Pathways to Greatness for ELL Newcomers: A Comprehensive Guide for Schools and Teachers (a five-part series)Pre-registration is required Presenter: Kathy Simpson Zoom Link: You must be signed up on Frontline to receive the Zoom link.
When an English Language Learner (ELL) struggles academically, it is essential for educators to identify the factors affecting their learning. Behaviors that may resemble signs of a disability need careful examination to rule out factors unrelated to the student's inherent abilities. Distinguishing between stages of language acquisition, cultural and linguistic diversity, learning gaps, and actual disabilities are complex challenging. A multidisciplinary approach is necessary to examine and address external or systemic influences before making a referral.
In this urgent and timely professional development workshop, educators will explore research-backed strategies to elevate the reading comprehension skills of English Language Learners (ELLs). Understanding that vocabulary alone is insufficient for comprehension, this workshop highlights the crucial role of background knowledge—the "missing piece" of the comprehension puzzle. Participants will explore the interplay between background or "domain" knowledge and vocabulary development, learning how these elements work together to unlock deeper comprehension for ELLs. Practical techniques for integrating these insights into classroom instruction will be shared, ensuring that educators can immediately apply what they've learned. Through interactive and collaborative activities, participants will gain actionable tools to effectively inform instructional planning and be equipped with a repertoire of evidence-based practices to support ELLs and all students on their journey to becoming proficient readers and critical thinkers.
There are currently an estimated 11.4 million undocumented immigrants living and working in communities across the United States. On average, these individuals have been in the country for 16 years, serving as parents, grandparents, and siblings to an additional 10.2 million family members. Between October 2019 and June 2024, border officials encountered over 11 million unauthorized migrants attempting to enter the U.S. This workshop aims to raise awareness about the diverse experiences of students and families, with a particular focus on undocumented immigrants. Participants will gain a deeper understanding of the challenges and resilience of these communities.
Long-Term English Learners (LTELs) face challenges due to limited access to grade-level curriculum and lack of targeted support, often resulting in low academic achievement and higher dropout rates. This session will explore how an accelerated instructional program with asset-based strategies can help LTELs reach their academic and linguistic potential. We will explore methods such as activating prior knowledge, peer collaboration, scaffolding that preserves the richness of text, and providing flexible access to grade-level standards. Using this approach, LTELs no longer need to be relegated to remedial programs. This workshop underscores the importance of ensuring LTELs civil right to education and a pathway to graduation. Participants will leave with practical tools and insights to better support LTELs, fostering an inclusive and equitable learning environment that upholds the principles of equity, inclusion, and justice.
As we embrace our English learners who join our school communities, we must actively support them in building new relationships. Creating a mentoring program that students and educators join voluntarily can support all participants academically, socially, and emotionally. In this session, the facilitator will share her experiences orchestrating a peer mentoring program and creating the conditions and the socio-emotional foundation necessary for building community. Participants will begin thinking about and planning ways to develop a peer mentoring program in their school district or building.
