Educating America’s Emerging Multilingual Learners: Congressional Briefing
2021-07-14 12:00 - 13:00 UTC
This event has passed.

View the recording of this webinar here (~60 minutes)
Slides and handouts are here.

On July 14, 2021, the Center for Applied Linguistics organized a distinguished group of national experts in multilingual education to present to Congressional members and staffer on the importance of Educating America’s Emerging Multilingual Learners.
Event Description:
For too long, the needs of the nation’s 5 million emerging multilingual learners (also labeled “English Learners”) have been overlooked, resulting in disproportionately inadequate funding and insufficient academic progress. Multilingualism is an asset – to the nation and to the individual learner – and we should recognize emerging multilingual learners for the strengths they bring to all learning environments.
Title III of the Elementary and Secondary Education Act of 1965 (ESEA) was established to ensure that federal funds support the education of English learners (ELs). Between 2001 and 2017, the EL population grew by 28.1%. However, when adjusting for inflation, Title III funding has actually decreased by 12.3% since 2010.
Finally, the benefits of multilingualism and biliteracy have been amply documented by the research community. Students who achieve biliteracy by the time they leave high school have higher graduation rates, higher GPAs, higher matriculation rates, have higher college completion rates, and earn more over the course of their careers than their monolingual peers.
Moreover, the United States depends on its multilingual citizenry to meet crucial operational requirements in national security, to staff American businesses working globally, and to provide language access to more than 65 million Americans who speak a language other than English at home. Ensuring the education of our emerging multilingual learners is a vital national interest.
Panelists:
Peggy McLeod Ed.D, moderator
Peggy is the Deputy Vice President for Education and Workforce Development at UnidosUS (formerly known as the National Council of La Raza), where she oversees all education and workforce development programs, including charter school networks. Read more.
Dr. Keira Ballantyne
Dr Keira Ballantyne is the Vice President for Programs at the Center for Applied Linguistics. Keira has more than fifteen years’ experience as an applied linguist at the intersection of language and culture in the United States. Her work has focused on practical applications of research in instruction, professional development, and assessment. Read more.
Dr. Eugene Garcia
Dr. Gene García is a Professor Emeritus at Arizona State University (ASU). He served as the director of bilingual education and minority languages affairs in the U.S. Department of Education from 1993 to 1995. Dr. García has published extensively in the area of language teaching and bilingual development authoring and/or co-authoring over 200 articles and book chapters along with 14 books. Read more.
Gabriela Uro
Gabriela Uro is the Director for English Language Learner Policy and Research for the Council of the Great City Schools, where she is responsible for all matters pertaining to English Language Learners (ELLs). Read more.
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Contact: Trey Calvin, Communications Director, (tcalvin@cal.org)

Digital Equity for Students with Disabilities
2021-08-10 16:00 - 16:30
On August 10 from 4:00 – 4:30 PM ET, join the Center for Applied Linguistics (CAL) for this 30-minute Research to Policy webinar in which are panelists will discuss how IEPs and 504 plans can be updated to reflect digital learning and new accommodations needed in digital learning environments. Our speakers will discuss how schools, families, and communities are engaging students with disabilities in effective digital learning experiences. They will also discuss policy recommendations to address these issues.
Registration
Please click here to register.
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Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

La Red Bilingüe: A Conversation about the Benefits of Bilingualism (feat. CEO, Dr. Joel Gómez and Secretary of the Mexican Embassy, Marta Peña)
2021-08-26 19:00 - 20:00
Visit the Website
Come celebrate “binational education week” with the Center for Applied Linguistics! In this live webinar, CAL President and CEO, Dr. Joel Gómez will speak with the Secretary of the Mexican Embassy, Marta Peña, about the benefits of bilingual in the United States, especially those with a Mexican heritage.
During the event, Dr. Gómez will also highlight the international partnership between Mexican Ambassador to the U.S., Martha Bárcena, and CAL, which has provided U.S. teachers with free access to hundreds of multimedia Spanish resources online, including complete textbooks, lesson plans, videoclips, maps and more. These video lessons, books, movies and TV shows are age-appropriate for both the K-12 settings and can be adapted to adult learning as well.
The event will be streamed on the Mexican Consulate of Washington’s Facebook page (@ConsulMexWas): (https://www.facebook.com/ConsulMexWas/live_videos/)

Early Childhood Education and Digital Equity
2021-09-21 16:00 - 16:30
Prior to the pandemic, the public discourse on early childhood learning and digital media was primarily centered on “screen-time.” When the pandemic struck and devices became the sole connection to the education system, these types of health recommendations took a back seat to a new reality: mandatory remote learning.
As with any shift in policy –even abrupt ones–, remote learning came with its own advantages and disadvantages for young multilingual learners.
Join the Dr. Kathy Escamilla and Annie Duguay of the Center for Applied Linguistics as we examine this topic through the lens of digital equity.
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Each episode of our 30-minute webinar series, “Research to Policy: Critical Conversations in Language Education,” examines education for multilingual learners and culturally diverse populations through the lens of digital equity. Topics range from student assessment, teacher education, students with disabilities, early childhood education, and more.
Registration
Please click here to register for this webinar.

WEBINAR: Asset-Based Approaches for Educating Multilingual Learners
2021-09-24 12:30 - 14:00
Multilingual learners are arguably this nation’s biggest asset. And school districts across the U.S. have had success creating communities that begin with students’ existing linguistic and content knowledge, using it as a resource in authentic learning tasks that promote cultural flexibility and prepare students for effective participation in global contexts.
But there still exists a disconnect between our discourse and our reality. Our current policy landscape labels students as what they do not possess (i.e. English language learners). Meanwhile, the demand for multilingual employees and services continues to outpace our supply.
How can we replicate an asset-based culture for multilinguals across this country that is both equitable and progressive?
Join Dr. Eugene García, Dr. Ester de Jong, Gabriela Uro, and Dr. Joel Gómez from the Center for Applied Linguistics as they discuss this question and consider asset-based approaches for educating multilingual learners.

Register Here

CAL SIOP Training of Trainers Institute: Foundations
2021-10-06 - 2021-10-27
This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as facilitators in your school or district.
The Foundations institute is designed for those with a basic working knowledge of the SIOP Model through some past SIOP Model workshop attendance, self-study, or classroom implementation. Participants will review the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners.
This is the right strand for those who:

Have some experience with the SIOP Model, but would like a review of the eight components
May have attended a SIOP workshop in the past, but would like to prepare to teach others about the SIOP Model
Are interested in beginning to develop the skills of a SIOP facilitator

Please note: this institute is not intended for those who are learning SIOP for the first time. Contact CAL about SIOP introductory workshops that we can bring to your school or district.
About CAL SIOP Institutes
SIOP Training of Trainers (TOT) institutes are designed for district professional developers, district and school-based coaches, administrators, and teacher leaders who have some experience with the SIOP Model and who support teacher instruction. Participants need to be familiar with the SIOP Model.
Modeled after SIOP workshops, SIOP TOT institutes include a variety of activities, such as demonstration and explanation, analysis of video teaching sequences, and small group tasks.
Choosing the SIOP Training that Works for You
To meet the needs of all participants, there are two different strands of the SIOP TOT institute. This web page focuses on Foundations for those who are looking to facilitate the SIOP Model as a professional development workshop. Click here to learn more and read the description for the SIOP TOT Advanced Coaching Strategies Institute, which is for those who will be helping teachers to implement the SIOP Model in their classrooms as coaches. If you need help determining which strand is best for you, please contact us.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.

Celebrating Latino Experience, History, People, and Culture
2021-10-13 14:30 - 16:00
Click here to register for this event.
The U.S. Department of Education’s Office of English Language Acquisition (OELA) is partnering with the White House Initiative on Advancing Education Equity, Excellence, and Economic Opportunity for Hispanics. OELA is hosting a panel discussion: Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures with featured authors whose work features heroes and heroines that highlight the diversity within Latino communities and the importance of representation in literature.
Join OELA and accomplished authors on October 13, 2021, at 2:30 pm ET (90 min) for a panel discussion on the importance of Hispanic representation in literature. The event will feature the authors’ works and encourage the audience to explore and engage with these stories. The panel discussion will be followed by a Q&A session with the audience.
A certificate of completion will be available to registered attendees who participate in at least 90% of the webinar time.
Moderator:
• Guadalupe Garcia-McCall
Panelists:
• David Bowles
• Lulu Delacre

Leading Dual Language Programs for Student Success - Oct 2021
2021-10-18 - 2021-10-28
Learn how to enhance or develop your dual language program based on the 7 research-based strands of effective dual language education in the Guiding Principles. Sign up with your leadership team and work collaboratively to make your dual language program the best it can be!
This 12-hour, synchronous institute, guided by CAL’s decades of experience in connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders.
This session is intended for school and district leaders (to include principals, assistant principals, and teacher leaders) who are seeking to deepen their practical understanding of the positive impact that bilingualism has on student achievement, as well as the importance of ensuring program and language equity, to create a school culture where bilingualism, biliteracy, high academic achievement, and sociocultural competence thrive.
The institute will provide a venue for knowledge building, planning, and networking with peers. In collaboration with colleagues, participants will be invited to actively reflect on their current policies and practices to determine next steps for enhancing or building their programs.
Questions? Email CAL with any questions you may have about the institute.
Virtual Institute Design

Virtual, 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.
You will have the opportunity to interact with educators from other schools and districts
You will be able to apply what you learned to your evolving program

Curriculum Overview
This institute is designed to help educators develop or strengthen their dual language programs. Based on CAL’s highly acclaimed Guiding Principles for Dual Language Education 3rd Edition, the institute provides foundational information, cites the research, and provides the tools to help districts and schools support and develop the seven strands of successful DL program design and implementation:

Program Structure
Curriculum
Instruction
Assessment and Accountability
Staff Quality and Professional Development
Family and Community
Support and Resources

Participants will leave the institute with a wealth of knowledge and ideas for long- and short-term planning.
Schedule of Interactive Webinars – October 18-22 and October 27, 2021
4:00 to 6:00 PM Eastern Time

Monday, October 18
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar I: The Context and Strand 1.

Research on Benefits of Bilingualism
Overview of the Guiding Principles
Program Structure Essentials

Tuesday, October 19
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar II: Stands 2. and 3.

Curriculum
Instruction

Wednesday, October 20
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar III: Strand 4.

Assessment and Accountability

Thursday, October 21
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar IV: Strand 5.

Staff Quality and Professional Development

Friday, October 22
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar V: Strands 6. and 7.

Family and Community
Support and Resources

Thursday, October 28
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar VI:

Spotlight: Socio-cultural competence resources
Sharing Our Ideas regarding short and long-term planning

Cost

Early bird registration by September 27, 2021: $595/person.
After September 27, 2021: $645/person.
Send 2 people or more and pay $595 each.

Certificate of Completion
Participants will receive a CAL Certificate of Completion for 12 hours, which may be used for continuing education credit depending on the requirements of your state or district.
Right Rail Content:
Cost

Early bird registration by September 27, 2021: $595/person.
After September 27, 2021: $645/person.
Send 2 people or more and pay $595 each.

Register here for this institute.

East Coast Organization of Language Testers (ECOLT) 2021
2021-10-22 - 2021-10-23
The East Coast Organization of Language Testers (ECOLT) is pleased to be presenting their fall conference virtually.

Registration is now open!

Visit the conference website.

CAL Presentations

Assessment in the World Language Classroom: Translating Research into Practice for K-12 Educators Francesca Di Silvio, Jamie Morgan, Leslie Fink, Mathilda Reckford
PK-8 Oral Proficiency Assessment: Developing A Training Resource for Educators Jamie Morgan, Wen (Elyssa) Sun
Tools for Virtual Standard Setting Leslie Fink, Rachel Myers

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2021-10-25 - 2021-11-04
Learn research-based strategies to provide effective language and literacy instruction in Spanish in developmental and transitional bilingual, dual language and immersion education programs.
This interactive institute provides effective methodologies for teaching academic language and literacy in Spanish to students in K-5 in a wide variety of programs where Spanish is the language of instruction. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Mini-workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
Self-paced sessions in which participants watch relevant videos, complete blogs, and apply learning to their own classrooms
A culminating project in which participants plan lessons based on what they have learned

Questions? Email CAL with any questions you may have about the institute.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.

In Plain Language: Language Practices for Inclusion and Equity
2021-11-02 16:00 - 16:30
This powerful discussion will include hot topics such as the Language of Inclusion and Equity, Language Practices for Inclusion and Equity and robust discussions on eliminating language oppression with both technocratic solutions and shifts in mindset.
Speakers:

Anthony Tassi
Dr. Katherine Moran

Registration
Please click here to register.

La Cosecha Dual Language Conference
2021-11-10 - 2021-11-13 | ALBUQUERQUE, NM
Click here for registration information.
La Cosecha 2021 will be a hybrid event, comprising both an in-person conference and a virtual conference.
The exciting speaker line-up includes CAL’s Board Member Kathy Escamilla, PhD and more.
La Cosecha 2021 will feature:​

200+ professional presentations and workshops designed to support two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs;
Sessions focused on distance-learning, hybrid, and virtual settings;
School Visits for a virtual world;
Culturally and linguistically responsive focused sessions;
Key strategies for Emerging Bilinguals and biliteracy Pre-K – Secondary programs;
Nationally and internationally renowned expert speakers;
Pre-Conference Institutes in biliteracy and leadership development, sheltered instruction, and others;
Online learning support; and
Opportunities to celebrate our emerging bilingual communities!

Visit the conference website.
CAL Presentations

CAL SIOP for Dual Language Programs: Developing Language and Content in Two Languages Lisa Tabaku
Cómo fomentar el desarrollo de la lengua y la lectoescritura en español Igone Arteagoitia, PhD

ACTFL Convention 2021
2021-11-19 - 2021-11-21
The must-attend language education event of the year—ACTFL 2021 Virtual—is coming November 19–21. This year’s online event will feature the same great programming you’ve grown accustomed to, as well as some new features that we hope will impress. We are still excited to feature our three keynote speakers: Omekonga Dibinga, Marcia Tate, and Shiza Shahid. Best of all, the content on the virtual platform will be available on-demand until February 28, 2022.

Networking — Participants will have an opportunity to connect in the networking feature to ask questions on various topics and “meet” with exhibitors during designated time slots.
The Expo —ACTFL 2021 Virtual will be home to a virtual exhibit hall where you can view all their products and services and even participate in virtual exhibitor workshops where you can ask questions of exhibitors in a Q&A and chat format.
Professional Learning —Take advantage of this year’s virtual event to spark innovation in your classroom, school or district. You can still choose from hundreds of high-quality sessions, papers, electronic posters, and roundtables.

Visit the website for more information.

CAL Presentations

Best Practices for Addressing Social and Emotional Learning in World Language Classrooms (On Demand Practice-Oriented Paper) Francesca Di Silvio, Leslie Fink
Needs for Early Language Assessments: Results from SOPA Focus Groups (Poster) Jamie Morgan, Wen (Elyssa) Sun
World Language Standards: Addressing the Needs of Less Common Programs (On Demand Session) Jamie Morgan, Leslie Fink, Mathilda Reckford

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2021-12-02 - 2021-12-16
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.

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.
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.
Successful 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.
This 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.
During 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.
Participants 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.
This 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.
Questions? Email CAL with any questions you may have about our offerings.
Agenda
Topics include:

Review of the RTI/MTSS History, Processes, and Continuum of Services
Issues in the misidentification of special needs among English learners
English learner’s second language acquisition characteristics, content learning, and cultural perspectives
Identification, data collection, and goal development for both content and language learning
Tiers I, 2, and 3 instructional practices for second language learners, intervention, documentation, planning, monitoring, and decision-making and support
Working with all stakeholders (i.e. parents, translators/ interpreters, guidance counselors, psychologists, special educators, related service providers, instructional leaders/coaches, content teachers, and students).
Next Steps: Tier 2 and Tier 3, Structured Interventions and Special Education Evaluation and support

Schedule
Self-Paced Content
Between December 2nd and December 16th, participants will be expected to complete three hours of self-paced content to apply learning from the synchronous sessions.

December 2, 2021, 9:30am-12:30pm and 2-3:30pm EST
December 9, 2021, 9:30am-12:30pm and 2-3:30pm EST
December 16, 2021, 9:30am-12:30pm and 2-3:30pm EST

Cost

Early bird registration by November 4, 2021: $785/person.
After November 4, 2021: $955/person.
Send 2 people or more and pay $785 each.
Cost includes all training materials provided electronically.

Venue
This 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.
Certificate of Completion
Participants will receive a CAL Certificate of Completion for 15 hours which may be used for continuing education credit

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2021-12-06 - 2021-12-16
PreK-12 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, including demonstrations, simulations and explanations, small-group tasks, and the creation of activities and lessons. 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.
The 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.
Reflecting eight major components of sheltered instruction, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short, 2013). Used as a lesson planning framework, it ensures that the features of effective instruction critical for language learners are present in all lessons. Educators will collaboratively plan lessons specifically for bilingual classrooms, including drafting content, language, and cultural objectives; developing techniques for teaching metalinguistic strategies; and forming purposeful linguistic interaction. Administrators, specialists, and teachers are encouraged to attend as a team.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here to register.

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2021-12-06 - 2021-12-16
Learn SIOP methods that are especially tailored for your bilingual classrooms

This 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 bilingual programs.
PreK-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.
The 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.
Reflecting 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 bilingual classrooms, including drafting content, language, and cultural objectives, developing techniques for teaching metalinguistic strategies, and scaffolding for understanding and production.
Administrators, specialists, coaches, and teachers are encouraged to attend in district or school teams.
Virtual Institute Design

Virtual, 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.
You will have the opportunity to interact with educators from other schools and districts.
You will be able to immediately apply what you learned to your instruction.

Institute Objectives
Participants will be able to (on a foundational level):

Define sheltered instruction in the context of dual language instruction.
Develop effective content, language, and cultural objectives to meet the language and cultural demands of lessons.
Create activities for vocabulary development and background building.
Scaffold language for content learning and use L1 to scaffold to L2 content.
Design interactive activities that promote sustained oral language use.
Distinguish between practice and application and apply to bilingual environments.
Describe fundamentals of effective lesson delivery.
Design assessments for language learners.

Schedule of Interactive Webinars – December 6-10, and December 16, 2021

Monday, December 6:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar I:

Overview of CAL SIOP for DL Model
Lesson Preparation

Tuesday, December 7:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar II:

Building or Eliciting Background
Comprehensible Input

Wednesday, December 8:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar III:

Strategies

Thursday, December 9:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar IV:

Interaction
Practice and Application
Lesson Delivery

Friday, December 10:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar V:

Review and Assessment
Resources for the 3rd Pillar: Socio-cultural competence
Expectations for sharing on Dec. 13 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)

Thursday, December 16:
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar VI:

Completion of institute content

Sharing Our Ideas for using CAL SIOP methods in our dual language instruction

Cost

Early bird registration by November 15, 2021: $645/person.
After November 15, 2021: $695/person.
Send 2 people or more and pay $645 each.

Certificate of Completion
Participants 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.

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion

Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

Digital Equity in Education: Directions for 2022
2021-12-07 16:00 - 16:30
What have we learned about “digital equity” during this school year? What practices can we keep –and shed—that will continue to advance digital equity and language justice? What will language education look like in your school in 2022?
As the Center for Applied Linguistics wraps up its webinar series for 2021, Research to Policy: Critical Conversation in Language Education, we will take stock of lessons learned during the pandemic, and how we might apply them to 2022. Join the Center for Applied Linguistics’ Maria Cieslak, Dr. Beatriz Arias, and Dr. Keira Ballantyne for this live, 30-minute critical discussion about the future of language education and digital equity.
Speakers:

Dr. Keira Ballantyne
Dr. Beatriz Arias
Maria Cieslak

Registration
Please click here for registration.

La Cosecha Dual Language Conference 2019
2022-01-12 08:00 - 17:00 | ALBUQUERQUE, NM
Visit the Website
CAL Presentations

Features of Dual Language Education in High Achieving Programs Igone Arteagoitia, PhD
PCI: CAL SIOP for Dual Language Programs: Developing Language and Content in Two Languages Lisa Tabaku
Scaffolding and Interaction: Two Critical Components of Successful DL Instruction Lisa Tabaku
The Guiding Principles and the Critical Third Pillar: Socio-Cultural Competence Lisa Tabaku,

Maryland Association for Adult, Community and Continuing Education Conference
2022-01-12 08:00 - 17:00 | Linthicum Heights, MD
CAL Presentations

Creating Safe Spaces for Diverse Populations: How to be Culturally Humble
From Words to Stories: Reading Comprehension vis-a-vis Vocabulary Instruction

CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
2022-01-20 - 2022-02-10
This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as coaches or other instructional leadership roles.
The Advanced institute is designed for those participants who have prior knowledge of SIOP and are supporting teachers in their implementation of the model. In this institute, participants will review and renew the specific components and features in order to deepen their knowledge of the SIOP Model. Participants will also extend their own professional skills in supporting teachers’ SIOP implementation through providing job embedded professional development such as coaching, supporting lesson planning in grade level or professional learning communities, and lesson study.
Based on an interactive flipped classroom model, this winter 2021 cohort will participate in both synchronous and asynchronous online learning. Through a self-paced format, participants will listen to recorded mini-lectures, read relevant research articles, watch and “coach” classroom videos of SIOP lessons, apply what they learn to their coaching plans, and interact with other participants through discussion boards and blog posts. Participants will meet online with CAL facilitators weekly to discuss best practices in SIOP professional development, network with other PD facilitators from schools around the world, and receive small group coaching from a CAL PD coach.
THIS IS THE RIGHT STRAND OF PROFESSIONAL DEVELOPMENT FOR THOSE WHO:

Have attended a full introductory SIOP workshop and have a strong knowledge base of the SIOP Model
Have implemented the SIOP Model in their classrooms and/or have a lot of experience supporting teachers who implement the SIOP Model
Have attended SIOP TOT I: Foundations.
Are able to identify examples of SIOP implementation, but need more assistance in helping teachers implement with fidelity.
Are available between January 20th and February 10th, 2022 to complete approximately 2 hours of self-paced online assignments per week (to include watching videos, reading articles, listening to mini-lectures on SIOP components, and planning for their own PD sessions, etc.).
Are able to join remote/teleconference sessions on the days and times listed below.

Questions? Email CAL with any questions you may have about the institute.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.
Please note: this institute is not intended for those who are learning SIOP for the first time. Contact CAL about SIOP introductory workshops that we can deliver in your schools. Questions? Email CAL with any questions you may have about our offerings.

CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
2022-01-20 - 2022-02-10
Learn effective strategies for providing job-embedded support for teachers implementing the SIOP Model in your schools.

This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as coaches or other instructional leadership roles.
The Advanced institute is designed for those participants who have prior knowledge of SIOP and are supporting teachers in their implementation of the model. In this institute, participants will review and renew the specific components and features in order to deepen their knowledge of the SIOP Model. Participants will also extend their own professional skills in supporting teachers’ SIOP implementation through providing job embedded professional development such as coaching, supporting lesson planning in grade level or professional learning communities, and lesson study.
Based on an interactive flipped classroom model, this winter 2021 cohort will participate in both synchronous and asynchronous online learning. Through a self-paced format, participants will listen to recorded mini-lectures, read relevant research articles, watch and “coach” classroom videos of SIOP lessons, apply what they learn to their coaching plans, and interact with other participants through discussion boards and blog posts. Participants will meet online with CAL facilitators weekly to discuss best practices in SIOP professional development, network with other PD facilitators from schools around the world, and receive small group coaching from a CAL PD coach.
This is the right strand of professional development for those who:

Have attended a full introductory SIOP workshop and have a strong knowledge base of the SIOP Model
Have implemented the SIOP Model in their classrooms and/or have a lot of experience supporting teachers who implement the SIOP Model
Have attended SIOP TOT I: Foundations.
Are able to identify examples of SIOP implementation, but need more assistance in helping teachers implement with fidelity.
Are available between January 20th and February 10th, 2022 to complete approximately 2 hours of self-paced online assignments per week (to include watching videos, reading articles, listening to mini-lectures on SIOP components, and planning for their own PD sessions, etc.).
Are able to join remote/teleconference sessions on the days and times listed below.

Please note: this institute is not intended for those who are learning SIOP for the first time. Contact CAL about SIOP introductory workshops that we can deliver in your schools. Questions? Email CAL with any questions you may have about our offerings.
Agenda
Self-Paced Content

Between January 20th and February 10th 2022, participants will be expected to complete approximately 8 hours of various assignments and prepare a PD plan to share with the cohort of participants

January 20, 2022: 9:30am-12:30pm & 2-3:30pm EST

Introductions
Key characteristics and elements of effective SIOP Model professional development and implementation support
SIOP Model review and renew designed to deepen knowledge and implementation with a focus on second language acquisition and supporting content and language objectives in the Lesson Preparation Component
PD Planning

January 27, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review and renew designed to deepen knowledge and implementation with a focus on the Building Background component
Special considerations when coaching with the SIOP Model
Planning for virtual implementation support
PD Planning

February 3, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review and renew designed to deepen knowledge and implementation with a focus on specific features of the Strategies and Interaction components
Supporting the lesson planning process using the SIOP Model

Co-teaching and collaboration through the through the development and support of PLCs
Developing a school/ district SIOP implementation plan
PD Planning

February 10, 2022: 9:30am-12:30pm & 2-3:30pm EST

Special considerations for working with adult learners
SIOP lesson study
SIOP Model review and renew designed to deepen knowledge and implementation with a focus on specific features of the Lesson Delivery and Review & Assessment components
PD Planning

Schedule

Self-paced content approximately 2 hours per week between January 20th and February 10th, 2022
Four 4.5-hour mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on January 20 & 27th and February 3 and 10th, 2022

Cost

Early bird pricing prior to December 17, 2021: $1,300 per person
Individual price after December 17, 2021: $1,500/person.
Send 2 people or more and pay $1,300 each.

Materials include Insider’s Guide to SIOP Coaching, SIOP in Action DVD packet, trainer’s PowerPoint, and hand-outs. For timely shipment of physical publications, please register prior to February 19, 2021
Venue
This Institute will be held online through a combination of interactive online web conferences and through self-paced assignments to be completed in CAL’s online learning platform.
Credit – Graduate Credit Option
An option for two graduate credits from Trinity Washington University is available for this CAL Institute. The cost is $495. Participants must attend all workshop days and complete an assignment to be distributed during the institute. If you have questions about requirements and registration for the CAL Institute graduate credits, please contact CAL Solutions.

Certificate of Completion

Participants will receive a CAL Certificate of Completion for 28 hours which may be used for continuing education credit.

Questions? Email CAL with any questions you may have about our offerings.

REGISTER

JNCL-NCLIS Conference
2022-02-01 - 2022-02-03
Save the date.
More information to follow.

Test ticket
2022-02-02 - 2022-02-16
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51st Annual Nabe Conference
2022-02-07 - 2022-02-13 | New York City

Newcomers in Your School: Cultural Connections and Instructional Strategies
2022-03-01 - 2022-03-08
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom
Please join CAL for this engaging and interactive two-day virtual institute providing practical resources for building a welcoming environment, both socially and instructionally, for all students.
Given the increasing tide of newcomer youth entering U.S. schools, it is critical to address the cultural, social-emotional, and academic needs of these students to help them succeed in the classroom and beyond. Building on CAL’s decades of experience working with newcomers in educational and community settings, this institute focuses on two key components for optimizing success for newcomer students in the classroom:

Day One: Cultural Perspectives, Influences, and Key Resources

Day Two: Adapting Content Instruction for Newcomer Students

Participants will receive proven strategies and practical resources they can use right away to create a welcoming environment for newcomer students and facilitate their learning. Designed for PreK-12 teachers, administrators, and other practitioners who work in educational settings with newcomer students and their families, such as social workers, counselors, and after-school specialists, CAL encourages teams of colleagues to attend.
Participants will learn how to:

Recognize the diversity of newcomers in the schools, including special populations such as unaccompanied youth, students with limited and interrupted formal education, and students who have experienced displacement and migration
Identify their own cultural perspectives, assumptions, and biases, and how these interact with others’
Interact in culturally-relevant ways with immigrant and non-immigrant educators, students, and families
Use effective approaches and instructional strategies with newcomers in the content classroom
Access and create ready-to-use resources for classroom instruction

Each attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings. Presenters include CAL experts in immigrant and refugee integration and PreK-12 EL education, building on CAL’s decades of experience in working with language learners, immigrants, and refugees.
Certificate of Completion
Participants will receive a CAL Certificate of Completion for 14 hours which may be used for continuing education credit.
Questions? Email CAL with any questions you may have about our offerings.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here to register for this institute.

Newcomers in Your School: Cultural Connections and Instructional Strategies
2022-03-01 - 2022-03-08
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom
Please join CAL for this engaging and interactive two-day virtual institute providing practical resources for building a welcoming environment, both socially and instructionally, for all students.
Given the increasing tide of newcomer youth entering U.S. schools, it is critical to address the cultural, social-emotional, and academic needs of these students to help them succeed in the classroom and beyond. Building on CAL’s decades of experience working with newcomers in educational and community settings, this institute focuses on two key components for optimizing success for newcomer students in the classroom:

Day One: Cultural Perspectives, Influences, and Key Resources

Day Two: Adapting Content Instruction for Newcomer Students

Participants will receive proven strategies and practical resources they can use right away to create a welcoming environment for newcomer students and facilitate their learning. Designed for PreK-12 teachers, administrators, and other practitioners who work in educational settings with newcomer students and their families, such as social workers, counselors, and after-school specialists, CAL encourages teams of colleagues to attend.
Participants will learn how to:

Recognize the diversity of newcomers in the schools, including special populations such as unaccompanied youth, students with limited and interrupted formal education, and students who have experienced displacement and migration
Identify their own cultural perspectives, assumptions, and biases, and how these interact with others’
Interact in culturally-relevant ways with immigrant and non-immigrant educators, students, and families
Use effective approaches and instructional strategies with newcomers in the content classroom
Access and create ready-to-use resources for classroom instruction

Each attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings. Presenters include CAL experts in immigrant and refugee integration and PreK-12 EL education, building on CAL’s decades of experience in working with language learners, immigrants, and refugees.
Institute Agenda

In early March, participants will be expected to complete approximately 4 hours of self-paced work in CAL’s asynchronous Moodle platform.

March 1, 2022: 9:30am-12:30pm & 2-3:30pm EST
Cultural Perspectives, Influences, and Key Resources

Building awareness of the diversity of newcomer students in the school, including special populations such as

unaccompanied minors
students with limited and interrupted formal schooling

Identifying our own perspectives and how these influence our interactions
Learning more about our students and their families, and what they contribute to the school and the learning environment
Fostering connections among your school’s students, families, and teachers, immigrants, and non-immigrants alike
Determining how to apply resources in your school setting

March 8, 2022: 9:30am-12:30pm & 2-3:30pm EST
Adapting Content Instruction for Newcomer Students

Analyzing how to adapt content instruction and materials to meet the needs of newcomer students
Determining how to promote oral language development and begin to bridge oral language skills to literacy development
Designing classroom activities that allow newcomers to participate in grade-level content
Analyzing the application of the college and career readiness standards (such as CCSS) for optimal achievement by all newcomer students

Cost

Early bird registration by February 1, 2022: $735/person
After February 1, 2022: $865/Person. Send 2 people or more and pay $735/person

Venue
This Institute will be held online through a combination of interactive online web conferences and through self-paced assignments to be completed in CAL’s online learning platform.
Certificate of Completion
Participants will receive a CAL Certificate of Completion for 14 hours which may be used for continuing education credit.

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion

Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

Developing Academic Literacy and Language in the Content Areas
2022-03-03 - 2022-03-10
Design practical, hands-on activities for English learners to be successful within rigorous content instruction while exploring the academic language and literacy practices of the 21st century classroom.
Academic language is so much more than vocabulary. Please join us for this engaging two-day institute designed to increase understanding and provide practical resources regarding the instruction of academic language and literacy.
The institute will focus on the language acquisition of English learners at three levels: discourse, sentence, and word or phrase level. The focus will be on bridging from students’ home language(s), dialects and more conversational language to the classroom or text language that allows them to meet content and language acquisition standards in the classroom.
Based on a 21st century approach to literacy, participants will explore the academic language and literacy practices –– such as listening for the speaker’s point of view or justifying the answer to a math problem –– that students need to be successful within rigorous content instruction. Educators will also learn how to scaffold participation in these discipline-specific practices, such as creating a model of the planetary system or contrasting two different cultural versions of a story.
After defining academic language and literacy, participants will learn more about each level of language and how each level is measured in English language proficiency assessments, such as the WIDA ACCESS test. Participants will analyze classroom videos and texts at each of the levels of language. Facilitators will also draw upon CAL’s federally funded research on vocabulary acquisition and demonstrate methods for identifying and teaching high frequency, high-utility academic vocabulary.
Throughout the two days, activities that teachers can implement in the classroom will be modeled. Strategies are applicable to bilingual learners as well as students at intermediate and advanced proficiencies in English, including long term English learners.
The institute is designed for classroom teachers working with language learners in grades PreK-12. ESL, reading and other school specialists who work with classroom teachers, school administrators, and other educators will also benefit from this valuable professional development opportunity. Collaborative teaching teams are especially encouraged to attend.
Questions? Email CAL with any questions you may have about our offerings.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here to register for this institute.

More Than Words: Academic Language & Literacy
2022-03-03 - 2022-03-10
Design practical, hands-on activities for English learners to be successful within rigorous content instruction while exploring the academic language and literacy practices of the 21st century classroom.
Academic language is so much more than vocabulary. Please join us for this engaging two-day institute designed to increase understanding and provide practical resources regarding the instruction of academic language and literacy.
The institute will focus on the language acquisition of English learners at three levels: discourse, sentence, and word or phrase level. The focus will be on bridging from students’ home language(s), dialects and more conversational language to the classroom or text language that allows them to meet content and language acquisition standards in the classroom.
Based on a 21st century approach to literacy, participants will explore the academic language and literacy practices –– such as listening for the speaker’s point of view or justifying the answer to a math problem –– that students need to be successful within rigorous content instruction. Educators will also learn how to scaffold participation in these discipline-specific practices, such as creating a model of the planetary system or contrasting two different cultural versions of a story.
After defining academic language and literacy, participants will learn more about each level of language and how each level is measured in English language proficiency assessments, such as the WIDA ACCESS test. Participants will analyze classroom videos and texts at each of the levels of language. Facilitators will also draw upon CAL’s federally funded research on vocabulary acquisition and demonstrate methods for identifying and teaching high frequency, high-utility academic vocabulary.
Throughout the two days, activities that teachers can implement in the classroom will be modeled. Strategies are applicable to bilingual learners as well as students at intermediate and advanced proficiencies in English, including long term English learners.
The institute is designed for classroom teachers working with language learners in grades PreK-12. ESL, reading and other school specialists who work with classroom teachers, school administrators, and other educators will also benefit from this valuable professional development opportunity. Collaborative teaching teams are especially encouraged to attend.
Agenda
Self-Paced Content

Between March 3rd and 10th, 2022, participants will be expected to complete approximately 3 hours of self-paced work in CAL’s asynchronous Moodle platform.

March 3, 2022: 9:30am-12:30pm and 2:00-3:30pm EST

Identifying key principles for instructing English learners in content and language development classrooms
Defining academic language and literacy in the 21st century
Bridging from oral language to traditional literacy
Analyzing text and classroom interactions at the three levels of academic language: discourse, sentence, and word/phrase
Fostering a motivating learning environment and developing language awareness activities

March 10, 2022: 9:30am-12:30pm and 2:00-3:30pm EST

Strategically selecting vocabulary terms to meet individual instructional needs and content and language standards
Applying differentiated methods of instruction to teach various kinds of words
Using methods for explicit vocabulary instruction, including contextual and analytic instruction
Promoting oral language development and incidental word learning through the four modalities of language
Wrap-Up

Cost

Early bird registration by February 1, 2022: $735/person.
After February 1, 2022: $865/person. Send 2 people or more and pay $735 each.
Cost includes all training materials. Each participant receives a copy of CAL’s professional development workbook: Developing Academic Literacy and Language in the Content Areas and the companion video clips and unit plans.
Register early, as space is limited.

Questions? Email CAL with any questions you may have about our offerings.

Certificate of Completion

Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.

REGISTER

Leading Dual Language Programs for Student Success
2022-03-21 - 2022-03-29
Learn how to enhance or develop your dual language program based on the 7 research-based strands of effective dual language education in the Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be!
This 12-hour, synchronous institute, guided by CAL’s decades of experience in connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders.
This session is intended for district and school leaders (to include principals, assistant principals, and teacher leaders) who are seeking to deepen their practical understanding of the “nuts and bolts” of effective dual language programming. Special emphasis is placed on strategies for ensuring language and cultural equity to create an environment where bilingualism, biliteracy, high academic achievement, and sociocultural competence thrive.
The institute will provide a venue for knowledge building, planning, and networking with peers. In collaboration with colleagues, participants will be invited to actively reflect on their current policies and practices to determine next steps for enhancing or building their programs.
Remote Institute Design

Synchronous, online 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.
You will have the opportunity to interact with educators from other schools and districts.
You will be able to apply what you learned to your evolving program.

CURRICULUM OVERVIEW
This institute is designed to help educators develop or strengthen their dual language programs. Based on CAL’s highly acclaimed Guiding Principles for Dual Language Education 3rd Edition, the institute provides foundational information, cites the research, and provides the tools to help districts and schools support and develop the seven strands of successful DL program design and implementation:

Program Structure

Curriculum

Instruction

Assessment and Accountability

Staff Quality and Professional Development

Family and Community

Support and Resources

Participants will leave the institute with a wealth of knowledge and ideas for long- and short-term planning.
CERTIFICATE OF COMPLETION
Participants who attend every session will receive a CAL Certificate of Completion for 12 hours, which may be used for continuing education credit depending on the requirements of your state or district.
Questions? Email CAL with any questions you may have about our offerings.
Registration
Please click here to register for this institute.

Leading Dual Language Programs for Student Success
2022-03-21 - 2022-03-29
Learn how to enhance or develop your dual language program based on the 7 research-based strands of effective dual language education in the Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be!

This 12-hour, synchronous institute, guided by CAL’s decades of experience in connecting research to practice and the CAL publication, Guiding Principles for Dual Language Education, provides information and tools to help school leaders gain a solid understanding of the benefits of dual language education, explore how they can develop a program that promotes student success in two languages, and increase their impact as leaders.
This session is intended for district and school leaders (to include principals, assistant principals, and teacher leaders) who are seeking to deepen their practical understanding of the “nuts and bolts” of effective dual language programming. Special emphasis is placed on strategies for ensuring language and cultural equity to create an environment where bilingualism, biliteracy, high academic achievement, and sociocultural competence thrive.
The institute will provide a venue for knowledge building, planning, and networking with peers. In collaboration with colleagues, participants will be invited to actively reflect on their current policies and practices to determine next steps for enhancing or building their programs.
Remote Institute Design

Synchronous, online 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.
You will have the opportunity to interact with educators from other schools and districts.
You will be able to apply what you learned to your evolving program.

Curriculum Overview
This institute is designed to help educators develop or strengthen their dual language programs. Based on CAL’s highly acclaimed Guiding Principles for Dual Language Education 3rd Edition, the institute provides foundational information, cites the research, and provides the tools to help districts and schools support and develop the seven strands of successful DL program design and implementation:

Program Structure

Curriculum

Instruction

Assessment and Accountability

Staff Quality and Professional Development

Family and Community

Support and Resources

Participants will leave the institute with a wealth of knowledge and ideas for long- and short-term planning.
Schedule of Interactive Webinars
Monday through Friday, March 21-25 and Tuesday, March 29, 2022

Monday, March 21
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar I: The Context and Strand 1.

Research on Benefits of Bilingualism
Overview of the Guiding Principles
Program Structure Essentials

Tuesday, March 22
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar II: Stands 2. and 3.

Curriculum
Instruction

Wednesday, March 23
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar III: Strand 4.

Assessment and Accountability

Thursday, March 24
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar IV: Strand 5.

Staff Quality and Professional Development

Friday, March 25
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar V: Strands 6. and 7.

Family and Community
Support and Resources

Tuesday, March 29
1:00 – 3:00 pm PT
2:00 – 4:00 pm MT
3:00 – 5:00 pm CT
4:00 – 6:00 pm ET
Webinar VI:

Spotlight: Socio-cultural competence resources
Sharing Our Ideas regarding short and long-term planning

Materials
Participants will be mailed a hard copy of the Guiding Principles for Dual Language Education 3rd Edition book provided we have your mailing address.
Certificate of Completion
Participants who attend every session will receive a CAL Certificate of Completion for 12 hours, which may be used for continuing education credit depending on the requirements of your state or district.

Questions? Email CAL with any questions you may have about our offerings.

REGISTER
