CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2023-05-22 - 2023-05-23
Monday through Thursday, May 15-18, and Monday and Tuesday, May 22-23, 2023, 3:00 to 5:00 PM Eastern Time (six 2-hour sessions)
Foundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
Learn SIOP methods for meeting the 3 pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
This 15-hour institute (12 hours synchronous and 3 hours on-own) is designed to help leaders, specialists, coaches, and teachers plan for and implement CAL SIOP methods that meet the needs of students learning in not one, but two, languages.
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 six 2-hour sessions over the course of 2 weeks.
Institute includes a 3-hour optional, on-own assignment.
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:

Define sheltered instruction in the context of dual language instruction.
Develop effective content, language, and cultural objectives.
Create activities for vocabulary development and background building.
Scaffold language for content learning and use L1 to scaffold to L2 content.
Devise ways to compare and contrast (bridge) languages.
Design interactive activities that promote the use of language models.
Distinguish between practice and application and apply to bilingual environments.
Describe fundamentals of effective lesson delivery in dual language programs.
Design assessments for language learners and assess tasks from the perspective of students learning in two languages

Monday through Thursday, May 15-18, and Monday and Tuesday, May 22-23, 2023

Monday, May 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 I:

Overview of CAL SIOP for DL Model
Lesson Preparation

Tuesday, May 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 II:

Lesson Preparation, cont’d
Building or Eliciting Background

Wednesday, May 17:
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:

Vocabulary Development
Comprehensible Input

Thursday, May 18:
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:

Comprehensible Input, cont’d
Strategies

Monday, May 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 V:

Interaction
Practice and Application
Lesson Delivery

Tuesday, Dec. 23:
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:

Review and Assessment, cont’d
Resources for the 3rd Pillar: Sociocultural competence
Sharing Our Ideas for using CAL SIOP methods in our dual language instruction

Cost
Early bird registration by April 24, 2023: $665/person.
After by April 24, 2023: $715/person.
Send 2 people or more 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.
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.

REGISTER

CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
2023-05-25
May 4th, 11th , 18th, and 25th, 2023
Learn effective strategies for providing job-embedded support for teachers implementing the Sheltered Instruction Observation Protocol (SIOP) Model in your schools. Please join us for this engaging 2023 online version of our CAL SIOP TOT.
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 Strategies institute is designed for those participants who have prior knowledge of the SIOP Model and are supporting teachers in their implementation. In this institute, participants will review and renew 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’ application of the model by exploring the implementation of job embedded professional development practices such as coaching, guided lesson planning by content area/grade level, development of professional learning communities, and lesson study.
Based on an interactive flipped classroom model, 2023 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 online activities that supplement the presentations. They 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 connect 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 the CAL SIOP Training of Trainers Institute: Foundations or similar school/district based training.
Are able to identify examples of SIOP implementation, but need more assistance in helping teachers implement with fidelity.
Are available between May 4th and May 25th, 2023 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.
Note: for the virtual presentation, each participant must have their own device. Multiple individuals on one device will not be accommodated.

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

Participants will be expected to complete 4 hours of self-paced, asynchronous, work in CAL’s Moodle platform

May 4, 2023: 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

May 11, 2023: 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

May 18, 2023: 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

May 25, 2023: 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

Four 4.5-hour mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on May 4, 11, 18, 25, 2023:
Self-paced content approximately 2 hours per week between May 4th and May 25, 2023.
Note: the asynchronous portion will be available for a one year period of time.

Cost

Early bird pricing prior to April 4, 2023: $1,300 per person
Individual price after April 4, 2023: $1,500/person.
Send 2 people or more and pay $1,300 each.
Cost includes all training materials (An Insider’s Guide to SIOP Coaching, SIOP in Action DVD, trainer’s PowerPoint, and hand-outs)
Register early, as space is limited.

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 April 4, 2023.
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 platforms.
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.
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

CAL SIOP Training of Trainers Institute: Foundations
2023-06-07, 2023-06-14, 2023-06-21, 2023-06-28
June 7th, 14th, 21st, and 28th, 2023 | Enhance your Sheltered Instruction Observation Protocol (SIOP) Model knowledge to support delivery of effective professional development workshops at your school or district. Please join us for this engaging online version of our CAL SIOP TOT.
This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as facilitators in their school or district.
The SIOP Foundations Training of Trainers institute is designed for those with a basic working knowledge of the SIOP Model through 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 or adult education teachers better integrate content and language instruction for English learners as Professional Development facilitators.
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 online activities that supplement the presentations. They 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 have the opportunity to 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 for those who:

Have limited, or little experience with the SIOP Model, and would like a review of the eight components and 30 features
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, 2023 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.
Note: for the virtual presentation, each participant must have their own device. Multiple individuals on one device will not be accommodated.

Please note: this institute is not intended for those who have extensive knowledge of the SIOP Model. Contact CAL about the SIOP Advanced Strategies or other workshops that we can bring to your school or district. Email CAL with any questions you may have about our offerings.
Agenda
Self-Paced Content

Participants will be expected to complete 4 hours of self-paced, asynchronous, work in CAL’s Moodle platform

June 7, 2023: 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, 2023: 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, 2023: 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, 2023: 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

Four 4.5-hour synchronous, mini-workshop sessions, from 9:30am-12:30pm & 2-3:30pm EST on June 7, 14, 21, 28, 2023
Self-paced, asynchronous content approximately 2 hours per week between June 7nd and June 28rd
Note: the asynchronous portion will be available for a one year period of time.

Cost

Early bird pricing prior to May 8, 2023: $1,300 per person
Individual price after May 8, 2023: $1,500/person.
Send 2 people or more and pay $1,300 each.
Cost includes 1 trainer’s binder and 2 companion videos. If you would like the physical publications, please register prior to May 8, 2023.
Register early, as space is limited.

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 handout packet and handout of the PPT
Links to digital SIOP activities

For timely shipment of physical publications, please register prior to May 8, 2023. 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.
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

Spanish Language and Literacy Institute (en Español)
2023-06-26 - 2023-06-27, 2023-06-29
June 26-27, and 29, 2023
Taller de lengua y lectoescritura en español
Cómo fomentar el desarrollo de la lectoescritura en español: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza del español
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 June 26-27 and 29, 2023 (ALL TIMES ARE EASTERN STANDARD TIME)

Webinar I: Monday, June 26, 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 27, 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 29, 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 29 (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?
Please contact: solutions@cal.org
REGISTER HERE

Critical Multiliteracies Beyond School Borders: Heritage Language Involvement in the Community
2023-08-29 16:00 - 16:30 UTC
This webinar will provide an overview of how to enhance linguistically and culturally appropriate messaging for the benefit of society at large, for national security, and for heritage and non-English language communities. It will explore ways in which the skills of heritage language speakers can be leveraged to develop and communicate community-specific information in emergencies and situations of critical need.

Newcomers in Your School: Cultural Connections and Instructional Strategies
2023-09-06
September 6th and 13th, 2023
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
REGISTER HERE
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.
It is critical to address the unique cultural, social, and academic needs of newcomer youth entering U.S. schools 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:
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

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.
Each attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings.
Questions? Email CAL with any questions you may have about our offerings.
Agenda
September 6, 2023: 9:30 am-12:30 pm & 2-3:30 pm 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

September 13, 2023: 9:30 am-12:30 pm & 2-3:30 pm 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

Self-Paced Content

Participants will be expected to complete 4 hours of self-paced, asynchronous work in CAL’s Moodle platform

Schedule

Two 4.5-hour synchronous, mini-workshop sessions, from 9:30 am-12:30 pm & 2-3:30 pm EST on September 6 and 13, 2023.
Self-paced, asynchronous content approximately 1 hour per week between September 6 and 13, 2023.
Note: the asynchronous portion will be available for access for one year.

Cost

Early bird pricing prior to Date that is 1 month before close of registration: $735 per person
Individual price after Date that is 1 month before close of registration: $865/person.
Send 2 people or more and pay $735 each.
Cost includes all training materials
Register early, as space is limited.

Cost includes the following materials*:

Each attendee will receive a workshop packet with materials that explicitly address how to promote welcome for newcomers within educational settings
Links to digital activities

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 16 hours which may be used for continuing education credit.
Participants will receive a Digital Badge for attendance and engagement in any professional development offering facilitated by CAL’s PK-12 Language and Literacy Unit. A badge will be issued through the Credly platform as a digital representation of an experience, learning, or validation gained by the end of an institute or workshop.
CAL-Credly badges can be shared and verified online easily and securely and linked to metadata that provides context and verification. They can be shared across the Internet for maximum visibility and recognition.
If you have questions about digital badging at CAL, please contact us via email at credentials@cal.org or call 202-362-0700, Monday-Friday, 9:00 a.m. – 5:00 p.m. Eastern Time.
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 payable to the Center for Applied Linguistics and mail it 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 they 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 training and workshops have permission from CAL to use materials while providing professional development to educators in their schools 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.

Critical Biliteracies without Borders: Translanguaging and Culturally Sustaining Approaches
2023-09-26 16:00 - 16:30
The Sol y Agua research practice partnership is a team of teachers and administrators from El Paso Independent School District and researchers from University of Texas at El Paso, and our work aimed to center the biliteracies and experiences US-Mexico borderland students in their learning of computer science. In this webinar we share how students’ extensive knowledge of bordercrossing and their translanguaging skills figured centrally in the team’s planning process, but receded to the margins in practice when curriculum was piloted, and how collaborative reflection and revision of the curriculum helped us to bring biliteracies back to the center. We share some of the ways that we did this, identify pressures that made it difficult, and we discuss the Continua of Biliteracy as a tool that can help keep focus on students’ biliteracies in both planning and practice.

CAL SIOP Training of Trainers Institute: Foundations
2023-10-02
October 2, 16, 23 and 30, 2023 | Enhance your Sheltered Instruction Observation Protocol (SIOP) Model knowledge to support the delivery of effective professional development workshops at your school or district. Please join us for this engaging online version of our CAL SIOP TOT.
CAL SIOP Training of Trainers Institute: Foundations – CAL Solutions

Leading Dual Language Programs for Student Success
2023-10-09
Leading Dual Language Programs for Student Success – CAL Solutions
October 9–12 and 16–17, 2023
Learn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be!

Educating Transnational Students: Languages and Identities across Borders
2023-10-31 16:00 - 16:30
DATE: Tue, Oct 31, 2023

TIME: 4:00–4:30 PM EST

DETAILS: Schools in the United States are increasingly populated by students whose lives cross national borders, both physically and virtually. These transnational students face challenges and possibilities related to their multiple languages and identities, especially in educational spaces. This webinar explores the existing research and practices around multilingual transnational students. Our panel engages with thoughtful questions and offers creative solutions for educators and policymakers to support successful academic outcomes for transnational students.
REGISTER HERE

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2023-11-07
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies – CAL Solutions
November 7, 14, 21, and 28, 2023
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.

CAL’s 8 Fundamental Principles of Effective Adult English Language Instruction
2023-11-09 15:00 - 16:00
Unlock the power of effective adult language instruction!
Calling all passionate educators! Elevate your teaching skills and inspire your adult English learners with two FREE webinars exploring CAL’s Eight Fundamental Principles of Effective Adult Language Education.
⭐️ Webinar 1: Principles 1–4 Nov 9,2023 | 3:00–3:45 PM
Discover strategies for adult language instruction, including learner-centeredness, leveraging learners’ assets, and incorporating all language modalities. Boost language proficiency with engaging classroom and virtual activities.

Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
2023-11-13
Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners – CAL Solutions
November 13–16 and 20–21, 2023
Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners: Linguistic Differences between Spanish and English and their Impact on Language and Literacy Instruction

CAL’s 8 Fundamental Principles of Effective Adult English Language Instruction
2023-11-16 15:00 - 16:00
Unlock the power of effective adult language instruction!
Adult language education instructors, register now for TWO free webinars to elevate your teaching skills. Inspire your adult learners with techniques from CAL’s 8 Fundamental Principles of Effective Adult Language Education.
⭐️ Webinar 2: Principles 5–8 Nov 16, 2023 | 3:00–3:45 PM
Enhance your teaching with insights on comprehensible input, developing metacognitive awareness in learners, and creating a supportive learning environment. Build an inclusive and engaging language learning experience with a toolkit of excellent techniques.
REGISTER TODAY!

Newcomers in Your School: Cultural Connections and Instructional Strategies
2023-12-04
Newcomers in Your School: Cultural Connections and Instructional Strategies – CAL Solutions
December 4, 11 and 18, 2023
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.

Indigenous Language Reclamation
2023-12-05 16:00 - 16:30
This webinar will provide an overview of initiatives in the area of Indigenous language reclamation. Panelists will share about research projects and programs designed to support Indigenous children in connecting to language, heritage, and culture. Webinar attendees will hear about what Indigenous-led research says about intergenerational language learning, land-based pedagogy, and the importance of Indigenous languages for early childhood learning.

CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies
2024-01-04
January 4, 11, 18, and 25, 2024
Learn effective strategies for providing job-embedded support for teachers implementing the Sheltered Instruction Observation Protocol (SIOP) Model in your schools. Please join us for this engaging online version of our 2024 CAL SIOP TOT.
CAL SIOP Training of Trainers Institute: Advanced Coaching Strategies

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2024-01-09
January 9–11 and January 16–18, 2024 (six two-hour sessions)
Foundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages

Teaching Reading to Students Learning English: Direct Strategies
2024-02-14
February 14, 21, and 28, 2024
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.
Teaching Reading to Students Learning English: Direct Strategies

Spanish Language and Literacy Institute (en español)
2024-03-11
March 11–14 and 18 & 19, 2024
Taller de lengua y lectoescritura en español | Spanish Language and Literacy Institute (¡en español!)
Cómo fomentar el desarrollo de la lectoescritura en español: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza del español | Fostering Spanish Language and Literacy Development
Aprenda estrategias efectivas basadas en investigaciones científicas para la enseñanza de la lengua y la lectoescritura en español en programas bilingües. | Learn research-based strategies to provide effective language and literacy instruction in K-8 classrooms where Spanish is the language of instruction.
This 15-hour institute provides research-based 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. An understanding of Spanish linguistic features frames classroom practices.
Spanish Language and Literacy Institute (en español)

Teaching Multilingual Learners with Generative AI: Affordances, Limitations, and Policy Implications
2024-03-12 16:00 - 16:30
TITLE: Teaching Multilingual Learners with Generative AI: Affordances, Limitations, and Policy Implications
DATE: March 12, 2024
TIME: 4:00–4:30 p.m. Eastern Standard Time
REGISTER HERE
DETAILS: This webinar explores how teachers can use generative artificial intelligence (GAI) to maximize access to content and agency in literacy learning for multilingual learners (MLs). Join CAL Board member Ester de Jong of the University of Colorado and CAL’s Director of PK-12 Language and Literacy, Kia Johnson, for an insightful conversation with Kevin Donley of Georgetown University. The speakers will discuss how AI tools, such as ChatGPT, can expand possibilities for teachers to practice linguistically responsive pedagogies. Listen for examples of how teachers can enhance existing scaffolds and accommodations, create new multilingual content, and facilitate multimodal and multilingual writing activities through student-generated text prompts, such as generating and requesting changes to images.
REGISTER HERE

CAL Staff Presentations at NABE
2024-03-15 08:00 - 17:00
Exemplary Dual Language Bilingual Education Programs: What does it take?
Presented by:

Igone Arteagoitia, CAL

This session reports on a study conducted with funding from the U.S. Department of Education to compile evidence from high-achieving DLBE programs regarding programmatic and instructional practices through case studies with the goal of providing a basis for replication of these practices in other programs with similar characteristics.
________
The How and Why of Dual Language Program Reviews: Making Your Program the Very Best
Presented by:

Lisa Tabaku, CAL
Igone Arteagoitia, CAL

This session uses the Guiding Principles for Dual Language Education to discuss the importance of conducting program reviews and provides guidance on how districts and schools can conduct reviews to enhance programs.

CAL Staff Presentations at AAAL 2024
2024-03-16
Less Commonly Taught Language Courses in U.S. Community Colleges: A National Review
Although community colleges are consistently more likely to serve historically-minoritized students (Nagano et al., 2017) and better reflect the diversity of their local communities when compared to other types of institutions of higher education (Cohen et al., 2013), little is known about the extent to which opportunities for language study in community colleges also reflect such diversity and more research is needed on the availability of less commonly taught language courses in these settings. This poster presents results from a comparative analysis of community college-level less commonly taught language courses in the United States (i.e., courses for modern languages other than English, French, Spanish, or German). The project addresses the following research questions: What types of less commonly taught languages are taught in U.S. community colleges, including endangered languages and Indigenous languages? What course levels and sequences are offered for less commonly taught languages at U.S. community colleges? To what extent are less commonly taught language courses offered in community colleges designated as minority-serving institutions? Researchers collected data through a web search of two-year public institutions of higher education in each of the 50 states and the District of Columbia (n = 1014) using information from the institutions’ websites. Data was collected on the type of less commonly taught languages offered and the course levels and number of semesters offered for each language. This poster will provide an overview of the current state of less commonly taught language courses being offered in community colleges nationwide, focusing on languages rarely taught in U.S. school systems and courses offered at institutions serving diverse populations. Presenters will discuss the implications of these findings and how they can be used to support advocacy for and greater enrollment in less commonly taught language courses at the community college level.
Presenters:

Jamie Morgan, CAL
Jillian Marie Seitz, Georgetown University
Francesca Di Silvio, CAL

Computer-Mediated Speaking Tests for Young Learners: Interactions Between Interface Design and Task Performance
While computer-mediated speaking assessments of young language learners allow for efficient large-scale test administration, test developers and researchers need to understand how the technology features of the computer delivery interface interact with test taker experiences and performances to ensure that the test design reflects the intended speaking construct.
In this roundtable session, we discuss the design of and preliminary results from a research study focused on how technology interface features affect the speaking performances of young language learners in a computer-based speaking test of academic English language proficiency. In particular, we examine how opportunities to expand on previous answers through different automated prompts and scaffolds support students in providing test performances that optimally reflect their speaking ability.
In the study, we will administer speaking tasks using different iterations of a speaking test interface to young English learners (ages 7-10) via a series of cognitive labs featuring student observations and interviews with the students and their educators. In the cognitive labs, students will respond to different tasks with various scaffolds and multimodal prompts for additional language. We will then analyze and code observation and interview data about student interactions with design features and task scores and analyze students’ spoken responses to the test tasks. This session will present the study’s design and discuss preliminary results from observations of and interviews with English learners (n = 20) and their educators and elicit discussion from attendees about the study’s implications.
We expect the study’s results to inform future technology updates to a large-scale test of English language proficiency for young learners. Additionally, they will contribute to a more systematic understanding of how test interface design impacts student speaking performances and the relationship between the test design and the speaking construct.
Presenters:

Fabiana MacMillan, WIDA, UW-Madison
Megan Montee, Georgetown University
Mark Chapman, WIDA, University of Wisconsin-Madison
David MacGregor, WIDA at the University of Wisconsin
Justin Kelly, CAL

Research on the Current Landscape of U.S. K-12 Heritage Language Education
Although over 20% of children in the United States are heritage language learners (HLLs) who speak a language other than English at home (Carreira, 2022), few K-12 heritage language (HL) programs currently exist (Potowski, 2021), and those that do may use materials and approaches designed for L2 learners (Kibler & Valdés, 2016), perhaps due to a lack of content standards, curriculum frameworks, and proficiency scales specifically designed for HLLs (Gironzetti & Belpoliti, 2021). In addition, most research on HL programs is conducted at the postsecondary level, with limited research on and resources for HL education at the K-12 level.
This paper presents findings from a 2022 study conducted for the Massachusetts Department of Elementary and Secondary Education investigating the following research questions:

What is the landscape of heritage language programming in the U.S.?
What, if any, U.S. heritage language program models, elements, and practices in schools, districts, and states are associated with positive student outcomes?
What are the existing Massachusetts heritage language practices and dispositions?

To address the first and second research questions, we conducted a literature review examining how HL definitions, frameworks and standards, and program models are commonly used in the U.S. We also analyzed and compared HL definitions, frameworks and standards, program models, resources, and teacher training programs across 50 states, DC, and Puerto Rico; 123 world language, dual language, and HL organizations; and 33 individual districts/programs. To address the third research question, we conducted virtual focus groups (n=14), interviews (n=10), and an online survey (n=142) with Massachusetts educators who have experience working with HLLs.
Presenters will share major findings, including challenges and needs for resources identified by educators working with HLLs in K-12 schools, and discuss considerations for developing additional resources and training materials to further support HLLs in U.S. school systems.
Presenters:

Leslie Fink, CAL
Francesca Di Silvio, CAL
Jamie Morgan, CAL

Rubric Development for Assessing Pragmatic Competence: Lessons Learned from the Professional Performance Assessment
Constructing valid and reliable rubrics is a challenge in designing pragmatic competency assessments. Pragmatic competence is a difficult construct to operationalize (Laughlin et al., 2015), and ratings are prone to subjectivity and rater bias (Kasper & Rose, 2002; Lee, 2009; Taguchi, 2015). The Professional Performance Assessment, a locally designed assessment for specific purposes, has successfully measured students’ workplace pragmatic competence in English using a task-specific, checklist-style rubric based on Lukacsi’s (2020) methodology. This paper presents the development of the rubric and accompanying training, the reliability of resulting scores, and this assessment’s impact on stakeholders.
Several steps contributed to the success of the rubric and training development process. Scoring descriptors were based on pilot testing and divided into task completion and pragmatic competence categories. The checklist was adapted to be task-specific, as the three assessment tasks differ in both pragmatic language use and demonstrated workplace skills. Scoring anchors and justifications were developed for each task, and raters reviewed these and completed practice items before each scoring session. All student responses were double-scored. Discrepancies of 2+ points between total scores were adjudicated among raters against detailed notes.
This approach has successfully differentiated between student performances and shown high levels of rater agreement, with up to 96.1% exact and adjacent agreement on scores across tasks. However, agreement at the descriptor level was low, and scorers have noted a tension between the analytic rubric and the holistic nature of the pragmatic construct. This paper discusses newly adopted training considerations designed to address these concerns.
The success of this rubric and training shows that checklist-style task-specific rubrics and a robust training program can help assess pragmatic competence successfully. The study has implications for other assessments of pragmatic competence and highlights the usefulness of scoring methods that are highly tailored to context and task.
Presenters:

Katherine Moran, CAL
Mathilda Reckford, CAL
Leslie Fink, CAL

CAL Staff Presentations at COABE
2024-03-19
Transitioning Toward Excellence: Advancing Adult English Language Learning Through BEST Assessments
Presenters:

Anna Zilberberg
Elyssa Sun

CAL Staff Presentations at National Science Teachers Association (NSTA)
2024-03-20
From Focus Groups to Classroom Practices: Building Multilingual Multimodal Formative Assessment Activities with Educator-Researchers and Multilingual Students
Date: March 20-23, 2024
Learn findings from multilingual student/family focus groups designed to show how MLs demonstrate what they know in science and what is shared about science instruction/assessment with families.
Presenters:

Dr Keira Ballantyne, Center for Applied Linguistics
Brittany York, Center for Applied Linguistics

CAL Staff Presentations at TESOL International Convention & Expo
2024-03-21
Understanding Multilingual Student and Family Perspectives on Science Instruction
Learn the findings from multilingual student and family focus groups designed to demonstrate how multilingual students showcase their knowledge in science, and what information is shared with families about science instruction and assessment. The main goals of this work are to enhance and broaden family engagement, as well as to promote the use of multilingual and multimodal formative assessment practices in science among teachers and students.
Presenters:

Dr. Amy Burden, Center for Applied Linguistics
Ivanna Mann Thrower Anderson, North Carolina Department of Public Instruction

Visible Thinking Routines for Multilingual Learners in STEM
Visible thinking routines engage students in authentic learning. Explore how thinking moves motivate multilingual learners to engage in science and engineering practices and make sense of ideas they need to explain, such as how or why a phenomenon occurs. Gather new ideas that integrate communication modes in STEM.
Presenters:

Maria Cieslak
Kia Johnson

Advocating for High-Quality Educational Programs to Support English Learners
This presentation, focused on Title III-funded programs, discusses how educators can advocate for equitable practices that impact ELs in U.S. schools. By the end of the presentation, participants can implement proactive measures and activities to advocate for inclusive environments that support ELs and their families.
Presenter:

Kia Johnson

Increasing and Sustaining Teacher Efficacy using Job-Embedded Coaching Approaches
Linguistically and culturally diverse learner populations are growing exponentially, yet educator preparedness in culturally responsive, research-based instructional best practices is lacking in most states. This workshop engages participants in interactive sharing in conjunction with frameworks to increase educator efficacy and effectiveness through ongoing job-embedded coaching and training.
Presenter:

Marybelle Marrero-Colón, Center for Applied Linguistics
Kelly Miller – Butler County Education Service Center

The Powerful ‘Probable Passage’: A Pre-Reading Strategy for Multilingual Learners
Attendees will participate in, practice, and create adaptations of the probable passage prereading strategy to help multilingual learners build background and interact with grade-level narrative texts. They will leave with a ready-to-use template of a visually supportive, high-engagement comprehension tool they can use to gauge students’ comprehension of grade-level texts.
Presenter:

Kia Johnson

Digital Language and Literacy Learning Menus for Multilingual Learners
Discover the power of interactive digital learning menus. This session focuses on how to use instructional design principles to create digital choice boards that are aligned with language and literacy goals. Walk away with instructional design tips, templates, and lesson ideas such as Language Domain Choice Boards.
Presenter:

Kate Moran

Understanding the Rigor in the National Reporting System Levels
Presenters:

Elyssa Sun
Anna Zilberberg
