• Professional Development Opportunities


    The Bilingual/ESL/Title III Program operates as an integrated program in the Division of Instructional, School Improvement & College Readiness Support and offers a variety of services and support for schools. We provide schools served by the Region One ESC with ongoing technical assistance and a variety of types of professional development on topics that support state and federal compliance, program design, implementation, monitoring support, and we work to expand the capacity of your schools to increase the achievement of your English Language Learner students. Professional development opportunities include face to face, Web-based and job-embedded instructional coaching. We also establish trained coaches in schools, and we will customize trainings to meet your schools' needs.

    Educators, school leaders, parents, and support staff all benefit from professional development that aligns with your schools' continuous improvement efforts. Being of exceptional service to your schools is important to us! The list below of titles and descriptions are just some of the many professional development opportunities that we provide for schools. 
    Feel free to contact our office at (956) 984-6238 for additional information or to discuss your schools' professional development needs.  
     Region One ESC ELL Advocacy Initiative
    ELL Advocacy Initiative 
    Developed in partnership with Dr. Margarita Calderon, Senior Research Scientist/Professor Emerita, Johns Hopkins University, this initiative of the Region One ESC offers training and onsite support for the implementation of ExC-ELL (Expediting Comprehension for English Language Learners), a sheltered instruction model, or ACE-LERA (Acelerando la comprencion en espanol de literatura, escritura, y razonamiento academico), a Spanish language and literacy development model for bilingual programs. These research-based training institutes are supported by onsite follow-up coaching for trained teachers.
    School administrators debrief with Region One ESC instructional coaches and they receive a Campus Summary Report at the end of the coaching for teachers. The process of training with coaching provides job-embedded professional growth and maintains the involvement of campus administrators in monitoring and supporting the implementation of effective instructional practices. 
    I*C (Instructional Coaching) for ELL Success  

    Expanding the capacity of schools to implement, monitor, and sustain effective instructional practices for ELLs is the focus of this initiative. A strong partnership with Pete Hall, co-author of Building Teacher's Capacity for Success: A Collaborative Coaching Framework (Hall & Simeral, 2008) resulted in this systemic support structure to establish campus-based instructional coaches that target and support research-based indicators of effective instruction for ELLs through reflective coaching dialog focused on teaching and learning.

    Administrator's Initial Training - Coaching Framework, identification of campus coaches and collaborating teachers to receive peer to peer coaching support
    Coaches' Training - Comprehensive, yet practical, and offers coaches practice time in the workshop setting, as well as practice using the observation protocol with indicators of effective instruction for ELLs.  
    Teacher Training - Two days of training with practice using effective instructional practices for English Language Learners aligned to the observation protocol prior to coaching visits from their peer Coaches. 
    Onsite Coaches' Support - Region One ESC provides follow-up onsite coaches' support as a gradual release mechanism to expand their capacity as coaches in schools. The campus administrators remain involved and informed throughout this initiative and receive a campus summary report from Region One ESC with evidence of support from newly established coaches in their peer's classrooms, plus recommendations for continuous improvement.


     Advancing the Progress and Performance of ELLs: Helping Students Succeed with Challenging Content
    Days 1-2
    Findings and implications from the deconstruction of TELPAS Reading and our region-wide effort to unpack TELPAS, frames how to achieve targeted development of language proficiency for your ELLs. This critically important training will support your schools to align strategic instruction with skills that focus on the linguistic demands of TELPAS which, according to TEA, is an indicator of performance on STAAR Reading. Participants will walk away with next day strategies and instructional routines that are responsive to your schools' needs, the demands of the state English Language Proficiency standards and particularly TELPAS Reading.
    ELL Proficiency Data-Driven Planning: Monitoring for Learning 
    Day 3 
    District staff will engage in the collaborative analysis of TELPAS data reports identifying ELPS Reading Student Expectations to target annually in support of ELLs. Participants will practice and plan for the implementation of effective instructional strategies aligned to targeted ELPS student expectations.
    *Customized support options available for Day 3 per request
    Bilingual Early Literacy Institute
    This two-day institute is designed specifically for early childhood teachers and bilingual educators. The focus will be on the mutuality of influences between children and their environment, the people they interact with, the characteristics of the activities and the physical space they share with others. Spanish literacy development strategies for effective instruction in the bilingual classroom are integrated into this training.
    Sheltered Instruction Strategies
    This session will address the characteristics of sheltered instruction, research in second-language acquisition, needs of English Language Learners, and instructional strategies to deliver comprehensible instruction.
    Enseñando la Lectura (PK-1)
    Bilingual teachers need practical training that is conducted in Spanish and that provides a variety of activities for lessons that targets the essential components for Spanish early literacy development for PK-2 students. This training accomplishes this and teachers leave with a multitude of resources for next-day implementation in their bilingual classrooms.
    Thinking Maps(c): A Language for Learning Training
    Participants will explore multiple uses of the eight Thinking Maps as visual tools for learners of all ages. Thinking Maps help build critical thought processes and are applicable in all content areas. The Thinking Maps(c): A Language for Learning training manual and desk maps will be provided for each participant
    Integrating the ELPS into Content Instruction
    This training provides teachers with ELPS standards-based support for classroom implementation of strategies that are designed to develop the English proficiency of ELLs.
    Comprehensible Content Academy (Sheltered Instruction)
    This is an engaging three-day training on the research-based Sheltered Instruction Observation Protocol Model, a strategic approach to planning and delivery of instruction, targets the needs of ELLs. Participants will learn how to integrate content and language instruction by applying effective indicators of instruction.
    ESL in the Bilingual Classroom
    This training is a must for the bilingual teacher who wants to support their ELLs to demonstrate progress from one English proficiency level to the next. This training supports teacher implementation of the English Language Proficiency Standards (ELPS) in the ESL component of the bilingual program, and participants will gain an understanding of various instructional strategies to increase English language development.
    Scaffolding Instruction for ELLs
    Participants will practice how to scaffold instruction for ELLs, using a variety of strategies that engage students in grade level curriculum with support for the development of English language proficiency, content knowledge, and skills.
    Developing Language Objectives and Integrating Vocabulary Development Strategie
    At the core of quality instruction are specific and measurable instructional objectives, and for ELLs they include language objectives that are aligned to the ELPS. This training helps teachers learn how to formulate SMART objectives and to integrate academic language with interactive strategies that lead toward semantic awareness and increased vocabularies and effective language usage for academic purposes.
    Empowering Parents and Families of ELLs: Capacitando a padres y familias que aprenden Inglés 
    This session will be conducted in Spanish for the parents and families of  ELLs to become informed about the characteristics of English Language Learners, including how schools identify and provide program services. Parents will learn strategies that they may use to support their son or daughter to do well in school.
     Linguistic Instructional Alignment Guide (LIAG) Training of Trainers
    In this session, participants will learn to navigate the ELPS Linguistic Instructional Alignment Guide. They will examine the English Language Proficiency Standards (ELPS) to see the connections between the ELPS, TELPAS Proficiency Level Descriptors and linguistic accommodations.
    ELPS Instructional Tool Training of Trainers
    Region One ESC developed this training of trainers to support region-wide implementation of the TEA Title III English Language Proficiency Standards (ELPS) Instructional Tool. The tool and training provide teachers with specific insights into an essential process and strategies to support beginning and intermediate level proficient ELLs.
    LPAC Beginning of the Year Training of Trainers
    According to state policy guidelines, the LPAC procedures and documentation requirements for the identification and placement of ELLs must occur within the first 20 days of enrollment. This training supports schools to establish procedures and best practices to ensure focused and appropriate decision making that supports student's success in school. 
    LPAC Middle of the Year Training of Trainers
    Testing is right around the corner, and this training provides guidance and resources to make appropriate decisions about the language of assessment, as well as the level of linguistic accommodations that a student could be provided during the administration of a state assessment.  
    LPAC End of Year Training of Trainers
    At the close of the year, LPACs review data to determine which students may be eligible to exit the bilingual or ESL program based on a state set of criteria and guidelines. This training supports LPACs in understanding the states' guidance documents and to proceed in monitoring all student's progress including former ELLs who are monitored for two years after exiting the program.
    Bilingual/ESL/Title III, Part A Program Director Meetings
    We provide each district bilingual/ESL/Title III Program Directors with support during scheduled meetings throughout the academic year. Your district participation is important to keep abreast of timely and relevant state and federal updates and program information that we relay to districts from the Texas Education Agency. Additionally, cross-departmental collaborative support and networking opportunities are built into the schedule to further expand the capacity of leadership across our region.
    As the premier educational service provider for you, our districts, we also offer phone and email technical support on a variety of topics: 
    • LPAC 
    • ELL Assessment
    • Bilingual Exceptions and Waivers
    • Annual Bilingual Program Evaluations
    • Summer Bilingual Programs
    • Years in U.S. Schools 
    • Performance-Based Monitoring - BE/ESL
    • Title III, Part A AMAOs
    • Title III, Part A Private Non-Profit 
    • Title III, Part A Allowable Use of Funds
    • NCLB Title III, Part A Application & Compliance Reports
    • Region One ESC Title III, Part A Shared Service Arrangement 
    *Customizable district or campus-based training and on-site support are available per request 
    For more information, contact our Bilingual/ESL/Title III, Part A Program at  (956) 984-6238 



    Karina E. Zuno-Chapa
    Director of Language Proficiency, Biliteracy, and Cultural Diversity
    Phone: 956-984-6246
    Diana Gonzalez 
    Program Assistant 
    Phone: 956-984-6238


Last Modified on July 27, 2018