CABE2021

This session focuses on the use of standards-based tools to promote multilingual development among multilingual students. Explore how a Can Do, that is, an asset-based approach, can maximize language development, creating pathways for their success. We will provide opportunities for participants to explore and apply WIDA's (World-class Instructional Design and Assessment) Can Do descriptors in Spanish and English to plan for meaningful engagement of multilingual learners in classroom activities and to collaborate on planning for classroom instruction and assessment.

CDE and COE leaders will share their efforts in establishing systems of support for ELs. Learn the various EL typologies to support all EL students, including how ELs are defined differently according to different California School Dashboard state indicators. Presenters will share the EL Roadmap and how to implement the principles and elements across your LEA to create a system to evaluate progress and to monitor academic success. Participants will be able to view the new DataQuest site along with SDCOE’s MEGA Dashboard and obtain a data analysis protocol that enables EL discussions of past and current programs, policies, practices, and procedures.

Middle and high school years pose unique challenges for Dual Language Students. Many classes are didactic, requiring comprehension of oral instruction and note taking. The adolescent student’s mastery of academic content as well as confidence in pursuing college and/or career can suffer if English language skills are under developed. Highly effective adjunctive technological methods should instruct and reinforce complex grammar and higher level academic vocabulary while simultaneously enhancing English Language perceptual, working memory and attention skills.

Biliteracy, essential to dual language education, plays a role in advanced language acquisition, access to academic content, and developing awareness of cross-linguistic connections. We will focus on two case studies of biliteracy in DL programs. First, we examine how DL programs frame biliteracy as essential to program development through an examination of multiple program master plans. Second, we consider the range of biliteracy in a DL fifth-grade class, and its long-term impact on students.

Learn how to use practical instructional strategies and practices for formative assessment for English Learners in virtual contexts. This session will engage participants in the exploration of resources and tools to assess EL students and provide meaningful feedback that maximizes and extends language and content learning.

Este taller está dirigido a los maestros para desarrollar un programa de puntuación K-8 basado en los CCSS en español, poniendo especial atención a las diferencias entre español e inglés.

Digital for Newcomers! See our new enhanced digital program for Inside the USA. The presenter will demonstrate how to use this in today's virtual environment. National Geographic Learning is debuting a new and colorful offering of print and digital materials for Elementary, Middle School and High School students. This presentation will preview these interactive and motivational materials for grades K-12. Join us to experience the trailblazing National Geographic Learning programs for ELD.

This presentation will focus on English Learner (EL) data, educational outcomes, and the supports available for EL students through California’s System of Support. The presentation will include an overview of the EL population (e.g., Re-designated Fluent English Proficient, Long Term ELs), educational outcomes (e.g., State assessment results, graduation rate), accountability results, tools, trainings, and resources to support EL populations, and an overview of the newly launched EL students in California web page.

This presentation will offer a closer look at the California Practitioners' Guide for Educating English Learners with Disabilities to explore key concepts described in Chapter 7: Teaching and Learning to Meet Student Needs. Participants will reflect on key questions and explore guidelines and resources to refine the quality of programs of instruction and support for students with disabilities who are also English Learners.

En este taller aprenderá sobre las actualizaciones sobre la educación especial remota o a distancia que le ayudará a abogar mejor por una educación apropiada para su estudiante en educación especial.

Due to unforeseen circumstances the presenter could not be with us this afternoon. The recording of her presentation will be available here next week.

Three pillars of Dual Language Education (DLE) rest at the foundation of all learning: bilingualism/biliteracy, academic achievement, and sociocultural competencies. Principles for DLE, teaching resources, and contemporary understandings of bilingualism are vast, thus present teachers with many options and resulting questions. This presentation will center on today’s professional teaching force, their questions, ideas and options to best strategize bilingual pedagogy in practice. One hundred teaches were surveyed for this presentation. An interactive approach will unfold.

The integration of technology is an effective approach to promote biliteracy. In this session, learn how Google Apps can support the biliteracy development all bilingual students. The presentation includes applications with examples to develop academic language at the word, sentence, and discourse level in writing. The recommendations are product of a case study involving elementary-aged Latinos in a language arts class. Participants will receive a planning table to create their own multimodal writing experiences.

This special Saturday institute will focus specifically on paraeducators who play a key important role in our schools and classrooms. An opening presentation will be provided by Elodia Ortega-Lampkin who started her career as a paraeducator and served in that position for over 10 years. Her work as a paraeducator eventually led her to her current position of Associate Superintendent in Woodland Joint USD. Elodia will share her inspiring personal story of growing up proudly in a migrant family, participating in the California Mini Corps program, and moving step by step to become a teacher, principal, and district leader while parenting and raising her four sons. Her story will inspire and motivate you to continue moving forward in your career.

The second part of the institute will showcase practical strategies for language development and varied scaffolding tools for paraeducators to use to support English Learners in distance learning and other contexts. The focus will be on supporting English Learner students to increase access and participation at different levels of language proficiency in both English and partner languages of instruction. Participants will gain practical, ready to use strategies and increase their educational toolbelt for their own professional growth.

Los padres y tutores tendrán la oportunidad de conocer cómo los aprendices del idioma inglés identificados con discapacidades moderadas/severas pueden ser identificados como RFEP (Expertos reclasificados en la fluidez del inglés) utilizando un protocolo alternativo conocido como Alternate ELPAC. Este protocolo en combinación con el IEP (Programa de educación individualizada) es muy efectivo en reclasificar a nuestros estudiantes.