LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide new LPAC members with the preparation needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and re-classification of limited English proficient students.

LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide LPAC members previously trained with the new information needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and re-classification of limited English proficient students.

This training will provide updated information for all Bilingual and ESL campuses related to PEIMS changes, new forms for documentation and other procedural/compliance issues.

Participants will be actively engaged in learning related to Woodcock-Munoz Language Survey-Revised administration, scoring and reporting, as well as documentation required for student files.

Training will provide information on LPAC procedures and documentation for End of the Year LPAC meetings. Evaluation of student progress, TEA established exit criteria and EOY documents will be reviewed. This training is specific for any campus with LEP students.

Training will provide information on LPAC procedures and documentation for End of Year LPAC meetings. Evaluation of student progress, TEA established exit criteria and EOY documents will be reviewed. This training is specific for any campus with LEP students.

Training will provide information on LPAC procedures and documentation for End of Year LPAC meetings. Evaluation of student progress, TEA established exit criteria and EOY documents will be reviewed. This training is specific to Bilingual campuses.

Training will provide information on LPAC procedures and documentation for End of Year LPAC meetings. Evaluation of student progress, TEA established exit criteria and EOY documents will be reviewed. This training is specific to Bilingual campuses with first time LPAC members.

Participants will be actively engaged in learning related to Woodcock-Muñoz Language Survey-Revised administration, scoring and reporting, as well as documentation required for student files.

Various tests administered to elem. and English Lang. Learners will be presented. Overview will include TX Primary Reading Inventory, Tejas Lea, TELPAS and TAKS Reading. The effect of poverty and lang. registers on learning to read and techniques for working w/ parents will be addressed.

How to plan and implement a Guided Reading Lesson including development of literacy work stations/centers. Techniques for comprehension and intervention strategies for English Lang. Learners and struggling readers will be included. Independent reading , reading fluency, and Partner Reading will be explored.

Training useful in preparing for ESL/BIL Supplemental TExES. History of Chap. 89 and Bil. instruction will be presented. Teachers will be exposed to LPAC requirements, approaches to teaching Bil. programs, trends in ESL instruction along w/ current trends for teaching reading based on the Cueing System. Lesson planning and the ingredients for an effective lesson will also be discussed.

Incorporation of phonetic instruction and training in the elements of word analysis. Participants will receive a variety of activities suitable for elem., ESL and Bil. students.

Based on the Texas Ed. Agency´s module Guidelines for Teaching Writing Instruction, training will be provided in the steps in the writing process. Also included in the training will be an overview of the Six Traits of Writing plus One, Language Experience, Modeled Writing, Guided Writing and Independent Writing as well as Holistic Scoring.

This session is for teachers currently teaching in a Dual Language Program setting. Teachers will participate in the creation of a Dual Language Procedural Manual to be provided to future dual language teachers and administrators.

This session is for teachers teaching in the Dual Language Program. Agendas for each session will be sent via e-mail. Teachers will receive updates, participate in student data analysis, and dicuss a variety of topics based on teacher and student needs.

Presenters will share effective reading and writing strategies for ESL teachers. During Session A, Reviving the Essay, teachers will present writing tips from the fabulous author Gretchen Bernabei, on "REAL WRITING". Session B, Integrating Reading and Writing: By popular demand, how to teach reading and writing together with MEANING.

This session is for Pre-K and Kindergarten Bilingual teachers using the program Estrellita in their classroom. Teachers will receive a refresher on how to use the chants, poems, and stories in Estrellita to engage students in learning about sounds! Teachers will then be given the opportunity to learn about the Estrellita games and put them together with the materials provided by the Second Language Acquision and Instruction Department. Come join us in the fun and receive a chance to win some door prizes for your classroom!

This is a course to help prepare educators to take the ESL certification exam.

LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide less experienced LPAC members with the information needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and reclassification of limited English proficient students.

LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide less experienced LPAC members with the information needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and reclassification of limited English proficient students.

LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide less experienced LPAC members with the information needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and reclassification of limited English proficient students.

LPAC training is required under TAC Chapter 89 Subchapter BB for all members participating in schools´ LPAC meetings. This training will provide less experienced LPAC members with the information needed to participate appropriately and within the criteria established in Chapter 89 related to identification, placement and reclassification of limited English proficient students.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for LEP students. And, while good teachers are probably already using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for LEP students in every lesson.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

Sheltered Instruction Observation Protocol (SIOP) is an organization of best practices for English Learners. While effective teachers may be using many of the techniques embraced by SIOP, the instrument systematically ensures that teachers are providing the best instruction for English Learners in every lesson. SIOP is an 18 hour course. Though participants will receive a separate certificate for each day of training, they must complete all 18 hours of this course to be officially SIOP-trained.

This course is for teachers who did not receive Spanish Language Arts conventions instruction in their undergraduate or alternative certification programs. The session will focus on Spanish writing conventions such as noun articles, abbreviations, accent placement rules, and punctuation such as beginning-ending, em dash, quotations, etc.

Training will include information from TEA about the various assessments for LEP students and the LPAC Decision Making Process as it relates to LEP student participation in state assessments.