A monthly educator book club to discuss topics related to migration, multilingualism, and multiculturalism. Through our reflection we will discuss implication to instructional practices, and student/family engagement as it relates to our English Language Learning population in Western New York.

We welcome suggestions on book related themes and discussion questions. For consideration into our agenda, please share with Melissa Duquette, mduquette@e1b.org, no later than May 5, 2021.

May's book is Americanah by Chimamanda Ngozi Adichie

This session will discuss the Emerging Multilingual Learner (EMLs) Language Profile for prekindergarten students and considerations for identification, instructional planning and programming. This session is open to Pre-K educators of emerging multilingual learners and program directors.

(This session will be repeated on the same day)

This synchronous session will review the ELL Identification Process and the completion of the Home Language Questionnaire (HLQ). This session is open to registration staff, ENL program directors and coordinators, and ENL teachers

(This session will be repeated on the same day)

This synchronous session will review the ELL Identification Process and the completion of the Home Language Questionnaire (HLQ). This session is open to registration staff, ENL program directors and coordinators, and ENL teachers

(This session will be repeated on the same day)

In this hybrid course, you will learn everything you need to know to successfully administer the NYSITELL from intake, to testing, to placement. In this course, you will learn everything you need to know to successfully administer the NYSITELL from intake, to testing, to placement. This course will take approximately 3 hours. Course work of the Pear Deck Presentation and Quiz must be completed prior to the Zoom Q&A session.

Participants will:

1.Read, listen to, and take notes on the Pear Deck presentation. Most of the presentation is material that you will read on your own. However, throughout the presentation there are sound files that you will want to listen to for more information or for a guide of the page. There will also be questions to answer throughout. These questions are simply meant to keep you engaged and will not be graded. To access the Pear Deck presentation copy the link, https://app.peardeck.com/student/tycevpztz

2.Take an online assessment to demonstrate your knowledge of the NYSITELL. You may use any notes that you have taken as well as go back to the presentation to find the answers. There are a total of 30 questions.

3.Participate in a live Zoom Q&A session on you registered date. The zoom link will be shared the day before the session.

4.Receive 3 hours of CTLE credit. A score of 85% or above (or 26 correct out of 30questions) will earn you CTLE credit. If you score below 85%, you will have the opportunity to re-take the quiz.

To access the Pear Deck presentation and get started please copy the link, https://app.peardeck.com/student/tycevpztz

A monthly educator book club to discuss topics related to migration, multilingualism, and multiculturalism. Through our reflection we will discuss implication to instructional practices, and student/family engagement as it relates to our English Language Learning population in Western New York.

We welcome suggestions on book related themes and discussion questions. For consideration into our agenda, please share with Melissa Duquette, mduquette@e1b.org, no later than 2, 2021

June's book is The Best We Could Do by Thi Bui.

Presenters: Dr. Diane Staehr Fenner and Dr. Sydney Snyder, SupportEd*
Audience: Multilingual Learner Educators
Topic: Five Principles of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

In this three-hour interactive session, participants will incorporate the five guiding principles of CRT for MLs into their practice by:

• Discussing strategies for applying an assets-based framework to their work with MLs

• Exploring and applying instructional strategies and tools for creating a culturally responsive school climate for MLs

• Examining and applying tools and strategies for uniting schools, families, and communities in support of MLs

• Applying culturally responsive tools and strategies to plan for their class and school communities

In this asynchronous course in Google classroom, participants will plan for the linguistic demand of their content, learn how to differentiate by the English proficiency level of their students, and have a choice of focus on vocabulary, reading comprehension, or writing.

In this asynchronous course in Google classroom, participants will plan for the linguistic demand of their content, learn how to differentiate by the English proficiency level of their students, and have a choice of focus on vocabulary, word problems, or academic conversations about math.

In this asynchronous course in Google classroom, participants will plan for the linguistic demand of their content, learn how to differentiate by the English proficiency level of their students, and have a choice of focus on vocabulary, reading comprehension, or writing.

In this asynchronous course in Google classroom, participants will plan for the linguistic demand of their content, learn how to differentiate by the English proficiency level of their students, and have a choice of focus on vocabulary, word problems, or academic conversations about math.