Catalog: Questar III BOCES Web Registration

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1. ENL 101 and Scaffolding for CTE

Program: Capital District RBE-RN

Dates: On-Going (Ends Aug 28, 2019)

Starting Soon
This session will address ways in which CTE programs, lessons, and curriculum can serve as assets to English Learning for non-native speakers. Participants will learn about guiding principles and regulations for ELL education that impact CTE as well as how to leverage existing assets to benefit diverse language learner's through simple and effective strategies that can be implemented immediately. Please bring your first content unit of the year to maximize afternoon workshop time. Participants should plan to leave with prepared scaffolding to ensure student success in your specific CTE programs.

2. Response to Intervention (RtI) for ELLs

Program: Capital District RBE-RN

Audience: Administrators and Educators of ELLs

Dates: On-Going (Ends Sep 30, 2019)

Twice-Exceptional ELLs 2.0- a deeper dive into strategies and considerations to support English Learners using the RtI process. This workshop will help administrators and educators to identify strategies and possible structures of programs that will support their ELLs/MLLs using the RtI process. Participants will then have the opportunity to review their existing RtI structure as it is currently used with ELLs/MLLs and analyze intervention strategies and practices.

Participants will receive a copy of the book RTI for Diverse Learners by Catherine Collier to support with more than 200 instructional interventions.

3. English Learners with Suspected Disabilities webinar PART 2

Program: Capital District RBE-RN

Dates: On-Going (Ends Oct 1, 2019)

The Capital District Regional Bilingual Education Resource Network (RBERN) at Questar III BOCES has partnered with the Mid-Atlantic Equity Consortium, Inc. to bring you this interactive webinar series.
The second of this two-part webinar will be held on Tuesday, October 1, 2019 from 2:00 PM - 3:30 PM.
The Center for Education Equity (CEE) is pleased to invite you to a Community of Practice on identifying and assessing English learners (ELs) with suspected disabilities.
The purpose of the CoP is to bring together some of the nation's leading educators to present research findings on how we can create and promote excellence and equity in the education of English Learners. This CoP will focus on creating a learning opportunity for participants to learn promising practices from nationally recognized experts and for participants to share their challenges, interests, and successes regarding ELs and Special Education.

4. Co-Teaching and Collaboration: Planning in an Integrated Settting

Program: Capital District RBE-RN

Audience: ENL Teachers and their co-teaching partner

Dates: On-Going (Ends Oct 3, 2019)

Participants will delve into the processes of co-planning and co-teaching in a classroom that includes English Language Learners. The participants will explore different strategies and scaffolds teachers can use with a classroom of varying language proficiency levels to increase content area literacy. In the afternoon teachers will have the opportunity to plan/revise their own integrated unit, including scaffolds and strategies. Teacher teams will walk away with a unit frame, several strategies to use in a classroom with varying language proficiency levels, and the beginnings of daily lesson plans, as well as a process for collaboration and co-teaching. *Please note that this PD is designed for participants to attend in pairs. Please bring a unit that you use in your classroom or an idea for one you would like to create.

5. Introduction to Culturally & Linguistically Relevant Pedagogies

Program: Capital District RBE-RN

Dates: On-Going (Ends Oct 10, 2019)

New
Session 1 of 3: Attendees learn the foundational principles of culturally and linguistically relevant frameworks and other asset-based pedagogies and the ways these instructional practices can be used to enhance and support teacher instructional practices and student learning outcomes. Emphasis is placed on ways teacher leaders and classroom teachers can effectively incorporate these frameworks into the everyday curriculum.

6. Dual Language Showcase

Program: Capital District RBE-RN

Audience: Administrators and Educators of ELLs

Dates: On-Going (Ends Oct 28, 2019)

New York State regulations require schools to have a Dual Language Program if:
- 20 or more ELLs with a common L1 attend school in the same grade level across the district

Does your school have a Dual Language Program for ELLs? Are you wondering how to begin a Dual Language Program? This PD will give an overview of New York State definitions and requirements of Dual Language Programs and options to begin to implement a program in your school.

For this half-day session, participants will have an opportunity to interact with local schools also seeking to improve/implement a Dual Language Program. For additional support, representatives from curriculum companies will showcase materials that were designed for ENL curriculum supports, including Dual Language. Participants will have access to samples in order to begin to visualize how these resources may support individual district and school goals in supporting their ELLs.

7. Design and Development with Culturally & Linguistically Relevant Pedagogies

Program: Capital District RBE-RN

Dates: On-Going (Ends Feb 13, 2020)

New
Session 2 of 3: Attendees revisit and expand beyond the foundational principles of culturally and linguistically relevant frameworks by developing Critical Inquiry Project to be implemented in the everyday classroom. Emphasis is placed on an in-depth discussion, application, and planning that incorporates the principles of culturally and linguistically relevant frameworks within the current curriculum.

8. Advanced Work with Culturally & Linguistically Relevant Pedagogies

Program: Capital District RBE-RN

Dates: On-Going (Ends May 7, 2020)

New
Session 3 of 3: Attendees will participate in a teacher showcase of their Critical Inquiry Projects and learn additional culturally and linguistically relevant strategies and techniques that enrich curriculum design and development for classroom use. Emphasis is placed on deepening curriculum and instructional knowledge and application of culturally and linguistically relevant frameworks.