ESL Academy -Upcoming Summer Opportunities

Administrators, do you have staff who need to take the TEXES 154 ESL Supplemental Exam this summer? Are you a teacher seeking ESL certification? Region 13 has several ESL Academy opportunities this summer to help you prepare for success on the supplemental exam.  This three day training covers the 10 competencies covered on the exam  and provides a variety of scaffolded activities for classroom application.

Burnet CISD (SU1839944)

Who:  All area teachers preparing for the TeXeS 154 Supplemental Exam

When: June 19-21  9am-4pm

Where: Burnet CISD

Register HERE.

 

Region 13 ESC (SU1837478)

Who: Teachers preparing for the TeXeS 154 Supplemental Exam

When: June 25-27  9am-4pm

Where: Region 13 Education Service Center in Clarksville Room

Register HERE.

 

Region 13 ESC (SU1837479)

Who: Teachers preparing for the TeXeS 154 Supplemental Exam

When: July 10-12  9am-4pm

Where: Region 13 Education Service Center in Treaty Oak Room

Register HERE.

 

For questions please contact Seth Herrington at seth.herrington@esc13.txed.net

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Compelling Digital Lessons for English Learners

In supporting our ELLs in their language development and academic achievement, technology can be a powerful tool. Exploring the variety of apps online (many of which are free) can mean increased opportunity for ELLs to experience meaningful interactions with teachers and peers.  Here Elementary ESL Teacher Astrid Emily Francis tells us how she uses the free WriteReader app to support ELLs.

The article by Astrid Emily Francis appeared here in achievethecore.org

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Supporting Refugee Students -A Podcast from IDRA.org

Refugee children are a specific group of immigrant children, many of whom have experienced some kind of trauma. Since 2005, three quarters of a million refugees have entered the United States. They make up an increasingly more diverse population in terms of their countries of origin and primary languages. And they face a number of school policies and practices that hinder their access to education. David Hinojosa, J.D., director of the IDRA EAC-South, and Dr. Hannah Sung, associate director of research and continuous improvement at the Mid-Atlantic Equity Consortium Inc., discuss those barriers. And they outline ways schools can pro-actively create a welcoming and positive learning environment for refugee students. The IDRA EAC-South supports districts across an 11-state region of the southeastern United States to put systems into place and prepare teachers to welcome all students, including refugee students, into their classrooms.

Podcast and excerpt appear HERE at idra.org.

Vocabulary Bonanza on June 14th

Have you wondered how you can better help your students learn and use the new vocabulary that is so critical for success? If so, then this training is for you!

Join us in exploring not only how to select appropriate vocabulary, but how to follow-up with effective activities that encourage linguistic and academic achievement in all content areas. Even better, these practical tips and strategies equip all language levels and learning styles and can be implemented the next day!

Come and enhance your knowledge and repertoire of strategies that promote language and vocabulary acquisition for your academically and linguistically diverse learners. Be assured that you will leave equipped with a variety of tools and techniques that facilitate learning and support the listening, speaking, reading, and writing proficiencies of all students.

Please bring the upcoming unit of study for your content area(s).

Click here to register.

What: Vocabulary Bonanza – proven tips, successful strategies, and engaging activities for all (SU1838873)

Who: Teachers, Instructional Coaches, Specialists

When: June 14th, 2018 9am-4pm

 

May LPAC-At-a-Glance

The weather is warming up and May is upon us! It’s time to check in with your LPAC calendar and plan your year-end activities. During this busy testing time on your campus, it’s good to look back at April’s checklist too and double check your progress.

The LPAC Year-at-a-Glance (check your livebinder) is a great resource to keep close by when considering your ELLs and their annual progress.

Need a refresh on meeting protocol? Review the LPAC Framework here, and check out the video series by Region 20 ESC for some quick examples of how to conduct your meetings.

Photo by Roberta Guillen on Unsplash

 

PreK Report Shows State Policies Weak on Meeting Needs of English Learners

The State of Preschool 2017 Released by National Institute for Early Education Research

More than 20 percent of all preschool-aged children in the United States speak a language other than English at home, yet most state prekindergarten (preK) programs do not collect data on children’s home language, making it nearly impossible to design effective supports for young English learners*, according to a new report from the National Institute for Early Education Research.

The State of Preschool 2017 annual report, based on 2016-17 academic year data, is the only national report on state-funded preschool programs. This year’s report includes a special section on policies affecting dual language learners (DLLs, called ELs in some states).

Nationwide, more than 1.5 million children are enrolled in 60 state-funded preschools in a variety of settings. But instead of supporting quality early learning with adequate resources, most state programs invest too little to help children catch up with their more advantaged peers by kindergarten.

“We are continually striving to close achievement gaps, including those between children who speak a language other than English at home and children who speak only English,” said Ellen Frede, NIEER senior co-director. “We know the earlier we start with high-quality education programs the better.”

Six states with a high proportion of English learners in their populations also have high EL enrollment in state preschool: California, Illinois, Nevada, New Jersey, New Mexico and Texas. These states also have policies supporting dual language learners in preschool.

However, several states with high populations of English learners – including Arizona, Florida and New York – cannot even report the home language of children enrolled in their state-funded preschool programs.

Research shows qualified teachers are key to providing the high-quality early learning experiences that can help prepare young children for kindergarten. Yet California, Illinois, and Texas are the only programs to require teachers to have bilingual certification.

“Due to the numbers of young DLLs, their learning outcomes have consequences for our future,” said Allison Friedman-Krauss, co-author of The State of Preschool 2017. “Our report shows few states have policies supporting the quality early learning experiences these children need to thrive in kindergarten and beyond.”

The State of Preschool 2017 yearbook was supported with funding provided by the Heising-Simons Foundation. Data used in the report come from a general survey funded by the National Center for Education Statistics (NCES). The supplemental survey of state policies related to dual language learners and report was supported by the Bill and Melinda Gates Foundation. The findings, interpretations, and conclusions in this report are solely those of the authors. For more information and detailed state-by-state profiles on quality access, and funding, please visit nieer.org.

* Note: NIEER uses the term “Dual language learners” for children who speak a language other than English at home.

Image and article come from the Intercultural Development Research Association (IDRA) Newsletter and The National Institute for Early Education Research.

 

 

ELPS Toolkit and Observation Guide

 

ELPS Toolkit

Overview:

The revised ELPS Toolkit is your convenient and comprehensive resource for effective lesson development. It is designed to help teachers incorporate the ELPS when planning lessons and delivering instruction. This interactive training will provide you with the tools that you need to seamlessly incorporate the ELPS Toolkit into your lesson design to help you meet the instructional needs of your ELL students!
Designed with English language learners (ELLs) in mind, the ELPS Toolkit illustrates concepts aligned with Sheltered Instruction such as creating language objectives, accessing prior knowledge, building vocabulary and concept knowledge, engaging students with interaction, teaching learning strategies, and assessing student progress.
All participants will receive a copy of the new ELPS Toolkit ($60) with this registration! If you already have a copy, but would like to attend the training, please contact Seth Herrington (seth.herrington@esc13.txed.net)

What: ELPS Toolkit Training (SU1838117)

Who: Teachers of ELLs

When: June 11, 2018 9am-12pm

Where: ESC Region 13, 5701 Springdale Rd, Austin, TX 78723

 

ELPS Observation Guide

Overview:

Instructional leaders must be able to discern quickly whether teachers of English Language Learners (ELLs) are delivering instruction that meets student needs. The ELPS Observation Guide will help you do exactly that, by giving you concise, concrete examples of instruction aligned to the English Language Proficiency Standards (ELPS). As an instructional leader, this will familiarize you with what you should be seeing when visiting classrooms.

This training will walk participants through the guide and allow them the opportunity to practice using the tools therein. By the end of the workshop, participants will be able to use the guide with confidence to improve outcomes for the ELLs they serve.

Click here to register.

What: ELPS Observation Guide Training (SU1838119)

Who: Administrators, Instructional Coaches, and anyone seeking to empower the teachers of ELLs.

When: January 16th, 2018 9am-4pm

¡Adelante! Conference 2018 -April 21st

The 6th Annual Adelante! Conference 2018 will be held at the DoubleTree by Hilton Hotel on  Saturday, April 21, 2018. 

¡Adelante! is an educator­‐led conference focused on Bilingual/Dual Language education in Central Texas. This conference is a forum for educators to share their experiences with other educators, to disperse insight and innovations in teaching and learning that occur daily on campuses throughout the region, and to ignite conversations among educators about working with bilingual students, families, and communities.

Register HERE.

www.aaabe.org