Register
Register in the professional learning catalog for the course(s) of your choice. This full day event is scheduled for January 28, 2022. Classes vary in time and length. The summit is open to all PWCS educators, specialists, and school leaders serving diverse and multilingual students.
About
NEW - All sessions are virtual in Zoom!
The summit for English Learner instruction is brought to you by the English Learner Program department. The Summit consists of a variety of sessions that may be full day or partial day. some sessions are in person and some are virtual. please check the session description when registering.
Expert speakers during the event include Tan Huynh, Adrian Mendoza, Natalia Heckman, Dorina Sackman-Ebwua, Lexia customer success managers, Ellevation trainers, and EL Program specialists.
Live Zoom and in-person training covers meaningful topics such as literacy acceleration, unfinished learning, math, writing, academic language, EL SWD, SLIFE, scaffolding, Lexia data coaching, Ellevation, WIDA proficiency descriptors, and PEP training.
Session Descriptions
38 Great Academic Language Builders. Course 34652. Natalia Heckman. Students in content-area classrooms are required to manage increasing amounts of academic vocabulary in order to be successful. In this training, Natalia Heckman offers effective strategies that can be used to build academic vocabulary skills for students in an authentic and engaging way. During the training, participants will learn how to teach core content vocabulary, how to help students navigate the academic language found in textbooks and on tests, and how to help students become independent learners of new vocabulary. This training is valuable for teachers, specialists, and administrators. 8:30 - 11:30 a.m.
ALL for ALL: Unfinished Learning Empowering Educators and Transforming Students. Course 34147. Dorina Sackman-Ebuwa. In this three-hour session, Dorina Sackman-Ebuwa addresses unfinished learning for English Learners. An experienced ELL educator, Dorina Sackman-Ebuwa focuses on language acquisition, multi-literacy, reading, academic language, cultural competency, differentiated instruction, equity, social-emotional learning, and emotional intelligence. In this session the participant will engage in the modeling of strategies, taking on the role of the academic language learner to understand what it means to be the struggling but determined reader and writer. The environment is meant to be engaging, safe, and comfortable for educators to ask questions, express opinions, and share their expertise. Participants walk away with ten immediate implementable strategies, an Action Plan for Next Steps in their teacher of EL students with varying abilities, SEL, and EL embedded lessons, and an “edutaining” experience that validates their incredible teaching efforts whilst enjoying learning! 8:30 - 11:30 a.m.
Meeting the Needs of Students with Limited or Interrupted Formal Education (SLIFE). Course 34429. Tan Huynh. Teaching SLIFE students is less about teaching them to learn the way we teach and more about teaching the way they learn best. In this session Tan Huyhn shares a framework from Dr. Andrea DeCapua and Dr. Helaine Marshall's book entitled Meeting the Need of SLIFE. This is a practical session focused on how students from collectivist cultures learn and how we can shape our instruction to meet their needs. To engage in this session, participants are asked to bring a picture of their mother and father taken before the participant was born. Participants will use this in one of the activities. 9 - 10 a.m.
Data Coaching: Using Data to Identify Instructional Goals and Resources for Specialized Populations (Secondary). Course 34714. Lexia Success Managers. During this in-person workshop participants will evaluate their mid-year MyLexia data and connection to program curriculum. Participants will set instructional goals, monitor progress, and integrate Lexia instructional resources into practice among specialized populations (ESOL, SPED, MTSS, etc). Participants will leave the session with a data routine they can put into action. Additionally, participants will reevaluate their current implementation model, and identify a schedule and model that supports all components of blended learning. 9 - 11 a.m.
Introduction to the 2020 WIDA ELD Standards Framework Proficiency Level Descriptors. Course 34178. EL Program Instructional Specialists. Participants will explore the 2020 WIDA ELD Standards Framework with a focus on Focus on Proficiency Level Descriptors. This session is for K-12 ESOL teachers. 2 - 3:00 pm
Accelerating Learning with Newcomers, Course 34430. Tan Huynh. Newcomers are not new to thinking though they are new to English. They are capable of learning content and language at the same time if we use specific strategies that establish comprehensible input and structure comprehensible output. In this session, Tan Huynh shares the Picture World Inductive Model (Calhoun, 1998) as a practical strategy to support newcomers of any age. 10:30 - 11:30 a.m.
Building Better Sentences: Rigorous Syntax for English Learners. Course 34653. Natalia Heckman. Natalie Heckman from Seidlitz Education provides in-person training. This workshop offers teachers of English Learners an opportunity to examine common ELA practices through the lens of Language Acquisition Theory and to explore a variety of techniques for sentence, paragraph, and essay level writing. Some of the topics we will address include teaching syntax through communicative context, freewriting vs. deliberate writing practice, tiered sentence stems and essay frames. 12:30 - 3:30 p.m.
ALL for ALL: Unfinished Learning Empowering Educators and Transforming Students (Focus on Scaffolding). Course 34147. Dorina Sackman-Ebuwa. In this three hour session Dorina Sackman-Ebuwa address unfinished learning for English Learners with a focus on scaffolding. An experienced ELL educator, Dorina Sackman-Ebuwa focuses on language acquisition, multi-literacy, reading, academic language, cultural competency, differentiated instruction, equity, social emotional learning, and emotional intelligence. In this session the participant will engage in the modeling of strategies, taking on the role of the academic language learner to understand what it means to be the struggling but determined reader and writer. The environment is meant to be engaging, safe, and comfortable for educators to ask questions, express opinions, and share their expertise. Participants walk away with ten immediate implementable strategies, an Action Plan for Next Steps in their teacher of EL students with varying abilities, SEL, and EL embedded lessons, and an “edutaining” experience that validates their incredible teaching efforts whilst enjoying learning! 12:30 - 3:30 p.m.
Ellevation Math: Getting Started for Educators. Course 34105. Ellevation Representatives. This is an educator’s first introduction to Ellevation Math. Participants will learn how this program can be used with their students. During the session participants will hear about the value of Ellevation Math and how it benefits secondary students. They will walk away knowing how, when, and where to use it throughout the instructional cycle, and effectively get started in this classrooms. 1 - 2:00 p.m.
Ellevation Math: Workshop for Educators. Course 34774. Ellevation Representatives. This session provides educators the opportunity to reflect on wins (or challenges) they have experienced while engaging students with Ellevation Math. We’ll deepen knowledge and provide best-practices for connecting Ellevation Math to the classroom, as well as how teachers can access and analyze Primer results data to support their students. Teachers who already have one or more completed Primers will get the most out of this workshop. 1 - 2:00 p.m.
PEP: Parents as Educational Partners Training K-12. Course 32652. EL Program Instructional Specialists. This course consists of two required sessions, a Fall or Winter session and a concluding session in April. In the Fall and Winter session participants (ESOL teachers or bilingual staff) will learn the procedures and the curriculum of the PEP program in order to implement an effective and meaningful parent outreach program in their schools. The April meeting is dedicated to review parents' completed satisfaction surveys, PEP instructor suggestions for curriculum content enhancements, and school 'create a unit' submissions. PEP instructors are to submit prior to the final meeting the documents corresponding to each of those areas. This session is for both new and returning PEP Teachers in grades K-12 and must be completed once each school year. 1 - 2:30 p.m.
Data Coaching: Using Data to Identify Instructional Goals and Resources for Specialized Populations (Secondary). Course 34713. Lexia Success Managers. During this in-person workshop participants will evaluate their mid-year MyLexia data and connection to program curriculum. Participants will set instructional goals, monitor progress, and integrate Lexia instructional resources into practice among specialized populations (ESOL, SPED, MTSS, etc). Participants will leave the session with a data routine they can put into action. Additionally, participants will reevaluate their current implementation model, and identify a schedule and model that supports all components of blended learning. 1 - 3 p.m.
