November 3, 2011

Remote Sites Joining Us Today Welcome to: BASTROP ISD BURNET CISD CHANNELVIEW ISD COMFORT ISD CUERO ISD FRANKLIN ISD GEORGETOWN ISD HUTTO ISD LA GRANGE ISD LEANDER ISD NAVARRO ISD REGION 3 SEGUIN ISD UT AUSTIN

Agenda Welcome Legal Update Curriculum Update Instructional Planning Tool STAAR Navigation Guide Updates: Texas Literacy Initiative Accommodations To Do List & To the Administrator Addressed

Candy Canes and Pencils Presented by: JIM WALSH

What Happened? 5th Circuit ruled en banc in a case about “viewpoint discrimination” based on religion in elementary schools. The decision is part of ongoing litigation involving Plano ISD. Latest decision: Morgan v. Swanson, September 27, 2011

Remember This The case is at an early stage of litigation. At this stage, the court must accept as true whatever the plaintiffs allege. Factual record yet to be developed, and will be much in dispute. So we don’t know that it happened as it is alleged to have happened. Keep that in mind.

Qualified Immunity This decision concerns the efforts of two elementary principals to be dismissed from the case on the basis of qualified immunity. Plaintiffs argued that the principals should be held personally liable for violating the constitutional rights of the students.

Jonathan and the Candy Cane Alleged: Jonathan was not allowed to distribute goody bags that included a religious explanation for the candy cane at a class party. The goody bag included a candy cane and a written description of its Christian origin and symbolism.

Stephanie and the Passion Play Alleged: Stephanie was not allowed to distribute to her classmates tickets to a passion play to be performed at her church.

Stephanie and the Jesus Pencil Alleged: For her “half-birthday” party, Stephanie came to school with brownies and two pencils for each classmate. One pencil read “Moon.” The other said “Jesus loves me this I know for the Bible tells me so.” Alleged: She was not allowed to distribute the Jesus pencils in school, but told she could do so after school, outside. But……

Stephanie, the Principal, the Pencils All Step Outside Alleged: The principal would not allow Stephanie to distribute the Jesus pencils outside of the school on school property, saying that it needed to be done off school property. Undisputed: Things escalated.

Constitutional? Majority of the court held that the principals actions, as alleged, were unconstitutional in all four incidents.

Key Quote “In short, what one child says to another child is within the protection of the First Amendment unless one of the narrow exceptions discussed above applies, and none does in this case. Accordingly, we hold that the First Amendment protects all students from viewpoint discrimination against private, non-disruptive, student-to-student speech.”

But They Were Proselytizing! “To the extent that the principals characterize the speech as ‘proselytizing’ does not affect our holding that religious viewpoint discrimination is not permissible against private student speech, absent material and substantial disruption. There is no such thing as ‘good religious speech’ and ‘bad religious speech.’”

But These Were Little Kids! “The principals contend that elementary school students are more impressionable and therefore this case involves heightened Establishment Clause concerns. But this is without merit.”

Liability? Even though the principals may have violated the 1st Amendment, they will not be held personally liable. Majority of the court held that they were entitled to “qualified immunity.”

Qualified Immunity “We hold today that the principals are entitled to qualified immunity because clearly established law did not put the constitutionality of their actions beyond debate.” “…no federal court of appeals has ever denied qualified immunity to an educator in this area. We decline the plaintiffs’ request to become the first.”

What Does It Mean? Religious speech from student-to-student is protected by the 1st Amendment to the same degree as any other type of speech. This is true from pre-K to senior year of high school. Talk to the parents about this.

Why Talk to Parents? Consider: at your “winter break” party a student distributes goody bags with overtly Christian messages. The rabbi calls you on behalf of some upset parents. Or: the Methodist preacher calls you to ask about the goody bag gifts promoting the Church of Body Modification.

Options Of course, you don’t have to have a party. You don’t have to allow kids to give anything to other kids. You can prevent any giving…. But how realistic is that?

Remember This When it is student speech, and not endorsed by the school, it is a matter of free speech, and viewpoint discrimination is not permitted. This decision applies to students’ speech, not faculty members or “school sponsored” speech.

The Case Morgan v. Swanson, ___ F3d ___ (5th Cir. 2011) September 27, 2011

Contact JIM WALSH Walsh, Anderson, Brown, Gallegos and Green, P.C. P.O. Box 2156 Austin, TX 78768-2156 Phone: 512/454.6864 Fax: 512/467.9318 Email: jwalsh@wabsa.com Web: www.WalshAnderson.com

The information in this handout was created by Walsh, Anderson, Brown, Gallegos and Green, P.C. It is intended to be used for general information only and is not to be considered specific legal advice. If specific legal advice is sought, consult an attorney.

Curriculum Update MSTAR Intervention Lessons OnTrack Dyslexia Accommodations

MSTAR Intervention Lessons: The Hidden Treasure Susan Hemphill Middle School Math Specialist Region XIII ESC

MSTAR Intervention Lessons Tier II Interventions for Mathematics Grades 7-8 were targeted Based on IES recommendations

A Quick Look on Project Share

Lesson Features Overview Timed Fact Practice Engage Prior/Informal Knowledge Preview Demonstrate Practice Independent Practice Closure Directions for Presenter: Italics Information for Presenter to Convey: Bold Briefly discuss each feature: Overview connects lessons to the Texas Response to Curriculum Focal Points and the Texas Essential Knowledge and Skills; summarizes the outcomes and key ideas as well as the preskills needed for success; and provides scaffolding ideas and common misconceptions associated with the content. Timed Fact Practice includes directions and an accompanying graph for students to graph their own progress toward fact mastery. Engage Prior/Informal Knowledge gives students an opportunity to talk about what they know and provides a platform for the new content to be connected. Preview lets students know what is coming and establishes a purpose for learning. Demonstrate leads students through the lesson concepts in an explicit manner with direct guidance from the teacher. Practice outlines several activities that promote interaction with the teacher, as well as small-group collaboration and peer interaction. These activities provide teachers with opportunities to give immediate feedback and additional instruction to students who need it. Independent Practice gives students an opportunity to show what they have learned individually. The content closely follows that of the guided practice; however, students work without assistance so that knowledge can be accurately assessed. Closure provides an opportunity to review, tie in the new content, and make final connections about what was learned.

The following MSTAR Multiplication and Division Fact Intervention lessons target struggling Tier 2 students. The intervention lessons provide a concrete structure to help students learn the foundational skills necessary for success in increasingly complex mathematics curricula.   TIER 2

Project Share Courses MSTAR INTV: Facts & Patterns: Mult. & Div. http://www.epsilen.com/crs/1012499 MSTAR INTV: Equivalent Fractions http://www.epsilen.com/crs/1011427 MSTAR INTV: Proportionality http://www.epsilen.com/crs/1116059 MSTAR INTV: Ratios and Rates http://www.epsilen.com/crs/1012676

Texas public school educators may reproduce and use MSTAR Intervention materials, without fee, for the benefit of the students of Texas. TIER 2

Contact Susan Hemphill susan.hemphill@esc13.txed.net 512-919-5360

Curriculum Council – November 2011

Epsilen Accounts Visit www.projectsharetexas.org Click “I did not receive my username and password” Type in your school e-mail address Check your mail. (You can change your password at any time) Not everyone logs in to Epsilen everyday. It is understandable that you might need to help them retrieve their username and password. This is quick and easy. Visit www.projectsharetexas.org Click “I did not receive my username and password” Type in your school e-mail address Check your mail. (You can change your password at any time)

What is OnTRACK http://www.ipsi.utexas.edu/OnTRACK.html

Points to Ponder Student preparedness for STAAR™ End- of-Course assessments, STAAR™ middle school assessments, and college and career readiness are the focus of the OnTRACK project, which is funded by the Texas Education Agency (TEA). Student preparedness for STAAR™ End-of-Course assessments, STAAR™ middle school assessments, and college and career readiness are the focus of the OnTRACK project, which is funded by the Texas Education Agency (TEA).

Points to Ponder Close to 600 lessons have been developed Materials are available in Project Share, and additional resources will be made available as they are developed. Close to 600 lessons have been developed Materials are available in Project Share, and additional resources will be made available as they are developed.

Points to Ponder OnTRACK materials for high school are organized into ten courses, one for each subject area (Algebra I, Algebra II, Geometry, Biology, Chemistry, Physics, U.S. History, World History, World Geography, and English I, II, and III). OnTRACK materials for high school are organized into ten courses, one for each subject area (Algebra I, Algebra II, Geometry, Biology, Chemistry, Physics, U.S. History, World History, World Geography, and English I, II, and III).

Points to Ponder OnTRACK materials for middle school will be organized by grade level, beginning with Grade 8 Mathematics, Science, ELAR, and Social Studies, followed by Grade 7 Mathematics, Science, ELAR, and Social Studies. Within each course are dozens of lessons that align with the STAAR™ requirements. OnTRACK materials for middle school will be organized by grade level, beginning with Grade 8 Mathematics, Science, ELAR, and Social Studies, followed by Grade 7 Mathematics, Science, ELAR, and Social Studies. Within each course are dozens of lessons that align with the STAAR™ requirements.

Points to Ponder Each lesson includes content written by Texas classroom teachers, opportunities for interactive learning, assessments with meaningful feedback for students, and additional resources. Each lesson includes content written by Texas classroom teachers, opportunities for interactive learning, assessments with meaningful feedback for students, and additional resources.

OnTRACK Sample Lessons To enroll, you will need to Log in to Epsilen/Project Share Select Courses from the menu on the left Choose Search Courses Search “ontrack sample” (not case sensitive) Click the ENROLL icon for OnTRACK Sample Lessons. You might also choose to join English III Example To help you make an informed decision about OnTRACK, we recommend you enroll yourself and your team in the OnTRACK Sample Lessons. This is a good preview of the format and rigor of the content. You can experience first-hand what OnTRACK looks and feels like. To enroll, you will need to Log in to Epsilen/Project Share Select Courses from the menu on the left Choose Search Courses Search “ontrack sample” (not case sensitive) Click the ENROLL icon for OnTRACK Sample Lessons. You might also choose to join English III Example

Interactive Applet Pop-up answers

Author Created Instructional Videos

Assessment items aligned to STAAR reporting categories

Importing The first thing that has to happen for you to be able to use OnTRACK is you need to be given the ability to COPY each course into your district corner. It is highly preferred that this is done by a Project Share site administrator. Importing The first thing that has to happen for you to be able to use OnTRACK is you need to be given the ability to COPY each course into your district corner. It is highly preferred that this is done by a Project Share site administrator. At the end of this webinar you have the chance to request this ability. You can also discuss it further and contact us at a later date to let us know.

Districts are allowed to use OnTRACK as supplemental instructional resources. Ideas for use: Direct Teach Examples (Projected) Additional Practice Assignments Acceleration and Intervention Grade Recovery Work Blended with Classroom Instruction Flipped Classroom Options for Use Districts are allowed to use OnTRACK as supplemental instructional resources. Ideas for use: Direct Teach Examples (Projected) Additional Practice Assignments Acceleration and Intervention Grade Recovery Work Blended with Classroom Instruction Flipped Classroom

Questions? projectshare@esc13.txed.net

STAAR Accommodations and Dyslexia Judy Butler Education Specialist, Dyslexia and 504 Judy.butler@esc13.txed.nt 512-919-5168

DYSLEXIA

OPTIONAL ADMINISTRATION PROCEDURES AND MATERIALS

z 504 Special Education Dyslexia Regular Ed.

COMMITTEE DECISIONS RTI OR STUDENT SUPPORT TEAM 504 ARD

http://www. tea. state. tx. us/student http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/

Instructional Planning Tool

STAAR Navigation Guide

Updates Texas Literacy Initiative Accommodations

Texas Literacy Initiative (TLI) The Texas State Literacy Plan Creating College and Career Ready Texans Age 0 to Grade 12 Texas Literacy Initiative (TLI) Region XIII ESC is supporting district efforts with the Texas Literacy Initiative grant being offered through TEA. You are receiving this communication because your LEA is eligible to apply for this grant. Please view the attached correspondence providing a brief summary of the grant. General Background Information:   Fiscal year 2010 Consolidated Appropriation Act under the Title I Part E, Section 1502 authorizes the use of funds to support a comprehensive literacy development and education program to advance literacy skills, including preliteracy skills, reading and writing, for students from birth through grade 12, including limited-English proficient students and students with disabilities.  HISTORY: 1996 – then-Governor George Bush launched the Texas Reading Initiative, created and funded by the Texas Legislature and implemented by the TEA. The goal was “all children will read at grade level or above by the end of third grade and will continue reading on grade level or higher throughout their school career”. The Teacher Reading Academies (TRAs) were provided beginning in 1999. The focus on reading has been carried on throughout the administration of Governor Rick Perry. Through the Governor’s Early Start Initiatives, the Texas Center for Early Childhood Development was named in 2003, and the Texas early Education Model (TEEM) and Texas School Ready! The Improving Head Start for School Readiness Act of 2007 required governors to establish a state advisory council on early childhood and care to improve the quality, availability, and coordination of services for children from age 0 to school entry. In October 2009, Governor Perry appointed 18 members to serve on the Texas Early Learning Council (TELC), designed to bring together high-level state officials to coordinate services. Beginning in 2008, the Texas Adolescent Literacy Academy (TALA) provided professional development for middle school teachers and administrators in Scientifically Based READING Instruction (SBRI) for adolescents. ew standards for reading and writing instruction for grades K-12 were adopted by SBOE in 2008 and the Texas Prekindergarten Guidelines were approved by the Texas Commissioner of Education. The Legislature continued the funding for the Student Success Initiative (SSI) in 2009, providing ongoing professional development for teachers, service providers, administrators, and pre-service educators on the new standards, including frameworks for vertical alignment of instruction and implementation. TEA began funding the RtI model following the reauthorization of the Individuals with Disabilities Education Act (IDEA). In 2008, the Texas Higher Education Coordinating Board adopted the Texas College and Career Readiness Standards (CCRS). As a result of these initiatives, educators have focused on providing effective prereading and reading instruction across all age and grade levels. The activities funded by the Texas Reading Initiative, supplemented by the federal Reading Excellence Act and the Reading First program, together with the SSI and other state initiatives, fueled an increase in reading scores for Texas children, especially for students in the lowest percentile. To further disseminate resources and research, in 2010 the TEA implemented a statewide system of professional development called Project Share, an online platform through which the Texas State Literacy Plan and resources will be delivered. The plan now encompasses age 0 to school entry and all grade levels to college. There is still much work to be done to support Texas students and prepare them for college and future careers, including sustaining the progress of elementary students, improving the achievement of secondary students and ELLs in all age groups, and addressing the needs of our youngest citizens. Data for secondary students and ELLs in grades 4 to 8 indicate significant needs. Gaps in past initiatives are especially pronounced in the area of preliteracy and language development in the age 0 to 36 month group. The Texas State Literacy Plan includes forming partnerships with community and state agencies serving this age group; establishing outreach initiatives for parents, pediatricians, and service providers; and developing guidelines for interactions with this diverse population.

Texas State Literacy Plan (TSLP) TEA webinar, Letter of Intention, Grant Application http://www.tea.state.tx.us/index2.qwpx?id=2147503221 ESC Elluminate Session http://tinyurl.com/3werxwj Texas Literacy Initiative Grant Application Purpose: To solicit grant applications from eligible applicants to implement programs that create partnerships between school districts and their associated early childhood education (ECE) providers to improve school readiness and success in the areas of language and literacy for disadvantaged students by implementing the Texas State Literacy Plan (TSLP). http://www.tea.state.tx.us/index2.qwpx?id=2147503221   http://www.tea.state.tx.us/index2.aspx?id=2147503221 October 31st from 1:00 – 2:00: Join an information session at the ESC or through Elluminate. Each eligible LEA that is submitting a Notice of Intent to Apply form will receive a Needs Analysis by ESC Region XIII at no cost. Contact Erin Monge at erin.monge@esc13.txed.net or (512) 919.5308 by November 1st to have this data available by November 3rd. November 3rd from 12:00 – 3:00: Join a grant writing support session at the ESC with representatives including the ESC Grant Director and specialists supporting the literacy continuum. Link to the TEA Texas Literacy Initiative grant, Letter of Intent form and the TEA webinar hosted on October 12th: http://www.tea.state.tx.us/index2.aspx?id=2147503221

Timeframe November 3, 2011: TLI Session at ESC Region XIII November 3, 2011: Due date for the Notice of Intent to Apply form in the TEA Document Control Center November 10, 2011: FAQ published on TEA website November 17, 2011: Due date for the application November 21, 2011 – January 13, 2012: Competitive review period February 2012: Award Notification March 8, 2012 – August 31, 2013: Project Implementation

ESC Region XIII Application Services Assistance with Needs Assessment Erin.monge@esc13.txed.net Assistance with Project Design susan.patteson@esc13.txed.net Compliance Review and Project Budget Dan.arrigona@esc13.txed.net

ACCOMMODATIONS update

ACCOMMODATIONS update 1 2 3 4

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different 1 2 3 4

Disability 1 2 3 4

“special needs and disabilities” -2010-2011 Accommodations Manual

a student with an identified disability who receives special education services and meets established eligibility criteria for certain accommodations (ARD committee decision) a student with an identified disability who receives Section 504 services and meets established eligibility criteria for certain accommodations (Section 504 placement committee decision) a student with a disabling condition who does not receive special education or Section 504 services but meets established eligibility criteria for certain accommodations (campus level team decision)

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Formerly eleven testing accommodations Any student, based on his or her needs Campus level team decision Is not recorded on answer document

ACCOMMODATIONS update different Disability triangle optional 1 2 3 4

To Do List & To the Administrator Addressed

Contact Us Ed Vara Deputy Executive Director 512.919.5306 ed.vara@esc13.txed.net Jennifer Drumm Senior Coordinator, Curriculum & Instruction 512.919.5459 jennifer.drumm@esc13.txed.net   Updates and Information: http://www5.esc13.net/thescoop/cc/