Center for Applied Linguistics

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2022-10-04
October 4th, 11th, 18th, 25th | 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 issue, or those who may need assistance 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 four-day informative workshop, participants will examine the steps of the MTSS 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 plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS 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 regard 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 teams, or who support the MTSS process in their schools. Special education teachers, coaches, and district personnel who are active in their schools’ MTSS planning and implementation are encouraged to attend as turnkey support. MTSS 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.
Based on an interactive flipped classroom model, this cohort will participate in both synchronous and asynchronous online learning. The synchronous portion will entail participants attending 4 4.5-hour live, online sessions. Through an asynchronous, self-paced format, participants will complete six hours of online activities that supplement the presentations. They will listen to recorded mini-lectures, read relevant research articles, discuss with colleagues, apply what they learn to their Needs Assessment, and interact with other participants through discussion boards and blog posts. Participants will have the opportunity to meet online with CAL facilitators weekly to discuss best practices, and network with other educators from other schools or districts.
Questions? Email CAL with any questions you may have about our offerings.
Agenda
Topics include:

Review of the 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, Special Education Evaluation and support, development of IEPs with linguistically and culturally relevant goals, and parent engagement.

Schedule

• Synchronous (online, live) sessions will take place on October 4, 11, 18, 25, 2022. Times will be 9:30 am – 12:30 pm & 2:00 pm – 3:30 pm.

• Between October 4-25, 2022, participants will be expected to complete four hours of self-paced content to apply learning from the synchronous sessions

Cost

Early bird pricing prior to September 13, 2022: $1,200 per person
Individual price after September 13, 2022: $1,400/person.
Send 2 people or more and pay $1,200 each.
Cost includes all training materials

Venue
This Institute will be held online through a combination of interactive online 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 24 hours which may be used for continuing education credit.
Policies
Registration
REGISTER HERE
To reserve your seat for this institute, please complete the online registration process. Please be aware that your seat at the workshop will only be confirmed once payment is received. If you are registering multiple participants, please have the name, title, school, and email addresses available before you begin the registration process. We encourage you to register as soon as possible as many workshops fill up quickly.

Payment
Before beginning the registration process, please determine your preferred method of payment (credit card, check, or purchase order). When paying by credit card using the online registration system, your seat will be immediately confirmed, and you will receive a confirmation email upon successful completion of the transaction. CAL accepts American Express, Discover, MasterCard, and VISA. For registrations to be paid by purchase order or check, please note that your seat will be tentatively reserved until payment is received. Once the payment is received, you will receive a confirmation email. There will be a fee of $15.00 for each check returned as uncollectible. Purchase orders should be uploaded directly to the registration system or emailed to payables@cal.org. For payment by check, or to pay for purchase orders, please make the check payable to the Center for Applied Linguistics and mail to: Accounts Receivable, Center for Applied Linguistics, 4646 40th Street NW, Washington, DC 20016.
Cancellation Policy
Registrants: We encourage participants to let CAL know as soon as possible if you do not plan to attend the session. Participants may cancel their registration and receive a full refund up to three (3) weeks prior to the institute start date by sending an email to solutions@cal.org. After that date, no refunds will be available. However, registrants may choose to receive the institute materials by mail, postpone their attendance to a future CAL Institute, or transfer the registration to another individual up to three (3) days prior to the course start date. Contact us to discuss your options.
CAL: CAL reserves the right to cancel an event due to low enrollment or for reasons beyond our control. If we exercise this right, we will refund any registration fees which you have paid in advance. In some instances, registrants may have the option to transfer their registration to another event.
Fair Use of Materials
Individuals who have completed CAL trainings and workshops have permission from CAL to use materials in the course of providing professional development to educators in their school or school districts. These materials cannot be used to deliver fee-based services. Email CAL if you have questions about the use of CAL materials.
Questions?
If you have questions, please contact us via email at solutions@cal.org or call 202-362-0700, Monday-Friday, 9 am – 5 pm Eastern Time.
REGISTER HERE

WIDA Annual Conference 2022
2022-09-28 - 2022-09-30
A Conference by Teachers, for Teachers

The WIDA Annual Conference is the premier event for educators of kindergarten through grade 12 multilingual learners, giving educators from around the globe the opportunity to share best practices and discover innovative classroom strategies. The in-person conference will take place September 28-30, 2022 in Louisville, Kentucky at the Kentucky International Convention Center. In addition to the in-person conference, a curated virtual option will be available.

Leading Dual Language Programs for Student Success
2022-09-22, 2022-09-12 - 2022-09-16
September 12-16 and 22 | 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 15-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.
Questions? Email CAL with any questions you may have about the institute.
Remote Institute Design

Synchronous, online sessions take place in one week with 2-hour sessions each day followed by an optional application assignment (3 hours on own) and 2-hour sharing session held during the following week.
You will have the opportunity to work with your team (if you come with a team) and 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 Sessions
Monday through Friday, September 12-16 and Thursday, September 22, 2022

Monday, September 12
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 – 5:00 pm ET
Session I: The Context and Strand 1.
· Research on Benefits of Bilingualism
· Overview of the Guiding Principles
· Program Structure Essentials

Tuesday, September 13
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 – 5:00 pm ET
Session II: Stands 1., 2. and 3.
· Program Structure, cont’d
· Curriculum
· Instruction

Wednesday, September 14
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 -5 :00 pm ET
Session III: Strand 3.
· Instruction cont’d

Thursday, September 15
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 – 5:00 pm ET
Session IV: Strand 4.
· Assessment and Accountability

Friday, September 16
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 – 5:00 pm ET
Session V: Strands 5, 6. and 7.
· Staff Quality and Professional Development
· Family and Community
· Support and Resources
· Planning Your Next Steps Assignment

Thursday, September 22
12:00 – 2:00 pm PT
1:00 – 3:00 pm MT
2:00 – 4:00 pm CT
3:00 – 5:00 pm ET
Session VI:
· Spotlight: Socio-cultural competence
· 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.
Cost
Early bird registration by August 22, 2022: $665/person.
After August 22, 2022: $715/person.
Send 2 people or more staff and pay $665 each.
Certificate of Completion
Participants who attend every session and complete the on-own assignment will receive a CAL Certificate of Completion for 15 hours. Participants who choose not to complete the on-own assignment but attend all sessions will receive a certificate for 12 hours.
REGISTER HERE
Register early, as space is limited.
Policies
Registration
To reserve your seat for this institute, please complete the online registration process. Please be aware that your seat at the workshop will only be confirmed once payment is received. If you are registering multiple participants, please have the name, title, school, and email addresses available before you begin the registration process. We encourage you to register as soon as possible as many workshops fill up quickly.
Payment
Before beginning the registration process, please determine your preferred method of payment (credit card, check, or purchase order). When paying by credit card using the online registration system, your seat will be immediately confirmed, and you will receive a confirmation email upon successful completion of the transaction. CAL accepts American Express, Discover, MasterCard, and VISA. For registrations to be paid by purchase order or check, please note that your seat will be tentatively reserved until payment is received. Once the payment is received, you will receive a confirmation email. There will be a fee of $15.00 for each check returned as uncollectible. Purchase orders should be uploaded directly to the registration system or emailed to payables@cal.org. For payment by check, or to pay for purchase orders, please make the check payable to the Center for Applied Linguistics and mail to: Accounts Receivable, Center for Applied Linguistics, 4646 40th Street NW, Washington, DC 20016.
Cancellation Policy
Registrants: We encourage participants to let CAL know as soon as possible if you do not plan to attend the session. Participants may cancel their registration and receive a full refund up to three (3) weeks prior to the institute start date by sending an email to solutions@cal.org. After that date, no refunds will be available. However, registrants may choose to receive the institute materials by mail, postpone their attendance to a future CAL Institute, or transfer the registration to another individual up to three (3) days prior to the course start date. Contact us to discuss your options.
CAL: CAL reserves the right to cancel an event due to low enrollment or for reasons beyond our control. If we exercise this right, we will refund any registration fees which you have paid in advance. In some instances, registrants may have the option to transfer their registration to another event. CAL is not responsible for transportation and/or hotel costs incurred by registrant.
Fair Use of Materials
Individuals who have completed CAL trainings and workshops have permission from CAL to use materials in the course of providing professional development to educators in their school or school districts. These materials cannot be used to deliver fee-based services. Email CAL if you have questions about the use of CAL materials.
Questions?
If you have questions, please contact us via email at solutions@cal.org or call 202-362-0700, Monday-Friday, 9 am – 5 pm Eastern Time.

Newcomers in Your School: Cultural Connections and Instructional Strategies
2022-08-24 - 2022-08-31
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.

August 24, 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

August 31, 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 July 13, 2022: $735/person
After July 13, 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

The Path to Language Justice: A Conversation on the Strategic Role of Plain Language
2022-08-23 16:00 - 16:30 UTC
The Research to Policy Webinar series continues with the latest exciting installment.
Over the past two decades, we’ve seen major progress on language access in health care across the country. It’s time to take stock and assess where we are: on the path to language justice or have we simply achieved greater compliance with state and federal mandates? How are health care institutions being responsive to the languages and cultures of families they serve? Is there a strategic role for plain language to move us forward?
During this live 30-minute webinar, CAL’s Anthony Tassi interviews two leaders in the movement for language justice from very different backgrounds. Theodore Moore is the Vice President of Policy at the New York Immigration Coalition, an alliance of more than 200 immigrant and refugee groups. Moore, and the movement he leads, has achieved significant local policy and funding wins for language access. Maricel G. Santos, Ed.D., is a professor of English at San Francisco State University and a nationally-recognized expert in health literacy. Her research explores how adult learners can serve as agents of change in health care and how their participation in adult literacy classes acts as a health-protective factor.
Click here to register for this event today!

CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
2022-07-19 - 2022-08-09
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 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 July 19th and August 9th, 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 July 19th and August 9th 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

July 19, 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

July 26, 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

August 2, 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

August 9, 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 July 26th and August 9th, 2022
Four 4.5-hour mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on July 26th and August 9th, 2022

Cost

Early bird pricing prior to June 7, 2021: $1,300 per person
Individual price after June 7, 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 June 7.

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

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2022-07-11 - 2022-07-14
Learn research-based strategies to provide effective language and literacy instruction in Spanish in developmental and transitional bilingual, dual language and immersion education programs.
Institute Overview
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in grades K-8 in programs in which students are afforded the opportunity to learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The 15-hour institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
A culminating project in which participants plan a lesson based on what they have learned

Institute Objectives
Participants will be able to

explain why knowledge of the systems is important for teaching in bilingual settings
identify systems and structures of Spanish and English
describe cross-linguistic practices
use methods for teaching students the similarities and differences between languages to promote metalinguistic awareness

Curriculum Overview
The following provides an overview of the topics in the institute. Practical classroom-based instructional strategies are embedded throughout the presentation.
The Context for Spanish Language and Literacy Instruction

Participant introductions
Current trends in the research on biliteracy instruction in the U.S. educational context
Understanding the value for students of comparing and contrasting Spanish and English

Developing Awareness of Similarities and Differences between Spanish and English

Building metalinguistic awareness to promote cross-linguistic transfer
Examining similarities and differences between the languages related to

Phonology and orthography (sound-letter correspondences)
Lexicon (vocabulary, cognates and false cognates)
Morphology (word parts and word formation)
Syntax (sentence structure)
Discourse (spoken or written)
Pragmatics (language use in context)

Assessing language production holistically

Schedule
Three Workshop Webinars between July 11, 12 and 14, 2022 (ALL TIMES ARE EASTERN STANDARD TIME)

Webinar I: Monday, July 11, 11:00 am – 5:00 pm EST with 1 hour lunch break
Developing Awareness of Similarities and Differences between Spanish and English – Part I. Phonology, Orthography

Webinar II: Tuesday, July 12 – 11:00 am – 5:00 pm EST with 1 hour lunch break
Developing Awareness of Similarities and Differences between Spanish and English – Part II. Semantics, Syntax, Pragmatics

Completion of Project on Own
3-hour, self-paced project

Webinar III: Thursday July 14 – 11 am – 1:00 pm EST
Assessing language production holistically and Project Presentations

Venue
This Institute will be held online using a combination of interactive online meetings and self-paced assignments.
Project Due for Last Class on July 14 (3 hours on own)
Application to Your Classroom
Design an activity for developing metalinguistic awareness. A sample lesson will be provided. You will share your work with fellow participants on the final day.
Include: Your Name, Location, Description of your Program and Class
You will need to address the following:

What is the target language of instruction?
What content, theme and standards are you addressing?
Which system and structure will you address?
What is the structure in English; what is the structure in Spanish?
Provide background: what came before. What other instruction is the language-connection activity embedded in?
Activity: What activity will you use to compare the structures with students? (Provide photos, illustrations, or descriptions of materials you will use.)
Follow-up: What will you do as follow up to ensure that your students use what they have learned about the structure in the future?

Certificate of Completion
Participants who have attended all webinars and completed the project 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.

REGISTER

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2022-07-11 - 2022-07-14
LEARN RESEARCH-BASED STRATEGIES TO PROVIDE EFFECTIVE LANGUAGE AND LITERACY INSTRUCTION IN SPANISH IN DEVELOPMENTAL AND TRANSITIONAL BILINGUAL, DUAL LANGUAGE AND IMMERSION EDUCATION PROGRAMS.
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in grades K-8 in programs in which students are afforded the opportunity to learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The 15-hour institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
A culminating project in which participants plan a lesson based on what they have learned

INSTITUTE OBJECTIVES
Participants will be able to

explain why knowledge of the systems is important for teaching in bilingual settings
identify systems and structures of Spanish and English
describe cross-linguistic practices
use methods for teaching students the similarities and differences between languages to promote metalinguistic awareness

CURRICULUM OVERVIEW
The following provides an overview of the topics in the institute. Practical classroom-based instructional strategies are embedded throughout the presentation.
The Context for Spanish Language and Literacy Instruction

Participant introductions
Current trends in the research on biliteracy instruction in the U.S. educational context
Understanding the value for students of comparing and contrasting Spanish and English

Developing Awareness of Similarities and Differences between Spanish and English

Building metalinguistic awareness to promote cross-linguistic transfer
Examining similarities and differences between the languages related to

Phonology and orthography (sound-letter correspondences)
Lexicon (vocabulary, cognates and false cognates)
Morphology (word parts and word formation)
Syntax (sentence structure)
Discourse (spoken or written)
Pragmatics (language use in context)

Assessing language production holistically

CERTIFICATE OF COMPLETION
Participants who have attended all webinars and completed the project 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.
Registration
Please click here to register for this insititute

Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
2022-06-20 - 2022-06-23
Learn effective, research-based methods for teaching academic language and literacy to students in grades K-8 in both Spanish and English.
Institute Overview
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in grades K-8 in programs in which students are afforded the opportunity to learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The 15-hour institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
A culminating project in which participants plan a lesson based on what they have learned

Institute Objectives
Participants will be able to

explain why knowledge of the systems is important for teaching in bilingual settings
identify systems and structures of Spanish and English

describe cross-linguistic practices
use methods for teaching students the similarities and differences between languages to promote metalinguistic awareness

Curriculum Overview
The following provides an overview of the institute topics. Practical classroom-based instructional strategies are embedded throughout the presentation.
The Context for Spanish Language and Literacy Instruction

Participant introductions
Current trends in the research on biliteracy instruction in the U.S. educational context

Understanding the value for students of comparing and contrasting Spanish and English

Developing Awareness of Similarities and Differences between Spanish and English

Building metalinguistic awareness to promote cross-linguistic transfer

Examining similarities and differences between the languages related to
Phonology and orthography (sound-letter correspondences)
Lexicon (vocabulary, cognates and false cognates)
Morphology (word parts and word formation)
Syntax (sentence structure)

Discourse (spoken or written)
Pragmatics (language use in context)
Assessing language production holistically

Schedule: Three Workshop Webinars June 20, 21, and 23, 2022 (ALL TIMES ARE EASTERN STANDARD TIME)

Webinar I: Monday, June 20, 11:00 am – 5:00 pm with 1 hour lunch break
Developing Awareness of Similarities and Differences between Spanish and English –
Part I. Phonology, Orthography

Webinar II: Tuesday, June 21, 11:00 am – 5:00 pm with 1 hour lunch break
Developing Awareness of Similarities and Differences between Spanish and English –
Part II. Semantics, Syntax, Pragmatics

Completion of Project on Own
3-hour, self-paced project

Webinar III: Thursday, June 23, 11:00 am – 1:00 pm
Assessing language production holistically and Project Presentations

Venue
This Institute will be held online through interactive online webinars and a self-paced assignment.
Project Due for Last Class on June 23 (3 hours on own)
Application to Your Classroom

Design an activity for developing metalinguistic awareness. A sample lesson will be provided. You will share your work with fellow participants on the final day.

Include: Your Name, Location, Description of your Program and Class
You will need to address the following:

What is the target language of instruction?

What content, theme and standards are you addressing?
Which system and structure will you address?
What is the structure in English; what is the structure in Spanish?
Provide background: what came before. What other instruction is the language-connection activity embedded in?
Activity: What activity will you use to compare the structures with students? (Provide photos, illustrations, or descriptions of materials you will use.)

Follow-up: What will you do as follow up to ensure that your students use what they have learned about the structure in the future?

Certificate of Completion
Participants who have attended all webinars and completed the project 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.
PERSONALIZED CERTIFICATES WILL BE ISSUED TWO WEEKS AFTER THE CONCLUSION OF THE INSTITUTE.

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

REGISTER

Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
2022-06-20 - 2022-06-21
Learn effective, research-based methods for teaching academic language and literacy to students in grades K-8 in both Spanish and English.
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in grades K-8 in programs in which students are afforded the opportunity to learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The 15-hour institute will provide both live (synchronous) and on-own (asynchronous) online learning and take place over several days. It will include:

Workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
A culminating project in which participants plan a lesson based on what they have learned

CERTIFICATE OF COMPLETION
Participants who have attended all webinars and completed the project 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.
PERSONALIZED CERTIFICATES WILL BE ISSUED TWO WEEKS AFTER THE CONCLUSION OF THE INSTITUTE.
Questions? Email CAL with any questions you may have about our offerings.
Registration
Please click here to register for this institute.

CAL SIOP Training of Trainers Institute: Foundations
2022-06-07 - 2022-06-28
Enhance your SIOP Model knowledge to support delivery of effective professional development workshops at your school.

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 components of the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners as PD facilitators.
Based on an interactive flipped classroom model, this 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 classroom videos of SIOP lessons, apply what they learn to their PD plans, and interact with other participants through discussion boards and blog posts. Participants will meet 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 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
Are available between June 7-28, 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 bring to your school or district.
Questions? Email CAL with any questions you may have about our offerings.
Agenda
Self-Paced Content

Between June 7-28, 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

June 7, 2022: 9:30am-12:30pm & 2-3:30pm EST

Key characteristics and elements of effective SIOP Model professional development workshops
SIOP Model review with modeling of workshop activities for second language acquisition, SIOP Model overview and research, and the Lesson Preparation component
Adult learning theory
PD Planning Time

June 14, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review with modeling of workshop activities for the components of Building Background, Comprehensible Input
Best practices in virtual learning and PD
PD Planning Time

June 21, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review with modeling of workshop activities for the components of Strategies and Interaction
Characteristics of participants and differentiation
PD Planning Time

June 28, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review with modeling of workshop activities for the components of Practice/Application, Lesson Delivery, and Review & Assessment
PD Planning Time

Schedule

Self-paced content approximately 2 hours per week between June 7-28, 2022
Four 4.5-hour mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on June 7, 14, 21, & 28th 2022

Cost

Early bird pricing prior to April 26, 2022: $1,300 per person
Individual price after April 26, 2022: $1,500/person.
Send 2 people or more and pay $1,300 each.

Cost includes the following materials:

1 binder, Using the SIOP Model: Professional Development Manual for Sheltered Instruction
1 digital video, Learning the SIOP with Viewer’s Guide
1 digital video, Demonstrating Comprehensible Input: Mandarin Lesson and trainer’s materials
Trainer’s PPT and handout packet
Links to digital SIOP activities

For timely shipment of physical publications, please register prior to April 26, 2021. Videos will be available electronically.
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.

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
2022-05-16 - 2022-05-24
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 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 dual language classrooms, including content, language, and cultural objectives, developing techniques for teaching metalinguistic-awareness 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 your own and 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 – Monday through Friday, May 16-20, and Tuesday, May 24, 2022

Monday, May 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 I:

Overview of CAL SIOP for DL Model
Lesson Preparation

Tuesday, May 17:
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, May 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 III:

Strategies

Thursday, May 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 IV:

Interaction
Practice and Application
Lesson Delivery

Friday, May 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 V:

Review and Assessment
Resources for the 3rd Pillar: Socio-cultural competence
Expectations for sharing on May 24 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)

Tuesday, May 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 VI:

Completion of institute content
Sharing Our Ideas for using CAL SIOP methods in our dual language instruction

Certificate of Completion
Participants 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.

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

REGISTER

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2022-05-16 - 2022-05-20
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 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 dual language classrooms, including content, language, and cultural objectives, developing techniques for teaching metalinguistic-awareness strategies, and scaffolding for understanding and production.
Administrators, specialists, coaches, and teachers are encouraged to attend in district or school teams.
CERTIFICATE OF COMPLETION
Participants 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.
Questions? Email CAL with any questions you may have about our offerings.
Registration
Please, click here to register for this insitute.

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2022-05-03 - 2022-05-17
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 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.

May 3, 2022: 9:30am-12:30pm and 2-3:30pm EST
May 10, 2022: 9:30am-12:30pm and 2-3:30pm EST
May 17, 2022: 2021, 9:30am-12:30pm and 2-3:30pm EST

Cost

Early bird registration by February 1, 2022: $785/person.
After February 1, 2022: $955/person.
Send 2 people or more and pay $785 each
Cost includes all training materials provided electronically

Venue
his 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

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2022-05-03 - 2022-05-17
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.
Registration
Please click here to register for this institute.

Teaching Reading to Students Learning English: Direct Strategies
2022-04-28 - 2022-05-12
Learn effective strategies and activities to develop English learners’ literacy skills as they develop greater language proficiency.
Please join us at this three-day virtual Direct Strategies Institute based on CAL’s widely used What’s Different About Teaching Reading to Students Learning English? professional development program. The training will provide participants with an understanding of the methodology and strategies for teaching English learners how to decode and gain meaning from reading as they strengthen their language skills in English.
This research-based curriculum incorporates key findings from the National Literacy Panel (2006) on teaching reading comprehension, vocabulary, fluency, phonemic awareness and phonics to English learners with key research-based updates. Connections will be made to college and career readiness standards (such as CCSS) including reading and writing in the content areas.
The engaging three-day institute is designed for classroom, ESL, and literacy teachers as well as school administrators who want to ensure reading progress on the part of English learners. High school teachers working with newcomers or students acquiring early literacy skills will also benefit. CAL encourages teams of ESL, reading, and classroom teachers to attend. Facilitators will model classroom and online learning strategies that can be used directly with students to improve literacy outcomes for language learners.
To find out how we can customize this workshop for your school or district, including online options, please contact solutions@cal.org.
What you will receive:

The What’s Different? Study Guide
An understanding of the similarities and differences between teaching reading to English learners and teaching reading to native English speakers.
Effective practical strategies for teaching reading to English learners in the areas of oral language development, vocabulary development, phonemic awareness, phonics, fluency and comprehension strategies.
Implications of college and career readiness standards and the science of reading on literacy instruction for English learners.
Step-by-step guidance on how to use and adapt effective reading strategies for English learners in your classroom.

Institute Agenda
Self-Paced Content

On April 28, May 5, and 12, 2022 participants will be expected to complete approximately 7 hours of self-paced work in CAL’s asynchronous Moodle platform.

April 28, 2022, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST.
Introductions, the Nature of Reading, Comprehension

Principles of effective instruction for English Learners
Defining literacy and the components of literacy
Models of literacy
What makes a skilled reader?
Reading comprehension and oral language development
Language functions

May 5, 2022, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST.
Vocabulary Acquisition and Foundations of Literacy

Vocabulary acquisition
The three tiers of vocabulary for English learners
Selecting and analyzing the characteristics of vocabulary terms
Phonological awareness, phonemic awareness, and phonics—in a second language
Centering meaning in the Foundations of Literacy

May 12, 2022, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST.
Fluency, Content Area Reading & Putting it all Together

Defining fluency
Developing reading fluency in a second language
Literacy assessments and English learners
Disciplinary language
Reading in content area classrooms
Wrap-Up

Cost

Early bird registration by April 1, 2022: $855/person
After April 1, 2022: $1,030/person. Send 2 people or more and pay $855/person.
Cost includes all training materials.

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

COABE National Conference
2022-04-11 - 2022-04-13
Visit the conference website.
More information to follow.

CAL SIOP Training of Trainers Institute: Foundations
2022-04-06 - 2022-04-27
Enhance your SIOP Model knowledge to support delivery of effective professional development workshops at your school.
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 components of the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners as PD facilitators.
Based on an interactive flipped classroom model, this spring 2022 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 classroom videos of SIOP lessons, apply what they learn to their PD plans, and interact with other participants through discussion boards and blog posts. Participants will meet 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 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
Are available between April 6-27, 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 bring to your school or district.
Questions? Email CAL with any questions you may have about our offering
Agenda
Self-Paced Content

Between April 6-27, 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

April 6, 2022: 9:30am-12:30pm & 2-3:30pm EST

Key characteristics and elements of effective SIOP Model professional development workshops
SIOP Model review with modeling of workshop activities for second language acquisition, SIOP Model overview and research, and the Lesson Preparation component
Adult learning theory
PD Planning Time

April 13, 2022: 9:30am-12:30pm & 2-3:30pm EST

SIOP Model review with modeling of workshop activities for the components of Building Background, Comprehensible Input
Best practices in virtual learning and PD
PD Planning Time

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

SIOP Model review with modeling of workshop activities for the components of Strategies and Interaction
Characteristics of participants and differentiation
PD Planning Time

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

SIOP Model review with modeling of workshop activities for the components of Practice/Application, Lesson Delivery, and Review & Assessment
PD Planning Time

Schedule

Self-paced content approximately 2 hours per week between April 6-27, 2022
Four 4.5-hour mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on April 6, 13, 20, & 27th 2022

Cost

Early bird pricing prior to March 4, 2022: $1,300 per person
Individual price after March 4, 2022: $1,500/person.
Send 2 people or more and pay $1,300 each.

Cost includes the following materials:

1 binder, Using the SIOP Model: Professional Development Manual for Sheltered Instruction
1 digital video, Learning the SIOP with Viewer’s Guide
1 digital video, Demonstrating Comprehensible Input: Mandarin Lesson and trainer’s materials
Trainer’s PPT and handout packet
Links to digital SIOP activities

For timely shipment of physical publications, please register prior to March 4, 2021. Videos will be available electronically.
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.

Certificate of Completion

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

REGISTER

CAL SIOP Training of Trainers Institute: Foundations
2022-04-06 - 2022-04-27
Enhance your SIOP Model knowledge to support delivery of effective professional development workshops at your school.

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 components of the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners as PD facilitators.
Based on an interactive flipped classroom model, this spring 2022 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 classroom videos of SIOP lessons, apply what they learn to their PD plans, and interact with other participants through discussion boards and blog posts. Participants will meet 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 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
Are available between April 6-27, 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.

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.
Registration
Please click here to register for this institute.
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.

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2022-04-04 - 2022-04-12
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 15-hour synchronous and asynchronous institute provides effective methodologies for teaching academic language and literacy in Spanish to students in K-8 in a wide variety of programs where Spanish is the language of instruction. Classroom practices are framed by an understanding of Spanish linguistic features.
Agenda
The institute will provide both synchronous and asynchronous online learning and take place over five consecutive days. It will include:
1) Webinar meetings with CAL facilitators to discuss best practices in Spanish language and literacy instruction and network with other Spanish language educators from schools in the U.S. (12 hours); and
2) A final project in which participants apply what they learn to create a lesson plan (3 hours).
Curriculum Overview
The following provides an overview of the topics covered over the five days. Practical classroom-based instructional strategies are embedded throughout the presentation, which will be delivered entirely in Spanish.
Introducción a la conciencia metalingüística
The Context for Metalinguistic Awareness Raising

What does research say about effective biliteracy instruction?

What is metalinguistic awareness, and why is it important?
What are fundamentals about language transfer?

Cómo desarrollar conciencia de las similitudes y diferencias entre el español y el inglés
Developing Awareness of Similarities and Differences between Spanish and English

Fostering the development of academic language
Building metalinguistic awareness to promote cross-linguistic transfer
Examining similarities and differences between the languages related to:

Phonology and orthography (sound-letter correspondences)
Morphology (word formation)

Semantics (with a focus on cognates and false cognates)
Syntax (sentence structure)
Pragmatics (language use)

La evaluación del desarrollo del lenguaje y la lectoescritura en dos idiomas
Assessing language and literacy development in two languages

Assessment practices for language learners
Assessing oral language
Assessing side by side writing

Schedule – April 4-8 and 12, 2022 *ALL TIMES ARE EASTERN**

Monday, April 4, 4:00 pm – 6:00 pm EST
Webinar I: The Context for Spanish Language and Literacy Instruction in a Dual Language Program

Tuesday, April 5, 4:00 pm – 6:00 pm EST
Webinar II: Developing Awareness of Similarities and Differences between Spanish and English – Part I

Wednesday, April 6, 4:00 pm – 6:00 pm EST
Webinar III: Developing Awareness of Similarities and Differences between Spanish and English – Part II

Thursday, April 7, 4:00 pm – 6:00 pm EST
Webinar IV: Developing Awareness of Similarities and Differences between Spanish and English – Part III

Friday, April 8, 4:00 pm – 6:00 pm EST
Webinar V: Developing Awareness of Similarities and Differences between Spanish and English – Part IV

Tuesday, April 12, 4:00 pm – 6:00 pm EST
Webinar VI: Assessment Practices and Showcase of Lessons

Venue
This Institute will be held online using interactive online webinars and a self-paced assignment.
Certificate of Completion
Participants who have attended all webinars and completed the project 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.

REGISTER

Spanish Literacy Institute (¡en español!): Fostering Spanish Language and Literacy Development
2022-04-04 - 2022-04-12
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 15-hour synchronous and asynchronous institute provides effective methodologies for teaching academic language and literacy in Spanish to students in K-8 in a wide variety of programs where Spanish is the language of instruction. Classroom practices are framed by an understanding of Spanish linguistic features.
AGENDA
The institute will provide both synchronous and asynchronous online learning and take place over five consecutive days. It will include:
1) Webinar meetings with CAL facilitators to discuss best practices in Spanish language and literacy instruction and network with other Spanish language educators from schools in the U.S. (12 hours); and
2) A final project in which participants apply what they learn to create a lesson plan (3 hours).
CERTIFICATE OF COMPLETION
Participants who have attended all webinars and completed the project 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.
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

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.

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

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.

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

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.

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

Test ticket
2022-02-02 - 2022-02-16
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