Question 1

Lights, Camera, Action! Igniting Innovation through Collaborative Digital Storytelling - Dr. Katie Alaniz

Accepted Answer

Description: The art of digital storytelling holds tremendous potential to capture the imagination of today's learners, regardless of age or preferred learning style. In the session, we will explore proven methods for collaborative digital story design, demonstrating strategies for inspiring even reluctant writers to create meaningful and memorable stories brought to life.

Question 2

Increase Your Comprehension Instruction- Brandy Peterson

Accepted Answer

Description: Students at every level need explicit, ongoing instruction that builds their comprehension skills. This type of standards-driven teaching is intended to equip students with the ability to analyze and understand all types of texts. In this session, you’ll learn to layer skills to develop readers who can track and summarize key details, visualize and question author craft, and connect and synthesize bigger ideas.
Understand the six core comprehension strategies and their sub-skills that readers must employ.
Build a scaffold of whole-class mini-lessons to deepen comprehension skills.
Learn how to blend explicit instruction and close-reading experiences into your yearlong curriculum.

Question 3

Guided Reading Instruction & Literacy Workstations for All Grade Levels - Dr. Delilah Gonzales

Accepted Answer

Description:In this session, participants will demonstrate how to develop literacy workstations which will promote differentiation while recognizing the sensitive needs of developing emergent learners. The session will model a strength-based, and play-based approach to joyful, engaged learning.

Question 4

5 Reasons to Teach Phonics in the ESL Classroom-  Kimberly Berk

Accepted Answer

Description: Because reading is natural for many learners, including their teachers, most people don’t need to know the process involved in learning to read. Thus, few know how to explain it. This makes it extremely difficult to help beginning and struggling readers understand what they need to do to find reading success.

This presentation simplifies the challenge of teaching reading into simple and powerful skills that clarify how to read, including: the Five Phonetic Skills, Two Decoding Skills, and the 44 Sounds of the Alphabet. With the right tools and strategies, you can make learning to read a simple, enjoyable experience for your students.

Question 5

Building Life Long Readers- Jack Wilbert

Accepted Answer

Description: While educators have historically taught reading using paper, today’s students are encountering more and more digital media on tests. We need to acknowledge that these two mediums are different and require varied instruction. This session will identify skills to support students on standardized reading assessments, everyday classroom reading, and the real-world reading they will do on screens for years to come.
Acknowledge the paper-based reading strategies that don’t transfer to digital reading scenarios.
Combat the comprehension breakdown associated with reading digital text.
Overcome online distractions and push beyond surface skimming.

Question 6

Using Children's Literature to Create Mathematical Thinking in the Early Childhood Classroom - Dr. Delilah Gonzales

Accepted Answer

Description:In this session, participants will demonstrate how to use high quality children’s literature as a springboard to promoting mathematical thinking.

Question 7

Level-up your learners!  - Elizabeth Porter

Accepted Answer

Description:Level-up the engagement of your learners from compliant participants to taking charge of their own learning! These engagement strategies will have students showing what they know and asking for more! You will learn how to take the typical classroom structures and level-up your students to active learners.

Question 8

Reading Interventions/Strategies K-5th   - Lauren Fowler

Accepted Answer

Description:Discover the most effective reading intervention strategies for struggling students. Acquire a toolkit for scaffolding instruction for all students, and learn how to design a customized intervention plan for your classroom, school, or district. The speaker will model strategies and shows you how to adapt them to your reading program. Bring your biggest reading obstacle sand challenges and gain research-based solutions to ensure literacy for all.

Question 9

Building Social and Emotional Learning Through Literacy: Encouraging Student Voice - Dr. Kristyn Mayberry

Accepted Answer

Description: This session will offer reinforcement strategies that connect literacy with Social and Emotional Learning to promote student voice within the classroom. As teachers and schools look for the best ways to teach the social-emotional skills that children need to thrive in school and beyond, one of the best places to search is within the literacy curriculum. It is crucial to address students' social and emotional learning by making them feel connected and safe. In addition to feeling connected to the school culture, students must feel that what is being taught has meaning and relevance to their lives.

Question 10

The Little Old Woman Who Lived In a Shoe, Knew So Many Words and Didn’t Know What to Do -  Ingrid Haynes, Ph.D.

Accepted Answer

Description: Vocabulary development plays a critical role in young children’s learning to read and, as a result, their overall success in school. This session will provide you with strategies for building your students' vocabulary.

Question 11

Understanding Dialects and Variations that Affect Student’s Writing, Speaking, and Reading Skills –Sarah Lopez

Accepted Answer

Description: This session provides participants with an understanding of dialects and language variations that affect student’s ability to write, speak and read standard English.
Participants will:
Decide what key vocabulary, concept words or other academic words are needed to talk, read, or write about the topic of the lesson.
Consider the language functions related to the topic of the lesson
Identify grammar or language structures common to the content area.

Question 12

How Does Student Participation in Readers Theatre Impact Fluency - Hannah Badgett

Accepted Answer

Description: In this interactive workshop, participants will participate and focus on reading fluency. Reading fluency is imperative for reading comprehension success. In order to do this, reading fluency can be improved with participation in readers’ theater according to student interest and developmental ability

Question 13

The in Between: Bringing Hope to Mental Health Literacy (Interactive Lecture) - Ashley Wilda

Accepted Answer

Description: This session features author Ashley Wilda sharing their work and knowledge for enhancing middle and secondary level students’ mental health literacy through literature. Ashley will share specific titles, considerations for educators, and suggestions for utilizing literature as a starting point in normalizing mental health focuses in middle and secondary level classrooms.

Question 14

Reaching the Reluctant Learner - A Look at the 4 Keys to Reaching, Motivating, and Creating Student Buy-in with Reluctant Learners - Ashlee Martin & Stephen Cooper

Accepted Answer

Description: In this session, educators will take an in-depth look at how to reach reluctant learners. Today's classroom presents challenges to locking in learners like never before. It also offers the opportunities and resources to reach higher levels of achievement than any other time in history. It's vital that educators navigate the waters of student motivation and find ways to engage even the most reluctant learners. We will look at the four keys to unlocking student motivation.

Question 15

Differentiated Instruction for grades K-5th   - Brittney Kirkpatrick

Accepted Answer

Description: Our Differentiating Instruction work session is designed to empower teachers to vary instruction and student activities based on learning styles and individual learning pathways. This session is relevant for all content areas grades K-12. Lesson planning, instructional delivery and student activities will be the primary focal points of this session.  
Participants will:
Understand what defines differentiation and recognize their role and responsibilities in a differentiated learning community.
Learn how to provide motivating experiences by differentiating instruction while managing instructional time in a way that meets the standards.
Possess a repertoire of strategies for differentiating instruction

Question 16

Increase Your Comprehension Instruction: Helping English Language Learners Grasp the Full Picture- Jose Gonzalez

Accepted Answer

Description: Students at every level need explicit, ongoing instruction that builds their comprehension skills. This type of standards-driven teaching is intended to equip students with the ability to analyze and understand all types of texts. In this session, you’ll learn to layer skills to develop readers who can track and summarize key details, visualize and question author craft, and connect and synthesize bigger ideas.

Participants will:
 Understand the six core comprehension strategies and their sub-skills that readers must employ.
Build a scaffold of whole-class mini-lessons to deepen comprehension skills.
Learn how to blend explicit instruction and close-reading experiences into your yearlong curriculum

Question 17

Bridging the Gap Between Student Achievement and the Teacher-Student Relationship Through Equitable Practices - Erica Battle

Accepted Answer

Description: In this interactive session, participants will leave with a more in-depth understanding on how the teacher-student relationship impacts student achievement. They will walk away with practical and real-world strategies that can be used to foster community within the classroom that can be easily integrated. Also, they will leave with strategies that foster inclusivity and allow the implementation of equitable practices to address diverse student populations.

Question 18

Importance of Both Student and Parent Engagement to Academic Success- Dr. Cell Waller

Accepted Answer

Description: When families are the stakeholders in student’s education, there is a positive impact on a student's success. Parent involvement helps extend teaching outside the classroom and creates a more positive experience for children to thrive. In this session we will discuss the parent-child relationship that can significantly strengthen the academic performance of students.

Question 19

Classroom Management - You Can Smile Before Christmas - Dr. Calandra Williamson

Accepted Answer

Description: In this session, you will learn about classroom management and how it is designed to provide teachers with real world strategies and techniques to effectively manage their classroom and create a positive learning environment. The workshop focuses on a wide range of topics including behavior management, parental communication, relationships with colleagues, and accepting feedback. During the presentation, teachers learn effective strategies for preventing and addressing behavioral issues in the classroom. They learn how to establish clear and consistent rules and consequences based on their personalities as well as the students, and how to go about their everyday life with their colleagues. The presentation also provides teachers with techniques for communicating with parents and building positive relationships with them and their students

Question 20

Go To… Strategies and Interventions: Brooke Edwards

Accepted Answer

Description:The ability to successfully read, understand, and respond to complex text is central; and yet, in almost every classroom, teachers confront the challenge of students who cannot read grade-level text on their own. For decades, we have responded to this challenge by giving struggling readers easier texts, essentially meeting individual needs by changing the text rather than by changing instruction. Even when these students make reasonable gains, many never progress to reading grade-level texts, and as a result, never have the opportunity to read and learn from the complex texts demanded by national standards. This session will show teachers how to advance students' literacy ability through specific interventions that work for struggling and fragile readers.

Question 21

Crack the Code on Building Academic Vocabulary in the Bilingual Classroom- Dr.J. Martinez

Accepted Answer

Description: One of the major shifts reflected in today’s standards has been the integration of more complex vocabulary. These more challenging words used within directions, questions, and prompts require that classroom instruction focus on more than just the content and concepts of each subject. Teachers must also decode the sophisticated discourse that appears in the after-reading tasks.

Teach students to understand the expectations of the task.
Identify functional words to be taught among the grade levels.
Identify ways to incorporate this more sophisticated teacher talk into daily classroom routines.

This session will expand participants’ understanding of vocabulary development and the instructional techniques that are effective in helping students in grades six through eight expand their meaning vocabularies. Participants will learn how to assess students’ vocabulary knowledge and select words from a text that are most useful for instruction, including those with high-frequency Greek and Latin word parts. In addition, participants will have the opportunity to explore online resources for vocabulary development and assess their own current vocabulary teaching strategies. Packed with practical tips and resources, this session will appeal to educators who are interested in learning new ways to extend their students’ knowledge of words.

Question 22

Develop an Effective RtI Program to Support Student Learning: Latasha Williamson

Accepted Answer

Description: Response to Intervention (RtI) involves regularly assessing proficiency in a skill, determining which students are behind, providing help in small groups for those students below benchmark, assessing regularly to monitor progress, and intensifying instruction for students whose progress is insufficient. The idea of RtI sounds relatively simple, yet many schools across this country are discovering that implementing RTI is far from simple.

This session will examine the components of an effective RtI program, examine challenges to developing effective programs, and explore steps to ensuring success for all students.

Question 23

Now That’s What I Call Data:  DATA-DRIVEN INSTRUCTION & PROGRESS MONITORING – Blake Haynes

Accepted Answer

Description: How do you make sure the number one hits keep coming? Now more than ever, there is no one-size-fits-all plan to accelerate student learning. Student achievement takes intentional, purposeful, and meaningful data collection, analysis, and progress monitoring to ensure all students are progressing toward mastery. Learn powerful strategies and techniques to make effective daily instructional decisions that target student growth. Now that’s the type of data we love to use!

Question 24

The Dangers of Unprocessed Vicarious Trauma and Compassion Fatigue of School Leaders: Interventions to Sustain Positive Self Care to Reduce Job Burn-out – Anthony Jones

Accepted Answer

Description: In an all-out effort to care for students, educators at every level have put others' safety ahead of their own. For many of us, our response is part of the reason we became educators. However, the long-term danger is a concern; too often, leaders circumvent self-care and imagine difficult circumstances as an aberration, instead of a time for reflection and change. 
The COVID-19 pandemic is undoubtedly a rupture in time, creating exhaustion, fear, depression, and anxiety. But we believe that, even in difficult times, leaders can pivot from deficit to asset, from despair to hope, from collateral damage to promising innovations. This session will provide school leaders with the tools and interventions to sustain positive self-care to reduce job burn-out.

Question 25

Understanding Your Students With Trauma - Dr. LaToshia Chism

Accepted Answer

Description: In this breakout session, educators will receive tools for responding to students who need trauma support. Student trauma may take many different forms, and regardless of whether it results from a single incident or repeated exposure, knowledge and perspective affect how a person feels, thinks, and acts. The educator's role in the classroom is paramount in establishing and maintaining healthy environments for students to learn and grow. The first step for students exposed to traumatic experiences is ensuring that classrooms feel safe for them. Educators can work toward building supportive relationships and academic gains only after a student feels safe.

Question 26

Transforming School Culture through SEL Competencies - Building Student Self-Efficacy Among Teachers - Ingrid Haynes, Ph.D.

Accepted Answer

Description: In this session, Dr. Haynes will describe how to establish a school culture that values all students by integrating social and emotional learning and teaching that is sensitive to cultural differences. It is evident that major changes at the political and financial levels are necessary in order to achieve equity in education. However, there are many things that can be done right away in classrooms and schools to provide learning environments where different student learners have the chance to partake in activities that foster social, emotional, cultural, civic, and academic competence. Administrators may create classroom practices that incorporate the cultures and lived experiences of all kids and adults through the integration of SEL, working with stakeholders at the school and community levels. These methods may result in the development of inclusive schools.

Question 27

Being the Resilient Educator: Self-Care and Mindfulness for Educators of Traumatized Students- Kevin Traylor

Accepted Answer

Description: It was difficult for educators to self-care pre-pandemic.  However, during the pandemic the level of intensity was taken to a new level with educators being over-tasked, under-resourced, and not prioritizing self-care. Returning to face-to-face in the fall educators are excepted to work with students affected by the trauma of the pandemic- both health and racial. Education is emotional labor- this session will offer some ways for trauma-informed educators to cope, care for themselves, and prevent burnout.

Question 28

Dealing with Trauma Grief in the Classroom- It’s more than Normal Grief: Dr. Ratliff

Accepted Answer

Description: During the pandemic many of our learners lost one loves. When a loved one passes away suddenly, the people left behind often experience traumatic grief. In order to deal with this intense kind of grief, addressing the social emotional needs of our students can be a helpful and healthy way to process painful emotions. In the session the participants will identify ways to address the emotional regulation, reduction of trauma symptoms and recognize learning skills to cope and manage trauma of students in the classroom.

Question 29

Leading the Paradigm Shift: Transitioning from Resistance to Resilience:  Judy Wade

Accepted Answer

Description: Whole School Implementation is a task for a team of key stakeholders in a school who are charged with the execution of Restorative Discipline (RD) practice for the campus. These stakeholders must begin by building a healthy community for themselves to ensure accountability, fidelity, and support for one another. The team ideally reflects diversity in responsibilities at all levels, gender, race/ethnicity, and belief systems to address the complexity of implementation.

This session focuses on school community building practices that holistically steer the school’s implementation through the exchange of critical ideas and strategies. The paradigm shift  includes moving from a punitive to a relational model; recognizing the opportunities to interdependently practice RD within diverse settings, grade levels, and variable community contexts; understanding the change process from rigid rules to human relationships for school personnel and the whole school campus climate; and understanding the level of fit between Restorative Discipline/Restorative Practices and existing behavior management systems.

Question 30

“Ah Ha” Addressing cultural awareness and implicit biases: Focusing specifically on bias based on race, gender, and mental and physical ability:  Sean Robertson

Accepted Answer

Description: Our unconscious social biases form involuntarily from our experiences. For example, as we are repeatedly exposed to actual incidences or media portrayals of minority men and women, those associations become automated in our long-term memory. These biases are reinforced on a daily basis without us knowing, or thinking consciously about it. Stereotypes reflect what we see and hear every day, not what we consciously believe about what we see and hear. It is possible for us to hold unconscious stereotypes that we consciously oppose.
​
Because we are, by definition, unaware of our automatic, unconscious beliefs and attitudes, we believe we are acting in accordance with our conscious intentions, when in fact our unconscious is in the driver’s seat. It is possible for us to treat others unfairly even when we believe it is wrong to do so. Cognitive neuroscience research has taught us that most decisions we make, especially regarding people, are “alarmingly contaminated” by our biases. Our assessments of others are never as objective as we believe them to be.
​
This session will provide educators with the tools to be able to address cultural bias in the workforce among teachers and its implication in teaching children. Participants will reflect on their own bias and build on trust and commitment to provide all children with a quality education. This training will also provide activities that “show” rather than “tell” how we as educators can address cultural awareness and reduce bias to ensure all kids receive a quality education no matter the race, gender, mental and physical ability.

Question 31

Reinventing, Revising and Rethinking- Making Social and Emotional Learning Front and Center Post Pandemic for Advance Academic Success of All Learners -Herbert Jackson, PhD

Accepted Answer

Description: The prolonged school lockdowns that, starting in early spring of 2020, dismantled children’s routines, including normal school days, also blocked their access to the basic supports that schools provide—including organized recreation, and, of course, the face-to-face contact with teachers and friends that is fundamental to child development. It thus should be no surprise that the pandemic has not only led to reduced student performance, on average, but also stretched to the limit children’s social and emotional wellbeing. This engaging hands on session will offer strategic methods educators and stakeholders can use to reinvent, revise and rethink strategies to address the social emotion and academic needs of all learners.

Question 32

Frame Ideas that are Developed and Organized: Brian Franklin

Accepted Answer

Description: Strong writing requires logical organization. While it’s tempting to achieve this with formulas and recipes, such tools typically produce repetitive and robotic writing. The secret lies in providing students with scaffolded support through writing frames. Well-executed frames produce unique and individual writing that also contains logical organization.
Expect more than an introduction, body, and conclusion; teach how to organize ideas in the middle.
Identify common frames and how to adapt them for various topics or genres.
Model how to flesh out ideas and connect them within a frame.

Question 33

Rock a Love of Reading with Reciprocal Teaching- Sheri Voss & Dr. Tracy Schrems

Accepted Answer

Description: Fall in love with Reading using the combined strategy of Reciprocal Teaching and the methodology of the Gradual Release of Responsibility Model (GRR). Teachers will learn how the four components of this strategy work with students at all reading levels while incorporating role play, held thinking, and the power of the four steps of the GRR in teaching this strategy to mastery. Once students understand how to attack a text using the four approaches of prediction, clarification, questioning, and summarizing, their love of reading can soar. We will discuss the importance of anchor charts, connotation, and lifelines as well. Students can make gains in readability levels in as little as 4 to 6 months using the reciprocal teaching method with fidelity and the power of play. What better what to Empower, Emerge and Elevate all students to reach new reading heights.

Question 34

Children Are Capable - A Proven Literacy Program- Pamela Good

Accepted Answer

Description: Beyond Basics honors the teachers who shape and inspire students, tending to their academic and spiritual growth on their educational journey. As school partners, we provide extra support to meet the specific literacy needs of K-12 students who fall into the “literacy gap,” reading below grade level. In an engaging multimedia presentation that helps educators make professional connections, Beyond Basics CEO Pamela Good and team will describe the partnership developed with teachers and schools over 20 years to help struggling readers in elementary, middle, and high school. This partnership has led to a holistic intensive literacy intervention that benefits the whole child while raising literacy levels. We will share information about our program and services, including: • an individualized diagnostic assessment to reveal literacy gaps • daily, hourlong intensive tutoring embedded within the school day • integrated arts activities that build vocabulary and comprehension, building bridges to the outside world Intensive structured literacy intervention has an immediate, positive effect on students. Attendees will come away with a great understanding of our tools and strategies, which complement teacher expertise and help students achieve better educational outcomes.

Question 35

Black Males, Poverty, Standardized Test, and IEPs, PLEASE HELP ME! Craig Boykin

Accepted Answer

Description: Poverty and trauma are all too common in America’s schools. What's rare is an opportunity for educators to sit and absorb first-hand from a former at-risk student who dropped out, endured a mother abusing drugs, absent father, and learning disability. In this engaging session participants will unlearn perceived fallacies about students from poverty. One thing more important than what you teach is who you teach. Knowing and understanding your students emotionally can yield tremendous relational dividends. Trauma occurring in the early years can have a substantial impact on an adolescent's social-emotional development, academic performance, and behavior. This session will provide necessary knowledge to become a trauma-responsive educator and empower students healing from trauma. 50% of any interaction with a student is you. Students cannot learn effectively when they are burdened by the effects of trauma and poverty. Craig’s trademark slogan, GED to PHD is a concrete paradigm that educators should never give up on any student.

Question 36

Building Blocks of Phonological Awareness- Brandy Walthall

Accepted Answer

Description: Participants will take apart phonological awareness, giving teachers a beginning points within the four levels of phonological awareness. This will allow teachers to screen their students so they can begin to teach them to read or view where to start their interventions. Visuals will be utilized on the levels and sub levels for understanding. In building phonological awareness, you are using the building blocks for a student to learn to decode and then become a life-long reader.

Question 37

Dyslexia Updates and What They Mean for the Classroom - Angelica Medrano & Emma McMorris

Accepted Answer

Description: In this session, participants will review the updates to the Dyslexia Handbook including HB 3928 and the impact to identifying, evaluating and providing services for students with Dyslexia.

Question 38

Teaching Reading in the 21st Century - Phonics and Beyond -  Samantha Van Liew, Kenneth Spiegel & Missy Gann

Accepted Answer

Description: Let's explore how The RevLearning Suite has changed the "reading game" by leveraging AI and speech recognition to revolutionize reading education. Our adaptive and prescriptive book delivery system is designed to elevate reading fluency and comprehension among students. Through cutting-edge technology, we'll demonstrate how this system tailors book selections to each student's proficiency level and learning pace. By harnessing data-driven insights, educators can identify individual strengths and challenges, ensuring that students engage with precisely the right materials at the right time, ultimately fostering a lifelong love for reading while achieving significant gains in fluency and comprehension.

Question 39

Flipping Your School Culture by Implementing a House System- Carla Brandon & Katherine Mendoza Turner

Accepted Answer

Description: Many schools have heard of a house system and are intrigued by them. However, jumping on this bandwagon may feel like another thing that takes a lot of effort but won't bring the results you are looking for. Join us as we walk you through our pilot year, the changes we have seen, and a snapshot of where we are now. The opportunity to change the culture of your building for students, staff, families, and the community at large.

Question 40

Are You Equipped to Address Student Mental Health Needs in the Classroom? - Angelica Medrano & Emma McMorris

Accepted Answer

Description: In this session, teachers and staff will explore the impact of reading difficulties and disabilities on a student's mental health and will learn key strategies to meet the needs of students. Through a collaborative approach, teachers will be empowered to provide appropriate support to struggling students.

Question 41

You're Doing Too Much! Get The Most Out of Your Time with Your Students and Only Stick to Your TEKS - Lesa Keltz

Accepted Answer

Description: Don't waste your time teaching TOO much! You can use this vertical alignment tool to find out exactly how to spend your time and what's expected of you. 3rd through 5th grade Reading teachers will benefit by learning how to break down their TEK through the grade levels so they know what they are supposed to be teaching and not just using random resources they find. When they know what is expected of them, they can plan their time more effectively.

Question 42

Elevating Literacy Levels Among High Economically Disadvantaged Students- Jenny Angelo, D’Lana Barbay & Emily Collins Davis

Accepted Answer

Description: Learn how a high poverty district has energized the community to support literacy achievement for all students.  You will walk away with models of successful literacy initiatives that you can replicate in your own school district, tips on garnering parent involvement in reaching literacy goals, and suggestions for funding initiatives.

Question 43

Structured Reading and Speaking Strategies for the ELA and ESL Classroom, Modeled Language and Literacy Acquisition Lesson - Dr. Colin Dalton & Edgar Mendoza

Accepted Answer

Description: The presenters will model, utilizing Roald Dahl’s short story “The Hitch-Hiker,” multiple language and literacy acquisition strategies, including: (a) pre-teaching potentially challenging vocabulary with visual supports, (b) providing students with opportunities for structured reading and speaking, and (c) engaging students with thematically rich literature.

Question 44

The Overrepresentation of African American Males in Special 
Education and Their Self-Esteem Perceived by their Teachers.- DeJuan Parker

Accepted Answer

Description: There has been studies regarding African American males and special
education but none relating to self-esteem. The information presented could aid administrators and teachers in developing and implementing teacher’s awareness and differential learning styles that will ultimately promote and increase the academic success of African-African males. This information could also encourage parents/caretakers to take an active role in their child’s education.

Question 45

The Innocent Brown Girl: Cultivating Inclusive Learning Spaces  for Our Girls- Kristi Morale

Accepted Answer

Description: Participants in this workshop will have the opportunity to engage in collaboration with other educators and advocates to share challenges our girls are facing and learn strategies to best support our girls through these challenges. At the completion of this session educators will be prepared to develop learning environments that ensure the physical, emotional, and intellectual safety of our girls.

Question 46

Maximizing Student Success through Effective Partnerships: 
Navigating the Landscape of Third-Party Tutorial Services-Monique Carlisle

Accepted Answer

Description: Intervention and tutorial services can be provided by 3rd party vendors. This relationship is complex, dynamic, and sensitive. Learn how to create and implement an intervention program that leads to student success, improved data, happy teachers, and a long term support network.

Question 47

Dueling Digital Divas - Denise Shaffer & Elanie Schumacher

Accepted Answer

Description: In this fast-paced session the two presenters will "duel" with some of their favorite FREE online resources that can be used in classrooms tomorrow. We will share the highlights of each tool and uses in the classroom.  Participants will leave with a list of resources they can dive further into.

Question 48

(T.O.R.C.H. Educators Speaking Program) – Tackling Opposition with Resilience Character and Heart - Lontage Woods

Accepted Answer

Description: Avoiding Burnout as an Educator - Educators will be taught methods to decrease stress and procrastination and increase satisfaction and a sense of accomplishment to garner good mental health and student success.
Campus Leadership: L.E.A.P. (Leading Effectively and Phenomenally) - Educators will be provided with strategies to enhance their leadership skills on campus while also honing their   skills to become an effective leader at a school-based site or in district leadership roles.
Leveling U.P. (Unlimited Potential) - Educators will be shown the benefits of maintaining healthy mental and physical health and their alignment to success in all aspects of their lives that impact their ability to be an effective and balanced educ

Question 49

Building Healthcare Leaders of Tomorrow  - Amy Draper, Johannes Starks & Luther Phillips

Accepted Answer

Description: It is no secret that there is a labor shortage in our healthcare market and that many in our communities’ struggle to find high-wage careers in a fulfilling industry. Still, it’s access to the training for these careers that will be transformational.
Attracting, hiring, and retaining well-trained employees is crucial as we deliver on our promise to be a destination of excellence for healthcare in our communities. This session is intended to assess the healthcare career landscape in Texas and create opportunities for students in our growing industry.  We would like to share our FREE resources, including a healthcare labor market navigator, a healthcare community of practice, and professional development for healthcare teachers.

Question 50

You Are a Warrior! -  Billie Bruchhaus

Accepted Answer

Description: By the end of this session, educators will have gained valuable insights into the concept of grit and its significance in educational settings.  Armed with evidence-based strategies and practical resources, participants will be well-equipped to cultivate grit in their classrooms, empowering students to overcome challenges, persevere in the face of adversity, and ultimately achieve their full potential. They will have identified triggers that cause them to struggle personally and professionally making them better equipped to make education a lifelong profession.

Question 51

Artificial Intelligence Reinvention of Literacy Planning- Dr. David Jackson

Accepted Answer

Description: In a world increasingly driven by digital innovation, our literacy instruction must evolve. This interactive session illuminates the groundbreaking advantages of integrating AI into literacy lesson planning. Dive deep into the trifecta of efficiency, precision, and personalization that A.I. offers. Participants will engage hands-on with ChatGPT, experiencing firsthand the revolutionary potential of A.I. tools. Witness the future of education where teachers harness technology to save hours, pinpoint student needs, and deliver tailored instruction, all while maintaining the human touch. Be part of the evolution; be part of the solution.

Concurrent Sessions At -a -Glance

Lights, Camera, Action! Igniting Innovation through Collaborative Digital Storytelling - Dr. Katie Alaniz

Increase Your Comprehension Instruction- Brandy Peterson

Guided Reading Instruction & Literacy Workstations for All Grade Levels - Dr. Delilah Gonzales

5 Reasons to Teach Phonics in the ESL Classroom- Kimberly Berk

Building Life Long Readers- Jack Wilbert

Using Children's Literature to Create Mathematical Thinking in the Early Childhood Classroom - Dr. Delilah Gonzales

Level-up your learners! - Elizabeth Porter

Reading Interventions/Strategies K-5th - Lauren Fowler

Building Social and Emotional Learning Through Literacy: Encouraging Student Voice - Dr. Kristyn Mayberry

The Little Old Woman Who Lived In a Shoe, Knew So Many Words and Didn’t Know What to Do - Ingrid Haynes, Ph.D.

Understanding Dialects and Variations that Affect Student’s Writing, Speaking, and Reading Skills –Sarah Lopez

How Does Student Participation in Readers Theatre Impact Fluency - Hannah Badgett

The in Between: Bringing Hope to Mental Health Literacy (Interactive Lecture) - Ashley Wilda

Reaching the Reluctant Learner - A Look at the 4 Keys to Reaching, Motivating, and Creating Student Buy-in with Reluctant Learners - Ashlee Martin & Stephen Cooper

Differentiated Instruction for grades K-5th - Brittney Kirkpatrick

Increase Your Comprehension Instruction: Helping English Language Learners Grasp the Full Picture- Jose Gonzalez

Bridging the Gap Between Student Achievement and the Teacher-Student Relationship Through Equitable Practices - Erica Battle

Importance of Both Student and Parent Engagement to Academic Success- Dr. Cell Waller

Classroom Management - You Can Smile Before Christmas - Dr. Calandra Williamson

Go To… Strategies and Interventions: Brooke Edwards

Crack the Code on Building Academic Vocabulary in the Bilingual Classroom- Dr.J. Martinez

Develop an Effective RtI Program to Support Student Learning: Latasha Williamson

Now That’s What I Call Data: DATA-DRIVEN INSTRUCTION & PROGRESS MONITORING – Blake Haynes

The Dangers of Unprocessed Vicarious Trauma and Compassion Fatigue of School Leaders: Interventions to Sustain Positive Self Care to Reduce Job Burn-out – Anthony Jones

Understanding Your Students With Trauma - Dr. LaToshia Chism

Transforming School Culture through SEL Competencies - Building Student Self-Efficacy Among Teachers - Ingrid Haynes, Ph.D.

Being the Resilient Educator: Self-Care and Mindfulness for Educators of Traumatized Students- Kevin Traylor

Dealing with Trauma Grief in the Classroom- It’s more than Normal Grief: Dr. Ratliff

Leading the Paradigm Shift: Transitioning from Resistance to Resilience: Judy Wade

“Ah Ha” Addressing cultural awareness and implicit biases: Focusing specifically on bias based on race, gender, and mental and physical ability: Sean Robertson

Reinventing, Revising and Rethinking- Making Social and Emotional Learning Front and Center Post Pandemic for Advance Academic Success of All Learners -Herbert Jackson, PhD

Frame Ideas that are Developed and Organized: Brian Franklin

Rock a Love of Reading with Reciprocal Teaching- Sheri Voss & Dr. Tracy Schrems

Children Are Capable - A Proven Literacy Program- Pamela Good

Black Males, Poverty, Standardized Test, and IEPs, PLEASE HELP ME! Craig Boykin

Building Blocks of Phonological Awareness- Brandy Walthall

Dyslexia Updates and What They Mean for the Classroom - Angelica Medrano & Emma McMorris

Teaching Reading in the 21st Century - Phonics and Beyond - Samantha Van Liew, Kenneth Spiegel & Missy Gann

Flipping Your School Culture by Implementing a House System- Carla Brandon & Katherine Mendoza Turner

Are You Equipped to Address Student Mental Health Needs in the Classroom? - Angelica Medrano & Emma McMorris

You're Doing Too Much! Get The Most Out of Your Time with Your Students and Only Stick to Your TEKS - Lesa Keltz

Elevating Literacy Levels Among High Economically Disadvantaged Students- Jenny Angelo, D’Lana Barbay & Emily Collins Davis

Structured Reading and Speaking Strategies for the ELA and ESL Classroom, Modeled Language and Literacy Acquisition Lesson - Dr. Colin Dalton & Edgar Mendoza

The Overrepresentation of African American Males in Special Education and Their Self-Esteem Perceived by their Teachers.- DeJuan Parker

The Innocent Brown Girl: Cultivating Inclusive Learning Spaces for Our Girls- Kristi Morale

Maximizing Student Success through Effective Partnerships: Navigating the Landscape of Third-Party Tutorial Services-Monique Carlisle

Dueling Digital Divas - Denise Shaffer & Elanie Schumacher

(T.O.R.C.H. Educators Speaking Program) – Tackling Opposition with Resilience Character and Heart - Lontage Woods

Building Healthcare Leaders of Tomorrow - Amy Draper, Johannes Starks & Luther Phillips

You Are a Warrior! - Billie Bruchhaus

Artificial Intelligence Reinvention of Literacy Planning- Dr. David Jackson

Using Mentor Texts to Teach Writing in the Middle Grades - Dr. Meredith Myers

Building Life Long Readers- Jack Wilbert

Increase Your Comprehension Instruction: Helping English Language Learners Grasp the Full Picture- Jose Gonzalez

Increase Your Comprehension Instruction- Brandy Peterson

Rock a Love of Reading with Reciprocal Teaching- Sheri Voss & Dr. Tracy Schrems

Children Are Capable - A Proven Literacy Program- Pamela Good

Black Males, Poverty, Standardized Test, and IEPs, PLEASE HELP ME! - Craig Boykin

Frame Ideas that are Developed and Organized- Brian Franklin

The Dangers of Unprocessed Vicarious Trauma and Compassion Fatigue of School Leaders: Interventions to Sustain Positive Self Care to Reduce Job Burn-out

Go To… Strategies and Interventions: Brooke Edwards

Crack the Code on Building Academic Vocabulary in the Bilingual Classroom- Dr.J. Martinez

Develop an Effective RtI Program to Support Student Learning- Latasha Williamson

Understanding Your Students With Trauma - Dr. LaToshia Chism

Transforming School Culture through SEL Competencies - Building Student Self-Efficacy Among Teachers - Ingrid Haynes, Ph.D.

Being the Resilient Educator: Self-Care and Mindfulness for Educators of Traumatized Students- Linda Froust

Dealing with Trauma Grief in the Classroom- It’s more than Normal Grief: Dr. Ratliff

Leading the Paradigm Shift: Transitioning from Resistance to Resilience: Judy Wade

“Ah Ha” Addressing cultural awareness and implicit biases: Focusing specifically on bias based on race, gender, and mental and physical ability: Sean Robertson

Reinventing, Revising and Rethinking- Making Social and Emotional Learning Front and Center Post Pandemic for Advance Academic Success of All Learners -Herbert Jackson, PhD

Lights, Camera, Action! Igniting Innovation through Collaborative Digital Storytelling- Dr. Sarah “Katie” Alaniz

Are You Equipped to Address Student Mental Health Needs in the Classroom?- Angelica Medrano & Emma McMorris

You're Doing Too Much! Get The Most Out of Your Time with Your Students and Only Stick to Your TEKS - Lesa Keltz

Elevating Literacy Levels Among High Economically Disadvantaged Students- Jenny Angelo, D’Lana Barbay & Emily Collins Davis

Structured Reading and Speaking Strategies for the ELA and ESL Classroom, Modeled Language and Literacy Acquisition Lesson- Dr. Colin Dalton & Edgar Mendoza

The Innocent Brown Girl: Cultivating Inclusive Learning Spaces for Our Girls-Kristi Morale

Maximizing Student Success through Effective Partnerships: Navigating the Landscape of Third-Party Tutorial Services- Monique Carlisle

Dueling Digital Divas - Denise Shaffer & Elanie Schumacher

Dyslexia Updates and What They Mean for the Classroom - Angelica Medrano & Emma McMorris