• CPE credit is 3
    • Subject: ELL Support

    Implementing the ELPS in Social Studies

    This course is designed to show how implementing the ELPS cross-curricular student expectations and linguistic accommodations promotes content and language acquisition in a social studies lesson. This training is divided into three sections: lesson introduction, content lesson analysis, and ELPS lesson extension.
    • CPE credit is 4
    • Subject: ELL Support

    ELPS Academy

    The ELPS Academy is designed to help teachers incorporate the English Language Proficiency Standards (ELPS) when planning lessons and delivering instruction for ELLs. Participants who successfully complete the ELPS Academy earn 4 CPE hours.
    • CPE credit is 3
    • Subject: ELL Support

    Title III, Part A Services for Non-Profit Schools

    Title III, Part A Services for Private Non-Profit Schools details the responsibilities that local educational agencies (LEAs) have in providing equitable Title III, Part A services to eligible private non-profit (PNP) school English learners (ELs), their teachers, and other educational personnel.
    • CPE credit is 3
    • Subject: ELL Support

    Implementing the ELPS in English Language Arts and Reading

    This course is designed to show how implementing of the ELPS cross-curricular student expectations and linguistic accommodations promotes content and language acquisition in an English language arts and reading lesson.
    • CPE credit is 3
    • Subject: ELL Support

    Implementing the ELPS in Mathematics

    The Texas Administrative Code (TAC), Title 19, §74.4 requires all content area teachers to support English language learners’ (ELLs) development of content and language as they are an integral part of the required curriculum. This course is designed to show how implementing of the ELPS cross-curricular student expectations and linguistic accommodations promotes content and language acquisition in a mathematics lesson.
    • CPE credit is 3
    • Subject: ELL Support

    Implementing the ELPS in Science

    The Texas Administrative Code Chapter (TAC), Title 19, §74.4 requires all content area teachers to support ELLs' development of content and language as they are an integral part of the required curriculum. This course is designed to show how implementing the ELPS cross-curricular student expectations and linguistic accommodations promotes content and language acquisition in a science lesson.
    • CPE credit is 3
    • Subject: ELL Support

    ELPS for Administrators

    This course is designed for campus administrators and will provide an overview for ELPS district implementation requirements and guidance on how to monitor effective instruction for English language learners (ELLs). As an administrator or instructional leader, it is critical to have an understanding of how integrating the ELPS into content area instruction and aligning instruction to ELLs’ language proficiency levels provides linguistic and cognitive supports.
    • CPE credit is 3
    • Subject: ELL Support

    ELL Foundations—Effective Instructional Strategies and Routines

    This course covers the key content objectives of providing differentiated instruction, building academic vocabulary, and facilitating cooperative learning.
    • CPE credit is 3
    • Subject: ELL Support

    ELL Foundations—Second Language Acquisition

    This course will provide educators with foundational knowledge in the second language acquisition process, along with its impact on content-area instruction and student achievement.
    • CPE credit is 3
    • Subject: ELL Support

    ELL Foundations—Assessment and Data–Driven Instruction

    The objective of this course is to provide educators with the foundational knowledge of assessment and data-driven instructional practices that will support ELLs in academic settings. (3 CPE hours)
    • CPE credit is 1
    • Subject: ELL Support

    ELL Instructional Videos—ELA and Reading

    The ELL instructional videos show teachers using strategies from each of the three key areas—affective, linguistic, and cognitive—in an authentic classroom setting.
    • CPE credit is 1
    • Subject: ELL Support

    ELL Instructional Videos—Mathematics

    The ELL instructional videos show teachers using strategies from each of the three key areas—affective, linguistic, and cognitive—in an authentic classroom setting.
    • CPE credit is 1
    • Subject: ELL Support

    ELL Instructional Videos—Social Studies

    The ELL instructional videos show teachers using strategies from each of the three key areas—affective, linguistic, and cognitive—in an authentic classroom setting.
    • CPE credit is 1
    • Subject: ELL Support

    ELL Instructional Videos—Science

    The ELL Instructional Video series show teachers using strategies from each of the three key areas—affective, linguistic, and cognitive—in an authentic classroom setting.
    • CPE credit is 6
    • Subject: ELL Support

    Title III Early Childhood Education for English Learners

    This course will provide teachers and administrators a better understanding of how to design early childhood instruction to meet the needs of young English learners' (ELs) language development and examine the critical areas of academic success. Participants who successfully complete all modules and the assessment earn six continuing professional education (CPE) credits.
    • CPE credit is 3
    • Subject: ELL Support

    Title III, Part A: Strengthening and Increasing Parental Outreach

    The course outlines best practices for implementing parental and family programs and activities required under Title III, Part A, Section 3115 (d)(6) and (e)(1)(A). It is recommended that the course titled Enhancing Instructional Opportunities for Immigrant Students be taken before this course to enhance your understanding of both instructional and parental activities in support of Title III, Part A.
    • CPE credit is 6
    • Subject: ELL Support

    Title III, Enhancing Instructional Opportunities for Immigrant Students

    This course details the accountability Title III, Part A funded local educational agencies (LEAs) are held to while providing services for immigrant children and youth. Participants who successfully complete the assessment earn six continuing professional education (CPE) hour credits.
    • Resource ID: TXLS161
    • Grade Range: 8
    • Subject: Social Studies

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    Students will critically read a primary source in order to identify and explain the impact of Washington’s Farewell Address.

    • Resource ID: TXLS001
    • Grade Range: 8
    • Subject: Social Studies

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    Students will debate the representation argument of the Constitutional Convention and create a compromise that addresses the concerns of both large states and small states (the Great Compromise). Then, students will connect this concept to the present-day system of government.

    • Resource ID: TXLS011A
    • Grade Range: 6
    • Subject: Social Studies

    Texas Lesson Study

    Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Then, students will examine a light pollution map to make connections between the data presented and the bar graphs.