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Building teams learn the four Fixsen implementation stages, assess their student data and previous professional development, and design achievable steps to improve instruction for ELLs in conjunction with their School Improvement Plan (SIP), Teacher and Principal Evaluation Program (TPEP), Common Core State Standards (CCSS), Annual Measurement Achievement Objectives (AMAO), and their Indistar indicators, if applicable. The format is relaxed and conversational.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Academic Conversations: A Strategy for Authentic Student Engagement
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This workshop focuses on deep level academic conversation skills that will increase comprehension and meet requirements of the Distinguished level for student engagement in all three TPEP models. The class is based on Academic Conversations by Zwiers and Crawford, and Whole Brain Teaching by Chris Biffle. The skills will apply to any content area, however this course will focus on language arts.
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Classroom teachers, grades K-12.
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Content and Language Objectives that Work
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ELLs need to be supported in with specific targets for the language required to comprehend content. This workshop gives teachers practice in identifying the academic language required for a lesson, and in writing clear, measurable objectives that include content and language targets. This workshop enable teachers to reach the Distinguished level in the Preparation component of all three TPEP models.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Fostering a Verbal Environment: Developing Oral Language in English Learners
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Emphasizes oral language development as an increasingly important area for all learners, but particularly so for ELLs. ELLs can usually do reasonably well with decoding skills. Oral language is one of the keys to helping them develop comprehension. This module includes classroom strategies for focused interaction and cooperative learning.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Layers of Meaning: A Toolkit for Vocabulary Development
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Introduces research and classroom strategies for vocabulary development based on the work of Marzano, Beck, and Kinsella; develops this key area of literacy for all learners that is particularly critical for ELLs.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Instructional Strategies for ELLs
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This module complements the Marzano Research-Based Instructional Strategies (RBIS). Teachers learn how to teach students to choose their own strategies based on the lesson content, and how add more visual, hands-on and interactive components to current strategies such as identifying similarities and differences summarizing, questioning, and more.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Authentic Assessment for ELLs
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The challenge in assessment for ELLs lies in separating the student’s language development skills from his or her content knowledge or skills. The module will give teachers methods and templates with which they can design assessment plans that fairly gauge progress in each area. Based on work by Dr. Margo Gottlieb, Michael O’Malley and Lorraine Valdez Pierce.
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District/school instructional leadership teams, classroom teachers in grades K-12.
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Cultural Competence and Language
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An exploration of how language is tied to culture and how it affects learning . Participants explore their own culture as a starting point to understand others, and look at specific components of language that are culture driven.
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District/school administrators, teacher leaders, classroom teachers grades K-12.
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Instructor converts a lesson to the SI format, delivers it to a live class while teachers observe and evaluate using the protocol.
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Instructional leadership teams, classroom teachers in grades K-12.
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Instructor meets with a teacher beforehand, chooses targeted component(s), and then observes him/her teaching the lesson. Discussion afterward includes an evaluation of the lesson using the protocol. Can be videotaped. Evaluation can done by a group if the teacher agrees.
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Classroom teachers in grades K-12.
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