OCTOBER 9 - Texas A&M University ...
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FEATURING:
School and University Partnership
Conference of Education
Jason Brasel
OCTOBER 9
Research & Design Specialist,
TeachingWorks
“The stories we tell and the
things we believe: liturgies of
8:30am–12:30pm
teaching, classrooms, and
schools”
Inspiring leaders of today and Expert panel
tomorrow for personal and Transformative partnerships
take a village to achieve
professional renewal
Sessions
20 sessions and 4 roundtable discussions
presented on the TAMU-CC campus by: on topics surrounding developing
educators and school-university
partnerships
THANK YOU... TO OUR PARTNERS & COMMITTEE Thanks to all of our School University Partners (SUP) for all of their support, and thanks to the many community sponsors who helped make this year’s SUPCE a success by contributing not only their time and services, but also offering donations and giveaways to encourage engagement. Special thanks to our SUPCE planning committee: Dr. Carmen Tejeda-Delgado (TAMU-CC), SUPCE Co-Founder; Dr. Frank Lucido (TAMU-CC), SUPCE Co-Founder; Dr. Sal Alvarado (Flour Bluff ISD); Dr. Bernadine Cervantes (TAMU-CC); Mr. Brandon Chandler (Gregory-Portland ISD); Dr. Sue Elwood (TAMU-CC); Ms. Mari Gonzalez (TAMU-CC); Ms. Susane Horn (TAMU-CC); Dr. Robin Johnson (TAMU-CC); Dr. Kathleen Lynch-Davis (TAMU-CC ); Dr. Alissa Mejia (TAMU-CC); Ms. Kimberly Moore (West Oso ISD); Ms. Cindy Perez (Corpus Christi ISD); Dr. Phyllis Robertson (TAMU-CC); Dr. Victoria Smith (TAMU-CC); Dr. David Squires (TAMU-CC); Dr. Michele Staples (TAMU-CC); & Ms. Rose Zuniga (TAMU-CC). TO OUR SPONSORS & DONORS Maureen Dimas/Adolfo’s Ms. Cindy Perez TAMU-CC Certification Elite Nails Ms. Carol Pike Office Dr. Greg Fossum Port Royal Ms. Rose Zuniga Gatherings Dr. Victoria Smith Island Italian Snoopy’s Omni Hotels Dr. Michele Staples
SCHEDULE SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORS
OCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI
All events except the concurrent sessions take place in the University Center Lonestar Ballroom 142
8:00–8:30 am CHECK IN
8:30–9:00 am WELCOME & BREAKFAST
Dr. David Scott, Dean, COEHD
Dr. Kathleen Lynch-Davis, Associate Dean, COEHD
Dr. Frank Lucido, SUPCE Co-Founder
9:00– 9:10 am KEYNOTE INTRODUCTION
Dr. Carmen Tejeda-Delgado, SUPCE Co-Founder
9:10–9:40 am KEYNOTE SPEAKER
Mr. Jason Brasel, Research & Design Specialist, TeachingWorks
The Stories We Tell and the Things We Believe: Liturgies of Teaching, Classroom, and
Schools
9:50–10:30 am CONCURRENT SESSIONS I
Detailed schedule inside program
10:30–10:45 am EXHIBITS & BREAK
10:45–11:25 am CONCURRENT SESSIONS II & ROUNDTABLE DISCUSSIONS
Detailed schedule inside program
11:35am–12:05 pm PANEL DISCUSSION
It Takes a Village - And More!
12:10–12:30 pm SPECIAL HEARTS PRESENTATION
More details at specialheartsinthearts.com
12:30 pm RECOGNITIONS & DOOR PRIZES
CONCURRENT SESSIONS SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORS
OCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI
SESSION I: 9:50–10:30 am
ROOM
UC 123 UC 145 UC 210 UC 216 UC 221
Three Months in “The Nodes of Excellence: ABCs of STR and the Argumentation: Mathematics through
Void”: What I Learned An Intentional and Reading Academy Content-Based Writing Children’s Literature
from Writing with Kids Goal-Specific Feedback
TITLE
Who Would Rather Do Approach to Coaching
Anything but Write & Modeling Pre-Service
& in-Service Educators
PRESENTER/S
Mrs. Leah Bryars Dr. Robin Johnson & Dr. Mrs. Jennifer Brown & Dr. Cynthia L. Hopkins & Dr. Faye Bruun &
Texas A&M University- Carmen Tejeda Delgado Dr. Bethanie Pletcher Ms. Jane Lee-Rhodes Graduate Students
Corpus Christi Texas A&M University- Texas A&M University- Corpus Christi ISD Texas A&M University-
Corpus Christi Corpus Christi Kaffie Middle School Corpus Christi
For students who expe- Develop reflective prac- With the expanding brain Learn from two National Graduate students in
rience writing apprehen- titioners whose peda- research on how children Board Certified Teachers Curriculum and Instruc-
sion, writing tasks are gogical mindfulness and learn to read, a teacher’s how to implement the tion will share literature
sources of anxiety and practices are influenced roles and responsibili- process of content-based for grades K–8, along
distress. This is partly and impacted by an en- ties in teaching phonics argumentative writing. with engaging mathe-
because unlike other gaging reflective model. and reading have taken We will share our matics activities. Lesson
learning tasks which have Some learning outcomes on an entirely different classroom-tested plans and the web site
a defined process for ar- include: Deeper under- perspective. In 2019, the strategies for writing stemlit.tamucc.edu will
riving at a solution, writ- standing and application Texas Legislature took the essential question be shared. Activities are
ing occurs “in the void” of reflection and coach- note of this research and that guides the process, ready-to-use and engag-
(Grundy, 1985). Writers ing and how they impact mandated all current teaching students how to ing. Experience the lit-
must create something teaching, learning and teachers of K-3 and all make evidence-support- erature and activities for
from nothing. For up- professional growth; newly certified teachers ed claims, and justifying motivation to understand
per-elementary students Greater understanding of to learn the Texas Science how and why the evi- mathematical concepts.
taking the STAAR, writing teaching, learning, stu- of Teaching Reading dence supports the claim.
DESCRIPTION
apprehension can lead to dents’ needs, and social (STR) Competencies. We will provide middle
failure without interven- and contextual variables These standards are school-appropriate
tion and support. that affect their ongoing reinforced through the examples and strategies
clinical practice; TEA Reading Academy. from science and social
Learn about the nature A meaningful way of ap- Through the Reading studies to support
of writing apprehension proaching learning about Academy, teachers are student success.
in fourth-grade students teaching so that a better introduced to content,
from relevant literature understanding of teach- discover methods to
and their own words. ing, and teaching about implement these strands
Accepted best practices teaching, might develop and the overall process-
for supporting students (Lougran, 2002, p. 33). es of reading as well as
with writing apprehen- To serve as a catalyst for outlying factors such as
sion will be shared, along building and maintaining literacy environments,
with an intervention authentic relationships family involvement, and
combining bibliotherapy between teacher candi- handwriting to help stu-
and dialogue journaling, dates, university site pro- dents succeed in reading.
which is the focus of the fessors, field supervisors, In this interactive session,
presenter’s dissertation. cooperating teachers you will gain insight on
and the entire lexicon how the STR Assessment
Attendees to this presen- of practice. To push the goes hand-in-hand with
tation will receive an an- teacher candidate out of the Reading Academy
notated bibliography of their comfort zone into a and how this information
resources for supporting deeper level of reflection transfers to classroom
students who experience and introspection. instruction.
writing apprehension.l n u v
KEY EC/PRIMARY MIDDLE SECONDARY
Y
ALL-LEVEL HIGHER EDUCATION
UC 310 UC 316 UC 317 UC 320 UC 323
Manga and the Educators Need Love, Top Chrome Extensions Selecting Diverse Books Educators’
Classroom Too! for Innovative for the Classroom: Experiences in Utilizing
Educators Authorship, Virtual Learning
Authenticity, and Technologies
Advocacy
Miss Alexandria Perez Dr. Kimberly Davis Mrs. Monica Maldonado Dr. Dani Kachorsky Dr. Misty Kesterson,
Texas A&M University- Motivating Excellence Office of Catholic Schools Texas A&M University- Dr. Susan Elwood,
Corpus Christi Diocese of Corpus Christi Corpus Christi Dr. Kelli Bippert, &
Dr. Debra Plowman
TAMU-CC
Manga is a text that Times are tough. Being Introduce and discover Due to visibility in social Educators: Learn about
is popular amongst an educator is one of the world of Chrome media, the children’s and determining the most
students and can be the most difficult jobs Extensions in and out of adolescent literature efficient and effective
found in school libraries. to have right now. How the classroom for inno- industries have come ways to support our
This session will give do you support your vative teachers. Chrome to acknowledge lack of district partners, stu-
background information teachers and help them Extensions can be used diverse representation dents, families and other
on manga, demonstrate maintain their own for productivity, creativi- in publishing. This has stakeholders in online
how to read them, and mental health while ty, student engagement, led to an increase in learning environments,
provide ideas for support their students and more. This session diverse representation while supporting the
classroom use. and colleagues? Come will give beginning users in children’s and adoles- preparation of future
learn what you can do to a glimpse into the world cent literature, but this local educators to en-
develop your teacher’s of possibility through increase brings with it gage in virtual learning.
social emotional learning Chrome Extensions. questions about author-
so they can do what they ship and ethical responsi- This research was com-
do best - teach! bility. Many of the books pleted in May 2020 by
about certain groups are researchers at Texas A&M
not written my members University-Corpus Christi
of those groups. This to get a better under-
means that while there standing educators’
is increased diversity in experiences in utilizing
representation, many virtual learning technol-
representations are inau- ogies to provide instruc-
thentic, inaccurate, and, tion to students in local
in some cases, harmful public schools.
to populations they
represent. #OwnVoices The overall strategy of
books are those written this “LIGHT team” is to
about a racial, cultural, coordinate with partner
and social group by an districts to address
individual who comes efficient and effective
from and identifies with virtual learning technolo-
that group. In this pre- gy needs in our pre-
sentation, the researcher service and in-service
will present a developing education partnerships.
guide and selection cri-
teria to evaluate #Own-
Voices titles as well as
strategies for discussing
authorship with students
of all ages.CONCURRENT SESSIONS SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORS
OCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI
SESSION 2: 10:45–11:25 am
ROOM
UC 123 UC 145 UC 210 UC 216 UC 221
Bridging Town and Special Hearts in the Building School and Descriptors and the Put the Scissors Down!
Gown: The Role of the Arts University Relation- TAMU-CC Evaluation 21st Century Evolution
Modern Scholar- ships: A Collaborative Rubric of Interactive Journal-
TITLE
Activist Approach to Managing ing Using Google Sites
Schools
PRESENTER/S
Dr. Amy Aldridge Mrs. Sherri Davis & Idali Dr. Michelle Janysek, Dr. Dr. Michele Staples Ms. Sameera Massey
Sanford Duarte Henrietta Munoz, & Dr. Texas A&M University- Texas A&M University-
Texas A&M University- Special Hearts in the Arts Socorro Garcia-Alvarado Corpus Christi; West Oso Corpus Christi
Corpus Christi Texas A&M University-San ISD
Antonio
In this session, Dr. San- Special Hearts in the Arts This presentation will In this presentation, Gone are the days of
ford, communication is a 501(c)(3) nonprofit provide an overview of cooperating teachers and spending class time on
professor and schol- Fine Arts program dedi- the collaborative ap- university supervisors will the non-instructional
ar-activist, will share a cated to creating oppor- proach of the The Texas come together to discuss tasks of folding, cutting,
vision for the modern tunities for artists and A&M Institute for School the scoring process of and pasting as part of
scholar-activist, com- performers with special and Community Partner- the TAMU-CC Evaluation interactive journaling.
mon barriers in higher needs to build life skills, ships (ISCP), a 501(c)(3) Rubric. Dr. Staples will Engage in a hands-on
education, and examples relationships and com- affiliated with TAMU-San provide descriptors that session exploring the
and challenges from her munity involvement by Antonio, to developing, can be used as a struc- possibilities of Google
academic career. showcasing their talents implementing and evalu- ture when evaluating Sites as a student inter-
Social justice is a phrase through the Arts. 2 to 3 ating school models that students using the active journal/portfolio.
commonly evoked by Special Hearts in the Arts have been customized to TAMU-CC Evaluation Discover how to help
well-meaning educators. clients will attend to give meet the unique oppor- Rubric. Attending this students internalize
Their pedagogy and re- personal testimonies. tunities of each school. session will help coop- and personalize their
search may reflect diver- The ISCP is a model erating teachers and learning, to collaborate
DESCRIPTION
sity, but they stop short Details on the program institute for transform- university supervisors in ways unaffected by
of taking bold activist are available at ing students through score in a more consis- the uncertainties of the
actions, and their allyship specialheartsinthearts. innovative practices, tent manner. pandemic, and to keep a
might be seen as perfor- com research, and policy. It meaningful portfolio of
mative. True scholar-ac- focuses on understand- learning they will want
tivists strive for reciprocal ing and affecting child to return to after the year
relationships that bridge and youth development ends.
the town/gown divide through innovative stu-
by partnering with dent-centered approach- After this session, you will
and humbly serving es, career-ready models, be able to help your stu-
historically excluded student-led research, and dents make meaning for
populations. They take high-demand work- themselves by seamlessly
many actions e.g., writing force opportunities. The incorporating YouTube,
policies for nonprofits or Institute’s school system Google Maps, and
government agencies, transformation model documents in Google
attending rallies, penning emphasizes the cradle to Drive, images online or
op-eds, taking defini- career talent pipeline by from their computer, and
tive stances in media improving early interven- student-created work, as
interviews, campaigning tion services for children well as providing them
for political candidates, and managing PK-12 with an artifact of their
running for office, giving district partnerships that learning.
TEDx or similar public prepare students for col-
talks, and/or taking other lege and high-demand You will need access to
actions for real change careers. Google, the internet, and
and solidarity. a computer.l n u v
KEY EC/PRIMARY MIDDLE SECONDARY
Y
ALL-LEVEL HIGHER EDUCATION
UC 310 UC 316 UC 317 UC 320 UC 323
A Verbal Behavior Lens Integrating Peer Self, Community & Using Graphic Novels The Role of Executive
for Meaningful Mentors into the Culture in a School- to Discuss and Enhance Function Development
Teaching opportunities Classroom University Partnership Students’ Conceptions in Classroom
of Mathematics Performance
Mrs. Ambra Sherrod Ms Jennifer Simpson & Dr. Caroline O’Quinn, Dr. Dani Kachorsky, Mr. Curt Johnson
Texas A&M University- Ms. Raina Watts Dr. Diana Wandix-White, Dr. Debra Plowman, & Texas A&M University-
Corpus Christi Texas A&M University- Dr. Christopher Bland, & Ms. Alexandria Perez Corpus Christi, Corpus
Corpus Christi Mr. Jabari Gibson Texas A&M University- Christi ISD
TAMU-San Antonio Corpus Christi
Often times modifying Learn how peer mentors The A&M-SA & South Graphic novels are a Too often our misunder-
grade level content leads can be embedded into Bexar County Partner- popular form of reading standing of Executive
to faulty stimulus control a class to assist students ship to Impact Regional media with children and Functioning leads us to a
where students with with transitioning to col- Equity and Excellence adolescents. These texts false dichotomy of what
extensive support needs lege and provide support (ASPIRE) is a comprehen- carry with them the a student can or can’t
participate through to professors. This discus- sive partnership between social and cultural influ- do. This presentation will
completing visual per- sion will cover the role of A&M-SA and seven ences of the producers examine an overview of
ception tasks or mark- the peer mentor and how school districts. ASPIRE and the readers. Thus, the development of EF
edly different academic their presence benefits has developed the first they have the unique skills and their intermedi-
assignments instead of both students and pro- public university and potential to forward ary role in the conditions
gaining competencies fessors. Discussion points ISD lab schools in Texas ideological messages that contribute to
with language cusps include mentor qualifica- through Senate Bill 1882, about specific topics. student success. Leave
that can lead to a more tion, specific examples of including Gus Garcia Specifically, this presen- with a greater under-
meaningful interaction in the mentor’s role in and University School (GUS), tation examines popular standing of these vital
both their academic and outside of the classroom, a middle school in the graphic novels that skills and how to remedi-
personal lives. and challenging common Edgewood ISD. provide opportunities ate EF skill deficits.
misconceptions of incor- Educators from A&M-SA to engage students in
Utilizing a verbal behav- porating a peer mentor and GUS created an inno- mathematics, including
ior approach, individuals into the classroom. vative new course, Self, revisiting what it means
can access and partici- Participants will be able Community and Cul- to do mathematics and
pate in standards in more to address their class- ture. The class includes to be a person who does
authentic ways, while room concerns and ideas educational and career mathematics. We will
also gaining skills that in a guided discussion opportunities and the share our study of math-
can improve their quality that will generate bene- history of the Edge- ematics in graphic novels
of life. This session will fits and examples of how wood community and and ideas about using
provide a brief overview they can incorporate a of San Antonio. Spanish them in math class.
of this approach with vid- peer mentor into their language and culture
eo examples highlighting learning community. are celebrated. The
stories of progress within Guided discussions will integrative course aligns
the field from teach- include reflection on with TEKS across several
ers and their students. when they have felt that subjects and strengthens
Participants will receive they needed an extra pair
guidance on embedding of hands in the class-
ROUNDTABLE DISCUSSIONS
literacy and study skills.
Come hear the story of
this approach within room, times when they how middle school and
academic settings in ad- felt they needed extra ALSO HAPPENING DURING THIS TIME!
university educators,
dition to an overview of validation on classroom TURN THE PAGE FOR MORE SESSIONS.
in collaboration with
research which has been assignments, and when district and community
conducted utilizing this they felt students needed members, designed this
approach. extra moral support. unique course.ROUNDTABLE DISCUSSIONS SCHOOL & UNIVERSITY PARTNERSHIP CONFERENCE OF EDUCATORS
OCTOBER 9, 2021 • TEXAS A&M UNIVERSITY-CORPUS CHRISTI
SESSION 2: 10:45–11:25 am
ROOM
UC 142 UC 142 UC 142 UC 142
Differentiating Instruction West Oso ISD Code Jam Special Education Referral LIGHT: Focus Groups to
Using Active Learning Processes and Data Design Collaborative
Strategies Collection Opportunities
TITLE
PRESENTER/S
Dr. Barbara Jeanine Birdwell Mrs. Christina Campos & Mrs. Ashleigh Sasin & Dr. Susan Elwood, Dr. Misty
Texas A&M University- Ms. Chanta Gidrey Chris Johnson Kesterson, Dr. Kelli Bippert,
Corpus Christi West Oso ISD Aransas Pass ISD Dr. Debra Plowman, Dr.
Phyllis Robertson, Dr. David
Scott, & Dr. Liana Davis
Texas A&M University-
Corpus Christi
Discuss strategic integration West Oso ISD hosted a Jam With the COVID-19 Pandemic, The team will share focus
of active learning strategies in a Box on May 22, 2021. We we have seen a lot more stu- group qualitative findings
into your instruction to have volunteers from Texas dents delayed and teachers from the Learning Innovations
engage diverse learners. A&M University-Corpus Christi requesting special education Going Higher Team (LIGHT)
with the Noyce STEM IN- testing. As a mother, daugh- research partnership between
SPIRES program. We had the ter duo working together in area schools and TAMUCC’s
opportunity to host this event the same district as a special COEHD. Findings related to
to over 100 West Oso ISD stu- education director and gen- improving the use of virtual
dents and community mem- eral education kindergarten learning technologies will first
bers. We had programs such teacher/TSVI teacher, we see a be presented. Collaborative
as Code.Org, Scratch Coding, lot of ways teachers need ex- opportunities for any and all
LittleBits, FirstTechChallenge, tra support in understanding area educators, teacher can-
Vex Robotics, ArdrinoKits, the referral process and cre- didates, preservice teachers,
DESCRIPTION
CircuitScribe, STEM Rockets, ating a sound portfolio about and TAMUCC faculty members
STEM Activities, and Project- the student and supporting based upon recommenda-
LeadtheWay. The entire event the teacher’s recommenda- tions will be discussed.
was hosted by STEM students tion for special education test-
and NOYCE volunteers. ing. In this session, we would
like to help clarify the special
education referral process and
provide a sample portfolio
and then answer questions
that teachers may have.
EVALUATION
At the conclusion of the conference,
please complete a short evaluation.
Visit supce.tamucc.edu
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