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.
Traditional methods of science teaching often rely on student background knowledge and frontloading vocabulary instruction to achieve student understanding. These instructional techniques tend to leave gaps in equity and student success, particularly for ELL students. The New York State Science Learning Standards (NYSSLS) and the instructional shifts that accompany them have been developed to address this issue. The goal of contemporary science instruction is to integrate science and language and move students from using everyday language to specialized language in science. In this webinar, participants will experience and reflect upon contemporary ways of teaching science with a focus on how to effectively address ELL needs. In particular, the ABC (Activity Before Content), and CBV (Concept Before Vocabulary) strategies will be explored.
Traditional methods of science teaching often rely on student background knowledge and frontloading vocabulary instruction to achieve student understanding. These instructional techniques tend to leave gaps in equity and student success, particularly for ELL students. The New York State Science Learning Standards (NYSSLS) and the instructional shifts that accompany them have been developed to address this issue. The goal of contemporary science instruction is to integrate science and language and move students from using everyday language to specialized language in science. In this webinar, participants will experience and reflect upon contemporary ways of teaching science with a focus on how to effectively address ELL needs. In particular, the ABC (Activity Before Content), and CBV (Concept Before Vocabulary) strategies will be explored.
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.
Traditional methods of science teaching often rely on student background knowledge and frontloading vocabulary instruction to achieve student understanding. These instructional techniques tend to leave gaps in equity and student success, particularly for ELL students. The New York State Science Learning Standards (NYSSLS) and the instructional shifts that accompany them have been developed to address this issue. The goal of contemporary science instruction is to integrate science and language and move students from using everyday language to specialized language in science. In this webinar, participants will experience and reflect upon contemporary ways of teaching science with a focus on how to effectively address ELL needs. In particular, the ABC (Activity Before Content), and CBV (Concept Before Vocabulary) strategies will be explored.
Traditional methods of science teaching often rely on student background knowledge and frontloading vocabulary instruction to achieve student understanding. These instructional techniques tend to leave gaps in equity and student success, particularly for ELL students. The New York State Science Learning Standards (NYSSLS) and the instructional shifts that accompany them have been developed to address this issue. The goal of contemporary science instruction is to integrate science and language and move students from using everyday language to specialized language in science. In this webinar, participants will experience and reflect upon contemporary ways of teaching science with a focus on how to effectively address ELL needs. In particular, the ABC (Activity Before Content), and CBV (Concept Before Vocabulary) strategies will be explored.
This session will cover methods of incorporating various artforms and creativity into the classroom for multilanguage or English as a second language learners. The presentation discusses how teachers can use their own curriculums and learning goals to inspire their students with creativity.
Pathways to Greatness for ELL Newcomers: A Comprehensive Guide for Schools and Teachers (a five-part series) 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.
In this professional development workshop, educators will explore practical strategies to support Multilingual Learners (MLLs) in communicating content knowledge through translanguaging and focusing on writing at the sentence level. We will share ways that we have supported entering through transitioning MLLs with sharing their knowledge and understanding of science content. Participants will walk aways with ideas for empowering their MLLs to make their thinking visible.
Join us for an essential workshop designed for educators and administrators involved in managing English Language Learner (ELL) data. This session will cover: Understanding SIRS Requirements: Learn about the ELL data that must be reported to the Student Information Repository System (SIRS). Understanding SIRS Requirements: Learn about the ELL data that must be reported to the Student Information Repository System (SIRS). Verification Reports: Explore the various reports available for verifying the accuracy of your ELL data submissions. Verification Reports: Explore the various reports available for verifying the accuracy of your ELL data submissions. Best Practices for ELL Reporting: Gain insights into effective strategies and practices to stay on track with ELL reporting throughout the academic year. This workshop is perfect for those looking to streamline their ELL data reporting processes and ensure compliance with state requirements. Don’t miss this opportunity to enhance your skills and knowledge in managing ELL data effectively.
Having to learn something and immediately use it, with an audience, would cause anyone to experience some level of anxiety. This is something that secondary ELL students experience each and every day in school. Learn how we can help better support these students.
Jared B. Fries, ("JBF" - he/his) serves as the Partnerships Lead at Along by Gradient Learning. A third-generation educator, JBF has dedicated his career to advancing Whole Child teaching and learning. He honed his instructional skills in his middle school humanities classrooms, where... Read More →
Wednesday December 18, 2024 12:00pm - 1:00pm EST
Zoom
Jared B. Fries, ("JBF" - he/his) serves as the Partnerships Lead at Along by Gradient Learning. A third-generation educator, JBF has dedicated his career to advancing Whole Child teaching and learning. He honed his instructional skills in his middle school humanities classrooms, where... Read More →
Wednesday December 18, 2024 1:15pm - 2:15pm EST
Zoom
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.
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.
In this session participants will walk away with evidence based practices to use in their classroom. The session will include an overview of what executive functioning is and tools to enable learners' independence in the classroom.
Dr. Barbara Tischler Hastie has been an administrator at Ulster BOCES/Educator Edge for over 11 years, providing support to districts in Ulster County and several districts outside the county. Her role includes providing professional development for leadership teams in areas such... Read More →
Jared B. Fries, ("JBF" - he/his) serves as the Partnerships Lead at Along by Gradient Learning. A third-generation educator, JBF has dedicated his career to advancing Whole Child teaching and learning. He honed his instructional skills in his middle school humanities classrooms, where... Read More →
In this session participants will walk away with evidence based practices to use in their classroom. The session will include an overview of what executive functioning is and tools to enable learners' independence in the classroom.
Dr. Barbara Tischler Hastie has been an administrator at Ulster BOCES/Educator Edge for over 11 years, providing support to districts in Ulster County and several districts outside the county. Her role includes providing professional development for leadership teams in areas such... Read More →
Jared B. Fries, ("JBF" - he/his) serves as the Partnerships Lead at Along by Gradient Learning. A third-generation educator, JBF has dedicated his career to advancing Whole Child teaching and learning. He honed his instructional skills in his middle school humanities classrooms, where... Read More →
