Reach! Magazine - Winter 2024

Contents 12 Mention Attention

16 04 Region 10

Building the Foundation

Honors

18 From Brain to Behavior

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22 Two Generations, One Purpose.

STEM-ing Creativity in Math

14 A Grand

Opening

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Healing Hands in Halls

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Big Wins in a Small Town

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Honoring Excellence

38 42

a New 30 Starting Approach

Are They Thinking or Mimicking?

Fostering Collaboration and Growth

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The Viral Visionary 1

A Note From Dr. Gordon Taylor Focus on the Normal The fall of 2023 will go down as one of the strangest times during my years in public education. Obviously, it is not as strange as March through May of 2020 as the pandemic placed its bizarre thumbprints on everything, but it certainly ranks close behind.

The second half of 2023 gave us: 1. political theater in Austin unlike anything in anyone’s memory, 2. additional school funding appropriated in the state budget but no legislation authorizing its expenditure, 3. a reset of the state school accountability system up-ended by a lawsuit that hasn’t even had its factual day in court yet, and 4. admission by everyone that we are in the post-COVID world even though the pandemic still casts a shadow across everything.

With all that was bizarre then what was normal? Read through these pages and you will find stories of great things happening in Region 10 schools. Stories about people who care about students. Stories about students learning and teachers teaching. Most importantly, the stories prove that Texas public schools remain focused on the core reason for their existence.

Only education through a public school system can truly democratize our society so that every child has an equal shot at success in the world and an equal voice in its governance.

Reach! magazine is published twice annually by Region 10 Education Service Center, whose mission is to be a trusted, student-focused partner that serves the learning community through responsive, innovative educational solutions. For more information about advertising, or to suggest a story idea, please contact Rachel Frost, Chief Communications Officer, at rachel.frost@region10.org. To learn more about the programs of Region 10, visit www.region10.org.

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Region 10 Honors 2023 Region 10 Superintendent of the Year

KEVIN WORTHY has served the students and staff of Royse City ISD for the past 13 years. In nominating Worthy for this honor, the Royse City ISD Board of Trustees shared that Worthy “remains steadfast and focused on important strategic goals and initiatives that matter most to our community.”

In an effort to address the teacher shortage that districts across the nation are experiencing, Worthy implemented a “Grow Your Own” teacher program, which is paid for by the district. By 2025 approximately 20 of the district’s nonteaching staff will gain teacher certification and employment.

The district also implemented mentoring programs for both aspiring leaders and new teachers, as well as establishing an employee daycare center to help recruit and retain new staff.

Under Worthy’s leadership, the district has passed three bond elections totaling more than $1.15 billion, each with a zero tax rate increase. The Board of Trustees credits much of this success to Worthy and his leadership team’s strong relationships throughout the community, and the thoughtful ways the district seeks community involvement and authentically responds to their input.

In the past six years, Worthy has increased the district’s dual credit courses from 19 offerings in 2017 to 61 offerings this past school year. Royse City ISD also offers 38 industry certifications that mirror the job demand in their community.

Worthy also created the district’s associate degree program; to date nearly 180 students have earned their associate degree at the time of their high school graduation.

Worthy is committed to growing leaders, which is evident through his willingness to serve as part of the Texas Association of School Administrators (TASA) Mentor Superintendent Program and as a guest speaker for the First Time Superintendent Academy. He has also served as a Google K-12 Advisory Board Member, TASA Executive Committee member, and is an original member of the design team that created the Texas Public Accountability Consortium for community-based accountability.

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Kevin Worthy Royse City ISD “Over the past 13 years, Superintendent Kevin Worthy transformed our school district into a culture-focused, academically successful, and fiscally responsible organization.

He leads and hires competently and effectively. Our schools are in lock-step with our community. It takes years of intentionality, transparency, honesty, and hard work to have the trust of the community. I believe we owe that success to Mr. Worthy,” said Royse City ISD Board President Scott Muckensturm.

Congratulations to our 2023 Region 10 Superintendent of the Year, Kevin Worthy!

Region 10 Teachers of the Year GENESIS YOUGAS | Region 10 Elementary Teacher of the Year Lawson Early Childhood School, McKinney ISD

Genesis Yougas, the recipient of the 2024 Region 10 Elementary Teacher of the Year award, serves some of our littlest learners. She has made it her mission to create a classroom environment where students of all abilities feel supported and have the opportunity to play, learn, and grow. Mrs. Yougas encourages her students to celebrate and recognize their similarities and differences by sharing about their own diverse cultures and communities. She has spearheaded many important initiatives, including planning the first Multicultural Night on her campus, securing inclusive play equipment for students with disabilities, and working closely with families to develop effective and responsive support systems. She is passionate about supporting the social and emotional well-being not only of her students and their families, but also of her fellow educators. As the child of immigrant parents and a second language learner, Mrs. Yougas credits much of her success to the compassionate and dedicated teachers who positively impacted her early in life. Now, as an alumnus of the school district where she teaches, she is committed to pouring her heart and soul into her students.

JOHN MURRAY | Region 10 Secondary Teacher of the Year Sachse High School, Garland ISD

John Murray, the recipient of the 2024 Region 10 Secondary Teacher of the Year award, has cultivated a reputation for designing and deploying high-energy, fully engaging lessons that bring content to life by allowing students to participate and experience what they are learning. If you ask students, they will tell you that Mr. Murray is one who exemplifies inclusivity in his classroom, who encourages diverse opinions, and who celebrates his students’ cultural differences. He is invested in pushing his students to the highest academic performance levels they’ve ever accomplished, while also forming strong connections that last long after they leave his classroom. Prior to his career in education, Mr. Murray served our nation as a United States Air Force Officer and is a veteran of Operation Iraqi Freedom.

Thank you to our generous Teacher of the Year sponsors!

Alliance Architects • American Reading Company • Balfour Balfour Beatty • Corgan • DLR Group • Gallagher Construction PBK Architects • Recognition USA • Southwest Airlines • Texas Rangers

2024 Elementary REGIONAL TEACHERS OF THE YEAR

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2024 Secondary REGIONAL TEACHERS OF THE YEAR

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Two Generations, One Purpose.

by Teresa Ale Reyes, Region 10 ESC NIDIA CERRATO AND YAHAIRA CERRATO are a motherdaughter duo who have not only been Head Start/Early Head Start (HS/EHS) parents, but who also both work at Lawson as Enrollment Specialists for HS/EHS. Nidia was hired as the Enrollment Specialist for EHS almost three years ago. Her daughter, Yahaira Cerrato, soon followed by joining the program as the Enrollment Specialist for HS almost a year later.

Alana Parsons, Region 10 ESC HS/EHS Program Coordinator, sees great value in having former HS/EHS parents return to the classroom as staff members.

“The parents who have been helped by HS/EHS provide a unique, insightful view of the program that other candidates don’t have,” Parsons shared. “They see the value of the program and they have experienced the support that can be provided to the families we serve.”

For the Cerratos, their interest in working at the program was sparked after observing how Yahaira’s daughter, Nidia’s granddaughter, was cared for at Lawson’s EHS program while Yahaira was finishing high school.

“My son learned a lot in the program. I think they better develop their way of thinking and their way of expressing themselves,” recalled Yahaira. “I also saw how they took great care of him, and when I graduated from high school I decided I wanted to learn more.”

That shared eagerness to learn is one of the qualities that stood out to Parsons. However, those are not the only qualities this duo brings with them to the program.

“Nidia is so organized, and I knew she would be that person who's going classroom to classroom, always willing to lend a helping hand,” Parsons shared. “Her creativity is just off the charts and she's so invested in the kids and she really knows the teachers.”

Even before joining EHS, Nidia understood the importance of education. After they moved to Texas from Honduras, Nidia encouraged Yahaira to finish her high school diploma despite the challenges of learning a new language and raising a baby.

“My mom would tell me, ‘You have to finish your high school education because it's very important here in this country to take advantage of the opportunity, and I’m here to help you,’” shared Yahaira, “I knew it would be difficult, but with her support I was able to learn English and graduate.”

After graduating, Yahaira worked several jobs prior to joining the HS team at Lawson. Her first job was in manufacturing, where she worked long hours in inclement weather building trailer axles and lifted heavy materials. It was a welcome change of pace when Yahaira transitioned to her role in HS, and she enjoyed the opportunity to help families who come from a background similar to her own.

“I don't like to see anyone in need. Obviously I can't change someone’s circumstances, but whenever I am helping a parent and I hear about the struggles they’re facing, it touches my heart and I want to do whatever I can to help them,” she shared. “I like to see the happiness on their face when I can support them.”

Nidia and Yahaira encourage each other to accomplish their goals, both in their families and in their career. They are both constantly taking courses and attending trainings to gain more knowledge in the field. Yahaira believes that having each other’s support is the key to success.

In the future, Yahaira wants to further her involvement in the lives of HS/EHS families by becoming a Family Resource Specialist (FRS) and helping more families, while encouraging Nidia to pursue her future career goals.

Their journey, from the early days of discovering the incredible impact of the HS/EHS program, to dedicating themselves to helping others in the program, not only brought them closer, but also serves as an inspiration to those around them as they continue to work hand in hand, mother and daughter, two generations, united by one purpose.

“They see the value of the program and they have experienced the support that can be provided to the families we serve.”

- Alana Parsons, Region 10 ESC HS/EHS Program Coordinator

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CISD Curriculum

Our CISD Emergent Bilingual Specialists are developing instructional strategies to empower their teachers at Region 10 Education Service Center. Way to go!

Tyrell White Ed.D.,NBCT Our professional learning day is off to a great start. The staff from our partners at Region 10 ESC are doing an excellent job of keeping our groups engaged. #learning

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MENTION AATT TTEENT NTIION ON

Our favorite s ocial media m entions!

swimming into the 2023-2024 school year the right way ! #seaofpossibilities #now4forever #region10

🐙🐳

We made it!!! Shout out to @region10esc for hosting the Mathematics Achievement Academy for grades K-1!! My teacher cup is overflowing right now. I’ve gained so much insight when it comes to mathematics instruction. You guys exceeded my expectations during these three days. I’ve had the opportunity to network with teachers from all across the DFW Area.

Can’t wait to implement all I’ve learned during the 2023-2024 school year!

I love @Region10ESC for the abundance of support and resources, but my absolute favorite thing is to connect with former colleagues and friends!

Kudos to @zsal72 and the supervision & leadership development team for hosting a stellar conference! #IPC2023

Great day of learning at @Region10ESC’s Experiencing EdTech Conference today with my #CoppellDLC team! #R10Tech #CISDLearns @UnmaskedEd @megankp85 @cool2bnerdy @JBowlesDLC

Photos: Courtesy of Terrell ISD

Terrell ISD Hosts Grand Opening of Classroom Supply Shop

By Dr. Nicole Mansell Terrell ISD Chief of Communications IT’S NO SECRET that teachers and classroom aides use their own funds to purchase items for their classrooms each year.

One of the ways that Terrell ISD is stepping up to help alleviate this ever-present issue is by opening a Classroom Supply Store.

“There was a dusty old storage room at the administration building that needed to be cleaned out,” Terrell ISD Superintendent Dr. Georgeanne Warnock shared. “We were able to spruce it up and convert it to a new space to better serve our educators.”

In October, the district opened the doors to a permanent classroom supply shop that will be open once a month on the district's Professional Development days. Teachers and classroom aides receive "Tiger Tokens" to come and shop at the store to help replenish much-needed classroom supplies.

Items range from scissors and glue to sticky notes and construction paper. There are even items in the store like pop sockets, stickers, notecards, and a color-coordinated "gel pen bar" to bring some fun into the teacher's lives.

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“We have red and gold Tiger Tokens that the teachers can use to purchase their supplies. The red tokens are valued at about $10 and teachers receive a certain amount of those each month,” Dr. Warnock explained. “The gold tokens are handed out by campus and district leaders when we see one of our educators exemplifying one of our Tiger Values. We have a special section of the shop where teachers can use their gold tokens to purchase Terrell ISD swag and other fun items.”

On opening day more than 300 staff members stopped by the shop and enjoyed both shopping and some sweet treats.

“I loved seeing the smiles on their faces when they got to come shopping for the first time,” Dr. Warnock said. “We hope this lightens the financial load of our teachers. It’s all about connection and it’s all about fun. Who doesn’t love shopping for school supplies?”

Building The Foundation A NEW PRE-K COHORT BRINGS COLLABORATION AND HANDS-ON LEARNING TO EARLY CHILDHOOD EDUCATORS.

By Max Smith, Region 10 ESC

THE FOUNDATION for a child’s educational career begins in Prekindergarten, and Early Childhood educators must ensure that this foundation is solid and holds strong for all the future learning. To help Early Childhood educators with this important task, the Region 10 Pre-Kindergarten team launched the Building the Foundation Cohort during the 2022-2023 school year. A year later, its first batch of participants are already giving it rave reviews.

“This cohort has been such a unique experience. It has been the best professional development experience I have ever had; I would even venture to say that it has been light years beyond the majority of my undergrad and Master's level classes,” shared Jasmine Coleman, a teacher at Fairmeadows Elementary School in Duncanville ISD. “The main reason this cohort has been different from any other professional development experience is that there have been countless opportunities to collaborate, problem solve, and plan with other Pre-K teachers. Christine Collins, Region 10 Pre-K Consultant, plans meaningful, hands-on learning and

opportunities to experiment with, implement, and share concepts on a monthly basis. No other PD has offered that.”

The hands-on learning opportunities provided by the cohort have not only been beneficial for its participants but also for their students. Many of the activities learned have been implemented in the classroom.

“I loved the activity where we did the nature walk. I took this lesson back to my campus, with the majority of the classes doing the activity,” shared Shelby Ursey, a teacher at Glenda Arnold Early Childhood Learning Center in Royse City ISD. “I have also added environmental print inside my classroom, smaller alphabet letters on the wall next to the ABC center, and I have added more things in my home center to give my students more real-life experiences.”

The opportunity for these educators to collaborate with each other and share how they are applying their learning to the classroom is one of the cohort’s greatest benefits for Lancaster ISD teacher ShaKinya Hill.

“I love when we share our homework with each other,” she said. “You would be surprised at how the assignment is the same for everyone yet each of us always have different, fun, and engaging activities to share. I always go home with games and activities I can implement in my classroom.”

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This cohort has been such a unique experience. It has been the best professional development experience I have ever had; I would even venture to say that it has been lightyears beyond the majority of my undergrad and Master's level classes.

Region 10 Program Coordinator Dr. Kelley Estes-Jones has loved seeing the relationships these educators have built as a result of the cohort. She believes that these relationships will last throughout their educational careers.

About the Cohort

“The cohort is vital because it not only equips the teachers for success in the classroom through a specially designed and sequenced program, but it is also specifically designed to build the professional learning networks of early childhood educators as they learn, share, and grow together,” EstesJones shared. “The participants in the cohort have the opportunity for office hours and mentoring from the Early Childhood consultants. Our data shows that participation in the cohort leads to teacher efficacy and autonomy as well as teacher retention. The success is due to the support and mentorship provided through the cohort.”

This year-long cohort consists of eight sessions and builds upon early childhood development and instructional best practices to ensure that educators are experts and that their youngest scholars are kindergarten-ready and well-equipped for future learning.

A year into the program, its participants are already seeing glowing results. In addition to retention and efficacy, several teachers were nominated for their campus’s Teacher of the Month and one participant was even nominated for Teacher of the Year.

This cohort is perfect for teachers new to early childhood education and more seasoned educators who want to refresh and broaden their skills in the ever-changing educational landscape.

Office hours, mentoring, and administrator look-fors are included in the cohort.

Submission and presentation of implementation activities and attendance for all sessions are required to receive full credit.

For more information, contact: Dr. Kelley Estes-Jones kelley.estesjones@region10.org 17

From Brain to Behavior A LOOK AT HOW REGION 10 ESC EMPOWERS EDUCATORS WITH BRAIN-BASED AUTISM SUPPORT

By Deon Quinn, Region 10 ESC

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IN SCHOOLS NATIONWIDE, vibrant classrooms exist where kids are excited to learn and participate. However, some of these kids have difficulty dealing with all the different sounds and sensations around them.

Imagine being a young student trying to focus on your lesson while the lights flicker, the papers rustle, and other students whisper all around you - it can be overwhelming. For some students, it feels like their senses are constantly being bombarded. They might have a hard time hearing what the teacher is saying or staying focused on their work. It's tough for them to keep up with their peers and participate in class when everything feels so chaotic.

Before receiving an autism diagnosis, a child in school who has autism may find the classroom, which was once a place of wonder, to be a confusing and baffling environment. These challenges are often not recognized and are mistakenly attributed to behavioral problems rather than being understood as the expressions of a distinct neurological condition.

Autism Spectrum Disorder (ASD), a complex neurological and developmental condition impacting communication and social interaction, touches the lives of many children and families across the United States. In Texas, where the prevalence of autism is slightly above the national average, an estimated 1 in 59 children is diagnosed, translating to around 250,000 individuals grappling with this unique journey (Wolmark, Autism prevalence in Texas: Understanding the numbers 2023). This statistic underscores the need for comprehensive support systems and professional development to ensure every child receives the education they deserve.

Pethick started his career as a Pre-K and kindergarten teacher.

Since then, he has gained a wealth of experience in education, working as a school principal, a Director of Special Education, and a full-time university professor. Pethick has worked in inner-city school settings, dealing with various challenges, including drugs, gangs, and poverty. Due to his unique ability to work with students facing tough challenges and behaviors, he became known as the "kid whisperer" on the campuses where he’s worked. Over the years, most students who needed extra support found their way to his classroom, further emphasizing his unwavering commitment to supporting students in all circumstances.

When Pethick was a full-time professor, he delved deeper into studying the brain's role in human behavior, ultimately leading to a greater understanding of autism and its causes.

“What makes autism particularly fascinating is the interplay between genetics and the environment. While an individual may possess the genetic makeup that could lead to autism, environmental factors also play a crucial role in flipping the switches, known as epigenetics, that can lead to its manifestation,” Pethick shared.

As every person's genetic composition and life experiences are unique, the specific combination that results in autism varies from one individual to another. This blend of nature and nurture influences how autism presents itself, with the early stages of brain development playing a pivotal role in shaping the condition.

For the past 12 years, educators supporting students with autism in Region 10 have been fortunate to receive support from Layne Pethick.

With a specialization in autism and behavior, Pethick's expertise and background in brain research, make him an invaluable asset to educators across the region.

As one of only three Master Consultants at Region 10 ESC, Pethick's 31 years of experience in education have earned him opportunities to support educators worldwide.

“I’ve visited Vietnam once a year for the last seven years, spending up to three weeks collaborating with others to support clinics across the country for autism that are brainbased. Additionally, over the past decade, I've been actively involved in projects in Canada, working with neurologists and other medical professionals in schools. These collaborative approaches have contributed to shaping innovative strategies and fostering an environment where education and medicine come together to benefit students with autism,” Pethick explained.

LAYNE PETHICK Master Consultant, Region 10 ESC

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Pethick strongly believes that teachers who possess a deep understanding of the intricacies of brain functioning are in a better position to provide early intervention whenever they come across developmental issues in students, be it at age six or 16. He suggests that this knowledge is fundamental to effective teaching and lays the groundwork for creating a positive learning environment for students to thrive. To this

Understanding autism characteristics means recognizing that they are essentially human characteristics, just expressed to a different degree. It's all about deciphering the research findings and making them accessible to those who need it, whether they're raising a child with Down's syndrome, helping a struggling child, or addressing mental health challenges.

Pethick’s journey inspires us all, showing that with passion,

“These collaborative approaches have contributed to shaping innovative strategies and fostering an environment where education and medicine come together to benefit students with autism.” end, Pethick advocates for sharing this knowledge with teachers and parents to help bridge the gap between research and practical application in the classroom and at home.

“I often teach parents about brain research and autism. I help them understand why their child acts differently from environment to environment. Different environments dictate different behaviors, so depending on how parents run the home, they may never have any problems,” Pethick explained.

dedication, and the proper support, we can make a difference in the lives of the students who need it most.

“I always tell people in the end, everything is always okay. If it's not okay, we're just not at the end yet,” Pethick said.

STEM-ing Creativity in Math

By Max Smith, Region 10 ESC

LEGOS AND TOILET PAPER - two objects that don’t have much in common. However, for Layna Carranza, a seventh-grade math teacher at the STEM charter school Pioneer Technology & Arts Academy (PTAA) in Mesquite, both items have presented hands-on learning opportunities for her students that she discovered through her participation in the Region 10 STEM cohort.

Carranza attended a series STEMfocused professional development sessions led by Region 10 STEM Consultant Samantha Bradbury. After Bradbury presented Carranza with the opportunity to join the STEM cohort, she was eager to explore how to connect STEM to her classroom.

“I feel like math is one of the hardest subjects to do projects and STEM. We can do projects through science and technology, but I wanted to know ‘how do you incorporate it in middle school math? Why do you incorporate it?’” recalled Carranza. “So getting to be in this cohort really got my brain turning.”

Carranza is passionate about the incorporation of hands-on learning in the classroom. For her, these opportunities pave the way for students to not only learn the lesson more effectively, but also become better innovators.

“It helps kids figure out what they want to do when they get older. It helps give them their creativity because they get to learn from their mistakes and build a better understanding of the material,” explained Carranza. “They don't have that when you're doing paper and pen, because they tend to get frustrated with mistakes.”

When Carranza entered her first year of teaching, she tried to make everything she possibly could into a hands-on learning experience.

However, COVID upended her approach and she began to struggle with bringing the project experience back into the classroom. She credits her participation in the STEM cohort with helping to reconnect her with opportunities for hands-on learning.

“I felt like that whole project experience was gone when we went back into the classroom after COVID because we were trying to hustle to fill a learning gap,” shared Carranza. “Participating in this cohort helped me to find my thunder again. It made me feel like the future isn’t going to just be all about tests. Now I'm able to bring new projects back to the classroom and make it work. It's actually really inspiring to feel that this is happening again.”

A creative thinker, Carranza has taken the projects she has learned in the STEM cohort and repurposed them into handson math projects.

“During one STEM cohort project, we had to make something out of toilet paper that was supposed to represent a character. I got the idea that instead my students could build the character, but then measure the paper’s area and surface area,” shared Carranza. “When we added the little features to make the toilet paper a character, they talked about how they never thought that they needed to know how much space it had.

I said, ‘There's a reason why we have to do these formulas in here.’ It was a really good connection!”

When Carranza has any difficulty with connecting a project back into her classroom, she knows that she can always get in touch with one of her fellow cohort members to talk and brainstorm. For Carranza, this has made the STEM cohort a unique learning experience.

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“We made it like a family. It has brought us a sense of community, because we do a lot more hands-on activities and social working. When you go to other professional development you don't know anyone, but these are always the same people, and that has brought connection,” shared Carranza. “That familiarity makes you more comfortable

“I’ve been a teacher for around 10 years, and I feel like I've gotten more professional development from this cohort to help me grow as a teacher than I have with any other thing that I've done." asking questions and talking. I remember we once met up during lunch, and I was able to talk to them about a project I was having trouble implementing in my class.”

Her passion for STEM led to her pursuing her national STEM certification this past year. When she attended the Region 10 EcosySTEM Exchange this past September, she received her white coat as recognition for her completion of the program. Her biggest takeaway from the day, however, came from a LEGO activity where she had to sit backto-back with a partner and give instructions on how to build the same structure.

“I loved that analogy because you might be teaching the material one way, or saying it one way, but the students are understanding in a different way,” she recalled. “I am actually going to do a professional development session with our teachers at PTAA, so they can also see the same connection.”

As she continues to make new connections to bring back to her classroom, Carranza believes she has made lasting connections throughout her experience in the STEM cohort.

“I have made lifetime connections in this cohort, and I really feel like no matter what, these people have your back,”

she shared. “I’ve been a teacher for around 10 years, and I feel like I've gotten more professional development from this cohort to help me grow as a teacher than I have with anything else I've done."

Healing Hands in Halls

Region 10 School Nurse Celebration June 2023

By Deon Quinn, Region 10 ESC

PICTURE A SCHOOL where a nurse's compassionate touch is as essential as the whiteboard or textbooks. Even better, imagine a school setting where every child's health is safeguarded and every academic endeavor is backed by a skilled healthcare provider. For some schools in Region 10, this vision is a reality. In these schools, nurses are not just medical professionals, but also serve as the unsung heroes who provide the first line of defense against playground injuries, stomach aches, and emotional wounds that often go unnoticed. They are vital to Texas public, private, and charter schools, caring for countless students and keeping teachers and faculty safe.

Over the last decade, there has been a steady decline in the number of school nurses. A 2017 National Association of School Nurses (NASN) report

states that roughly 40% of public schools have full-time nurses. In 2021, there were more than 6,200 school nurses throughout Texas, with North Texas having the most while the Panhandle had the least (Texas Department of State Health Services, 2021). Through advocacy and partnership, Region 10 ESC aims to increase the number of school nurses equipped and ready to care for young and curious minds throughout North Texas.

In the latter part of 2020, an initiative was established in Region 10 to transform the school nursing and health services landscape. A group of nursing leaders recognized the absence of a dedicated authority overseeing these critical aspects and formed the School Nurse Advisory Council.

The council convened regularly to address pressing school issues, particularly amid the COVID-19 pandemic.

Creating a specialized position to support the region's school nurses took shape during these discussions. Thus, the role of School Nursing and Health Services Consultant was conceived.

Since stepping into the role in June 2021, Ginger Riggins MSN, RN has supported school nurses throughout Region 10, offering guidance, education, and training to enhance the wellbeing of students on campuses.

As the School Nursing and Health Services Coordinator for Region 10 ESC, Riggins brings her rich experience to the role daily.

“I began my school nursing career at a newly formed Texas Charter School back in 2009. I had no prior experience working within an educational organization and I quickly had to learn what the role and responsibilities were for a school nurse.

“The support that school nurses provide can lead to better health outcomes not just for students but for the school community as a whole.”

– Ginger Riggins, MSN RN

I can honestly say I know what it feels like to be new to a school nursing position. That’s why my heart is to support and encourage school nurses, but also support paraprofessional roles, unlicensed personnel roles, and really anybody who works with students dealing with a health or medical condition,” Riggins shared.

The support that Riggins offers as coordinator bridges the gap for nurses who find themselves thrust into the world of school nursing without formal guidance, whether newcomers or experienced professionals. Through in-depth training sessions and resources, school nurses in Region 10 can navigate their roles more effectively. Using standards set by the National Association of School Nurses, Texas School Nurse Organization, Texas Board of Nursing, and the Texas Department of State and Health Services, Riggins is working to establish a comprehensive and robust school nursing and health services program, including a school nurse orientation program and a newly formed leadership academy.

“This year, we have initiated monthly virtual meetings for new school nurses, covering topics often overlooked during the standard orientation process.

Also, establishing a new leadership academy for those who have been placed in a leadership role within the scope of nursing and health services. Many of the nurses and health directors have not been given tools on how to be a leader and lead staff. The academy is to help equip our nursing and health services leaders to effectively lead, grow, and help sustain school nursing positions in our districts. It's about breaking down the complexities, offering practical resources, and ensuring consistency in practice across the board,” Riggins explained.

Such support has been vital in meeting requirements set forth by the 2021-2023 COVID-19 Public Health Workforce Grant. The funding enabled Region 10 ESC to offer support to schools with limited or no nursing support by hiring eight dedicated nurses between October and December of 2021. Through this effort, six of the initial eight nurses hired have become district-funded full-time nurses in multiple Region 10 districts, becoming advocates for student success and contributing significantly to decisionmaking.

With their expert knowledge of students' health conditions, school nurses can help identify issues such as unmet medical needs or difficulties accessing essential medications. Nurses can collaborate with attendance review boards, counselors, and teachers to uncover the root causes of chronic absenteeism, be it physical ailments, mental health challenges, or barriers to accessing necessary services. This collaboration can result in significantly improved student outcomes, from better attendance to improved academic performance.

“As educational professionals, we all work together, looking at how we best can support our students. The support that school nurses provide can lead to better health outcomes not just for students but for the school community as a whole,” Riggins stated.

Ginger Riggins, MSN RN Region 10 School Nursing and Health Services Coordinator

For many children, the school nurse may be their only access to healthcare. These nurses work independently, rely on evidence-based practice, adhere to education standards and the scope and standards of practice set by the Texas State Board of Nursing. Their experience, education, and practice decisions are critical in providing essential care and support to students facing health conditions. Despite a few challenges, these unsung heroes are dedicated and adaptable, creating a nurturing environment for every child to flourish.

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Big Wins in a Small Town

By Emily Taylor, Guest Contributor EIGHT YEARS into the development of its robotics program led by Coach Larry Williams, Trenton ISD has seen major success at the state and national level. Last year, the team took home the top prize at the national robotics championship. This small school district’s program excels at a high level because they recognize the importance of teamwork and pooling students’ talents into one effort.

“When Robotics was introduced as a UIL competition, we knew and understood the value and impact it could have on our campus and were excited to start the program,” Williams said. “More than anything, we want to use this competition to help our students learn the value of hard work and the importance of working together.”

Now, the Robotics Team boasts 73 members at the high school, meaning around a third of THS’s student population is on the Robotics Team in one way or another. Students participate in robotics in a range of activities, including marketing, research and design, engineering, programming, fabrication, construction, and creating a notebook that outlines the team’s process. All of these elements factor into a team’s overall score at competition and Trenton excels in each of them by bringing in students who have a wide range of skills and talents to all work toward one common goal. The success of the program can be credited largely to Coach Williams and his ability to build relationships with students and hold them to high standards.

“There is no way to describe what Coach Williams means not only to our high school campus, but also to our district and community as well,” Trenton ISD Superintendent, Jeremy

Strickland said. “The reason so many students want to be a part of the robotics program is because they believe that each and every year they have a chance of being successful. This belief is a direct result of the culture Coach Williams has created in our Robotics program.”

Trenton’s robotics program gives many students a home and a sense of purpose. The team, named Trenton MedTech this year based on the assigned tasks for the team, brings in students from all areas of the high school, uniting them together in one goal. The team needs everyone’s skills to be successful, building a strong sense of community and teamwork. Students recognize that they are also developing soft skills that will help them later in life, even if they don’t choose engineering as a career path.

“I have learned that every small step is progress, to be patient, that we will be rewarded for all of our hard work in the end,” THS junior Lexington Williams said. “It’s a great thing to remember, as we will always have obstacles in the future. We just have to learn how to face them.”

In late October, the Trenton team once again advanced to state competition. Trenton MedTech earned the distinctions of Top Project Engineering Notebook, Top Exhibit and Interview, 3rd place in the Game category, and 2nd place in the BEST robotics category.

PRIDE 1120 198 504 Head Start and Early Head Start children served in partnership with 10 school districts.

Our National Board Program has trained 198 candidates which has allowed those teachers who certify to earn extra pay for five years.

Special Populations initiated a New 504/ADA Coordinator Training and added quarterly Section 504 director meetings.

50000 1330

Hosted CCMR Insights to help more than 50,000 high school students in 11 districts become college and career-ready and maximize their HB3 outcomes bonus funding. @Region10ESC

GEAR UP Students attended at least one speaker presentation highlighting career opportunities.

936000 Total number of in-person and online professional learning sessions attended by educators.

300

The Building Thinking Classrooms International Conference welcomed more than 300 educators from Texas, Canada, New Mexico, Oklahoma, and Arkansas to R10.

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TEKSBANK CLASSROOM

Operations & Certification created TEKSBank Classroom, which gives teachers the ability to create quick assessments for their students as a check for understanding.

$120 MILLION

The T&L Federal Programs Team has facilitated the expenditure of more than $120 million dollars in federal EANS funds for more than 230 private schools statewide.

The Communications & Marketing team earned six “Gold” awards at the annual Texas School Public Relations Association (TSPRA) Star Awards competition.

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Educators were trained and certified during Summer 2023 GT trainings.

Starting a New Approach IN ROYSE CITY, AN INNOVATIVE APPROACH BETWEEN PRE-K AND HEAD START IS HELPING STUDENTS, TEACHERS, AND PARENTS.

By Max Smith, Region 10 ESC IN ROYSE CITY ISD, the Head Start program focuses on serving three-yearold students while the Pre-K program serves four-year-old students. Less than a year in, this approach has already proven to be beneficial for the development of both age groups.

“I was really excited,” shared Head Start teacher Alysia Vaughn. “My kids have grown a lot since the first day. I’ve been able to watch them grow and see them tell me what their name is or what they need. Some of them are nonverbal and want to do sign language so they have started doing sign language. One of my students who is nonverbal is actually talking now. We've also been able to potty train a student. I think it's really cool to see the development of the kids.”

For Vaughn, the value of the transition lies in the structure it has provided her classroom.

“I think the transition has provided the

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kids with a really good structure,” Vaughn shared.

“In today's society, I don't think kids play with each other. Being able to get them to move around while having them do the same kind of activities every day, playing with their friends and going outside. I think it's great for them.”

As a first-year teacher, Vaughn has also learned to give her students the ability to choose the activities that interest them.

“For me, teaching three-year-olds requires letting go and letting them take the reins on what they need from me.

Some of them love the blocks, some of them like to do more hands-on activities, and some love to join me at the teacher's table,” she explained. “At first, we did the centers where I would switch them around. Now we let them go and pick what they are interested in that day.”

For Glenda Arnold Pre-K Curriculum Coordinator Kristin Weichel, the transition has also provided socialemotional benefits for the students by strengthing their relationship with the teacher.

“In Royse City, we strongly believe in relationship building. If they trust the teacher, and if they feel secure at school, then they're going to want to do more with her and for her,” Weichel said.

“We're also trying to help them do all the pre-reading readiness and oral language.”

For Weichel, seeing the growth of the children as a result of this new approach has been a highlight all on its own.

“To be on the ground floor here with the children, you see the lives changing, and you see the growth,” she shared. “It almost makes me tear up when I talk about it.”

The Viral Visionary

KEEPING IT LIVELY WITH “THE EDUCATOR EMCEE”

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Principal Phillips and Lively’s amazing paraprofessionals exude Eagle pride on a sunny Friday afternoon.

By Daniel Diaz, Region 10 ESC

IT WAS JUST AFTER 3:30 P.M., and dismissal was in full swing at M.C. Lively Elementary on the South Side of Irving, Texas.

Parents were waiting patiently for their kids. Most car engines were turned off since the punishing Texas heat had finally subsided.

Parents looked at their phones or passed snacks to the back of the car to future generations of Lively Eagles.

I am no stranger to Irving ISD, as the Region 10 Education Service Center and Irving ISD have collaborated closely over the years. Nevertheless, I had never had an opportunity to visit Lively Elementary until this day when I suddenly found myself front-row, witnessing a work of art as parents, students, teachers, and staff converged momentarily at the front of the school. Traffic flowed almost melodically, not unlike a symphony being

conducted by a world-class virtuoso. It was as if I had stumbled upon a Broadway musical or an extremely wellcoordinated flash mob. The person directing traffic did it with the same passion and conviction as a seasoned baseball coach as they energetically signal their runners to head to home plate.

Curiously, this individual happened to be wearing Puerto Rico’s baseball jersey, but this person was neither a baseball coach nor a virtuoso; it was Lively Elementary’s Principal, Brittany Phillips, rocking the Puerto Rico jersey in honor of Hispanic Heritage Month.

Phillips was one of several Irving ISD school leaders who received the Texas Education Agency’s (TEA) Effective Schools Framework (ESF) Focus Support Grant two years ago. The grant required school principals and

their Instructional Leadership Teams (ILTs) to receive ongoing training, coaching, and support in collaboration with Region 10 over the course of two years. Teachers also received professional development delivered by consultants from Region 10’s Supervision and Leadership Development (SLD) team.

During our time together, she explained that she began her YouTube channel to counter all the negativity she saw regularly in content geared towards educators, particularly postpandemic. It was a way for the solution-oriented leader to counter this negativity by highlighting all the good in education and educators. It has never been just about her, as this was a recurring theme while I shadowed her for two days.

As I continued to inquire about her achievements, she eventually mentioned she had been named Teacher of the Year without elaborating much, as if not to place the spotlight back on her. This is a significant achievement that few educators can claim. Again, for Phillips it is not about the individual, but instead about what ‘we’ can and have achieved collectively.

Phillips considers herself a dreamer, but I respectfully disagree. She has transcended from that initial stage, becoming a visionary who sees Lively Elementary as an Arated premier school of choice within five years.

It is perhaps a result of her journey, having to become independent from an early age. Nevertheless, it is also apparent that her experience, coachability, and mentors, like Dr. Tanya Jones in Duncanville ISD, taught her valuable lessons about the transformational power of collective efficacy, which she now embodies in her work.

“Reading is Super” dress up day

The more I learn about Phillips, and all she accomplishes in one day is truly admirable. The former elementary school reading and writing teacher is a University of North Texas graduate. She also has a master’s degree from the prestigious Simmons School of Education & Human Development at Southern Methodist University. A fellow SMU alumnus and Region 10 School Improvement Consultant Brian Hills was Brittany’s case manager as part of the ESF Focus Support Grant during year one and worked closely with the then-firstyear principal.

The first video she ever released on her YouTube channel is titled Give Thanks, and it honors the work educators do daily. So, the last thing I have left to do is to sincerely give thanks to this fantastic educator for all the work she does for her students and staff. The principalship is indeed a very tall order, but Lively Elementary and Principal Phillips, its multifaceted leader, march on unabated to a catchy tune written by its master of ceremony, “The Educator Emcee,” while teachers and staff play along, and play it beautifully, so that all students will succeed.

“Her instructional leadership in data-driven instruction has allowed her teachers to create tighter, more effective, and more efficient data meetings, which, in turn, has helped her build even more credibility with her teachers,” Hills explained.

This change produced quantifiable results, particularly in fifthgrade science, where she coached her instructional leaders to facilitate data meetings to prove the concept. There was an increase in all score bands, and by at least 13% for approaches in fifth grade science. Lively Elementary was the only campus to meet or exceed projected middle-of-the-year MAP growth in math.

The technical know-how and adequate support are simply not enough in education. Great leaders must relate with those they lead at a human level. When asked about her accomplishments, she did not want to take all the credit alone and would continually refocus our conversation around her staff.

“I am not here without my staff,” said Phillips. “I am working with great people.”

Recording her first song “Give Thanks” in the studio to celebrate Teacher Appreciation Week

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Honoring Excellence NATIONAL BOARD CERTIFICATION was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide. It is the most respected professional certification available in K-12 education.

Region 10 offers two tracks to support the achievement of National Board Certification for teacher candidates and for districts seeking to establish their own National Board cohort.

Since availability is limited, both tracks require applications and interviews from which selected candidates are chosen.

TRACK ONE The Region 10 ESC National Board Cohort (Track One) provides selected teacher candidates with support over two years with a third-year option. Selected candidates meet monthly with NBCT mentors to deeply analyze National Board certification requirements in preparation for the completion of component submissions.

Candidates delve into topics such as the five core propositions for accomplished teaching, the different types of writing required for national board submissions, how to successfully create teaching videos, and how to analyze student work. Candidates for this cohort also have the opportunity to collaborate with other teacher candidates going through this process as well as NBCT mentors in their certification area. Self-reflection of teaching practices and peer review of entries are also emphasized. Candidates are expected to submit at least two components per year during the two-year support period.

TRACK TWO The Region 10 ESC National Board Professional Learning Facilitator (PLF) Program-Hybrid Model (Track Two) assists participating districts to build the capacity of National Board Certified Teachers (NBCT) within their district. The selected district Professional Learning Facilitator works with an NBCT mentor for one year. National Board teacher candidates are chosen by the respective district to establish their national board cohort. The district PLF is mentored by an NBCT as they work together to guide district candidates through the national board certification process. Each PLF hosts monthly meetings with his/her NBCT mentor as well as monthly district cohort meetings. These meetings are designed to assist the PLF in transitioning to leading future district cohorts. Upon successful completion of this program, the PLF is designated as a “Region 10 Highly Qualified Professional Learning Facilitator.”

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For more information about the Region 10 ESC National Board Cohorts, contact Karen Barnes, Assistant Director for Supervision and Leadership Development, at karen.barnes@region10.org or 972.348.1024.

2023 Honorees Angela Calvin

Ashleigh Bridges

Lisa McCloskey

Brian Harper

Casey Gooodman

Christine Liou

Paris ISD NBCT

Texarkana ISD NBCT

Texarkana ISD NBCT

Texarkana ISD NBCT

Plano ISD NBCT

Richardson ISD NBCT

Denisse Alvarado

Jennifer McEvoy

Bobbie Weir

Alexandra Enderica

Richardson ISD NBCT

Richardson ISD NBCT

Richardson ISD NBCT

Richardson ISD NBCT

Maria Lucia Francke-Gonzalez Richardson ISD | NBCT

Richardson ISD PLF

Morgen Crowder

David Smith

Virginia Sanz-Ramirez

Jennifer Mudd

Imelda Carrasco

Jennifer Shelton

Richardson ISD PLF

Mesquite ISD NBCT

Mesquite ISD NBCT

Waxahachie ISD NBCT

Plano ISD NBCT

Plano ISD NBCT

Kristy Dellinger

Rebecca Vanderbrook

Sarah Manthey

Isabel Pawling

Lucy Richards

Crissi Sprayberry

Plano ISD NBCT

Plano ISD NBCT

Plano ISD NBCT

Plano ISD NBCT

Waxahachie ISD NBCT

Bells ISD NBCT

Jennifer Sewell

Pam Neal

Vicky Suarez

Jeannette Brauchle

Meagan McDaniel

Donna McDaniel

Bells ISD NBCT

Bells ISD NBCT

Dallas ISD NBCT

Keller ISD NBCT

Keller ISD NBCT

Keller ISD NBCT

Gaya Jefferson

La’Toya Haley Haynes

Jenee Wright

Katrina McGuire

Craig McKinney

Valerie Minor

Keller ISD NBCT

Rockwall ISD MOC

Frisco ISD MOC

Plano ISD PLF

Keller ISD PLF

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How Finding a Restroom Trailer for Sherman ISD Built an Enduring Relationship

By Courtney Stevens, Region 10 ESC “I REMEMBER BEING AUDITED and finding out that we’d purchased products and services through a cooperative I can trust, a cooperative that does it the right way. You just breathe a sigh of relief,” said Dr. Tyson Bennett, Superintendent of Sherman ISD, who previously served as the Assistant Superintendent for Finance & Administration.

Sherman ISD, located in the heart of Texoma, is a large, fast-growth public school district that serves Grayson County, Texas. With approximately 7,800 students across 15 campuses, Sherman ISD offers a wide variety of classes and programs to meet the diverse needs and interests of its students.

Dr. Bennett described the complexities of acquiring the wide range of products and services school districts require, from construction to curriculum, athletic supplies to

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Information Technology, HVAC systems to classroom furniture, and from everyday classroom supplies to facilities management.

“When schools need certain products and services to keep things running, they need them right away… and finding that product or service quickly while also securing the best value is not always an easy thing to do,” he added. “Being able to turn to a source like Equalis Group that has strong vendors in a wide variety of areas, while also giving our district confidence that we are in compliance with procurement guidelines, and getting the best value, is key.”

Dr. Bennett explained how he came to learn about Equalis Group (www.EqualisGroup.org) from Marvin Taylor, Sherman ISDs Manager of Purchasing and Warehouse and the man Dr. Bennett calls Sherman’s “Guru of Shopping”. Mr. Taylor was excited

about Equalis, which is Region 10’s cooperative and a resource for all Region 10 members.

“I remember being audited and finding out that we’d purchased products and services through a cooperative I can trust, a cooperative that does it the right way. You just breathe a sigh of relief.”

– Dr. Tyson Bennett

When Region 10 first mentioned they had a cooperative, the first thing I said to myself was “Oh my, not another cooperative,” began Mr. Taylor. “But Derek was persistent in his outreach and support. His emails always ended with ‘my role is to be a resource for Sherman ISD and to help you reach your procurement goals,’ and he did just that.” Derek Anderson serves as the Area Vice President for Equalis Group and works closely with numerous Region 10 ISDs. The Guru of Shopping continued, “Normally when you see someone with VP behind their name, you have to jump through hoops to get to them, but with Derek I know that if I call or email him, that I’m going to hear back from him the same day. Ethics and integrity are important to me, and I saw that in Equalis Group through Derek.”

Equalis Group is Region 10’s public sector purchasing cooperative. Equalis develops and administers a diverse portfolio of cooperative purchasing programs providing a wide range of products and services. Each program in Equalis’ rapidly growing portfolio provides its members with a legal and compliant exemption to the traditional bid/RFP process and the ability to configure the solution that best meets their individual needs while achieving the lowest total cost.

Sherman ISD is utilizing several Equalis contracts and has engaged Frisco-based CORE Construction multiple times.

One situation early in the relationship involved securing a restroom trailer to use on a temporary basis while CORE Construction built a new concession stand and restrooms at the baseball field. Mr. Taylor and Dr. Bennett were scouring the web trying to locate such a trailer.

Sherman ISD was able to successfully procure that restroom trailer quickly and without having to issue its own bid/RFP by working with Equalis Group. Utilizing Region 10’s cooperative empowers school districts to focus on their true mission of providing quality education to students while efficiently managing their procurement processes. Equalis Group is assisting in reshaping education's procurement landscape for the better by eliminating hurdles and leveraging collective strength, enabling Region 10 members to shine where it matters most: in the classroom.

Dr. Bennett said, “Equalis Group is exceptional. We are trying to leverage greater buying power on construction supplies, projects, whatever the need might be. We know the bigger the group, the better, and more participation

by Region 10 ISDs helps to serve everyone in a better way.

A cooperative feeds on itself.”

Mr. Taylor added, “We, in North Texas, ought to to be using Equalis. If you are in Region 10, be a part of Region 10 and use the services Region 10 offers, like Equalis Group.”

“I was doing research on a restroom trailer! I don’t have the time to keep researching, researching, researching,” exclaimed Dr. Bennett. He found there was scarce availability for a suitable trailer, and Sherman was operating on a tight timeline.

Mr. Taylor called Derek Anderson one afternoon to see if Equalis could help. “Derek had an answer for me by one o’clock the next day,” remembered Mr. Taylor. “I don’t have the same one-on-one contact with the other cooperatives that I have with Derek. Being able to get on the phone and call Derek got the ball rolling. Derek being there is what works for me.”

Dr. Tyson Bennett, Sherman ISD Superintendent

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Dr. Peter Liljedahl

Are They Thinking or Mimicking?

BUILDING THINKING CLASSROOMS IN MATHEMATICS (AND BEYOND)

By Dr. Kay Shurtleff, Region 10 ESC

EARLIER THIS YEAR, the Spring Valley building at Region 10 was buzzing with excited math teachers from across the state, many of whom took selfies with a giant cutout of Dr. Peter Liljedahl or posed with the real life Dr. Liljedahl. He graciously smiled for pictures, signed books, and answered questions during breaks, and spent the rest of the day dazzling his attentive audience with insights and ideas. Who is this celebrated dignitary? He is a researcher, professor, and author from Simon Fraser University in Vancouver, Canada.

Region 10 Math Consultant Julie Frizzell discovered Liljedahl’s seminal work, Building Thinking Classrooms in Mathematics, Grades K-12, shortly after it was published in October 2020.

Describing her reaction to reading the book, Julie said, “I was looking at retirement, but this has completely re-energized me! I wanted to try his concepts with teachers. Now teachers are rejuvenated!” Julie described his approach to teaching math as “a theory about how students learn--not a kit full of stuff.”

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What’s the secret?

I observed one of Julie’s math professional learning sessions to find out. She began the session by giving her participants a math problem: How many 6-digit numbers are there whose digits sum to 51? She put them in small groups around the walls with a whiteboard and a marker for each group.

Together, math teachers in each group worked on finding a solution. As they worked, Julie walked around and encouraged participants with statements such as, “Make your thinking visible.” And, “Remember not to erase anyone else’s thinking.” Teachers talked, wrote, brainstormed, and rewrote.

After several minutes, she directed them to “leave the work” and return to the tables. Many groups continued to work despite her instructions, and one participant said, “But wait!

My brain is still working!” Laughing, Julie said, “There is an answer, but I’m not going to tell you. If I tell you, the thinking will stop.” Julie’s participants returned to their tables, but they, as she expected, continued to talk about the math

problem they had been working on. “This, Julie explained, “mirrors what will happen in your classrooms when you give kids a thinking task.”

Julie’s session was based on the work of Liljedahl. At the beginning of the class, students are placed in small visibly randomized groups and asked to solve a problem. They stand together in clusters at whiteboards or other nonpermanent vertical writing surfaces and talk about and solve a problem. Importantly, the problems students work on challenge their thinking but not to the point of frustration.

Ideally, they involve students in struggling with things they have not yet been explicitly taught. Liljedahl writes that the problem solving tasks should “require kids to get stuck and then to think, to experiment, to try and fail, and to apply their knowledge in novel ways in order to get unstuck” (Liljedahl, 2021). Stated another way, teachers purposefully set up a learning environment that enables students to operate within their zones of proximal development (See Vygotsky, 2012).

How confident can teachers be that this concept will work?

The Building Thinking Classrooms concept grew from a problem of practice that Liljedahl faced when teaching high school. He became convinced that his students were waiting for him to tell them what to do rather than thinking for themselves. In his words, “they’re mimicking, stalling,

slacking, faking, but they’re not thinking” (Liljedahl, Clarke, & Morrison, 2021). So he spent the next 15 years researching what drives thinking behaviors in students. His research findings included 14 beneficial teaching practices which are sequenced into four categories or “toolkits” for teachers.

The book Building Thinking Classrooms details each of the 14 practices. At Region 10, Julie Frizzell organizes professional learning sessions around the four toolkits.

Beyond that, she has done extensive classroom visits, observations and learning walks, coaching, and partnering with teachers across Region 10 who have adopted Liljedahl’s practices. She has witnessed students’ change in attitude from reticence and complaining at the beginning of the year to enthusiasm and perseverance at the end of the year.

How can teachers develop a quality mathematical thinking task for each lesson in their curriculum?

They don’t have to. On some days, teachers might give students a task that is non curricular but still challenges them to use math. In this way, students begin building the neural pathways they need to be able to master math concepts.

Other days, the task is more closely related to the lesson but just beyond the level of the students’ prior experience or learning. To help support teachers, Julie has curated a list of 29 online resources that offer ideas for thinking tasks.

Dr. Peter Liljedahl

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What about differentiation?

Julie talked about the ways in which the teachers she works with carefully group and regroup students so that they get the individual attention they need. One of Julie’s colleagues, Gifted & Talented Consultant Jessica Gitzinger, became interested in Liljedahl’s research and has worked alongside Julie to introduce the concepts to teachers of gifted and talented students. Julie had noticed the benefits for struggling students, but Jessica saw the benefits for academically gifted students as well. “You’re letting them get elbow deep into the problem before you teach it,” she stated. “And that’s the thing I love. They don’t always get the chance for that kind of productive struggle.”

How does this work with the curriculum teachers are already using?

Because Building Thinking Classrooms is a framework and an approach to teaching, it is not limited by any one curriculum.

It is designed to work in harmony with any set of standards or curriculum.

How many teachers are teaching this way?

Julie has worked with more than 1,300 teachers over the past year to teach them the concepts and framework of Building Thinking Classrooms. She has had teachers from across Texas, as well as from other states, attend her sessions at Region 10. She has also presented at several national conferences and stays connected as a resource for teachers.

Teachers who want ideas and support can also join 50,000 of their colleagues in the Facebook group devoted to Building Thinking Classrooms.

What about content areas besides mathematics?

Although this framework began in the mathematics classroom, it has expanded to include other areas as well. At a national conference held in Indiana, Julie sat on a panel with representatives from other content areas to discuss how these same concepts might be applied in other areas.

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How can educators learn more about Building Thinking Classrooms?

If you are interested in attending one of the Building Thinking Classrooms sessions, you can register through the Region 10 website. You can contact Julie Frizzell at julie.frizzell@region10.org or 972-348-1186. Dr. Liljedahl’s website also has helpful resources for teachers.

Julie’s best advice? Just start! She says that over time teachers become more familiar with and better at this style of teaching. And she agrees with Liljedahl when he says, “…just because you don’t know how to do something immediately, it doesn’t mean you don’t have the tools to do it.” (Liljedahl, Clarke, & Morrison, 2021)

Special Education First-Year Teacher Academy: Fostering Collaboration and Growth

By Deon Quinn, Region 10 ESC IN THE EVER-EVOLVING education landscape, special education teachers play a crucial role in fostering an inclusive and supportive learning environment for students with diverse needs. The challenges these first-year educators face can be daunting, and leads to high turnover rates. To combat this issue, Region 10 ESC designed a Special Education First-Year Teacher Academy (FYTA) offering a wide array of resources and training opportunities to help first-year teachers develop their skills and adapt to the unique demands of special education classrooms. Designed strategically to enhance teacher support and improve special education teacher retention rates, the FYTA is led by Region 10 ESC Consultant Jessica Garrett. The FYTA aims to ensure that teachers are up-to-date with the latest instructional methods, technology, and trends in special education.

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“Tailoring training sessions to address the specific needs of special education teachers is essential.

Whether classroom management, special education techniques, or student engagement strategies, proactively addressing these needs can prevent frustration and burnout, encouraging them to stay in the profession,” Garrett shared.

By participating in the FYTA, teachers enhance their knowledge and skills, improving the quality of instruction they provide to their students. The program also helps teachers build confidence in their abilities, leading to a more positive and effective learning environment for students with special needs.

“There’s so much to learn in this new role that has life and legal implications. I was feeling overwhelmed by its many pieces,” shared Sarah Williamson, Special Education Teacher in Midlothian ISD. “My most significant challenge was how to learn this new role without causing harm to a student’s learning or breaking the law. This academy solved that problem for me.”

“I am incredibly grateful for the opportunity to participate in this highly informative academy. It has allowed me to kick-start my new role and have a mentor available to answer my questions, which I find priceless.”

– Keyla Drake, Midlothian ISD Bilingual Special Education Teacher Participants in the FYTA experience numerous benefits, one of which is the creation of a sense of community among the members. By sharing experiences, insights, and knowledge, teachers in the academy have built a supportive environment that fosters collaboration and learning. This collaborative environment enables cohort members to discuss challenges and exchange ideas on overcoming them. Additionally, celebrating successes together enhances the camaraderie among the members and reinforces their sense of belonging.

“The First Year Sped Teacher Academy has been the best training I have attended. So much knowledge was shared, and the reassurance and motivation I got from everyone in

attendance was incredible. I recommend this training to all special education teachers,” Leslie Ochoa, Special Education Teacher at Golden Rule Charter School, stated.

Special education teachers may find the field demanding, particularly for new teachers who may need to gain the necessary skills to navigate the complexities of the job. The FYTA provides mentorship support to new teachers by allowing them to learn from experienced educators. The academy not only guides the technical aspects of teaching but also offers emotional support and advice on handling the challenges of teaching students with special needs.

“I am incredibly grateful for the opportunity to participate in this highly informative academy. It has allowed me to kickstart my new role and have a mentor available to answer my questions, which I find priceless,” shared Keyla Drake, a Bilingual Special Education Teacher in Midlothian ISD. When teachers feel valued, supported, and appreciated, they are more likely to be engaged and enthusiastic. This contagious positive attitude creates a more nurturing and motivating learning environment for students. By investing in their development and creating a supportive community, schools and ESCs can significantly enhance teacher retention rates. Furthermore, when teachers are emotionally invested in their work and feel a sense of pride in their profession, it can directly translate into increased student motivation and achievement.

Jessica Garrett Region 10 Special Education Consultant

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IT COULD BE ARGUED, relatively easily in fact, that assessment is at the forefront of all Texas educators' minds. STAAR shines brightly over everything we do, and rightly so, since it serves as the benchmark against which we are measured. In our experience, LEAs have a solid handle on their summative plan - district common assessments, unit assessments, benchmarks, etc. LEAs have their goals, their intervention plan, 4545, and sons of 4545. Our friends, Wiggins and McTighe, have taught us well; we begin with the end in mind, and, for most of us, that end is STAAR. What can get lost in the shuffle is the plan for assessments between those summative assessments. How will each teacher gauge the learning progression of each student week to week, day to day, lesson by lesson, lesson IN lesson? Our perspective at Data Solutions is that it is in those formative assessments that the road map to student success is written.

For formative assessment to be truly formative, it has to: move beyond collecting exit tickets to meet the district’s well-intentioned mandate. be designed intentionally with scaffolded items organized by level of difficulty or grouped in ways that provide the data needed to make informed instructional decisions. be written with the appropriate rigor in mind for that moment in time in the classroom. be thoughtfully designed.

Theoretically, if a teacher was responsive to each formative checkpoint, they would already know how each kid would perform on the summative. The power of formative assessment also lies in the specific feedback the teacher can give to students. It provides direction

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for a whole class reteach, creation of small groups, and design for targeted interventions - the art of teaching. And that data becomes even more powerful in the hands of our students.

When students are engaged in their learning, outcomes increase. Students begin to see the connections between classroom activities and what they can achieve. This kind of classroom fosters a growth mindset and increases student confidence. The end result? Improved learning outcomes and a classroom environment that thrives on continuous improvement.

Whoa. That’s a lot.

We know research supports that the most effective assessment is one the teacher writes. But when? How? The Data Solutions team at Region 10 thinks we have a solution - two, in fact and, with our name, we better! Our first solution is TEKSbank, an online bank of assessment items and resources developed to provide educators with questions aligned with the TEKS. We are an end-to-end bank, meaning that teachers can use the items to assess students wherever they are in their learning trajectory. We know the questions used at the beginning of a lesson don't need to be the same rigor as those used at the end. TEKSbank items can be used to support the design of a variety of assessments, including district assessments and teacher-created formative and summative assessments. Using a vetted item bank allows teachers to assess more often and get in-the-moment data. It allows teachers new to the profession to confidently create assessments because

experienced Texas educators have written the questions. It allows veteran teachers to be more creative in their assessment development.

Our companion application, TEKSbank Classroom, puts TEKSbank items in the hands of all teachers in the convenience of their LMS. It is designed to shorten the feedback loop by providing immediate data to the teacher and students at the end of each activity. Students are provided with encouraging comments along with their scores. Additionally, students can see which questions they missed so they can clarify their own misconceptions and take ownership of their learning. Teachers can immediately see student responses and plan for the next steps in the learning journey. Finally, data can be anonymized so class discussions can be facilitated around success and misunderstandings within the activity. TEKSbank and TEKSbank Classroom provide the specific data needed to move the needle for all students.

Technology will never replace teachers, but it can free up time for teachers to do what only teachers can. We believe that by adopting intentional assessment design and leveraging tools like TEKSbank and TEKSbank Classroom, educators can tap into the power of formative assessment to drive effective teaching, align student learning, and foster a culture of continuous improvement within their LEA. An intentional assessment plan allows educators the time to take care of what truly matters in schools by changing the discussion from identifying gaps to filling the gaps. Have questions? Want to work with us? Reach out to our team at datasolutions@region10.org.

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GFF has more than 30 years of experience guiding K-12 schools, colleges, and universities through the process of programming, planning, design, and construction of innovative learning environments that support teaching and learning pedagogies and learning outcomes for each student.

Our process is strongly rooted in collaboration, a commitment to asking probing questions, and listening. We are proud of our ability to translate each client’s educational vision into built reality, which has forged long-term relationships and led to continuing repeat work with our K-12, college, and university clients.

For more information, please contact: John Shiver at john.shiver@gff.com Jonathan Rollins at jon.rollins@gff.com Jeremy Roehr at jeremy.roehr@gff.com