Evaluation Capacity Grant
CHAPTER 7: KILGORE .. APPENDICES. Appendix A: Survey Results of Individual School District Superintendents Regional Education Service Center 1 provides .. officer meets with all directors and deputies on .. producing online records of a student's. risk of not meeting the state student academic achievement standards who are members of the target 7. specify the responsibilities of the SEA and the district under the plan, including . 2,7). Principal. Local Funds. May. Parent Surveys. STAAR Scores . Online. Video Conferencing. Local Districts. Nearby ESC Regions. DMAC Users' Meeting at Region 7 ESC Online tools in DMAC are user-friendly and assist with generating digital documentation on any device with an.
What is meant by Application Criteria 3 Caseload Overload - Documented evidence that existing evaluation staff have had other duties that diminished due to increased evaluation needs? Documented evidence should include the type of duties diminished and the impact to systems of campus support. Does an LEA have to meet all three eligibility criteria in the application to be awarded funding? Can an LEA apply during both the fall and spring windows? Each submission window requires its own application, corresponding data, and assurances.
If an LEA is awarded Evaluation Capacity funding, is it required they contract with vendors from the Evaluation Capacity provider database? This may include contracting with vendors to assist in providing evaluation support. Vendors are selected at the discretion of the LEA, and the selection may include providers available through the Evaluation Capacity database at the pre-negotiated price points of service delivery.
After the LEA contacts an awarded vendor, the vendor will provide information about availability. Communication will take place directly between the qualifying LEA and the awarded vendor or the private vendor of their choice. January 10, 1: In this session you will learn about biased-based beliefs that can impact student achievement of historically marginalized student groups. School staff ideologies about the students they teach can either have a positive or a negative effect on student outcomes.
These "micromessages" either serve to motivate students into positive actions, or can bring down a student's esteem and self-efficacy causing the student to become disillusioned, disengaged, and lose motivation.
However, the information learned can be used by school leaders as springboards for self-reflection and continued discussion and study and aid in selecting the right root cause analysis for school improvement activities. January 11, 8: The social and emotional characteristics of the gifted student will also be examined. Teachers will demonstrate an understanding of the characteristics and behaviors of gifted learners that is the basis for developing programs that meet their needs.
Nancy Razo January 11, 1: The participant will understand and identify which areas in the ethics code are most applicable in dealing with the provision of services. Participants will also examine their current practice in dealing with ethical issues and how to utilize an ethical-decision making model.
For those reasons, each of the observable domains in T-TESS focuses on teachers and students rather than separating them out into separate domains. Ultimately, T-TESS is a process that seeks to develop habits of continuous improvement, and the process itself best leads to that outcome when appraisers and teachers focus on evidence-based feedback and professional development decisions based on that feedback through ongoing dialogue and collaboration.
Participants will engage in group and individual activities.
Education Service Center 7
This five-day professional development will inspire new teachers to be confident, competent decision-makers. Elements of being a professional educator will be addressed through-out this five-day academy.
Valuable teacher resources will be provided. This model focuses on systems thinking, positive relationships, supportive environments and individualized intervention which include strategies that help educators identify and support young children when persistent, challenging behavior occurs. January 12, 8: During this 6-day academy, leaders will explore and analyze a variety of topics, including: This double session will includes the training titled "Supporting Students with Reading Difficulties" and will be offered from 8: The afternoon session is from 1: The morning session will offer support for teachers who work with students who are having difficulties reading grade level material.
If you have students who fail to show up for tutorials, Saturday school, or are losing motivation during RTI intervention time, this session is for you! Learn how to make the best use of intervention time and how to help students gain the confidence and the skills they need to participate adequately in class.
Many tangible resources will be shared during this interactive session. Sign up as pending, you will be approved afterwards. Participants will be able to gain valuable knowledge aligned to the TExES domains, competencies, standards, and test format.
The guide updates and expands on new and significant PLC topics. Explore fresh strategies, tools, and tips for hiring and retaining new staff, creating team-developed common formative assessments, implementing systematic interventions, and more. Study groups will be organized by cohort. These coaching days will provide teachers opportunities to learn the best practices and approaches in addressing the diversity in their classrooms.
Specialist and teachers will review curriculum and lessons, timelines, and assessment data to ensure alignment to standards and assessments.Look What You Made Me Do: Taylor Mountain
This workshop will address each of these strategies and provide an introduction to the exciting potential of coaching to improve AT services. September 06, 8: By the end of the day, each team has a prototype of a solution to their challenge. This is our state's newest alternative to guardianship.
Interested young adults who have autism or other disabilities and their parents will be educated about Supported Decision Making by the law students of UT Law School and have an opportunity to fill out legal paperwork regarding Supported Decision Making.
If you feel your young adult may have the desire to rely on supporters often mom or dad instead of guardianship come join us for this clinic.
Department of Education communications, and much more! Campus administrators will learn about the characteristics of being an effective mentor.
Purpose of Grant
During this session, mentors and scholars will begin the dialogue on the anticipated mentorship experience and program requirements. This is a full day training, with the expected outcome that participants will have the ability to perform classroom training in the Standard Response Protocol, implement the program, train other trainers, and handle advanced questions related to these methods.
Through Time and Attendance VeriTime training, the temporary teacher will be able to learn how to submit their timesheets. Training will also occur on topics relevant to the assignment. Teams of members. It is critical that the paraprofessional and the classroom teacher have an effective working relationship in order for students to be successful. This two-day training is designed for paraprofessionals to refine skills that effectively support various teachers and ALL students in the classroom.
In this one-hour interactive overview learners will unpack purposefully crafted computation problems that support the development of powerful numeracy in K-8 classrooms. Participants will view short video clips of teachers and students as active learners engaged in number talks. Finally, we rehearse these strategies to take back to their own classroom. Review infant meal patterns and safe food handling guidelines.
Learn how to complete and maintain required infant feeding records. Teachers will understand the specificity of the TEKS related to each genre and will learn engaging strategies for reading and writing integration. Print Literature Jan 24 from 9: One way to get ahead of the battle is to find ways to relate to your class. Our tech-savvy generation requires more than just pencil and paper to grab and keep their attention. This workshop will provide you with multi-layered relevant math activities to engage your learners.
Day 2 of this workshop will focus on the media of print literature. Students will be amazed by the mathematics found in literature!
Eligibility Guidance Jan 28 from 9: Review the current application packet provided by TDA and requirements for use.
Application processors in districts and charters should attend this training annually to ensure compliance with current regulations and procedures. Mathematical Connections - Grade 5 Jan 28 from 9: Interactive lessons for learners have shown to be more effective in retaining learned information.
Teachers will spend time exploring the state standards and having deep and meaningful conversations while creating stations for their classroom. In addition, participants will analyze and play through the rotations that were created during the two days of the workshop series.
Participants will receive hands-on experience developing a cycle menu that follows the 7 steps to successful menu planning. The class includes an overview of nutrition education resources offered to CEs. Do you feel like you have tried many strategies to create change on your campus? Do you want to "sharpen the saw" and become re-energized as an administrator or educator?
If you answered "yes" to any of these questions, then this training is for you! This presentation will not only be filled with ideas for teaching diverse learners, but will be presented by Dr.
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Paula Kluth who is a nationally known consultant, teacher, author, advocate and independent scholar who works with educators and families to provide inclusive opportunities for students with disabilities. This session will focus on change, and more specifically, how those implementing inclusion can create change whether serving as an administrator or a teacher in the classroom.
The activities, examples and illustrations are designed to help participants refine their vision and skills about inclusion. The ideas are no or low cost and many can be achieved by any number of stakeholders, including students and families.