Coaching packages are designed to provide year long support to implementation of professional learning, after a training session. Packages are priced according to our daily rate and require a minimum of 4 days in the package. If a district purchases more than 4 days, a 10% discount will be given on the total price. Coaching packages are paid in full, up front. Days are scheduled as needed based on availability, in either full or half-day increments. Coaching days can be at any campus in the district.

Just like our on campus coaching, our virtual coaching packages are designed to provide year long support to implementation of professional learning, after a training session. Particulars about accessing a virtual classroom sessions via Zoom, Google Classroom, or other platform will be discussed when determining your package needs. Packages are priced according to our daily rate and require a minimum of 4 days in the package. If a district purchases more than 4 days, a 10% discount will be given on the total price. Coaching packages are paid in full, up front. Days are scheduled as needed based on availability, in either full or half-day increments. Coaching days can be at any campus in the district.

THREE DAY COURSE - For two days, participants in this high-demand workshop will work with research-based strategies for writing that have been proven effective with ELLs of all proficiency levels. Participants will explore the various structures of writing required by the TEKS, mini-lessons designed to have a memorable impact on ELLs, and scaffolded writing structures along with revising and editing techniques designed to focus on those grammar and convention areas that ELLs need most. Participants will learn how to design lesson units that enable reading and writing instruction to flow seamlessly together. Participants will then have six weeks to apply learning before they come back to a follow-up session to their successes, struggles, and post-implementation student writing samples.

In this workshop, participants will gain a basic understanding of how to design instruction that focuses on providing English language learners access to grade-level content, curriculum, and concepts while they continue to improve academic language proficiency. Participants will learn the characteristics and techniques of sheltered instruction as well as tips for implementation in the classroom. This session will aid Texas teachers in complying with TAC Chapter 74.4 (English Language Proficiency Standards), which must be implemented as an integral part of each subject in the required curriculum. Sheltered Instruction techniques and strategies explored in this session work to lower the linguistic demand of the lesson without compromising the integrity or rigor of the subject matter. Purchase of the book ELPS Flipbook by John Seidlitz is required for each participant.

Participants will gain a basic understanding of the refugee/asylee process, including what happens to Unaccompanied Minors once they reach the border. In addition, the unique needs and cultural differences of the refugee/asylee/unaccompanied student, and how these factors affect the classroom, will be examined. Information gained will aid teachers, administrators, counselors, and others to effectively meet the academic, social, and emotional needs of your newcomer, refugee, asylee and unaccompanied students. Since these students often have no state testing scores, methods for initial classroom assessment (and how to understand the limited data that does exist) will be included.

To support state-required implementation of the English Language Proficiency Standards (ELPS), Sub-chapter A, Texas Administrative Code 74.4, both elementary and secondary participants will deepen their understanding of ELPS implementation in the classroom. Participants will write language objectives for their English Language Learners that parallel content objectives in their content area. Participants will create a lesson plan for their classroom that completely integrates the ELPS. Resources addressing effective classroom practices will be discussed. Purchase of the book Navigating the ELPS by John Seidlitz is required for each participant.

This two-hour course is designed to help you not only get some of your most common questions answered, but to also direct you to additional professional learning for each of the top 10 questions. We've scattered in a few links, discussions, and quizzes as well, so you get the most from this course. The questions that make up the learning topics for this course were taken from Stephen Carey's book, Working with Second Language Learners: Answers to Teachers' Top Ten Questions (2009). The questions and answers were adapted to fit our situation here in Texas.

This six hour course is designed for teachers of English Language Learners (ELLS). Participants will be able to (1) identify the definition of culture/cultural identity and the effect on teaching and learning; (2) demonstrate comprehension of the five hypotheses in Stephen Krashen's Second Language Acquisition theory; (3) demonstrate comprehension of BICS and CALPS; and (4) be able to identify at least four elements of Sheltered Instruction in a classroom lesson.

Blended Learning is a hybrid of online and face-to-face learning sessions. Face-to-face sessions can be virtual or in person. At this time blended sessions are offered only as custom designed sessions. Click "Book Now!" at the top of the page and select "Custom" and "Blended" when completing the form. During our initial consultation, we will discuss professional learning topics you need, the needs of your campus and faculty/staff, and determine how best to design your blended learning session.