Jason Brasel OCTOBER 9

School and University Partnership Conference of Education

OCTOBER 98:30am–12:30pm

presented on the TAMU-CC campus by:

FEATURING:

Sessions

Transformative partnerships take a village to achieve

Expert panel

20 sessions and 4 roundtable discussions on topics surrounding developing educators and school-university

partnerships

Inspiring leaders of today and tomorrow for personal and

professional renewal

Jason BraselResearch & Design Specialist,

TeachingWorks“The stories we tell and the

things we believe: liturgies of teaching, classrooms, and

schools”

THANK YOU...Thanks to all of our School University Partners (SUP) for all of their support, and thanks to the many community sponsors who helped make this year’s SUPCE a success by contributing not only their time and services, but also offering donations and giveaways to encourage engagement.

Special thanks to our SUPCE planning committee: Dr. Carmen Tejeda-Delgado (TAMU-CC), SUPCE Co-Founder; Dr. Frank Lucido (TAMU-CC), SUPCE Co-Founder; Dr. Sal Alvarado (Flour Bluff ISD); Dr. Bernadine Cervantes (TAMU-CC); Mr. Brandon Chandler (Gregory-Portland ISD); Dr. Sue Elwood (TAMU-CC); Ms. Mari Gonzalez (TAMU-CC); Ms. Susane Horn (TAMU-CC); Dr. Robin Johnson (TAMU-CC); Dr. Kathleen Lynch-Davis (TAMU-CC ); Dr. Alissa Mejia (TAMU-CC); Ms. Kimberly Moore (West Oso ISD); Ms. Cindy Perez (Corpus Christi ISD); Dr. Phyllis Robertson (TAMU-CC); Dr. Victoria Smith (TAMU-CC); Dr. David Squires (TAMU-CC); Dr. Michele Staples (TAMU-CC); & Ms. Rose Zuniga (TAMU-CC).

TO OUR PARTNERS & COMMITTEE

TO OUR SPONSORS & DONORS

Maureen Dimas/Adolfo’sElite NailsDr. Greg FossumGatheringsIsland ItalianOmni Hotels

Ms. Cindy PerezMs. Carol PikePort RoyalDr. Victoria SmithSnoopy’s Dr. Michele Staples

TAMU-CC Certification Office Ms. Rose Zuniga

SCHEDULE

8:30–9:00 am

9:00– 9:10 am

9:10–9:40 am

9:50–10:30 am

10:30–10:45 am

12:10–12:30 pm

10:45–11:25 am

12:30 pm

11:35am–12:05 pm

SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORS OCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI

WELCOME & BREAKFASTDr. David Scott, Dean, COEHDDr. Kathleen Lynch-Davis, Associate Dean, COEHDDr. Frank Lucido, SUPCE Co-Founder

All events except the concurrent sessions take place in the University Center Lonestar Ballroom 142

KEYNOTE INTRODUCTIONDr. Carmen Tejeda-Delgado, SUPCE Co-Founder

KEYNOTE SPEAKERMr. Jason Brasel, Research & Design Specialist, TeachingWorksThe Stories We Tell and the Things We Believe: Liturgies of Teaching, Classroom, and Schools

CONCURRENT SESSIONS I Detailed schedule inside program

EXHIBITS & BREAK

CONCURRENT SESSIONS II & ROUNDTABLE DISCUSSIONSDetailed schedule inside program

RECOGNITIONS & DOOR PRIZES

PANEL DISCUSSIONIt Takes a Village - And More!

SPECIAL HEARTS PRESENTATIONMore details at specialheartsinthearts.com

8:00–8:30 am CHECK IN

UC 123 UC 145 UC 210 UC 216 UC 221Three Months in “The Void”: What I Learned from Writing with Kids Who Would Rather Do Anything but Write

Nodes of Excellence: An Intentional and Goal-Specific Feedback Approach to Coaching & Modeling Pre-Service & in-Service Educators

ABCs of STR and the Reading Academy

Argumentation: Content-Based Writing

Mathematics through Children’s Literature

Mrs. Leah BryarsTexas A&M University- Corpus Christi

Dr. Robin Johnson & Dr. Carmen Tejeda DelgadoTexas A&M University- Corpus Christi

Mrs. Jennifer Brown & Dr. Bethanie Pletcher Texas A&M University- Corpus Christi

Dr. Cynthia L. Hopkins & Ms. Jane Lee-Rhodes Corpus Christi ISD Kaffie Middle School

Dr. Faye Bruun & Graduate StudentsTexas A&M University- Corpus Christi

For students who expe-rience writing apprehen-sion, writing tasks are sources of anxiety and distress. This is partly because unlike other learning tasks which have a defined process for ar-riving at a solution, writ-ing occurs “in the void” (Grundy, 1985). Writers must create something from nothing. For up-per-elementary students taking the STAAR, writing apprehension can lead to failure without interven-tion and support.

Learn about the nature of writing apprehension in fourth-grade students from relevant literature and their own words. Accepted best practices for supporting students with writing apprehen-sion will be shared, along with an intervention combining bibliotherapy and dialogue journaling, which is the focus of the presenter’s dissertation.

Attendees to this presen-tation will receive an an-notated bibliography of resources for supporting students who experience writing apprehension.

Develop reflective prac-titioners whose peda-gogical mindfulness and practices are influenced and impacted by an en-gaging reflective model. Some learning outcomes include: Deeper under-standing and application of reflection and coach-ing and how they impact teaching, learning and professional growth;Greater understanding of teaching, learning, stu-dents’ needs, and social and contextual variables that affect their ongoing clinical practice;A meaningful way of ap-proaching learning about teaching so that a better understanding of teach-ing, and teaching about teaching, might develop (Lougran, 2002, p. 33). To serve as a catalyst for building and maintaining authentic relationships between teacher candi-dates, university site pro-fessors, field supervisors, cooperating teachers and the entire lexicon of practice. To push the teacher candidate out of their comfort zone into a deeper level of reflection and introspection.

With the expanding brain research on how children learn to read, a teacher’s roles and responsibili-ties in teaching phonics and reading have taken on an entirely different perspective. In 2019, the Texas Legislature took note of this research and mandated all current teachers of K-3 and all newly certified teachers to learn the Texas Science of Teaching Reading (STR) Competencies. These standards are reinforced through the TEA Reading Academy. Through the Reading Academy, teachers are introduced to content, discover methods to implement these strands and the overall process-es of reading as well as outlying factors such as literacy environments, family involvement, and handwriting to help stu-dents succeed in reading. In this interactive session, you will gain insight on how the STR Assessment goes hand-in-hand with the Reading Academy and how this information transfers to classroom instruction.

Learn from two National Board Certified Teachers how to implement the process of content-based argumentative writing. We will share our classroom-tested strategies for writing the essential question that guides the process, teaching students how to make evidence-support-ed claims, and justifying how and why the evi-dence supports the claim. We will provide middle school-appropriate examples and strategies from science and social studies to support student success.

Graduate students in Curriculum and Instruc-tion will share literature for grades K–8, along with engaging mathe-matics activities. Lesson plans and the web site stemlit.tamucc.edu will be shared. Activities are ready-to-use and engag-ing. Experience the lit-erature and activities for motivation to understand mathematical concepts.

CONCURRENT SESSIONSSESSION I: 9:50–10:30 am

SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORSOCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI

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UC 123 UC 145 UC 210 UC 216 UC 221Three Months in “The Void”: What I Learned from Writing with Kids Who Would Rather Do Anything but Write

Nodes of Excellence: An Intentional and Goal-Specific Feedback Approach to Coaching & Modeling Pre-Service & in-Service Educators

ABCs of STR and the Reading Academy

Argumentation: Content-Based Writing

Mathematics through Children’s Literature

Mrs. Leah BryarsTexas A&M University- Corpus Christi

Dr. Robin Johnson & Dr. Carmen Tejeda DelgadoTexas A&M University- Corpus Christi

Mrs. Jennifer Brown & Dr. Bethanie Pletcher Texas A&M University- Corpus Christi

Dr. Cynthia L. Hopkins & Ms. Jane Lee-Rhodes Corpus Christi ISD Kaffie Middle School

Dr. Faye Bruun & Graduate StudentsTexas A&M University- Corpus Christi

For students who expe-rience writing apprehen-sion, writing tasks are sources of anxiety and distress. This is partly because unlike other learning tasks which have a defined process for ar-riving at a solution, writ-ing occurs “in the void” (Grundy, 1985). Writers must create something from nothing. For up-per-elementary students taking the STAAR, writing apprehension can lead to failure without interven-tion and support.

Learn about the nature of writing apprehension in fourth-grade students from relevant literature and their own words. Accepted best practices for supporting students with writing apprehen-sion will be shared, along with an intervention combining bibliotherapy and dialogue journaling, which is the focus of the presenter’s dissertation.

Attendees to this presen-tation will receive an an-notated bibliography of resources for supporting students who experience writing apprehension.

Develop reflective prac-titioners whose peda-gogical mindfulness and practices are influenced and impacted by an en-gaging reflective model. Some learning outcomes include: Deeper under-standing and application of reflection and coach-ing and how they impact teaching, learning and professional growth;Greater understanding of teaching, learning, stu-dents’ needs, and social and contextual variables that affect their ongoing clinical practice;A meaningful way of ap-proaching learning about teaching so that a better understanding of teach-ing, and teaching about teaching, might develop (Lougran, 2002, p. 33). To serve as a catalyst for building and maintaining authentic relationships between teacher candi-dates, university site pro-fessors, field supervisors, cooperating teachers and the entire lexicon of practice. To push the teacher candidate out of their comfort zone into a deeper level of reflection and introspection.

With the expanding brain research on how children learn to read, a teacher’s roles and responsibili-ties in teaching phonics and reading have taken on an entirely different perspective. In 2019, the Texas Legislature took note of this research and mandated all current teachers of K-3 and all newly certified teachers to learn the Texas Science of Teaching Reading (STR) Competencies. These standards are reinforced through the TEA Reading Academy. Through the Reading Academy, teachers are introduced to content, discover methods to implement these strands and the overall process-es of reading as well as outlying factors such as literacy environments, family involvement, and handwriting to help stu-dents succeed in reading. In this interactive session, you will gain insight on how the STR Assessment goes hand-in-hand with the Reading Academy and how this information transfers to classroom instruction.

Learn from two National Board Certified Teachers how to implement the process of content-based argumentative writing. We will share our classroom-tested strategies for writing the essential question that guides the process, teaching students how to make evidence-support-ed claims, and justifying how and why the evi-dence supports the claim. We will provide middle school-appropriate examples and strategies from science and social studies to support student success.

Graduate students in Curriculum and Instruc-tion will share literature for grades K–8, along with engaging mathe-matics activities. Lesson plans and the web site stemlit.tamucc.edu will be shared. Activities are ready-to-use and engag-ing. Experience the lit-erature and activities for motivation to understand mathematical concepts.

UC 310 UC 316 UC 317 UC 320 UC 323Manga and the Classroom

Educators Need Love, Too!

Top Chrome Extensions for Innovative Educators

Selecting Diverse Books for the Classroom: Authorship, Authenticity, and Advocacy

Educators’ Experiences in Utilizing Virtual Learning Technologies

Miss Alexandria Perez Texas A&M University- Corpus Christi

Dr. Kimberly DavisMotivating Excellence

Mrs. Monica MaldonadoOffice of Catholic Schools Diocese of Corpus Christi

Dr. Dani Kachorsky Texas A&M University- Corpus Christi

Dr. Misty Kesterson, Dr. Susan Elwood, Dr. Kelli Bippert, & Dr. Debra Plowman TAMU-CC

Manga is a text that is popular amongst students and can be found in school libraries. This session will give background information on manga, demonstrate how to read them, and provide ideas for classroom use.

Times are tough. Being an educator is one of the most difficult jobs to have right now. How do you support your teachers and help them maintain their own mental health while support their students and colleagues? Come learn what you can do to develop your teacher’s social emotional learning so they can do what they do best - teach!

Introduce and discover the world of Chrome Extensions in and out of the classroom for inno-vative teachers. Chrome Extensions can be used for productivity, creativi-ty, student engagement, and more. This session will give beginning users a glimpse into the world of possibility through Chrome Extensions.

Due to visibility in social media, the children’s and adolescent literature industries have come to acknowledge lack of diverse representation in publishing. This has led to an increase in diverse representation in children’s and adoles-cent literature, but this increase brings with it questions about author-ship and ethical responsi-bility. Many of the books about certain groups are not written my members of those groups. This means that while there is increased diversity in representation, many representations are inau-thentic, inaccurate, and, in some cases, harmful to populations they represent. #OwnVoices books are those written about a racial, cultural, and social group by an individual who comes from and identifies with that group. In this pre-sentation, the researcher will present a developing guide and selection cri-teria to evaluate #Own-Voices titles as well as strategies for discussing authorship with students of all ages.

Educators: Learn about determining the most efficient and effective ways to support our district partners, stu-dents, families and other stakeholders in online learning environments, while supporting the preparation of future local educators to en-gage in virtual learning.

This research was com-pleted in May 2020 by researchers at Texas A&M University-Corpus Christi to get a better under-standing educators’ experiences in utilizing virtual learning technol-ogies to provide instruc-tion to students in local public schools.

The overall strategy of this “LIGHT team” is to coordinate with partner districts to address efficient and effective virtual learning technolo-gy needs in our pre- service and in-service education partnerships.

KEY l n u Y v EC/PRIMARY MIDDLE SECONDARY ALL-LEVEL HIGHER EDUCATION

UC 123 UC 145 UC 210 UC 216 UC 221Bridging Town and Gown: The Role of the Modern Scholar- Activist

Special Hearts in the Arts

Building School and University Relation-ships: A Collaborative Approach to Managing Schools

Descriptors and the TAMU-CC Evaluation Rubric

Put the Scissors Down! 21st Century Evolution of Interactive Journal-ing Using Google Sites

Dr. Amy Aldridge SanfordTexas A&M University- Corpus Christi

Mrs. Sherri Davis & Idali DuarteSpecial Hearts in the Arts

Dr. Michelle Janysek, Dr. Henrietta Munoz, & Dr. Socorro Garcia-AlvaradoTexas A&M University-San Antonio

Dr. Michele Staples Texas A&M University- Corpus Christi; West Oso ISD

Ms. Sameera MasseyTexas A&M University- Corpus Christi

In this session, Dr. San-ford, communication professor and schol-ar-activist, will share a vision for the modern scholar-activist, com-mon barriers in higher education, and examples and challenges from her academic career. Social justice is a phrase commonly evoked by well-meaning educators. Their pedagogy and re-search may reflect diver-sity, but they stop short of taking bold activist actions, and their allyship might be seen as perfor-mative. True scholar-ac-tivists strive for reciprocal relationships that bridge the town/gown divide by partnering with and humbly serving historically excluded populations. They take many actions e.g., writing policies for nonprofits or government agencies, attending rallies, penning op-eds, taking defini-tive stances in media interviews, campaigning for political candidates, running for office, giving TEDx or similar public talks, and/or taking other actions for real change and solidarity.

Special Hearts in the Arts is a 501(c)(3) nonprofit Fine Arts program dedi-cated to creating oppor-tunities for artists and performers with special needs to build life skills, relationships and com-munity involvement by showcasing their talents through the Arts. 2 to 3 Special Hearts in the Arts clients will attend to give personal testimonies.

Details on the program are available at specialheartsinthearts.com

This presentation will provide an overview of the collaborative ap-proach of the The Texas A&M Institute for School and Community Partner-ships (ISCP), a 501(c)(3) affiliated with TAMU-San Antonio, to developing, implementing and evalu-ating school models that have been customized to meet the unique oppor-tunities of each school.The ISCP is a model institute for transform-ing students through innovative practices, research, and policy. It focuses on understand-ing and affecting child and youth development through innovative stu-dent-centered approach-es, career-ready models, student-led research, and high-demand work-force opportunities. The Institute’s school system transformation model emphasizes the cradle to career talent pipeline by improving early interven-tion services for children and managing PK-12 district partnerships that prepare students for col-lege and high-demand careers.

In this presentation, cooperating teachers and university supervisors will come together to discuss the scoring process of the TAMU-CC Evaluation Rubric. Dr. Staples will provide descriptors that can be used as a struc-ture when evaluating students using the TAMU-CC Evaluation Rubric. Attending this session will help coop-erating teachers and university supervisors score in a more consis-tent manner.

Gone are the days of spending class time on the non-instructional tasks of folding, cutting, and pasting as part of interactive journaling.Engage in a hands-on session exploring the possibilities of Google Sites as a student inter-active journal/portfolio. Discover how to help students internalize and personalize their learning, to collaborate in ways unaffected by the uncertainties of the pandemic, and to keep a meaningful portfolio of learning they will want to return to after the year ends.

After this session, you will be able to help your stu-dents make meaning for themselves by seamlessly incorporating YouTube, Google Maps, and documents in Google Drive, images online or from their computer, and student-created work, as well as providing them with an artifact of their learning.

You will need access to Google, the internet, and a computer.

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CONCURRENT SESSIONSSESSION 2: 10:45–11:25 am

SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORSOCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI

UC 123 UC 145 UC 210 UC 216 UC 221Bridging Town and Gown: The Role of the Modern Scholar- Activist

Special Hearts in the Arts

Building School and University Relation-ships: A Collaborative Approach to Managing Schools

Descriptors and the TAMU-CC Evaluation Rubric

Put the Scissors Down! 21st Century Evolution of Interactive Journal-ing Using Google Sites

Dr. Amy Aldridge SanfordTexas A&M University- Corpus Christi

Mrs. Sherri Davis & Idali DuarteSpecial Hearts in the Arts

Dr. Michelle Janysek, Dr. Henrietta Munoz, & Dr. Socorro Garcia-AlvaradoTexas A&M University-San Antonio

Dr. Michele Staples Texas A&M University- Corpus Christi; West Oso ISD

Ms. Sameera MasseyTexas A&M University- Corpus Christi

In this session, Dr. San-ford, communication professor and schol-ar-activist, will share a vision for the modern scholar-activist, com-mon barriers in higher education, and examples and challenges from her academic career. Social justice is a phrase commonly evoked by well-meaning educators. Their pedagogy and re-search may reflect diver-sity, but they stop short of taking bold activist actions, and their allyship might be seen as perfor-mative. True scholar-ac-tivists strive for reciprocal relationships that bridge the town/gown divide by partnering with and humbly serving historically excluded populations. They take many actions e.g., writing policies for nonprofits or government agencies, attending rallies, penning op-eds, taking defini-tive stances in media interviews, campaigning for political candidates, running for office, giving TEDx or similar public talks, and/or taking other actions for real change and solidarity.

Special Hearts in the Arts is a 501(c)(3) nonprofit Fine Arts program dedi-cated to creating oppor-tunities for artists and performers with special needs to build life skills, relationships and com-munity involvement by showcasing their talents through the Arts. 2 to 3 Special Hearts in the Arts clients will attend to give personal testimonies.

Details on the program are available at specialheartsinthearts.com

This presentation will provide an overview of the collaborative ap-proach of the The Texas A&M Institute for School and Community Partner-ships (ISCP), a 501(c)(3) affiliated with TAMU-San Antonio, to developing, implementing and evalu-ating school models that have been customized to meet the unique oppor-tunities of each school.The ISCP is a model institute for transform-ing students through innovative practices, research, and policy. It focuses on understand-ing and affecting child and youth development through innovative stu-dent-centered approach-es, career-ready models, student-led research, and high-demand work-force opportunities. The Institute’s school system transformation model emphasizes the cradle to career talent pipeline by improving early interven-tion services for children and managing PK-12 district partnerships that prepare students for col-lege and high-demand careers.

In this presentation, cooperating teachers and university supervisors will come together to discuss the scoring process of the TAMU-CC Evaluation Rubric. Dr. Staples will provide descriptors that can be used as a struc-ture when evaluating students using the TAMU-CC Evaluation Rubric. Attending this session will help coop-erating teachers and university supervisors score in a more consis-tent manner.

Gone are the days of spending class time on the non-instructional tasks of folding, cutting, and pasting as part of interactive journaling.Engage in a hands-on session exploring the possibilities of Google Sites as a student inter-active journal/portfolio. Discover how to help students internalize and personalize their learning, to collaborate in ways unaffected by the uncertainties of the pandemic, and to keep a meaningful portfolio of learning they will want to return to after the year ends.

After this session, you will be able to help your stu-dents make meaning for themselves by seamlessly incorporating YouTube, Google Maps, and documents in Google Drive, images online or from their computer, and student-created work, as well as providing them with an artifact of their learning.

You will need access to Google, the internet, and a computer.

UC 310 UC 316 UC 317 UC 320 UC 323A Verbal Behavior Lens for Meaningful Teaching opportunities

Integrating Peer Mentors into the Classroom

Self, Community & Culture in a School- University Partnership

Using Graphic Novels to Discuss and Enhance Students’ Conceptions of Mathematics

The Role of Executive Function Development in Classroom Performance

Mrs. Ambra Sherrod Texas A&M University- Corpus Christi

Ms Jennifer Simpson & Ms. Raina WattsTexas A&M University- Corpus Christi

Dr. Caroline O’Quinn, Dr. Diana Wandix-White, Dr. Christopher Bland, & Mr. Jabari Gibson TAMU-San Antonio

Dr. Dani Kachorsky, Dr. Debra Plowman, & Ms. Alexandria Perez Texas A&M University- Corpus Christi

Mr. Curt Johnson Texas A&M University- Corpus Christi, Corpus Christi ISD

Often times modifying grade level content leads to faulty stimulus control where students with extensive support needs participate through completing visual per-ception tasks or mark-edly different academic assignments instead of gaining competencies with language cusps that can lead to a more meaningful interaction in both their academic and personal lives.

Utilizing a verbal behav-ior approach, individuals can access and partici-pate in standards in more authentic ways, while also gaining skills that can improve their quality of life. This session will provide a brief overview of this approach with vid-eo examples highlighting stories of progress within the field from teach-ers and their students. Participants will receive guidance on embedding this approach within academic settings in ad-dition to an overview of research which has been conducted utilizing this approach.

Learn how peer mentors can be embedded into a class to assist students with transitioning to col-lege and provide support to professors. This discus-sion will cover the role of the peer mentor and how their presence benefits both students and pro-fessors. Discussion points include mentor qualifica-tion, specific examples of the mentor’s role in and outside of the classroom, and challenging common misconceptions of incor-porating a peer mentor into the classroom. Participants will be able to address their class-room concerns and ideas in a guided discussion that will generate bene-fits and examples of how they can incorporate a peer mentor into their learning community. Guided discussions will include reflection on when they have felt that they needed an extra pair of hands in the class-room, times when they felt they needed extra validation on classroom assignments, and when they felt students needed extra moral support.

The A&M-SA & South Bexar County Partner-ship to Impact Regional Equity and Excellence (ASPIRE) is a comprehen-sive partnership between A&M-SA and seven school districts. ASPIRE has developed the first public university and ISD lab schools in Texas through Senate Bill 1882, including Gus Garcia University School (GUS), a middle school in the Edgewood ISD. Educators from A&M-SA and GUS created an inno-vative new course, Self, Community and Cul-ture. The class includes educational and career opportunities and the history of the Edge-wood community and of San Antonio. Spanish language and culture are celebrated. The integrative course aligns with TEKS across several subjects and strengthens literacy and study skills. Come hear the story of how middle school and university educators, in collaboration with district and community members, designed this unique course.

Graphic novels are a popular form of reading media with children and adolescents. These texts carry with them the social and cultural influ-ences of the producers and the readers. Thus, they have the unique potential to forward ideological messages about specific topics. Specifically, this presen-tation examines popular graphic novels that provide opportunities to engage students in mathematics, including revisiting what it means to do mathematics and to be a person who does mathematics. We will share our study of math-ematics in graphic novels and ideas about using them in math class.

Too often our misunder-standing of Executive Functioning leads us to a false dichotomy of what a student can or can’t do. This presentation will examine an overview of the development of EF skills and their intermedi-ary role in the conditions that contribute to student success. Leave with a greater under-standing of these vital skills and how to remedi-ate EF skill deficits.

ROUNDTABLE DISCUSSIONSALSO HAPPENING DURING THIS TIME!TURN THE PAGE FOR MORE SESSIONS.

KEY l n u Y v EC/PRIMARY MIDDLE SECONDARY ALL-LEVEL HIGHER EDUCATION

UC 142 UC 142 UC 142 UC 142Differentiating Instruction Using Active Learning Strategies

West Oso ISD Code Jam Special Education Referral Processes and Data Collection

LIGHT: Focus Groups to Design Collaborative Opportunities

Dr. Barbara Jeanine BirdwellTexas A&M University- Corpus Christi

Mrs. Christina Campos & Ms. Chanta GidreyWest Oso ISD

Mrs. Ashleigh Sasin & Chris Johnson Aransas Pass ISD

Dr. Susan Elwood, Dr. Misty Kesterson, Dr. Kelli Bippert,Dr. Debra Plowman, Dr. Phyllis Robertson, Dr. David Scott, & Dr. Liana Davis Texas A&M University- Corpus Christi

Discuss strategic integration of active learning strategies into your instruction to engage diverse learners.

West Oso ISD hosted a Jam in a Box on May 22, 2021. We have volunteers from Texas A&M University-Corpus Christi with the Noyce STEM IN-SPIRES program. We had the opportunity to host this event to over 100 West Oso ISD stu-dents and community mem-bers. We had programs such as Code.Org, Scratch Coding, LittleBits, FirstTechChallenge, Vex Robotics, ArdrinoKits, CircuitScribe, STEM Rockets, STEM Activities, and Project-LeadtheWay. The entire event was hosted by STEM students and NOYCE volunteers.

With the COVID-19 Pandemic, we have seen a lot more stu-dents delayed and teachers requesting special education testing. As a mother, daugh-ter duo working together in the same district as a special education director and gen-eral education kindergarten teacher/TSVI teacher, we see a lot of ways teachers need ex-tra support in understanding the referral process and cre-ating a sound portfolio about the student and supporting the teacher’s recommenda-tion for special education test-ing. In this session, we would like to help clarify the special education referral process and provide a sample portfolio and then answer questions that teachers may have.

The team will share focus group qualitative findings from the Learning Innovations Going Higher Team (LIGHT)research partnership between area schools and TAMUCC’s COEHD. Findings related to improving the use of virtual learning technologies will first be presented. Collaborative opportunities for any and all area educators, teacher can-didates, preservice teachers, and TAMUCC faculty members based upon recommenda-tions will be discussed.

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ROUNDTABLE DISCUSSIONSSESSION 2: 10:45–11:25 am

SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORSOCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI

At the conclusion of the conference, please complete a short evaluation.Visit supce.tamucc.eduor scan this QR code

EVALUATION