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PPT: TExES ESL Supplemental Study Course​

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PPT: TExES ESL Supplemental Study Course​

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TExES ESL Supplemental 154- Study Course

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Chapter 74.4 requires the English Language Proficiency Standards (ELPS) to be published along with the TEKS for each subject; it is mandatory by the Texas Education Agency (TEA).

The teaching strategies in this blog are adapted from resources, mainly from great books, such as:

Flip Into Success (Researched based Stra-tiques)

7 Steps to a Language –Rich Interactive Classroom (Seidlitz)

38 Great Academic Language Builders (Sedlitz)

ELLs In The Classroom (Seidlitz)

Boosting Achievement (Carol Salva with Anna Matis- Seidlitz Education)

ELP Instructional Tools (TEA)

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Improving English Learners (ELs) Performance

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ELPS AWARENESS AND SECOND LANGUAGE ACQUISITION

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ELPS AWARENESS AND SECOND LANGUAGE ACQUISITION

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Chapter 74. Curriculum Requirements - Subchapter A. Required Curriculum

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Chapter 74. Curriculum Requirements - Subchapter A. Required Curriculum

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Education rules concerning required curriculum

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TExES ESL Supplemental Study Guide Competency 001 Grammar

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Go to "Texas Education Certification Examination Program" through Pearson (outside source).

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2018-19 STAAR Decision‐Making Guide for LPACs

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2018-19 STAAR Decision‐Making Guide for LPACs

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LPAC Resources

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Participation of Emergent Bilingual (EB) students, also referred to as English learners (ELs) in State Assessments requires language proficiency assessment committees (LPACs) to make assessment decisions on an individual student basis. This is in accordance with administrative procedures established by the Texas Education Agency (TEA) and in the Texas Administrative Code, Chapter 101, Subchapter AA, Commissioner's Rules. To view all EL resources related to state assessments, visit the EL webpage. For assistance on the implementation of state and federal guidance regarding program services for ELs, visit the English Learner Support Division webpage.

The resources on this page provide LPACs with the information they need to comply with state requirements as they monitor the progress and needs of ELs and make state assessment decisions for the following:

State of Texas Assessments of Academic Readiness (STAAR)

Texas English Language Proficiency Assessment System (TELPAS)

TELPAS Alternate

As policies and documents are finalized, they will be posted as separate links. Documents updated or revised within a school year will indicate the date of revision.

2021-2022 LPAC Decision-Making Resources

Links below contain information on LPACs.

Training Materials

The link below includes training materials for LPACS:

Decision-Making Guide for State Assessment Programs

Use the links below to access decision-making guide for the state assessment programs:

Other LPAC Resources

Use the link below to access other LPAC resources:

EL Assessment Documentation Forms

Use the links below to open EL assessment documentation forms:

Related Resources

Use the links below to access additional information:

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Participation of Emergent Bilingual (EB) students, also referred to as English learners (ELs) in State Assessments requires language proficiency assessment committees (LPACs) to make assessment decisions on an individual student basis. This is in accordance with administrative procedures established by the Texas Education Agency (TEA) and in the Texas Administrative Code, Chapter 101, Subchapter AA, Commissioner's Rules.

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username/password, both are simply hebisd

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Texas Examinations of Educations Standards- ESL Supplemental 154

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Texas Examinations of Educations Standards- ESL Supplemental 154

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Preparations Manual

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Assessments Accommodation for ELs Students

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Assessments Accommodation for ELs Students

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Published on

A presentation on using pre-writing strategies

1. 1. "In preparing for battle I have always found that plans are useless, but planning is indispensable." ~Dwight D. Eisenhower

2. 2. Stages of Pre-Writing 1. Knowing the kind of paper that you will be required to write. What are you being asked to do? How long the paper should be? 2. Determining the writing situation, or the context of your assignment. What is the purpose and audience of your paper?

3. 3. Defining Pre-Writing The first stage of the writing process is pre-writing, which pertains to different techniques that help you discover ideas before writing the first draft of a paper. 0 You use a variety of strategies to find out things that interest you about a topic or new ways of thinking about it 0 It also helps you identify what else you need to know about a topic.

4. 4. The Purpose of Your Paper The first consideration is determining your purpose. This is the reason why you are writing. When you think about your purpose, you begin to make decisions about form, content, length, organization, support and tone. Purpose in writing is answered by these questions: What do you want to accomplish? Why are you sending this message?

5. 5. The Purpose of Your Paper Your purpose may be to: 1. inform 2. explain 3. persuade 4. entertain

6. 6. The Audience of Your Paper To write effectively, it is always best to assume that you are writing to be read. Your audience is your target reader. You must recognize who your readers are and anticipate their expectations, background, and knowledge of the topic if you are to tailor-fit your writing to their tastes.

7. 7. Some questions to help you analyze your audience 0Who is most likely to read my work? Will I have multiple audiences? 0What would they find interesting about it? 0Why should they be concerned about my opinion? 0What do I want them to learn from my work? 0How do I want to influence them? 0Will they act on what I want them to do? 0What questions would they have for me?

8. 8. After you have determined your audience and purpose, you are ready to think about your paper's topic. The topic is the subject or the specific issue that your paper will discuss. 0 Topic should be specific. 0 The topic should be related to the assignment and interesting to you. 0 It must be something that you know or are willing to learn more about.

9. 9. After you have thought about your purpose, audience, and topic, it would be good to consider the tone you plan to use. This refers to the attitudes and feelings you want your writing to reflect toward your purpose, topic, audience, and yourself. These are manifested in your chosen point-of-view (first, second, or third), sentence structure (long and short sentences), and chosen words (connotation and denotation).

10. 10. Using Pre-Writing Strategies Ways to find your writing topic: 1. Brainstorming 0 Begin at the top of a sheet of paper and list down everything that comes into your mind as fast as you can for a certain amount of time. 0 After listing down all your ideas, browse through them and pick the one that best appeals to you, or the one that you know best.

11. 11. 1. Brainstorming K to 12 Basic Education ?____________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________ ?___________________________________________________

12. 12. Using Pre-Writing Strategies Ways to find your writing topic: 2. Clustering or Mapping 0 Start by writing a word or phrase at the center of the page and encircle it; this becomes your main topic. 0 Think of other words and phrases related to that main topic, write them down, encircle them, and draw lines connecting them to the main topic. These becomes your subtopics. From there, you can branch off the subtopics with other supporting ideas.

13. 13. 2. Clustering or Mapping

14. 14. Using Pre-Writing Strategies Ways to find your writing topic: 3. Freewriting 0 Writing down your thoughts nonstop, in the exact order, language, and form in that you think them. 0 Write as quickly as you can to create constant momentum for your thoughts to keep on flowing.

15. 15. 3. Freewriting

16. 16. Journal Writing A good way to sustain writing practice is the habit of your journal writing. Journal is "a book in which you write down your personal experiences and thoughts" (Merriam-Webster) Things you will ever need in journal writing: 0 favorite pen 0 a nice clean notebook 0 the drive to keep on writing

17. 17. Application A. Use a pre-writing strategy specified in the parentheses to narrow it down to several topics. 1. Social media (brainstorming) 2. Summer vacation (mapping)

18. 18. Rodriguez, Maxine Rafaella C. and Marella Therese A. Tiongson. 2016. Reading and Writing Skills. Manila: Rex Book Store, Inc.

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Published on A presentation on using pre-writing strategies 1. "In preparing for battle I have always found that plans are useless, but planning is indispensable." ~Dwight D. Eisenhower 2. Stages of Pre-Writing 1. Knowing the kind of paper that you will be required to write. What are you being asked to do?

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We share evidence and practitioner-based learning strategies that empower you to improve K-12 education.

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Competency 001 and 002

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ESL- 154 Test competency 001 and 002 Flashcards | Quizlet

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Start studying ESL- 154 Test competency 001 and 002. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Educator Guide tp TELPAS K-12

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Student Assessment Home | Assessment A-Z Directory | Contact Student Assessment | TELPAS Alternate

TEA designed the Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate to assess the progress that limited English proficient (LEP) students, also referred to as English learners (ELs), make in learning the English language. To view all English learner (EL) resources, visit the EL webpage.

General Information

Use the link below to access information about TELPAS and TELPAS Alternate:

TELPAS and TELPAS Alternate Educator Guide (updated 11/16/20)

TELPAS Training for 2020-2021

Use the links below to access presentations and other documents that can be used for training:

Introductory Training PowerPoints

Use the links below to access rater training presentations:

Other Rater Training Resources

Use the links below to access other rating training resources:

TELPAS Reading, Listening, and Speaking

Use the links below to access the TELPAS test blueprints and speaking rubrics.

TELPAS Parent Resources

Use the following links to access parent resources:

Technical Resources

The links below contain technical resources:

Additional Resources

The links below contain additional resources for EL assessments:

Related Webpages

The links below contain general information related to state assessments:

Archive

View archived TELPAS files no longer in use.

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Student Assessment Home | Assessment A-Z Directory | Contact Student Assessment | TELPAS Alternate TEA designed the Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate to assess the progress that limited English proficient (LEP) students, also referred to as English learners (ELs), make in learning the English language.

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The CALLA Model- Strategies for ELL Student Success.

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The CALLA Model- Strategies for ELL Student Success.

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A presentation by Elena Chiaburu - ppt video online download

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COGNITIVE ACADEMIC CALLA LANGUAGE LEARNING APPROACH

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Krashen's theory on Second Language Acquisition

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Krashen's theory on Second Language Acquisition

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Krashen's theory on Second Language Acquisition

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SECOND LANGUAGE ACQUISITION SONIA ALBERTAZZI MILAGRO AZOFEIFA GABRIELA SERRANO Material created by Sonia Albertazzi, Milagro Azofeifa y Gabriela Serrano for Ed...

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If you need to learn more about this theory; this is one of the best PPT that explains it!

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Stages of Second Language Acquisitionby Judie Haynes

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Stages of Second Language Acquisitionby Judie Haynes

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All new learners of English progress through the same stages to acquire language. However, the length of time each students spends at a particular stage may vary greatly.

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ELPS Awareness and Second Language Acquisition- Part I

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ELPS Awareness and Second Language Acquisition- Part I

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ELPS Awarness and Second Language Acquisition- PADLET Part I

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ELPS Awareness and Second Language Acquisition- Part II

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ELPS Awareness and Second Language Acquisition- Part II

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ELPS Awarness and Second Language Acquisition- PADLET Part II

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What is Your Classroom Management Profile?

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What is Your Classroom Management Profile?

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what is your classroom management profile?

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What is Your Classroom Management Profile? - ppt download

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Scoring Your Quiz Add your responses to statements 1, 3, and 9. This is your score for the authoritarian style. Statements 4, 8 and 11 refer to the authoritative style. Statements 6, 10, and 12 refer to the laissez-faire style. Statements 2, 5, and 7 refer to the indifferent style.

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TELPASTexas English Language Proficiency Assessment System

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TELPASTexas English Language Proficiency Assessment System

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Texas English Language Proficiency Assessment System

Proficiency levels guide for aligning instruction of ELLs.

The two are integrally aligned.

Below is an example of the TELPAS Rubric in LPAS

Teacher Instructions to access TELPAS Rubric in LPAS

After step 3, you will notice a PDF icon to allow you to print your student list from the rubric by period.

Administration/Instructional Coaches/Etc. access to TELPAS Rubric in LPAS

Step 1 same as Teachers, below is Step 2 and Step 3 is the same as teachers

Below is an example of the view in LPAS for Language Domain

If you click on any language domain, it will open up a window with ELPS for that domain.

In TELPAS Rubric, you an click within any square in the rubric to give you an Overview

Fundamentals of Second Language Acquistion

How can we help support TELPAS & ELPS to maximize learning of English?

Compliance Team Livebinder Access Key: LPAC

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Texas English Language Proficiency Assessment System Proficiency levels guide for aligning instruction of ELLs. The two are integrally aligned. Below is an example of the TELPAS Rubric in LPAS Teacher Instructions to access TELPAS Rubric in LPAS After step 3, you will notice a PDF icon to allow you to print your student list from the rubric by period.

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ELPS Linguistic Instructional Alignment Guide (LIAG)

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ELPS Linguistic Instructional Alignment Guide (LIAG)

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Grade k-12/ competency 3

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Oral language Development- Phonology,  morphology, syntax, and semantic development and literacy

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Oral language Development- Phonology,  morphology, syntax, and semantic development and literacy

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Competency 001

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Oral Language Development--phonology, morphology, syntax, and semantic development and literacy Flashcards | Quizlet

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Start studying Oral Language Development--phonology, morphology, syntax, and semantic development and literacy. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Supplemental 154 ESL Domains, competencies and standards

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Supplemental 154 ESL Domains, competencies and standards

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Explore, then click on quizlette7756957. Click on Folder (1), then ESL Study Words.

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When Mrs. Finegan introduces lessons in her ESL classroom, she makes sure that she uses visuals, gestures, and questioning to help the students with concepts that they do not understand.

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Competency 003

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instructional accommodations for ell’s. district initiatives unwrapped grade level teks deep practice close reading ell’s in all content areas must participate.

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INSTRUCTIONAL ACCOMMODATIONS FOR ELL'S. DISTRICT INITIATIVES UNWRAPPED GRADE LEVEL TEKS DEEP PRACTICE CLOSE READING ELL'S IN ALL CONTENT AREAS MUST PARTICIPATE. - ppt download

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ELL DISTRICT GOALS STAAR AND TELPAS INCREASE WRITING STAAR SCORES BY AT LEAST 15% (ADD YOUR CAMPUS GOALS) INCREASE READING STAAR SCORES BY AT LEAST 10% INCREASE SCIENCE AND SOCIAL STUDIES STAAR SCORES BY AT LEAST 10% INCREASE MATH STAAR SCORES BY AT LEAST 10% MAKE ANNUAL YEARLY PROGRESS ON TELPAS IN LISTENING, SPEAKING, READING AND WRITING BY AT LEAST ONE YEAR'S GROWTH FOR EVERY ELL

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Teaching Language Literacy and Content For ELL

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Teaching Language Literacy and Content For ELL

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Competency 003

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Margarita Calderón, PhD Johns Hopkins University - ppt download

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The Changes Teachers and specialists are highly prepared to impart evidence-based instructional practices that reach the diversity of students. Teachers are well supported by their administration and work collaboratively to improve learning for all students. The focus for everyone in the school is not necessarily on "teaching" but on "student learning" and "outcomes."

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Competency 003

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Technology Integration in the Early Grades | Partners In Learning | Miami University

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The early years of children's physical, social-emotional, language and cognitive development are essential to positive growth. There is controversy around whether the influence of technology either takes away or supports positive growth in children. Our world is quickly being upgraded in technology every year and school districts find themselves deciding what technology should and should not go into the classroom.

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Scaffolding: an overview from Learning Theories

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Scaffolding: an overview from Learning Theories

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This site has been updated and relocated under a new name to International School Tutors.

If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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This site has been updated and relocated under a new name to International School Tutors. If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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EL Student Reports by Language and Grade

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EL Student Reports by Language and Grade

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This page will provide you with English Learner (EL) student counts by language and grade. lick on "Next"

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Texas Education Agency - ELL Student Reports by Language and Grade

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This page will provide you with English Language Learner (ELL) student counts by language and grade. You may receive the statistics either as a web page or a comma-delimited file. The data will be summarized for a particular district, region, county, or the entire state.

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Standardized tests commonly used in ESL Programs in Texas

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Standardized tests commonly used in ESL Programs in Texas

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Summaries of ELPS: Proficiency Level Description for Instructional Planning 

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Summaries of ELPS: Proficiency Level Description for Instructional Planning 

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Summaries of ELPS- PLD for Instructional Planning

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Competency 001

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Sing like you mean it! - the Linguistics of Tonal Languages

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Learn about their differences- Competency 001

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Phonological awareness, phonemic awareness, and phonics

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Phonological awareness, phonemic awareness, and phonics

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Competency 001

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Phonological awareness, phonemic awareness, and phonics

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Letterbox Example Words With 4, 5, or 6 Phonemes

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Letterbox Example Words With 4, 5, or 6 Phonemes

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I am Dr. Bruce Murray-the Reading Genie-an associate professor of Reading Education in the Department of Curriculum and Teaching at Auburn University. Actually, there's nothing magic about learning to read when we base our instruction on the science of reading education. We can plan lessons using this public knowledge base to ease children into reading and spelling with the alphabetic code. Soon they will be reading independently with understanding and enjoyment.

Outreach Materials

A new two-volume series of ollow the adventures of mischievous animals and two diverse families of children. What children learn in phonics will work to unlock the words with these books. No contextual guessing is necessary. decodable stories for beginning readers is now available to parents and teachers. Early readers can develop the ability to read words as they f

Now available from Linus Books: The complete and updated explanation of the ideas on teaching reading summarized briefly on this site.

applies reading research to provide explicit directions on how to help children learn to read words effortlessly, without memorization. This is the book I wish I'd had when I first studied Reading Education. Making Sight Words Click here for a synopsis of the book .

LESSONS: These links take you to research-based instruction in learning to read.

Links to a BOOKS FOR TEACHERS AND PARENTS : newly published decodable book series , and to short-vowel decodable texts written by teachers.

FROM THE CLASSROOM : These lessons apply scientific knowledge of reading with creativity and flair.

MATERIALS : These links take you to materials for reading teachers, especially preservice teachers enrolled at Auburn University.

These links take you to ideas for teaching students how to read, especially by tutoring.

CRITICAL READING : How to strip away emotional language, sort facts from opinions, examine the qualifications and motives of writers, and consider whether the evidence warrants believing a claim as "nothing but the truth."

SUMMER READING TUTORING : Information about this year's Auburn University summer tutoring program for struggling readers.

Check back for more research-based information on teaching children to read.
If you have comments, questions, or suggestions, e-mail me at

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Bruce Murray, College of Education - The Reading Genie

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I am Dr. Bruce Murray-the Reading Genie-an associate professor of Reading Education in the Department of Curriculum and Teaching at Auburn University. Actually, there's nothing magic about learning to read when we base our instruction on the science of reading education.

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Assessment Accommodations for ELL Students

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Assessment Accommodations for ELL Students

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Competency 003

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Competence 003

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Competency 003

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Explains the components of the SIOP Model

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Content ESL and Sheltered Content Teaching.
Competency 003

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Strategies and Methods - ppt video online download

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BICS and CALP What are they? Teachers of ELLs must know these two types of language. Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiency (CALP)

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To Improve Student Learning.

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Snowball Fight!!!!On a piece of paper, write down the craziest thingyou did this summer....make sure it's schoolappropriate.

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Competency 003

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ELPS standards in the use of all contents. Competency003 

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ELPS standards in the use of all contents. Competency003 

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Using the ELPS Standards to improve instruction for ELL

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Competency 001

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Discuss Piaget’s view on Language Development. Competency 002

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Discuss Piaget’s view on Language Development. Competency 002

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Competency 001 and 002

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Frame Work manual

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Making The Connections

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elps-telpas making the connection houston independent school district.

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ELPS-TELPAS Making the Connection HOUSTON INDEPENDENT SCHOOL DISTRICT. - ppt video online download

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Definitions What are the ELPS? Federally required instructional standards designed to ensure that ELLs are taught the academic English they need for school purposes What is TELPAS? A federally required assessment program designed to measure the annual progress that ELLs make in learning academic English Who takes TELPAS?

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Summaries, proficiency level, framework, language objectives, and more...

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Watch my amazing website created on emaze - The stunning web site builder.

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The Connectors between English and Spanish.

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The Connectors between English and Spanish.

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Competency 001

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the connectors between english and spanish

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The connectors between English and Spanish - ppt download

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Competency 003

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Theory of Second language Acquisition- Stephen Krashen

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Theory of Second language Acquisition- Stephen Krashen

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Competency 002

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Stephen krashen's Theory of second language acquisition

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Presentation by: Furagganan, Garcia, Lorenzo

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The resources on this website provide information to familiarize Texas educators and the public with the design and format of the STAAR program. The information is intended to help educators understand how the new STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards.

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Graduation Season is here! Students who I have had the honor of working with for the last 4 to 8 years are walking across the stage. I was fortunate enough to be invited to the home of one of my favorite families to celebrate the graduation of their son. I thought back to all the work we had done together and knew he was blessed with a supportive family. But not all families are that involved. Engaging parents in the classroom can be tough- so how do you get your parents more engaged in what you are doing at school?
Happy Calls Make Happy Parents

Early on in my teaching career I had a parent that I called pretty regularly about her son and his behavior at school. One day she yelled at me on the phone saying "Look, from 8:30-3:30 he's your problem so deal with it!"

Wow.

I hung up and got upset with her- how dare she. It wasn't until a few years later that I realized the only time she ever heard from me was with a problem. I am sure as soon as she heard my voice on the other end of the line she wanted to hang up (or yell). Why did I never call her with good news to at least open up the happy feelings between us? That was my mistake.

Now before the school year starts I call every parent on my caseload and introduce myself, get and give contact information (including my Remind signup info), and just take a minute to get the communication juices flowing. Then, at least once a semester, I call back with a "just checking in" or "happy news" call so a parent (a la Pavlov) doesn't start to associate me with only negativity.

Oh, and if you schedule a few parents every month or every grading period, it's totally manageable to call them all.

The Text is Mightier Than The Note!

Has this ever happened to you? You send a note home for a parent (or maybe permission slips that need signatures) and it comes back the next day just as you sent it- unopened? Used to happen to me all the time. Then I figured out a way to get my parents to at least open what I was sending. I sent them a text through (formerly Remind 101).

Engaging parents in the classroom is easier with this great service for teachers- it allows you to send text messages to parents without having to give them your cell phone number. This at least gets your foot in the communication door and opens things up for more engagement. Besides, a friendly text to let a parent know about a note in a backpack or an upcoming event is so helpful. It's great communication at work!

Monthly Newsletters

If I know my kid might be published (like something they wrote, drew or just a picture of them), then I always keep an eye out. So, why not use that parent instinct to your advantage? Sending home a monthly or periodic newsletter all about your students always gets the communication juices flowing.

I colleague of mine was the master of this- she had the students work featured all over the newsletter (they did all the work), she added important dates and key information she wanted them to know and a short blurb about the month ahead. I also added 2 students of the month and a para of the month so that there was some added ownership and appeal. It doesn't end up taking as much time as you think once you get a decent layout... I always did mine in Powerpoint so I had an added level of control over where things went, but you can do it in any program you're comfortable with.

Either way, it's an added way to get involvement and engagement up.

Feature Students!

A good friend of mine who also works with students with special needs had her class put on a play last week. It was awesome. And it addressed something our students miss out on a lot- they are rarely in band, theater, athletics, or clubs... so they never get a chance to perform, especially in the secondary setting. Putting on a performance will not only engage your students, but parents will see how much you are willing to put into their child and they will love you for it.

Send Home Post Its

I know this sounds corny, but our students sometimes really struggle to answer "How was school today?" If they just had a little insight once in awhile they would feel more connected. Sometimes I throw a post it into a student's backpack just saying "Had a great day today- just wanted you to know!"

Never negative, always positive- parents will start to be more open to you, engage more, and have better communication.

And this is not just for special needs students- Believe me, a high school kid will react and show parents these little notes too. They are proud to be recognized, even on a post it.

Get Parents Helping

Everyone has a skill or something they do they take pride in. If you can find that in your parents and get them supporting you classroom they will be more engaged with you and what you are doing.

Parent volunteers, classroom parents, chaperones, classroom presenters or special guest, or even a team of parents coordinating an event can tap into your parent's special skills and talents. All you have to do is find out what they are and then, just ask!

Listen to Your Parents

Be sure you know what your parents want from their children. I had a parent that I loved who ended up butting heads with me. Why? When I was on maternity leave she was promised things that I never knew about. When I returned and didn't deliver, she held me responsible.

Had we been on the same page from the start, I think it could all have been avoided. It was that year that I started doing a parent survey with all my case students. I wanted to know where they were going so we could work together and move in the same direction. There is a copy of this Transition Planning Worksheet and Parent Survey online- Download the Preview for a freebie of the file. Try it- you will be surprised at what some parents want (for better or for worse).

Parents Want to be Included

As our students get older, it feel like we are needed less and less (and included even less than that). Getting parents back into the routine of engagement is sometimes a challenge, but it is worth it. Have an Open House, hold a fundraiser, get parents attention with clever texts and happy notes home- what you do with the parents of your students is part of the job.

As I sat in the living rooms of grads this past weekend, I knew I must have done something right to garner an invitation. Making those connections is important and is a sure way to get parents more engaged.

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Engaging Parents in the Classroom | NoodleNook.Net

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Graduation Season is here! Students who I have had the honor of working with for the last 4 to 8 years are walking across the stage. I was fortunate enough to be invited to the home of one of my favorite families to celebrate the graduation of their son.