All titles are available to members of Title II Regional Cooperative Services only.
Region 10 developed trainings are available by request as CSCOPE or Non-CSCOPE versions.
Creating a STAAR in Mathematics: Implementing Best Practices (K-5, 6-8, 9-12) NEW
This workshop introduces educators to best practices for teaching mathematics. During this 6-hour session, teachers will learn strategies to make content relevant, to strategically build academic vocabulary, to effectively use formative assessment, to differentiate, to integrate the ELPS, to effectively use manipulatives, and to integrate concepts to prepare students for success on the STAAR.
Designing Spaces for Math Places: Differentiating in the Math Classroom (K-5, 6-8) NEW
Research shows that effective workstations in the classroom promote both academic and social growth. Focusing on the whole student, this workshop will provide participants with an opportunity to plan work station activities that help students maintain and develop Mathematics knowledge (as identified in the Mathematics TEKS), build vocabulary skills, improve Mathematics fluency, develop problem solving strategies, and promote learning in cooperative groups. Join us for a day of engaging hands-on learning and ideas to implement in the classroom.
Developing Mathematical Understanding in Measurement (K-5) NEW
Researchers such as John Van de Walle agree that in order for students to be successful at developing a deeper understanding of measurement concepts, we must understand how students are developing those concepts. This session will provide participants with the key ideas of measurement concepts and instruction strategies that support a conceptual approach to learning.
Digging Deeper: Understanding the Depth and Complexity of the TEKS for Implications of STAAR (K-5, 6-8, 9-12) NEW
The State of Texas Assessments of Academic Readiness (STAAR) will require a deeper understanding of knowledge and skills than was required by TAKS. By focusing on the most critical TEKS, teachers be able to prioritize instruction and add rigor to lessons aimed at student success on high-stakes state assessments. This session is designed to provide instructional strategies aimed at fostering a deeper understanding of the TEKS.
First Steps in Mathematics: Number (K-8) (4-days)
First Steps in Mathematics professional development will develop and expand teachers' understanding of mathematics and how children learn mathematics. This training provides teachers with the tools to successfully diagnose, plan, implement, and evaluate student learning experiences. Diagnostic Tasks and Diagnostic Maps within each strand will help teachers to identify student misconceptions about mathematics. Sample lessons and learning activities provide teachers with practical and simple ideas to support student development.
Formative Assessment: The Beginning, Not the End (K-5, 6-8, 9-12) NEW
The National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) shows that formative assessment can be a crucial aspect of instruction that promotes learning with understanding. Formative assessment is useful for helping teachers make decisions and provide feedback for student learning. This session will provide teachers with proven formative assessment strategies for the mathematics classroom.
Just the Facts: Effective Strategies for Teaching Mathematics Facts (K-2, 3-5)
Researchers such as Fuson agree that computational fluency and the abilities to learn, apply, and recall mathematical facts are necessary for students to become efficient mathematics problem solvers. In this professional development session, participants will learn effective strategies for introducing, reinforcing, practicing, extending, and recalling addition, subtraction, multiplication, and division facts.
Language Arts and Mathematics: Parallel Paths (2-8) NEW
In this session participants will explore the parallels between language arts and mathematics. Drawing from the research of Randy Bomer, Jeffrey Zacks, and others, presenters will demonstrate thinking processes and teaching strategies that can be applied to both language arts and mathematics. By exploring these concepts, teachers will be better able to make mathematics more accessible to students who are strong in language arts, and vice versa.
Learning How to Share: Understanding Fractions in the Elementary Grades (K-5)
In this session, participants will recognize the importance of developing understandings over time by experiencing what it means to teach for conceptual understanding with fractions. Participants will learn the value of teaching mathematical ideas in a problem-solving context while using a hands-on approach to fractions.
One Size Does Not Fit All: Specific Strategies for Differentiating Instruction in Mathematics to Meet the Needs of Tier 1 and Tier 2 Students (K-5, 6-8, 9-12)
"One-size-fits-all" instruction is not a good fit for the diverse learners in our classrooms. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is, and assisting in the learning process (Hall, T, 2002). During this session, participants will explore how to differentiate content, instructional strategies, performance tasks, and assessment with their own mathematics lessons. Please bring lesson examples to this session.
Reaching for the STAAR! Using Multiple Representations to Increase Mathematical Understanding (K-5, 6-8,
9-12) NEW
According to NCTM, utilizing multiple representations in math instuction helps students to understand, interconnect, and build on the relationships among the concepts being presented in order to produce a coherent whole. In fact, the use of multiple representations provides multiple entry points for learners at various levels, builds foundational understanding that leads to higher-level thinking, and increases student engagement and motivation. Participants will explore the benefits of using multiple representations across mathematical concepts to move the student from concrete to abstract thinking. (Marzano 2003).
TAKS Success with Graphing Calculators for Exit Level Mathematics Retesters, (Grade 12 ONLY)
Students are allowed two tools to complete the Mathematics portion of the TAKS: a mathematics chart and a graphing calculator. This workshop prepares teachers to help students succeed on the TAKS Mathematics Retest using the graphing calculator as a tool. The content addresses problem solving using multiple representation, which leads to a deeper and more complex understanding of concepts tested on the Mathematics TAKS. Dunham found studies that concluded those students who use graphing calculator technology are better able to read and interpret graphs, to understand global features, and to relate graphs (Dunham, 1996).
Turning It Up a Notch: Specific Reading and Writing Strategies to Foster Mathematical Understanding (6-12)
The purpose of this session is to use reading and writing strategies to help students improve mathematical understanding by organizing and consolidating thinking through communication in a developmental model. Emphasis will be placed on the use of metacognition in the mathematics classroom.
Using the 5E Model of Instruction to Engage Students in Mathematics (K-5, 6-8, 9-12)
The 5E model was developed for instruction in the Science classroom but is also an effective instructional model for Mathematics. The Engage Phase creates interest and curiosity through questioning, hands-on activities, videos, audios, guest speakers, etc. Learning continues with Exploration, Explanation, Elaboration, and Evaluation to gain a depth of understanding of mathematics concepts.
(Two-hour face-to-face with a pre and post online learning experience)
Backmapping to Vertically Align Campus Mathematics Curriculum (K-5, 6-8) NEW
Teachers are usually drowning in data; however, it can sometimes be difficult to know how to use the data to plan for student success. This after-school training will walk teachers through ways to begin with specific mathematics content mastery in mind, then "backmap" to ensure all students have the knowedge and skills they need to achieve this goal. Teachers will be asked to bring relevant student data and products to the meeting.
Learning How to Share: Understanding Fractions in the Elementary Grades (K-5) NEW
In this session, participants will recognize the importance of developing understandings over time by experienceing what it means to teach for conceptual understanding with fractions. Participants will learn the value of teaching mathematical ideas in a problem-solving contect while using a hands-on approach to fractions.
Making It All Fit: TEKS Bundling to Support STAAR (6-8) NEW
How do we make it all fit? What is bundling of TEKS? How do these TEKS bundles support the new STAAR? How do we develop TEKS bundles to improve instruction? Participants will explore how TEKS bundles are developed and explore lessons utilizing those bundles. In addition, participants will look at how strategies that promote student exposure to content and cognitive rigor within bundled TEKS will support student success on STAAR.
MSTAR Universal Screener (5-8) NEW
The purpose of the MSTAR Universal Screener is to help guide instruction decisions in relation to students' readiness for algebra. First, results from the MSTAR Universal Screener can be used to help teachers determine if students are on-track for meeting our expectations in algebra and algebra-readiness or if students are at-risk for not meeting our expectations in algebra and algebra-readiness. Next, results from the MSTAR Universal Screener can help teachers determine the intensity of the instructional support students might need if they have been identified as at-risk. Join us for an insightful afternoon examining this free screener for grades 5-8 mathematics.
To Differentiate or Not to Differentiate-- No Longer a Question! (6-12) NEW
With the transition from TAKS to STAAR, educators need every tool to support the diverse group of students they teach. With the assessment assessing the TEKS at a higher level than on the TAKS, what strategies can teachers use to support language learners, struggling students and students who "get it"? This 3 hour training will expose teachers to a research-based approach to differentiating in mathematics. Techniques, such as, interest inventory, formative assessment and grouping by readiness are included. There are three parts to this training. Part 1 will ask teachers to collect student data and read about differentiating (1hr). Part 2 will be a face-to-face training on differentiation in Mathematic (1.5hr). Part 3 will be a reflection piece that teachers will post on Moodle, which is an online learning environment (.5hr).
Power Planning Period (1.0 CPE)
(45-60 minute face-to-face mini-workshop)
Graduation Under the STAAR(s ) (9-12) NEW
This planning period training will focus on Mathematics requirements for graduation, including End-of-Course requirements as well as 4 X 4 requirements. Teachers are asked to bring campus scheduling information and questions about graduation requirements.
Graphing Calculators: A Tool for TAKS and a Tool for STAAR (9-12) NEW
As students move from TAKS to STAAR, the graphing calculator remains a tool for multiple representation in mathematics. Students who struggle with algebraic representations may gain understanding through graphical or tabular representation of the data. This planning period training will provide strategies for problem solving through multiple representations with the graphing calculator. Teachers are asked to bring a calculator to the meeting.
Mathematics Scavenger Hunt Through Readiness and Supporting Standards (3-5, 6-8, 9-12) NEW
Understanding the State of Texas Assessments of Academic Readiness (STAAR) requires an understanding of readiness and supporting standards and how they will be tested. In this session, teachers will gain an understanding of which standards will be assessed yearly and which will be assessed over time. This power walk through the readiness and supporting TEKS will prepare teachers to make appropriate instructional decisions relating to STAAR.
Preparing Your Lessons for STAAR (K-5, 6-8, 9-12) NEW
This session will assist teachers with planning lessons using the 5E model of instruction and bundling TEKS to support the readiness standards and supporting standards in mathematics.
STAAR(ing) Mathematics Resources (K-5, 6-8, 9-12) NEW
The Texas Education Agency website holds all of the resources teachers need to be informed about STAAR. Join us dirng your planning period to learn how to effectively navigate the site. This training will provide teachers an opportunity to examine and discuss some of the key STAAR resources including the assessed curriculum documents, blueprints, and test design schematics.