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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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