a monster that drains educators, increases discipline referrals, and negatively impacts test scores. Can we have “higher expectations” from our students when too many of them expect so little of themselves? Can we get students engaged in school when they don’t seem to care? The answer to both of these questions is ABSOLUTELY! This session will explain the “How To” in winning the War on Apathy. Power of ICU is not a program or a system; it is a blueprint for building a school culture totally focused on students learning the academic standards.

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Advance Academic Performance Guided Questions Apathetic students do not care about the “Common Core,” so how will the “Common Core” standards impact your apathetic students?

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What should a student’s academic grade reflect?

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What is your priority? Teach and Learn the Academic Standards or Teach and Learn Responsibility?

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Are you tired of students and parents saying, “If I had only known” or “Why didn’t you tell me?”

Working with children has been Danny’s passion since coaching primary-aged children at the local YMCA at age 19. He is a proven educational veteran, having shared his passion for teaching with students in multiple grade levels in Tennessee’s Wilson County school system over the past thirty-one years. Danny and his wife, Debbie (a high school guidance counselor), have three children: Kellie, Amy, and Zach. At his ﬁrst presentation on the “Power of ICU” in 2007, his ﬁrst session had about forty attendees. The second session was so packed with teachers, supervisors, and principals that many were standing outside the door listening. A long line of people stayed after the session to ask questions and get his email address.

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Since that time, Danny has spoken to thousands of educators and hundreds of schools and districts, sharing the “Power of ICU.” Schools have students “Completing Every Assignment,” school cultures have changed, graduation rates have soared, and failure rates have dropped drastically, but in the end his passion, his love, and his service still come back to where it began—his love for working and impacting the lives of children.

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Exhibitors

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EXHIBITORS

EXHIBITORS The AIE Conference is excited to bring you over sixty hand-selected companies in the educational field. These companies offer innovative products and services that are designed to best aid the needs of schools in the School Improvement Program, as well as best practices that everyone can benefit from. Please refer to your conference schedule to find the designated exhibit hall times for you to explore all that the exhibit hall has to offer. Also, be sure to check out the sessions that will be taking place in the exhibit hall on three stages during session breakout times. There will be a Joâ&#x20AC;&#x2122;s Coffee stand open to attendees. Food and beverages will be available for purchase throughout the day.

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EXHIBITOR LIST Academic Core Group, Inc.

Academic Core Group, Inc. is a Texas-based company. Our heritage, steeped in education, makes our passion for excellence run deep! ACG is constantly working on removing the confusion from the STAAR test by providing easyto-use, easy-to-comprehend products that are formatted in the exact style and font as TEAâ&#x20AC;&#x2122;s materials, and most importantly, as the STAAR exam. Providing teachers and administrators with the best possible products that are efficient, smart, and beneficial is ACGâ&#x20AC;&#x2122;s #1 goal! We are focused on making a difference in education, one state standard at a time! katie@academiccoregroup.com www.academiccoregroup.com Booth # 414

Advanced Graphics

We provide schools with Poster Printers, Electronic Die Cut Machines, Awards Makers, and ID Systems. The Variquest tools are used to create customized posters, banners, bulletin board displays, and award Plaques. All of these tools educate, motivate, and communicate. hailey@agkaty.com www.agkaty.com Booth # 611

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AimTruancy Solutions

AimTruancy Solutions is an innovative truancy intervention program designed to keep at-risk and truant youth in school and on track to graduate. Aim builds a network of vital resources around a student to successfully engage and refocus students to achieve record attendance gains and generate ADA revenue for schools. tknox@aimtruancy.com www.aimtruancy.com Booth # 607

ALEKS Corporation

ALEKS is a web-based math program that provides truly individualized learning and assessment correlated to the Common Core State Standards and all 50 statesâ&#x20AC;&#x2122; standards. Using Artificial Intelligence, ALEKS accurately assesses a studentâ&#x20AC;&#x2122;s knowledge and delivers targeted instruction on the exact topics the student is ready to learn next. events@aleks.com www.aleks.com Booth # 502

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Aloe Software Group

PEIMS DATA Plus is a full featured, web-based district data warehouse. Student, Finance, TAKS data. Web-based, simple, no complex report writing skills needed! ppolasek@aloesoft.com www.aloesoft.com Booth # 516

AXA Advisors, LLC

TRS Retirement Analysis 403(b), 457, 401(a), IRA, Stocks, Bonds, Mutual Funds, College Funding, Life Insurance bertha.torres@axa-advisors.com www.axa-advisors.com Booth # 706

Bookshare Bookshare is the worldâ&#x20AC;&#x2122;s largest online accessible library of copyrighted books for people with print disabilities and is free for all qualified U.S. students and the organizations that serve them. More than 205,000 members currently have access to more than 150,000 books and periodicals, including more than 3,600 K-12 textbooks. christine.j@benetech.org https://www.bookshare.org Booth # 700

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Brainchild

Prized online assessment and mobile learning to schools featuring Kineo. Beth@Brainchild.com www.brainchild.com Booth # 401

Campos Language Education Network, LLC

Campos Language Education Network, LLC (CLEN) provides quality, research-based professional development to enhance English as a Second Language (ESL) and Bilingual instruction. Our goal is to empower educators to be successful with English language learners (ELLs) from Pre-K through 12th grade. CLEN offers a unique, hands-on approach to staff development. We model practical strategies and use effective teaching techniques which promote language development and increase academic achievement. adelita@camposlanguageeducationnetwork.com www.camposlanguageeducationnetwork.com Booth # 610

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Cosenza & Associates, LLC

STAAR Mission:â&#x201E;˘ Mathematics Success is a compressed, accelerated program of intervention that will help foster student success in grades 3 through Algebra 2. Each grade level/subject course contains rigorous lessons, as well as assessment items, built around the 5E instructional design model, emphasizing procedural fluency through conceptual understanding. gary@cosenzaassociates.com www.staarmission.com Booth # 314

Curriculum Associates

A privately-owned, fast-growing educational publishing company, Curriculum Associates specializes in affordable, research-based standards preparation materials, online intervention, supplemental reading and math programs, and special education assessment and instruction to help students succeed. KWalsh@cainc.com www.CurriculumAssociates.com Booth # 307

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DMAC Solutions

DMAC Solutions速 offers web-based software to help districts improve the quality of education provided to students. Schools select from a suite of applications to assist with STAAR data analysis, local assessments, student achievement, progress monitoring (RtI, PGP), campus and district improvement plans, PDAS, and more. cbarton@esc7.net www.dmac-solutions.net Booth # 319/418

DynaStudy, Inc.

DynaNotes student review guides, teacher CDs, EOC booklets, iPad app downloads, TEA reference charts, programs, games, and more for grades 3-12 (math, science, social studies, ELA, Spanish versions) help students build a strong foundation for higher order thinking. Please visit our booth for door prizes, free samples, and more information. eharris@dynastudy.com www.dynanotes.com Booth # 603

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Educational Options, Inc.

EdOptionsâ&#x201E;˘ award-winning programs have proven highly effective in both mainstream and alternative classroom settings, assisting in original credit, assessment and remediation, dropout prevention, credit recovery, and adult learning. Since its inception, EdOptions has become a leading provider of computer and Web-based educational solutions for Pre-K to adult learners. sdan-perry@edoptions.com www.edoptions.com/ Booth # 400

ETA hand2mind

ETA hand2mind is recognized as the premier publisher and pioneer of interactive and manipulatives-based education, with 8,000+ supplemental math, literacy, and science resources. Its research-based, hands-on products and programs are effective for students of all learning levels. ETA hand2mindâ&#x20AC;&#x2122;s award-winning products make teaching more effective for educators and promote partnerships with parents. jciborowski@hand2mind.com www.hand2mind.com/ Booth # 416

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Forde-Ferrier

The most comprehensive, up-to-date, STAAR products and services on the market today. f2officemanager@gmail.com www.Forde-Ferrier.com Booth # 702

Fostering Stars Learning & Resource Center, Inc.

Fostering Stars Learning & Resource Center, Inc (FSLRC) provides one-onone, small group, and computer-based tutoring in all content related subjects (mathematics, science, reading, English Language Arts) in preparation for the STAAR and TAKS test. FSLRCâ&#x20AC;&#x2122;s structured but flexible tutoring framework, allow students to acquire the knowledge, skills, and strategies needed for academic success. info@fosteringstarslearning.com www.FosteringStars.com Booth # 716

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Frog Publications

Experience the thrill of watching your students love to learn with products that include: Systematic reinforcement programs, IEP, RtI, differentiated instruction, terrific, ready-to-use learning centers, take-home parental involvement program, daily review, critical thinking and dual language! All Frog games use the same easy-to-learn rules. Students needing different levels or skills can practice together! conferences@frog.com www.frog.com Booth # 506

Gourmet Learning

Gourmet Learning’s online Lesson Maker for Reading, Math and Science grades 1 - 9, provides complete resources for teachers that actively engage students in their learning processes. Teachers have access to a full menu of high-interest, “gourmet” activities to customize differentiated instruction, saving hours of searching and planning time. jgarber@gourmetlearning.com www.gourmetlearning.com Booth # 708

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Group Excellence

Group Excellence is a multi-faceted education company that has both public and private operations ranging from private tutoring to college preparation workshops. Group Excellence is dedicated to helping students of all grade levels achieve the highest degrees of distinction in their education. Our unique emphasis on mentoring, combined with our specially-trained staff, can help students aspire to unparalleled understanding of academic materials. Group Excellence has continuously strived to achieve a high degree of excellence and has even been awarded the Pinnacle Award by the Dallas County Peace Officer Association and various Certificates of Appreciation from local school districts. bsanders@groupexcellence.org www.groupexcellence.org/ Booth # 406

Houghton Mifflin Harcourt

With education products and services used by 57 million students throughout all 50 U.S. states and 120 countries, Houghton Mifflin Harcourt is a global education and learning company. The worldâ&#x20AC;&#x2122;s largest provider of materials for PreKâ&#x20AC;&#x201C;12 learning, Houghton Mifflin Harcourt is leading the way with innovative solutions and approaches to the challenges facing education today. kathy.doyle@hmhpub.com www.hmheducation.com Booth # 301 150

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Imagine Learning

Imagine Learning is an innovative language and literacy software program for English learners, struggling readers, students with disabilities, and early childhood education students in pre-K through eighth grade. More than 250,000 students around the world have already benefitted from Imagine Learningâ&#x20AC;&#x2122;s award-winning solutions. shelly.scofiled@imaginelearning.com www.imaginelearning.com Booth # 411

Kaplan Elementary

Kaplan Elementary demonstrates a commitment to meeting diverse learning needs with hands-on resources and assessments that connect to standardsbased curriculum and help differentiate instruction. mstewart@kaplanco.com www.kaplanco.com Booth # 203

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Kids Kount Educational Services L.L.C.

Educational consulting services, curriculum development services, and professional development. Tbrownlee@kidskountedservices.com www.kidskountedservices.com Booth # 219

Lead Your School

Lead Your School: a confederation of successful and innovative former principals, central office administrators and superintendents working with schools and districts to rapidly improve student performance. j.hoeppner@leadyourschool.com www.leadyourschool.com Booth # 503

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Learning-Focused

Learning-Focused is the premier advocate for providing schools with models and frameworks that allow all teachers and school leaders to implement exemplary lessons to increase student achievement. Learning-Focused is the partner for schools to put into practice what research says works. dmarlett@learningfocused.com www.learningfocused.com Booth # 507

Lightspeed Technologies, Inc.

Your voice. Their mind. A clear connection. Established in 1990, Lightspeed is the trusted provider in classroom audio. Our innovative product line of classroom communication solutions offer teachers a clear connection with students - because children who hear every word, learn more. As a company, thatâ&#x20AC;&#x2122;s our highest reward. lisa.guerrero@lightspeed-tek.com www.lightspeed-tek.com Booth # 519

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Lone Star Learning

Lone Star Learning is a curriculum development company owned and operated by Texas teachers. We offer unique, easy-to-use visuals and interactive bulletin boards that give students the specific practice needed to achieve mastery in math, science and language arts. Our motto: â&#x20AC;&#x153;Increase student success! Decrease teacher effort!â&#x20AC;? gala@lonestarlearning.com www.LoneStarLearning.com Booth # 408

Math GPS, LLC

Math GPS provides unique curricular support materials for grades 3-8 mathematics. Our resources are designed to complement the STAAR blueprint and emphasize the Readiness Standards. We offer products designed by teachers, used in classrooms, producing results! info@mathgps.org www.mathgps.org Booth # 316

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MathShapes Go Figure!

MathShapes: go figure! is a hands-on K-5 program consisting of an inclusive curriculum correlated to the Common Core Standards. The program enables parents and educators to direct the mathematical thinking of children. Implementation options include: summer school, after school, and parental involvement programs. emulli1272@verizon.net www.mathshapesgofigure.com Booth # 201/300

h e l p i n g

Math-U-See

mathgoshapes figure y o u

h e l p

y o u r

c h i l d

Math-U-See is a K-12 Research Based Core Replacement Curriculum used in Special Education and RtI Tier 3 settings. We utilize explicit instruction, a systematic approach with cumulative review, structured procedures, multi-sensory methods, short cycle assessment and on-going progress monitoring. Our materials meet or exceed the recommendations from the What Works Clearinghouse Practice Guide on Assisting Student Struggling in Math. We provide an intense focus on whole number instruction, fluent fact retrieval, word problems, and instruction to mastery. Stop by the MathU-See booth and pickup your free demonstration DVD and sample packet! gsinclair@mathusee.com www.mathusee.com Booth # 500

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McGraw-Hill Education

McGraw-Hill Education is a leading global provider of educational materials, information and solutions for the Pre-K through 12th grade, Assessment & Instruction, Higher Education and Professional markets. cora_dixon-jackson@mcgraw-hill.com www.mheonline.com Booth # 309/311

Mentoring Minds. L.P.

Mentoring Minds provides Instructional materials, including STAARaligned math, reading, writing and science supplementary products, STAAR Standards and Strategies Flip Charts, Rtl tools, Intervention and Instructional Strategies, Critical Thinking and Vocabulary Development. lori@handyhintsforparents.com www.mentoringminds.com Booth # 705/707

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Mobile Collegiate Consultant & Tutorial Service

Mobile Collegiate Tutorial and Consultant Service, located in Houston, Texas, is a company that provides small group tutoring to students, grades K-12, in STAAR and EOC tested core content. In addition, Mobile Collegiate Tutorial Consultant Service provides in class coaching and modeling to help build teacher support in delivering instruction in the TEKS curriculum, grades K-12. Tutors and consultants are certified and have expertise in the content in which they tutor and coach. Positive results for both services have been shown through student academic growth and teachers becoming proficient in content knowledge and delivery. Mobile delivers educational support to public and charter schools in Texas, Ohio, and Virginia. mctutorservice@yahoo.com www.mctutorservice.com Booth # 215

Muses3, LLC

Muses3 represents Ripple Effects social emotional learning program, Texthelpâ&#x20AC;&#x2122;s Read&Write GOLD and Fluency Tutor programs, ASAP administrator preparation program and other software designed to support RTI strategies. linda@muses3.com www.muses3.com Booth # 417

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Olympus Math

Olympus Math is an adaptive online platform that improves math skills for students grade 6-12. Olympus Math is aligned to state and common core standards. Students can access live tutors if they need assistance, and there is nothing install because it is web-based. muj@olympusmath.com www.olympusmath.com Booth # 517

Peoples Education

Peoples Education, creator of Measuring Up now has STAAR readiness materials for Science, Math and Reading as well as EOC for Algebra I, Geometry, Biology and English I. Additionally, see our new skill building MyQuest program and our enhanced assessment Insight for grades 1-11. msakow@peoplesed.com www.PeoplesEducation.com Booth # 501/600

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Pitsco

Visit Pitscoâ&#x20AC;&#x2122;s booth and discover new and exciting opportunities to teach science, technology, engineering, and math (STEM) concepts. You will find a robust array of hands-on activities and tools: dragsters, trebuchets, alternative energy, structures, robotics, and more popular activities that provide real-world relevance to STEM subjects. goquinn@pitsco.com www.pitsco.com Booth # 618

PLATO Learning

PLATO Learning is a leading provider of high-value, comprehensive online solutions that support educators in their mission to successfully transition learners and advance learner achievement. clienhart@plato.com www.plato.com Booth # 614

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Power of ICU

The Power of ICU will provide attendees with testimonies, practices, and the “How To” to “Defeat Student Apathy” and have “Every Student Complete Every Assignment!”. Actual Practitioners and Real-Practical School Stories and Data will be available along with ICU Books, ICU Blueprint/Study Guides, the ICU Database, and information on ICU Presentations, ICU Doctors Visits/ Consultations, and ICU Conferences. jaysonnave@poweroficu.com www.poweroficu.com Booth # 303

Read Naturally, Inc.

Read Naturally’s innovative, research-proven reading programs provide high quality interventions and differentiated instruction for struggling readers. The flagship program has been successfully improving reading fluency and comprehension skills in students nationwide for over 20 years. Read Naturally also provides programs for reading assessment, phonics, vocabulary, and ELL students. lmarofsky@readnaturally.com www.readnaturally.com Booth # 509

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Region One Education Service Center

Is your campus STAAR ready? STAAR Oneâ&#x201E;˘, a Texas STAAR-Aligned Assessment Item Bank with over 40,000 aligned assessment items, creates quality benchmarks in all STAAR assessed content areas, transadapted for ELL learners and maximal accessibility for students receiving special education services. Easily publish benchmarks by selecting readiness/ supporting standards and levels of cognitive complexity. New modules for all content areas. bgorena@esc1.net www.esc1.net Booth # 211

Region 10 Education Service Center

Region 10 Education Service Center offers comprehensive online products and services for education including WebCCAT, Eduphoria! Aware, Stetson Online, and the Compliance Training Suite of professional development for Bloodborne Pathogens, Diabetes Type II, Sexual Abuse, Concussions, Texas Educatorsâ&#x20AC;&#x2122; Code of Ethics, FERPA, Section 504, and Sexual Harassment. gary.bowers@region10.org www.region10.org/ Booth # 616

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Region 13 Education Service Center

Region 13 has always strived to meet the needs of schools in the region and state and is constantly looking to innovate methods of providing quality services and products in a constantly-changing educational landscape. In addition to branching out into digital publishing, Region 13 has begun offering virtual/streaming conferences as an alternative to onsite professional development, providing all educators access to information that is both timely and relevant to his or her respective field. communication@esc13.txed.net www.esc13.net Booth # 615

Region 17 ESC - Time Management System

In response to compliance and the growing need of greater documentation, Region 17 Education Service Center now has a Time and Effort online electronic reporting system tool. District administrators have the ability to use an innovative and modern system to review and report on Time and Effort, which is clearly, precisely, and immediately documented electronically by a user. amcdaniel@esc17.net www.esc17.net Booth # 217

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Renaissance Learning

Renaissance Learning™ is the world’s leading provider of computer-based assessment technology for PreK–12 schools. Adopted by more than 70,000 North American schools, Renaissance Learning’s software provides daily formative assessment and periodic progress-monitoring technology to enhance curriculum, support instruction, and personalize practice in reading, writing, and math. Renaissance Learning is also a leading provider of school-improvement solutions. peggy.packer@renlearn.com www.renlearn.com Booth # 602

Sapling Learning

Sapling Learning provides Texas teachers with a complete science solution enabling students to master concepts throughout the year and prepare students for the STAAR End of Course Exams. Sapling functions as an active, engaging learning experience for students and as an easy-to-use, timesaving instructional tool for teachers. james.marshall@saplinglearning.com hs.saplinglearning.com Booth # 511

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Scholastic

Scholastic, the global children’s publishing, education and media company, has a corporate mission supported through all of its divisions of helping children around the world to read and learn. Recognizing that literacy is the cornerstone of a child’s intellectual, personal and cultural growth, for over 87 years, Scholastic has created quality products and services that educate, entertain and motivate children and are designed to help enlarge their understanding of the world around them. slundeen@scholastic.com www.scholastic.com Booth # 606

Scientific Minds, LLC

Scientific Minds, LLC specializes in online resources for science education. Company products are supplemental, enhance any science curriculum, and include strategies to support all students. Scientific Minds provides the Science Starters programs for grades K-12, MC2 in Agriculture, and “Launching Literacy with Science Starters” online professional development. travis@scientificminds.com www.scientificminds.com Booth # 315

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Snapshot

Find out how a Snapshot can inform your work for improving your school and district. Get an accurate assessment of your current reality. Choosing a clear focus for improvement efforts is dependent upon a complete and accurate assessment of current conditions. Using multiple data perspectives, the Snapshot process deeply examines all levels of operations for a comprehensive analysis for enhancing support for student achievement. Visit the Snapshot booth to explore the benefits a Snapshot holds for your organization. Donna.Janssen@esc13.txed.net www.esc13.net/snapshot/ Booth # 714

Southwest Education, Inc.

Southwest Education sells Reading and Math Intervention Programs. Yvonne@Southwestlearning.com www.SouthwestLearning.com Booth # 402

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STAAR Test Maker

STAAR Test Maker - creators of easy to use progress monitoring and formative assessment software. Our TEKS- and STAAR-aligned items are also available for use in eduphoria! Visit us online at www.STAARTestMaker. com or call us at 800-930-TEST. swaters@progresstesting.com www.STAARTestMaker.com Booth # 302

STEMSCOPES - RICE UNIVERSITY

STEMscopes is a new program from the makers of TAKScopes in Rice Universityâ&#x20AC;&#x2122;s Center for Technology in Teaching and Learning. STEMscopes provides educators and students the keys to science achievement through online instructional materials that address the rigor of the STAAR and newlyadopted science TEKS. lwb1@rice.edu www.stemscopes.com Booth # 403

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Sylvan Learning Centers

For over 10 years Sylvan Learning Centers have partnered with schools to deliver research-based tutoring services on campuses all across Texas. We are a network of locally owned, locally operated educational service providers offering turn-key services that utilize qualified tutors, effective curriculum, and instructional materials, on-site program management, quality assurance and accountability. We serve students in K-12 in reading and math and have a proven track record of success. Our math and reading intervention programs were designed for the economically disadvantaged and minority students that form the core population of many Schools in Improvement. Please stop by our booth to learn more about our offerings and some of the great results we’ve had. By way of example, get information on how Sylvan partnered with Austin ISD during the 2011-2012 school year to provide “high dosage” tutoring in math to approximately 600 9th graders at two Title 1 high schools. These students outperformed expectations on the Algebra End of course exam, and on average grew three grade levels based on pre-and post-test results. s.jones@sylvanslce.com www.SylvanLearning.com Booth # 318

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Tech-Labs.com

Tech-Labs provides computer-aided and virtual training systems in Automotive, STEM, wind energy, solar energy, certification programs, CNC programs, Robotics programs, 3D Printers and engineering equipment and curriculum, as well as a full service educational equipment and instructional software provider for science and health careers. robbi@tech-labs.com www.tech-labs.com Booth # 209

Texas College and Career Readiness Support Center

The Texas College and Career Readiness Profile Planning Guide was funded by THECB and designed to assist your school or district in creating a college career culture. By prompting group reflection on how your students demonstrate essential knowledge and skills, the Profile Planning Guide will help clarify, deepen, and operationalize district and campus understanding of college and career readiness. steve.frank@esc13.txed.net www.txccrsc.org Booth # 207

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COLLEGE AND CAREER

READINESS

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Texas Educational Solutions

Sole source providers of award winning, research-based software. Programs deliver instruction and provide remediation in reading and math grades PreK-12th. Programs include: Lexia Reading, Mindplay Virtual Reading Coach, Fluent Reading Trainer, RAPS 360, HELP Math Program, Virtual Nerd, Symphony Math, PBS Kids Play, Orchard Learning software, PIPO Spanish software. kathy@txedsol.com www.txedsol.com Booth # 601

The Curriculum Project

The Model Classrooms Project Video Academy - increase student performance through instructional alignment. Use this series of 20 videos during PLCs and staff meetings, to supplement performance reviews or by instructional coaches as a constructive tool for teacher growth. In depth, focused sessions available on demand, 24/7 - light on theory, heavy on implementation strategies. amyrang@curriculumproject.com www.CurriculumProject.com Booth # 515

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The Great Books Foundation

Struggling students are taken to higher reading levels by teachers that utilize the non-profit Great Books Foundationâ&#x20AC;&#x2122;s Shared Inquiry Method in their classrooms. We help students read for meaning, think critically, discuss rationally, and to grow as learners. We offer award winning professional development and high-quality materials. rosann.cochran@greatbooks.org www.greatbooks.org ÂŽ

Booth # 510 Foundation

A nonprofit educational organization

The STEM Academy, Inc.

Schools and education content providers are quick to fly the STEM education flag; however, have the practice, strategy and content delivery changed? Unfortunately, the majority of STEM references and associations are in fact a misrepresentation. STEM is a word not an acronym. True STEM education is integrated and includes systematic reform. As a national non-profit, we are dedicating consulting and professional development services to empower schools with the capacity to promote full STEM literacy for all students through comprehensive professional development and certification for local stakeholders embracing STEM instruction practices. russell.mickelson@stem101.org www.stem101.org Booth # 407 170

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ThinkThrough Math

ThinkThrough Math (TTM) is an online math intervention proven to raise math achievement for students in grades 4 through Algebra I. ThinkThrough Math will motivate your underperforming students because it will deepen their understanding of the most important math concepts. TTM is fully aligned to the Common Core State Standards. awirfel@apangea.com www.ThinkThroughMath.com Booth # 514

Title I Family and Community Engagement

The Title I Initiative for Family and Community Engagement is a decentralized function of TEA. Title I â&#x20AC;&#x153;FACEâ&#x20AC;? provides training at annual conferences and summits, free resources about strategies and best practices from their website, publications that address parental involvement requirements and compliance, and a quarterly newsletter in English and Spanish. skip.forsyth@esc16.net www.esc16.net Booth # 310

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Triumph Learning

Provider of Instructional Materials to meet TEKS requirements and STAAR success. kscott@triumphlearning.com www.triumphlearning.com Booth # 410

TVTextbook

TVTextbook offers schools a complete digital education solution to reach 100% of their students, including results-proven curriculum, a digital delivery platform that works in any home (whether or not there is Internet access), a classroom management system and teacher training. cbalash@tvtextbook.com www.tvtextbook.com Booth # 617

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Word Walls by Amy Littleton, LLC

Word Walls. We all have heard of them, teachers dream about them, so we made them! These word walls are in pdf form and based on the STAAR ASSESSED TEKS only. They can be used in presentations or hung on the wall. We have every grade level for every subject that is tested. We can even match the color of your school to your word wall. These are word walls made in Texas, for Texas teachers and for our students. abeaman70@aol.com www.tutoringbyamylittleton.com Booth # 306

Zaner-Bloser Publishers

Publisher of English Language Arts Materials including comprehensive writing program, handwriting, spelling, Supplemental Writing Program promoting Social and Emotional Learning and Inquire to promote 21st Century Learning Skills. diane.dunbar@zaner-bloser.com www.zaner-bloser.com Booth # 409

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Special Thanks

AISD’s Fulmore Middle School Advanced Girls Choir under the direction of Yvette Carroll. Special recognition to Principal Lisa Bush AISD’s Bowie High School Jazz Choir under the direction of Caitlin Obert-Thorn AISD’s Ann Richards School for Young Leaders orchestra under the direction of Donna Cotter LTISD’s Lake Travis Middle School Advanced 8th grade Theatre Arts Class Troupe under the direction of Jenny Bass

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AIE CONNECTIONS Contact

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CONTACT INFORMATION

TEXAS CENTER FOR DISTRICT AND SCHOOL SUPPORT District and School Support

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Contact

Phone Number

E-mail

Michael Greenwalt Associate Director

512-919-5486

michael.greenwalt@esc13.txed.net

Allison Ivey Senior Coordinator

512-919-5202

allison.ivey@esc13.txed.net

Cody Huie Coordinator

512-919-5117

cody.huie@esc13.txed.net

Liz Garcia Program Manager

512-919-5251

liz.garcia@esc13.txed.net

Adrienne Aldaco Education Specialist

512-919-5141

adrienne.aldaco@esc13.txed.net

Lori Morrison Education Specialist

512-919-5253

lori.morrison@esc13.txed.net

Lacey Padgett Education Specialist

512-919-5211

lacey.padgett@esc13.txed.net

Stacey Shackelford Education Specialist

512-919-5226

stacey.shackelford@esc13.txed.net

Rachel Simic Education Specialist

512-919-5461

rachel.simic@esc13.txed.net

Jeff Wright Education Specialist

512-919-5112

jeff.wright@esc13.txed.net

Amy DeAnda Program Planner

512-919-5277

amy.deanda@esc13.txed.net

Pam Dowd Program Assistant

512-919-5488

pam.dowd@esc13.txed.net

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CONTACT INFORMATION

Technical Assistance and Professional Development Contact

Phone Number

Heidi Wagner Senior Coordinator

512-919-5108

heidi.wagner@esc13.txed.net

Mike Hanson Project Coordinator

512-919-5279

michael.hanson@esc13.txed.net

Krystal Herrington Coordinator

512-919-5492

krystal.herrington@esc13.txed.net

John Andrews Education Specialist

512-919-5114

john.andrews@esc13.txed.net

Dixie Binford Education Specialist

512-919-5174

dixie.binford@esc13.txed.net

Janet Hodges Education Specialist

512-919-5483

janet.hodges@esc13.txed.net

Christine Kent Education Specialist

512-919-5493

christine.kent@esc13.txed.net

Randall Taylor Project Specialist

512-919-5255

randall.taylor@esc13.txed.net

Jennifer Irrobali Project Planner

512-919-5458

jennifer.irrobali@esc13.txed.net

Steven Killion Program Planner

512-919-5158

steven.killion@esc13.txed.net

April Briscoe Administrative Assistant

512-919-5106

april.briscoe@esc13.txed.net

Garrett Matthews Program Assistant

512-919-5135

garrett.matthews@esc13.txed.net

#AIEConf

179

CONTACT INFORMATION

Supplemental Educational Services Contact

Phone Number

Lisa Gonzales Program Specialist

512-919-5173

lisa.gonzales@esc13.txed.net

Erin Oâ&#x20AC;&#x2122;Keiff Program Specialist

512-919-5455

erin.okeiff@esc13.txed.net

Janette Johnson Project Specialist

512-919-5491

janette.johnson@esc13.txed.net

Valerie Phipps Program Assistant

512-919-5250

valerie.phipps@esc13.txed.net

District Leadership Initiatives

180

Contact

Phone Number

Donna Janssen Coordinator

512-919-5136

donna.janssen@esc13.txed.net

Diane Flaim Project Coordinator

512-919-5407

diane.flaim@esc13.txed.net

Sean Marcoulides Technology Specialist

512-919-5230

sean.marcoulides@esc13.txed.net

Nicole Morales Program Assistant

512-919-5132

nicole.morales@esc13.txed.net

Jen Irrobali Program Assistant

512-919-5431

jen.irroabli@esc13.txed.net

Brandon Krivohlavy Program Assistant

512-919-5111

brandon.krivohlavy@esc13.txed. net

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CONTACT INFORMATION

ESC Contacts Region Contact

Phone Number E-mail

Tina McInytre

956-984-6027

tmcinytre@esc1.net

Joel Trudeau

361-561-8504

joel.trudeau@esc2.us

Charlotte Baker

361-576-4804

cbaker@esc3.net

Liselotte Thompson

713-144-6357

lthompson@esc4.net

Monica Mahfouz

409-923-5411

mmahfouz@esc5.net

Ingrid Lee

936-435-8294

ilee@esc6.net

Diana McBurnett

903-988-6909

dmcburnett@esc7.net

Karla Coker

903-575-2731

kcoker@reg8.net

Jean Ashton

940-322-6928

jean.ashton@esc9.net

Jan Moberley

972-348-1426

jan.moberley@region10.org

Kathy WrightChapman

817-740-7546

kwc@esc11.net

Stephanie Kucera

254-297-1154

skucera@esc12.net

Shirley Sanford

512- 919-5375

shirley.sanforrd@esc13.txed.net

Emilia Moreno

325-675-8674

emoreno@esc14.net

Dean Munn

325-658-6571

dean.munn@netxv.net

Shirley Clark

806-677-5130

shirley.clark@esc16.net

DeAnn Drake

806-280-5819

deann@esc17.net

Kaye Orr

432-567-3244

kayeorr@esc18.net

Tony Fraga

915-780-6553

afraga@esc19.net

Yvette Gomez

210-370-5420

yvette.gomez@esc20.net

#AIEConf

181

CONTACT INFORMATION

Regional Specialist Contact List Region TEA Specialist 1

Oscar Zepeda oscar.zepeda@tea.state.tx.us

Jeff Wright jeff.wright@esc13.txed.net

Jim Savage jim.savage@tea.state.tx.us

Stacey Shackelford stacey.shackelford@esc13.txed.net

Oscar Zepeda oscar.zepeda@tea.state.tx.us

Cody Huie cody.huie@esc13.txed.net

John Matysek Lacey Padgett john.matysek@tea.state.tx.us lacey.padgett@esc13.txed.net Larry Johnston larry.johnston@tea.state.tx.us

Larry Johnston Christine Kent larry.johnston@tea.state.tx.us christine.kent@esc13.txed.net

Mario Acosta mario.acosta@tea.state.tx.us

Stacey Shackelford stacey.shackelford@esc13.txed.net

John Matysek john.matysek@tea.state.tx.us

Stacey Shackelford stacey.shackelford@esc13.txed.net

Tonya Ballard tonya.ballard@tea.state.tx.us

Michael Hanson michael.hanson@esc13.txed.net

Tonya Ballard tonya.ballard@tea.state.tx.us

Michael Hanson michael.hanson@esc13.txed.net

Tucker Blythe tucker.blythe@tea.state.tx.us

Lori Morrison lori.morrison@esc13.txed.net (non-DISD) John Andrews john.andrews@esc13.txed.net (DISD)

Ann Early

Dixie Binford

11 182

TCDSS Case Manager

ann.early@tea.state.tx.us

dixie.binford@esc13.txed.net

#AIEConf

CONTACT INFORMATION

Region TEA Specialist

TCDSS Case Manager

Mario Acosta mario.acosta@tea.state.tx.us

Lori Morrison lori.morrison@esc13.txed.net

Larry Johnston Christine Kent larry.johnston@tea.state.tx.us christine.kent@esc13.txed.net

Jim Savage jim.savage@tea.state.tx.us

Cody Huie cody.huie@esc13.txed.net

Ann Early ann.early@tea.state.tx.us

Liz Garcia liz.garcia@esc13.txed.net

Tucker Blythe tucker.blythe@tea.state.tx.us

Rachel Simic rachel.simic@esc13.txed.net

Jim Savage jim.savage@tea.state.tx.us

Rachel Simic rachel.simic@esc13.txed.net

Ann Early ann.early@tea.state.tx.us

Rachel Simic rachel.simic@esc13.txed.net

John Matysek john.matysek@tea.state.tx.us

Liz Garcia liz.garcia@esc13.txed.net

Oscar Zepeda oscar.zepeda@tea.state.tx.us

Adrienne Aldaco adrienne.aldaco@esc13.txed.net

College and Career Readiness Support Center Contact

Phone Number

Steve Frank College and Career Readi- 512-919-5221 ness Specialist

steve.frank@esc13.txed.net

Monica R. Paz Project Specialist

monica.paz@esc13.txed.net

#AIEConf

512-919-5129

183

AIE CHALLENGE

THE AIE CHALLENGE After you complete 10 of the 16 components of the challenge, submit your completed challenge sheet to the information table or registration booth closest to you. Two AIE challenge winners will receive free admission to the 2013 AIE conference! Winners will be individually notified and also posted on the AIE website. THE CHALLENGE: • Download the AIE app to your smart phone

• Tweet your thoughts to #AIEConf

• Attend the welcome reception

• Take a photo at the AIE photo booth

• Visit the ticket booth to receive your distinguished speaker tickets • Attend all breakout sessions • Visit the AIE video booth • Peruse the best practice showcase

184

• Attend the optional Advancing Through Planning team dinner • Complete an AIE conference evaluation • Visit exhibitor booths

#AIEConf

AIE CHALLENGE

How can I

ADVANCE IMPROVEMENT in EDUCATION? Name E-mail

Phone

Respond to the above prompt here

#AIEConf

See reverse for your checklist! 185

AIE CHALLENGE

Components: Sign or initial in the circles for each completed component!

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

Video Evaluation Photo App Tweet Showcase Breakout Sessions Team Dinner

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

Ticket Booth Welcome Reception Exhibitor 1 Exhibitor 2 Exhibitor 3 Exhibitor 4 Exhibitor 5 Exhibitor 6

Challenge yourself to complete 10 of these 16 components!

186

#AIEConf

ADVANCING IMPROVEMENT in EDUCATION Sept. 24–26, 2013

#AIEConf

187

5701 Springdale Rd. Austin, Texas 78723 www.tcdss.net 188

#AIEConf