This workshop will include an overview of New York State regulations related to the English Language Learner Identification process. Participants will unpack the ELL Identification Flowchart, Home Language Questionnaire, and Individual Interview process. Participants will also understand when and how to convene a Language Proficiency Team and how to screen for potential SIFE students (Students with Interrupted Formal Education).

Participants will learn about the New York State English as a Second Language Achievement Test (NYSESLAT) structure and administration, and will practice scoring sample speaking and writing responses. Participants will also have the opportunity to ask questions about the NYSESLAT exam.

Participants will deconstruct NYSESLAT data to analyze student modality performance and determine their ELL's proficiency levels in reading, speaking, listening, and writing. Deconstructed data will then be used to set informed student language proficiency goals, and plan for purposeful instruction across the four modalities using the NYSESLAT Performance Level Descriptions (PLDs).

This workshop will provide administrators with an overview of Commissioners Regulations (CR) Part 154, what it regulates, and how to implement mandates. It includes a review of ELL identification and placement, programs and services, assessment, graduation pathways, exit criteria and other ELL related supports, such as accommodations and best practices.

Engagement Strategies Inclusive of ELLs in Grades 7-12 at PNW BOCES David Mumper In this workshop, participants will co-develop classroom instructional cycles that are inclusive of ELLs. We will focus on developing a student-centered learning environment, including:

* How to leverage authentic critical thinking and problem-solving

* How to facilitate PBL (project/problem-based learning) around compelling issues

* How to leverage performance-based assessments

* How to use technology to support student learning Participants will review examples of student-centered PBL for ELLs and co-develop or enhance their current curriculum.

This workshop is informed by recent scholarship in literacy, questioning and discussion, and CRSE.

To effectively develop vocabulary and academic language, research identifies a combination of direct and indirect instructional practices that support English Language Learners across content areas. Students will benefit from a consistent approach to vocabulary instruction as part of routines that foster listening, speaking, reading and writing in English. In this workshop, participants will examine how to identify and select the key vocabulary for explicit instruction and how to use instructional routines to teach word learning strategies for ELLs.

Instruction in the 5 pillars of reading is necessary - but not sufficient - for developing literacy in English language learners. This workshop will examine what is different about teaching the 5 pillars of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension) to ELLs and strategies for engagement before, during and after reading.

Universal Design for Learning (UDL) provides us with the guidelines to improve and optimize teaching and learning for all by planning instruction from the beginning that is culturally responsive and linguistically appropriate for English Language Learners by being flexible, engaging, validating, strategic and motivating.

Educators at all levels can cultivate a thriving learning environment for English Language Learners (ELLs). This workshop is designed to equip you with the high-yield strategies, and robust resources for supporting ELLs in the classroom and fostering their academic success. Educators will leave with a renewed sense of confidence to create an inclusive and empowering learning environment for all students and a variety of actionable strategies to implement right away.

This workshop focuses on the critical features of an in-school orientation protocol to support social, emotional and academic transition for Newcomer and SIFE high school students.

A handful of qualitative studies reveal that students labeled as Long-Term English Language Learners (LTE's) a history of low academic achievement with poor outcomes in grades, state assessments, graduation rates, and college attendance. A pattern of risk factors identifies how a growing number of students end up on a path toward the label, including dual classification as a student with a disability. LTE's end up in remedial programs when what they truly need are accelerated learning experiences. By focusing on accelerating learning rather than remediation to close gaps, educators can empower long-term ELL students to build on their strengths, engage in challenging content, and develop language skills in a more meaningful and sustainable way.

This workshop will explore how educators can analyze factors that may be contributing when an ELL student is struggling academically. It is important to carefully distinguish if language acquisition, cultural and linguistic diversity, gaps in learning or an actual disorder is at play, prior to making a referral to Special Education.

Currently, it is estimated there are over 11.4 million undocumented immigrants residing and working in communities throughout the United States. These individuals have, on average, lived in the country for 16 years and play vital roles as parents, grandparents, and siblings to an additional 10.2 million family members.October 2023 - U.S. Border Patrol recorded 188,778 encounters between ports of entry along the southwest border. This workshop will help to build awareness of the various experiences students and families may have experienced, specifically undocumented immigrants.

In January 2023, U.S. Customs and Border Protection revealed significant encounters with approximately 16,182 migrants daily. Of particular concern was the sharp increase in the number of children and families attempting to enter the U.S., with figures more than doubling during the same period. Their journey is often fraught with numerous challenges and obstacles.

It is crucial to recognize that when children undergo such stressful and traumatic experiences, it is imperative to provide them with the necessary support to develop coping skills and address the aftermath of these hardships.

By acknowledging the realities these students face and proactively implementing supportive measures, we can help them navigate through their difficulties, foster resilience, and ensure they have an equal opportunity to thrive in their educational pursuits.

This workshop will:

*Build awareness of the various traumas and stresses that can affect many of our students, specifically undocumented immigrant students

*Identify strategies and best practices to support both educators and students

Given the dynamic shifts in our demographics, educators are now presented with a unique and pressing opportunity to expand their focus beyond mere literacy and mathematics. By embracing and cherishing the holistic development of each child, they can open doors to a world that might have appeared inaccessible before. In times of darkness, their nurturing approach can bring a guiding light, inspiring young minds to reach heights they never thought possible.