The Region 10 Bilingual/ESL Cooperative services districts enrolled in the cooperative to provide Bilingual/ESL staff development. In carrying out activities with Title III, Part A funds, the LEA (district) must use approaches and methodologies based on scientifically based research on teaching limited English proficient children and immigrant children and youth. (NCLB) On site services and cluster events are specifically provided to Bilingual/ESL cooperative members.
The cooperative is an annual membership.
Compliance and state required activities/trainings, are open to all districts whether or not they are enrolled in the Region 10 Bilingual/ESL cooperative.
Services Provided
The described services are a sampling of services; district must contact Region 10 to incorporate an individualized professional development plan.
Goal of Bilingual Program: to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary language and English. Such programs shall emphasize the mastery of English language skills, mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.
Goal of ESL program: to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, mathematics, science and social studies, as an integral part of the academic goals for all students to enable limited English proficient students to participate equitably in school.
TEA Website
Go to TEA website, www.tea.state.tx.us for state rules, regulations, updates and testing concerning English language learners.
For further information on cooperative membership, please contact:
Jan Moberley
Assistant Director
972-348-1426
jan.moberley@region10.org
Compliance and Assessment
- NCLB - Title III Training on the Administration of the ELL Assessment
- Assessing Campus-Level Bilingual/ESL and Migrant Programs
- IPT Training (Oral Language Proficiency)
- LAS Training (Oral Language Proficiency)
- Woodcock Munoz Training (Oral Language Proficiency)
- TELPAS
- LPAC Training for LPAC Members: Administrators, Counselors, Teachers and Parent Representatives
- Performance Based Monitoring (PBMAS)
- LAT (Linguistic Accomodated Testing)
- TOP (Texas Observation Protocol)
Bilingual, ESL and General Education Professional Development Sessions
On Site/On Campus
New! Building Literacy Skills through Effective Linguistic Accommodations in Language Arts and Social Studies (K-12)
New! Collaborative Forums that Support T.O.P – Proficiency Level Descriptors and Daily Classroom Instruction – Case Studies: supporting lead staff in evaluating and analyzing students’ language levels to ensure adequate yearly progress
New! Connecting Mathematical and Science Concepts to the Linguistic Needs of the English Learning Student (K-12)
Differentiating Instruction: Increasing English Language Proficiency through Academic Vocabulary in all Content Areas (K-12)
New! Early Literacy Development and the ELL (PK-K)
ESL Strategies in the Content Areas (K-12)
Essential Instructional Practices in Dual Language Programs
MATH PLUS! Enhancing Math through Literacy
Questioning Strategies to Build Higher Order Thinking Skills (K-12)
Spanish Write Traits
Spanish for Educators and Support Staff
Spanish Academic Vocabulary Development in the Core Content (K-6)
Spanish Reading Academy (LEER MAS PK-1)
Spanish Reading Academy (LEER MAS II 2-6)
Spelling and Writing in Spanish and the ELL (K - 6)
Spelling and Writing in English and the ELL
New! Support in Designing an Instructional Intervention Plan for Unschooled Immigrants
Teaching Reading to English Language Learners (K-12)
Team Teach Approach: Increasing Collaboration among Teachers Teaching ELLs (K-12)
Training for the School Administrator in a Bilingual Campus: Spanish Literacy Instruction to Proficiency in Academic Language
New! Transitioning the ELL Student from one Language Level to the Next: Aligning TELPAS (T.O.P. Texas Observation Protocol – P.L.D. Proficiency Level Descriptors, RPTE and ELPS (English Language Proficiency Standards) to the TEKS
What Every Secondary Content Teacher Needs to Know
Special Events
- Bilingual/ESL/Dyslexia I and II
- Bilingual/ESL Summer Conference
- Dropout Prevention
- National Presenters
Video Conference Trainings
- ESL TExES #154 Preparation Courses
ESL Certification
This course is also offered via videoconference throughout the year. In the case of full-district cooperative membership, onsite courses maybe requested for classes of 30 or more. The course is a 16 hour TExES preparation for ESL Certification #154 and covers:
- Language concepts and language acquisition
- ESL Instruction and Assessment
- Foundations of ESL Education
- Cultural Awareness
- Family and Community Involvement
- Test preparation with practice questions
Bilingual Certification
- BE TExES Preparation Course #102
- Spanish TOPT Preparation
(Texas Oral Proficiency Test)
Parent and Student Involvement
- Parent Involvement Requirements for Title III Guidelines
- How to Get Into College
- Path to ScholarshipsTM for Secondary Students
- Parent Involvement Cadres
- How to Involve the Hard To Reach Parents
- Setting up Parent Resource Centers
Administrators
- Bilingual/ESL Quarterly Meetings
- Bilingual/ESL Academy for Campus Administrators
Bilingual/ESL Institutes
Designed to develop campus specialist by providing research-based, multi year training in BE or ESL issues, program design, best teaching practices, authentic assessment, and curriculum. Each institute has four all-day meetings.
- ESL Institute I, II & III (Elementary & Secondary)
- Bilingual Education Academies