Archive for the ‘Issue 5’ Category

6 Reasons Your Students Need You to Read This Article (and Take Action)

Author: Lannon Heflin – Program Manager for Instructional Technology Consider the six skills categories listed here and ask yourself, “How prepared are my students to excel in each of these universally important strands of living and learning?” Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making Digital citizenship […]

Writing in the Science Class: Lab Conclusions

Author: Kristen Hillert, Secondary Science Specialist Tags: Conclusions are a powerful way to assess students’ mastery of the objectives of lab investigations.  But how do you teach students to write conclusions?  Here, science teachers can learn from our colleagues in the English department. Although scientific writing is a unique style with a set of rules […]

Reflections from an EOC Parent, Part 1

Author:  Collections compiled from a team of Education Specialists Educators in the state of Texas have undergone quite a few transitions as of late, none-the-least of which was the implementation of STAAR, the new state assessment program.  STAAR arrived with its own unique set of acronyms, characteristics, rules, guidelines, training modules, passing labels and much […]

Understanding the Geometry STAAR EOC

Author: Emily Gray, Secondary Math Specialist As we enter our second year of STAAR EOC exams, many of our mathematics students and teachers will be faced with the challenge of an End-of-Course exam in Geometry.  While the Algebra exams are relatively easy to understand (nearly all of the Algebra I TEKS have been tested before, […]

Setting up Systems: Shifting from Discipline to Procedures

Author: Stephanie Heinchon, Literacy Specialist   The start of the 2012-2013 school year is around the corner!  This is the time of year when we begin to think about our classroom rules and to develop our classroom management plan.   But what if, instead, we shift our thinking from discipline to procedures?  Harry Wong says, “The […]

Exploring Integration in Elementary Curriculum, Part 1

Author:  Lori Reemts, Elementary Generalist   There is a place where the learning process, fueled by pure motivation, engages everyone in the room and authentically integrates critical thinking with content concepts. This place operates beyond barriers, perceived or otherwise, and capitalizes on the efficient and effective use of talent and time. Although this may sound […]

Student Leadership Opportunities

Author:  Diane Flaim, Education Specialist, Turnaround Support  A school setting brings all types of students from all types of backgrounds together under one roof.  Having a Student Leadership Team that is representative of these various groups gives voice to students, and builds a trusting relationship between school administration and students.  Schools at all levels, K-12, […]

Section 504 FAQ

 Authors:  Susan Patteson and Judy Butler FAQs What is the purpose of Section 504? Section 504′s main emphasis in the schools is equal educational opportunity, which is mainly accomplished by providing appropriate classroom accommodations to eligible disabled students. Section 504 also requires that eligible students are afforded an equal opportunity to participate in school extracurricular […]

Leadership and Supervision

Author:  Dr. Lauralee Pankonien, Senior Coordinator for Educator Quality and Diane Potter, Coordinator for Administrator Quality Tags: There are a multitude of hats worn by campus leaders, so many that it is often difficult to decide which one is the most important or how to decide where to begin.  So let’s start with the assumption, based […]

Math with Mary!

Author: Mary Headley – Elementary Math Specialist The introduction of new math concepts can be described using three stages: I. Concrete (the “doing” stage) – This stage involves both teacher and student modeling. II. Pictorial (the “seeing” stage) – This stage transitions the concrete model into a representational level such as  drawing pictures or using […]

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