K-12 Dream DayEngaging ELLs in the Mainst ream

Wednesday, October 21, 2015 . 9-4 Universi ty of New Orleans

SETESOL 2015 Regional Conference

Go for the Goal:

Empowering Teachers and Students

Thursday-Saturday,October 22-24, 2015 Riverside Hi l ton

What is K-12 Dream Day?By design, mainstream teachers? with or without ESL credent ials? carry the l ion?s share of accountabil i ty for appropriately and equitably educat ing Engl ish language learners. ESL specialists, though f ierce advocates, are few in number and are often as marginalized as their students.

K-12 Dream Day promises to provide interactive, practice-oriented sessions that focus on concrete ways to increase student engagement and achievement from preschool to high school.

Student engagement is explored through dif ferentiation, academic language and literacy development, best practices, leadership and advocacy, and hot topics highlighting challenges and successes.

All attendees will hear from monring keynote speaker, Dr. Janet Zadina and lunch keynote speaker and closing speaker, Dr. Christel Broady. For the remainder of the day, attendees will choose their day?s schedule from sessions in one of f ive strands. Attendees may mix and match their sessions from multiple strands for a custom learning experience.

Morning Keynote Speaker Dr. Janet N. Zadina

at last...

A n educational neuroscientist w ho sees her research through the eyes of a teacher!

Dr. Z?s lively presentations, peppered with humor, music, and audience participation, engage and empower educators by providing them with a basic understanding of

learning processes in the brain. Through Power Point il lustrations, a simulation, and interactions, this exciting new information is presented in an understandable and entertaining style.

Attendees will look inside the brain, acquire a new understanding of the nature of learning, discover principles for instruction based on brain research, and acquire strategies for addressing learning dif ferences in the classroom. Participants leave Dr. Z?s sessions energized and excited about trying these new approaches!

Lunch Keynote Speaker Dr. Christel Broady

A teacher trainer and internationally known author and speaker, Christel Broady is also an immigrant, mother of a bil ingual school-age child, a member of a tri-cultural household, and an English learner herself . An advocate for educators and families, she shares experiences with both groups. As an internationally acclaimed

author and speaker earning many awards, Dr. Broady runs a Professional Learning Community for individuals interested in English learning and teaching and culture. It can be found on Facebook (Broadyesl), BLOG (https:/ / broadyesl.wordpress.com), LinkedIn (Christel Broady), and Twitter. It is free of charge for anyone who would like to join.

K-12 Dream DayEngaging ELLs in the Mainst ream

Dream Day Schedule9:00-10:00- Morning Keynote Building a Bil ingual Brain Although research reveals that a bilingual brain is a better brain, the

process of becoming a f luent bi lingual can pose some special challenges. Discover how s sound processing, working memory, cognit ive load, and poverty/t rauma

af fect language learning, experience these challenges  through experient ial a act ivit ies, and acquire strategies to assist your students.

Presenter: Dr. Janet Zadina, Ph.D.Dr. Janet Zadina is an Educat ional Neuroscient ist who sees brain research through the eyes of a teacher and teaching through the eyes of a researcher.

Af ter twenty years' teaching experience at both high school and college levels she became a cognit ive neuroscient ist . She bridges the f ields of educat ion and neuroscience through her work as a researcher, teacher, author, and internat ional speaker.

12:40-1:40 Lunch Keynote Teacher, can you see me? My Family?s World in the USAImmigrant families wish nothing more for their children than success in school and cultural integrat ion. Af ter all, immigrants come here to seek a better or safer li fe.  However, the more immigrant children become part of the US culture, the more they may experience cultural and linguist ic distance to their heritage culture and family. Also, children may take over the role of the parent in the home because they possess language and culture knowledge, parents of ten do not have. 

In this talk, part icipants will experience the perspect ive of immigrant parents in the process of schooling. They will learn how immigrant parents struggle with understanding how schools work in the USA. They will learn about challenges, pain, and pride and how to create a more culturally responsive school, meet ing ALL families? needs. 

3:20-4:00 ClosingAdvocacy for Engl ish Learners: What is new and what can I do?In a t ime where immigrat ion policies polarize the USA and bring out hateful claims against foreign-born neighbors, advocacy for ELS is essent ial. What can we as TESOL specialists do in our schools, communit ies, churches, states, and country? In this talk, part icipants will learn about news in TESOL such as the Seal of Bilinguality and learn some strategies to make a dif ference and become an agent of change. Presenter: Christel BroadyProfessor, Georgetown Col lege, Consul tant , OELA Grant

Strand 1: Ful l Court Press Educational Community Support

Strand 2: ESL Triathlon Math, Science and Social Studies

Strand 3: Building a Champion Reading, Writing and Vocabulary

Strand 4: What 's Your Game Plan? Innovative Improvement

Strand 5: Cul ture Cross Training Culture and Why It Counts

During the daylong workshop, you will choose one presentation per time slot from one of the following strands.

Ful l Court Press- Educational Community Support

10:00-10:50 What the School Counselor Needs to Know: Working with Second Language Learners, Newcomers, and Refugee Students.

With the increased enrollment of minority students and undocumented minors, what can the school counselor do to assist students in making the transit ion into U.S. schools as smooth as possible?This workshop will address the process of language acquisit ion, the importance of honoring and using the cultural capital students bring to the classroom, and pract ical ideas counselors can use to assist both students and their classroom teachers. We will explore language prof iciency data, counseling groups for newcomers, and strategies to share to assist teachers in working with diverse language learners.Presenter: Cindy Ponder

10:55-11:45 One Dist rict?s Goal Becomes a Real ity- An ESL Newcomer Center

This presentat ion will highlight a goal of one school distr ict in Alabama to develop an ESL Newcomer Center for high school students. The presenters, who are administrators and ESL teachers at the center, will explain the process that led to the creat ion of the center in their distr ict - f rom the init ial goal to provide more appropriate instruct ion for their high school ELL students to the reality of a full- f ledged ESL Newcomer Center. Informat ion will also be provided regarding the development and approval for courses at the center including newcomer classes, a Spanish Heritage Language Program, and sheltered content classes in social studies, English, and mathematics.Presenter: Kathy Nichol

11:50-12:40 Support ing ELLs Outside of the Classroom- Some Chal lenges and Solut ions

From the moment an ELL students walks in the door of a new school to enroll, many challenges immediately present themselves. The school enrollment counselor and social worker are responsible for set t ing students up for success outside of the classroom despite these many challenges. This presentat ion will discuss these challenges and explore what has worked both well and not so well at a local New Orleans high school in recent years. Presenters: Lynette Lopez, Rosara Ortiz-Riley, Heather Causey

1:45-2:35 Placement, Programming and Advocacy for Adolescent Newcomers

There are three components vital to a growing populat ion of adolescent newcomers: Placement, Programming and Advocacy. These three components can work together to create an atmosphere of achievement and advocacy. We will discuss having systems in place to promote the academic and cultural success of newcomers in the school system. Presenter: Joye Ryan-Jones

2:40-3:15 Updates on WIDA Resources

WIDA is constant ly developing and releasing new resources for educators at grades PreK-12. Come and see the most recent developments f rom WIDA research, teaching and learning, early years, and more.Presenter: Jesse Markow

ESL Triathlon- Math, Science, and Social Studies

10:00-10:50 STEAM for SIFE: Developing an Enriched Program in Science Technology, Engineering, the Arts and Math for Students with Interrupted Educat ion.

The Global Village Project , in Decatur, Georgia, is a young project that is developing an enriched middle school program to prepare refugee gir ls with interrupted educat ion for high school and beyond. Our goal is to discover and provide the resources and instruct ion that will enable these young people to f ind and achieve their dreams. Presenters will :1. Discuss background on the challenges, needs, and strengths of learners with interrupted educat ion 2. Examples of ef fect ive pract ices in working with these learners3. Descript ions of the assessment process and outcomes of the program to date4. Out line the li teracy, science, and arts programs that have been developed over the past 2 years; and5. Facili tate a discussion about ef fect ively serving these learners in other set t ingsPresenter: Mary Lou McCloskey

10:55-11:45 Science, STEM and ESL

Presenter: Cindy Hunt

11:50-12:40 To Be Determined

2:40-3:15 To Be Determined

1:45-2:35 Digital Tools for ELLs: Developing Language and Content Knowledge

Digital tools support and empower students to demonstrate content knowledge and higher order thinking skills even when the students have limited English vocabulary knowledge. Three ELL teachers demonstrate how students can use applicat ions on their devices or computers to create projects that weave language and content together.Presenter: DeAnna Buhl, Amanda Foss, Holly Hubbard

Coach's Corner- Reading, Writing, Vocabulary

10:00-10:50 Crescendo: Arranging Academic Vocabulary for Secondary ELLs

As the 21st century standards gain momentum, all teachers are charged with advancing students? reading. Teachers need strategies to guide students toward gradually increasing complexity in their language and school development.  In this session, part icipants engage with research and the pract icality of ef fect ive vocabulary- focus with respect to lesson planning and giving their students greater voice.

Presenter: Eric Dwyer, Diane Carter

10:55-11:45The Importance of Storytel l ing in Oral Language Development Too many English Language Learners begin school with poor oral language skills in their f irst language as well as English. When students are engaged in good stories, using targeted vocabulary; they begin to use context clues to gain meet ing. Students learn to retell stories well not because it 's a task on a t imed exam, but because they like to share good stories. Storytelling engages the young mind. When students share stories, they t ruly communicate and develop the basic psycho- linguist ic skills necessary for English Language Prof iciency.Presenter: Michael Waters

11:50-12:40 Dual Language in Secondary Schools

This presentat ion focuses on ef fect ive models and pract ices of dual language educat ion at the secondary level. We will discuss challenges and success stories f rom our own experiences working with middle and high schools as well as current research on ef fect ive secondary dual language programs.Presenters: Ester de Jong and Carol Bearse

1:45-2:35 The educat ional language planning chal lenge: Can you bring them here f rom there?

I address the following challenge f rom an educat ional language planning orientat ion: How do K-12 educators help language minority children progress f rom spoken- register, ?I looked at the ball? to academic- register, ?Personal observat ions were conducted vis-à-vis a designated spherical object? expedit iously, before high-stakes tests prevent these children f rom further educat ional opportunit ies?Presenter: Bill Eggington

2:40-3:15 Using Digital Storytel l ing to Increase Writ ing Skil ls for Emergent Bil inguals

Increasingly we?re asked to integrate technology into our classrooms, but teachers of ten f ind it dif f icult to ef fect ively use technology to accomplish goals related to writ ing. In this presentat ion we will discuss new, digital li teracies and how they can be leveraged to increase writ ing across the curriculum. The presenters will give examples of how digital stories can be used to increase writ ing skills such as organizat ion, punctuat ion and vocabulary usage. Part icipants are encouraged to bring their own laptops so they can create their own digital stories!

Presenter: Eleni Pappamihiel

Innovat ive Improvement -What's Your Game Plan?

10:00-10:50 Do You Hear What I Hear?

This introduct ion to phonology will help teachers understand the physical and emot ional aspects of pronunciat ion. We will explore how the brain perceives the sounds of a language as well as how those sounds are produced by the speaker. We will also discuss the social aspects inherent in the percept ion and product ion of the sounds of a language. Af ter gaining a preliminary understanding of phonology, at tendees will learn to implement techniques for helping language learners overcome the pronunciat ion dif f icult ies that can lead to embarrassing situat ions. Through such guided pract ice, language learners of all ages are able to increase their conf idence and self -assuredness when speaking English.Presenter: Susan Spezzini and Mary Earley

10:55-11:45 Enriching the Literacy Lives of Young Emergent Bil inguals (K-2)A brief overview of RTI Tier I I reading intervent ion for Hispanic EB learners in Kindergarten will be shared. Based on research implicat ions, a language and li teracy enrichment approach will be discussed. Pract ical classroom strategies including guided thinking and text select ion will be presented for implementat ion with primary readers. Presenter: Kelly Hill

11:50-12:40 Becoming a Cul tural ly Responsive Teacher for Engl ish Learners and Beyond: Implement ing the CRIOP Model in K-5 ClassroomsIn this workshop, part icipants will learn about the six elements of the Culturally Responsive Instruct ion Observat ion Protocol (CRIOP) model. The CRIOP has been used as a f ramework for teacher professional development as well as an observat ion tool for research in culturally responsive instruct ion.  Two elementary teachers will share how they have implemented the various elements of the CRIOP and will show examples and video clips f rom their classrooms.Presenters: Rebecca Powell, Kelsey Davis, Tabetha Housekeeper

1:45-2:35Target-Based Instruct ional Coaching for Al l TeachersThis session highlights six pedagogical pract ices that signif icant ly increase English Learner content and language achievement. Using video clips and small group act ivit ies, the presenter shares stories of teacher growth over t ime in response to ESL instruct ional coaching. The challenges and opportunit ies are discussed in light of outcome data for teachers and their students. Implicat ions for leading instruct ional innovat ion for ESL in school distr icts are discussed. Handouts provided. Presenter: Annela Teemant

2:40-3:15 Coaching Cl inic 101: Support ing Content Teachers of ELLs

Part icipants will explore collaborat ive models that support  content teachers of ELLs in designing instruct ion that minimizes need for accommodat ions.  Working models of professional development, push- in instruct ion, and peer coaching will be shared with part icipants.  Open discussion or forum will be invited to reveal concerns and share ideas.Presenter: Cindy Hunt

Culture Cross Training- Culture and Why It Counts

10:00-10:50 What 's in a Name?

Ice-breaking act ivity where part icipants explore how deeply- rooted names are, and apply that knowledge to how they welcome, address, and relate to newcomers with "dif ferent"-sounding names.

Iceberg of Cul tureExplores the def init ions and dimensions of Culture beyond the 4 F's (food, fashion, fest ivals, and famous people). Below- the-surface aspects of culture are eye contact , proximity, not ions of t ime, cheat ing, etc. Through discussion, they become aware of the dif ference between themselves and their students - not as r ight or wrong, but as dif ferent ingrained cultures. Presenter: Bev Fine

10:55-11:45 Mult iple Group Membership Part icipants ref lect on and share deep cultural roots in a powerful interact ive act ivity exploring the key quest ion: How have I come to be who I am? Part icipants recognize the inf luence of broad factors such as race, social class, religion, and geography, plus personal factors like the people and experiences that have inf luenced our development. as a cultural being. The main point : Before we can more fully understand others (our students), i t is important to understand ourselves as cultural beings, and understand how that af fects the way we act , react , and interact with others.Presenter: Bev Fine

11:50-12:40 Looking at Lat in Cul ture through Food

From the early twent ieth century banana trade to post-Katr ina day laborers, Mexicans and Hondurans have signif icant ly inf luenced the social fabric of New Orleans. My research uses foodways? concepts such as menus, spat ial analyses of restaurants, and the prevalence of i t inerant vendors? to examine these groups? integrat ion in and impact on the polit ical economy of New Orleans.

Presenters: Sarah Fouts

1:45-2:35 Teaching Engl ish Through Social Just ice IssuesThis session highlights how to include social just ice as part of instruct ion for dual language learners. By viewing and planning lessons through students? sociocultural context and by recognizing the struggles of groups historically oppressed and marginalized teachers can provide appropriate scaf folds that allow student?s access to complex content. Part icipants will engage in sample exercises that are designed to intent ionally incorporate all domains of language, Speaking, Writ ing, Reading and Listening to develop language and content knowledge of social just ice f rom a historical perspect ive.Presenter: Ayanna Cooper

2:40-3:15 Digging Deep: Reveal ing Teacher Assumpt ions and Student Cul tural Capital

Ef fect ively engaging students requires teachers to develop clear insights concerning their own belief systems, underlying societal expectat ions within educat ion, and each student?s cultural capital. Part icipants will take away techniques that explore the complexity of culture and examine personal beliefs that , lef t unquest ioned, can lead to stereotypes. Presenter: Josie Prado

K-12 Dream DayRegist rat ion Informat ion

For more informat ion about

Go for the Goal:

Empowering Teachers and Students

SETESOL 2015 Regional ConferenceThursday-Saturday,October 22-24, 2015

Riverside Hi l ton

go to latesol .org

SETESOL 2015 Conference Regist rat ion Fees

Early Bird Fee (til l July 31): $210

Standard Fee: (Aug 1-Sept 15): $240

Late Registration (Sept 16-on site): $280

Student Registration: Mar-Sept 15: $125

Single Day Registration: Thursday or Friday: $150

Single Day Registration: Saturday: $100

Featuring-Keynote Speaker:

Suresh Canagarajah

Areas of Special izat ion:

Rhetoric and Composition; World Englishes; Multil ingual writ ing; Postcolonial studies

To Register Onl ine for SETESOL 2015 Conference

and/or K-12 Dream Day go to latesol .org

For USPS Regist rat ion for K-12 Dream Day

Mail the following Registration Form with check or money order (payable to LaTESOL) to:

Mark Honegger 141 Elysian Fields Dr. Lafayet te, LA 70508

Confirmations will not be mailed. Please regard your canceled check as registration confirmation. Receipts will be included in registration packets available on the day of the conference.

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$75

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K-12 Dream DayRegist rat ion Form

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Main Contact Name: _____________________________________________

Email: _________________________________________________________

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No refunds will be given. If teachers register and are later unable to attend, we encourage them to pass the registration along to another teacher.

Attendee Informat ion