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X-WR-CALNAME:Center for Applied Linguistics
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X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART:20210101T000000
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20220503
DTEND;VALUE=DATE:20220518
DTSTAMP:20260417T232739
CREATED:20220111T204820Z
LAST-MODIFIED:20220705T222025Z
UID:3926-1651536000-1652831999@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:The Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom\, school environment and in online instruction. These students may include those who are working to acquire English as a second language\, students who face academic difficulties due to factors such as low socio-economic status (SES)\, poor quality instruction\, or other intervening factors; those students who may have an undiagnosed learning issues\, or those who may need help due to interrupted or limited schooling. \nSuccessful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services. \nThis workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom. \nDuring this two and a half day informative workshop\, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition\, learning difficulties\, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1\, 2\, and 3 students; and\, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities. \nParticipants will review case studies and consider possible areas for observation\, data collection\, assessment\, interventions\, and key points of discussion for school/district faculty\, staff\, related service providers\, and administrators in regards to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content\, this workshop will include a variety of activities\, such as jigsaw/partner readings\, small group tasks\, analysis of instructional strategies that support Tiers 1\, 2\, and 3 interventions\, and the development of instructional goals and implementation plans. \nThis interactive institute is designed for K-12 general education/content area teachers\, English as a Second Language educators\, Title I teachers\, ELL coordinators\, administrators\, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams\, or who support the MTSS/RTI process in their schools. Special education teachers\, coaches\, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts. \nQuestions? Email CAL with any questions you may have about our offerings. \nRegistration \nPlease click here to register for this institute.
URL:https://www.cal.org/event/mtts-strategies/
CATEGORIES:Calendar of Events
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20220503
DTEND;VALUE=DATE:20220518
DTSTAMP:20260417T232739
CREATED:20220121T143539Z
LAST-MODIFIED:20220529T160030Z
UID:5060-1651536000-1652831999@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success. \nThe Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom\, school environment and in online instruction. These students may include those who are working to acquire English as a second language\, students who face academic difficulties due to factors such as low socio-economic status (SES)\, poor quality instruction\, or other intervening factors; those students who may have an undiagnosed learning issues\, or those who may need help due to interrupted or limited schooling. \nSuccessful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services. \nThis workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom. \nDuring this two and a half day informative workshop\, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition\, learning difficulties\, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1\, 2\, and 3 students; and\, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities. \nParticipants will review case studies and consider possible areas for observation\, data collection\, assessment\, interventions\, and key points of discussion for school/district faculty\, staff\, related service providers\, and administrators in regards to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content\, this workshop will include a variety of activities\, such as jigsaw/partner readings\, small group tasks\, analysis of instructional strategies that support Tiers 1\, 2\, and 3 interventions\, and the development of instructional goals and implementation plans. \nThis interactive institute is designed for K-12 general education/content area teachers\, English as a Second Language educators\, Title I teachers\, ELL coordinators\, administrators\, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams\, or who support the MTSS/RTI process in their schools. Special education teachers\, coaches\, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts. \nQuestions? Email CAL with any questions you may have about our offerings. \nAgenda\nTopics include: \n\nReview of the RTI/MTSS History\, Processes\, and Continuum of Services\nIssues in the misidentification of special needs among English learners\nEnglish learner’s second language acquisition characteristics\, content learning\, and cultural perspectives\nIdentification\, data collection\, and goal development for both content and language learning\nTiers I\, 2\, and 3 instructional practices for second language learners\, intervention\, documentation\, planning\, monitoring\, and decision-making and support\nWorking with all stakeholders (i.e. parents\, translators/ interpreters\, guidance counselors\, psychologists\, special educators\, related service providers\, instructional leaders/coaches\, content teachers\, and students).\nNext Steps: Tier 2 and Tier 3\, Structured Interventions and Special Education Evaluation and support\n\nSchedule\nSelf-Paced Content \nBetween May 3rd and May 17th\, 2022\, participants will be expected to complete four hours of self-paced content to apply learning from the synchronous sessions. \n\nMay 3\, 2022: 9:30am-12:30pm and 2-3:30pm EST\nMay 10\, 2022: 9:30am-12:30pm and 2-3:30pm EST\nMay 17\, 2022: 2021\, 9:30am-12:30pm and 2-3:30pm EST\n\nCost\n\nEarly bird registration by February 1\, 2022: $785/person.\nAfter February 1\, 2022: $955/person.\nSend 2 people or more and pay $785 each\nCost includes all training materials provided electronically\n\nVenue\nhis Institute will be held online through a combination of interactive online mini-workshops and through self-paced assignments to be completed in CAL’s online learning platform. \nCertificate of Completion\nParticipants will receive a CAL Certificate of Completion for 15 hours which may be used for continuing education credit \n\nQuestions? Email CAL with any questions you may have about our offerings. \n\n\nCertificate of Completion\n\n\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \n\n\nREGISTER
URL:https://www.cal.org/event/mtss-may-2022/
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220516
DTEND;VALUE=DATE:20220521
DTSTAMP:20260417T232739
CREATED:20220111T210934Z
LAST-MODIFIED:20220705T222405Z
UID:3936-1652659200-1653091199@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Learn SIOP methods that are especially tailored for your bilingual classrooms. \nThis 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders\, specialists\, coaches\, and teachers plan for and implement CAL SIOP methods in their programs. \nPreK-8 DL teachers and coaches will learn about\, and practice using\, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy\, high academic achievement\, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging\, including chats\, polls\, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation. \nThe SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners\, the SIOP Model evolved into a method for teachers to plan\, teach\, and assess meaningful lessons\, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan\, 2006; Genesee\, Lindholm-Leary\, Saunders\, Christian\, 2006) and the model itself has a solid and growing research base (Echevarria\, Richards-Tutor\, Canges\, & Francis\, 2011; Short\, Fidelman\, & Louguit\, 2012; Friend\, Most\, & McCrary\, 2009; McIntyre\, et al.\, 2010; Song\, 2016; Watkins & Lindahl\, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction. \nReflecting eight major components of sheltered instruction\, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short\, 2013).  Educators will collaboratively plan activities\, specifically for dual language classrooms\, including content\, language\, and cultural objectives\, developing techniques for teaching metalinguistic-awareness strategies\, and scaffolding for understanding and production. \nAdministrators\, specialists\, coaches\, and teachers are encouraged to attend in district or school teams. \nCERTIFICATE OF COMPLETION\nParticipants who attend every session will receive a CAL Certificate of Completion for 15 hours\, which may be used for continuing education credit depending on the requirements of your state or district. \nQuestions? Email CAL with any questions you may have about our offerings. \nRegistration\nPlease\, click here to register for this insitute.
URL:https://www.cal.org/event/content-in-two-languages/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220516
DTEND;VALUE=DATE:20220525
DTSTAMP:20260417T232739
CREATED:20220121T144109Z
LAST-MODIFIED:20220529T160124Z
UID:5062-1652659200-1653436799@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Learn SIOP methods that are especially tailored for your bilingual classrooms \nThis 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders\, specialists\, coaches\, and teachers plan for and implement CAL SIOP methods in their programs. \nPreK-8 DL teachers and coaches will learn about\, and practice using\, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy\, high academic achievement\, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging\, including chats\, polls\, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation. \nThe SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners\, the SIOP Model evolved into a method for teachers to plan\, teach\, and assess meaningful lessons\, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan\, 2006; Genesee\, Lindholm-Leary\, Saunders\, Christian\, 2006) and the model itself has a solid and growing research base (Echevarria\, Richards-Tutor\, Canges\, & Francis\, 2011; Short\, Fidelman\, & Louguit\, 2012; Friend\, Most\, & McCrary\, 2009; McIntyre\, et al.\, 2010; Song\, 2016; Watkins & Lindahl\, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction. \nReflecting eight major components of sheltered instruction\, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short\, 2013).  Educators will collaboratively plan activities\, specifically for dual language classrooms\, including content\, language\, and cultural objectives\, developing techniques for teaching metalinguistic-awareness strategies\, and scaffolding for understanding and production. \nAdministrators\, specialists\, coaches\, and teachers are encouraged to attend in district or school teams. \nVirtual Institute Design \n\nVirtual\, synchronous sessions take place in one week with 2-hour sessions each day followed by an application assignment and sharing session held during the following week.\nYou will have the opportunity to interact with educators from your own and other schools and districts.\n\n\nYou will be able to immediately apply what you learned to your instruction.\n\nInstitute Objectives \nParticipants will be able to (on a foundational level): \n\nDefine sheltered instruction in the context of dual language instruction.\n\n\nDevelop effective content\, language\, and cultural objectives to meet the language and cultural demands of lessons.\nCreate activities for vocabulary development and background building.\nScaffold language for content learning and use L1 to scaffold to L2 content.\nDesign interactive activities that promote sustained oral language use.\nDistinguish between practice and application and apply to bilingual environments.\n\n\nDescribe fundamentals of effective lesson delivery.\nDesign assessments for language learners.\n\nSchedule of Interactive Webinars – Monday through Friday\, May 16-20\, and Tuesday\, May 24\, 2022  \n\n\n\nMonday\, May 16: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar I: \n\nOverview of CAL SIOP for DL Model\nLesson Preparation\n\n\n\n\nTuesday\, May 17: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar II: \n\nBuilding or Eliciting Background\nComprehensible Input\n\n\n\n\nWednesday\, May 18: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar III: \n\nStrategies\n\n\n\n\nThursday\, May 19: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar IV: \n\nInteraction\nPractice and Application\nLesson Delivery\n\n\n\n\nFriday\, May 20: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar V: \n\nReview and Assessment\nResources for the 3rd Pillar: Socio-cultural competence\nExpectations for sharing on May 24 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)\n\n\n\n\nTuesday\, May 24: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar VI: \n\nCompletion of institute content\nSharing Our Ideas for using CAL SIOP methods in our dual language instruction\n\n\n\n\n\n\nCertificate of Completion \nParticipants who attend every session will receive a CAL Certificate of Completion for 15 hours\, which may be used for continuing education credit depending on the requirements of your state or district. \n\n\nQuestions? Email CAL with any questions you may have about our offerings. \n\nREGISTER
URL:https://www.cal.org/event/calsiopdlmay2022/
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