AGENDA

AGENDA 2019-03-28T15:56:57+00:00

Tuesday, April 2, 2019

Breakfast on Your Own

8:00 a.m. – 4:00 p.m. | Registration and Exhibit Area Open

9:30 a.m. – 12:00 p.m. | English Language Development Institutes — institutes continue after lunch

Positive people have the power to inspire and create everlasting and sustainable change. This institute attempts to turn problems into challenges and create critical thinkers, not critical people. By building positive relationships, we can increase the success of our English learners (ELs). The researcher-practitioner collaboration at Baldwin High School considers the multi-dimensions that converge to educate ELs by demonstrating effective methods of transforming resources into best practices.

Presented by Holly Niemi, Ph.D., ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, Pa. and Katherine Musselman, MAT, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, Pa.

This institute is designed to train new ELD coordinators to manage the various components of ELD program implementation and administration. During this session, we will take an in-depth look at procedures related to EL identification, placement, assessment, reclassification, monitoring and reporting. Additional topics covered will include LIEP design and evaluation, ELD curriculum and instructional designs, EL student growth and attainment targets, communicating with parents and families, fostering collaboration, and facilitating an inclusive and supportive school climate for ELs and their families.

Presented by Andrea Kolb, M.Ed., ELD Managing Coordinator, Center for Schools and Communities, Camp Hill, Pa. and Robert Measel, Title III Director and Bilingual Education Advisor, Pennsylvania Department of Education, Harrisburg, Pa.

This institute will focus on identifying the strengths that lie within every student. Included will be discussion of 1) transitioning, 2) classroom climate and teaching strategies, 3) recognizing the impact of culture in the classroom, 4) the 5Rs of effective teaching, and 5) teaching and modeling mindfulness and grit. A focus is placed on maximizing student strengths while setting high expectations, reinforcing successes, instilling hope and modeling resilience.

Presented by Margaret Mbindyo, Ph.D., Assistant Professor and Academic Adviser, Millersville University, Millersville, Pa. and Cora Dzubak, Ph.D., Academic Adviser and Instructor, Millersville University, Millersville, Pa.

12:00 p.m. – 1:30 p.m. | Lunch on Your Own

1:30 p.m. – 3:00 p.m. | Continuation of English Language Development Institutes

1:30 p.m. – 4:30 p.m. | Migrant Education Program Institutes

This institute will serve as a training and meeting for data specialists and backup personnel. It will focus on various issues related to MIS2000, MSIX and other related topics. Attendance is mandatory for data specialists and backup personnel only.

Presented by Vaughn Murray, Education Programs Information Management Team, Central Susquehanna Intermediate Unit, Milton, Pa.

Participants will explore the elements of music, drama and dance and their application as building blocks for arts-integrated instruction that support young children’s learning and skills development in the following areas: language and literacy, social/emotional development, science and math. They will engage in arts-integrated experiences utilizing children’s literature that can be implemented in an early childhood classroom.

Presented by Christina Farrell, Master Teaching Artist, Wolf Trap Institute for Early Learning Through the Arts, Vienna, VA, Sue Trainor, Teaching Artist, Wolf Trap Institute for Early Learning Through the Arts, Vienna, VA and Maria Tripodi, Teaching Artist, Wolf Trap Institute for Early Learning Through the Arts, Vienna, VA

Agriculture is in constant change and this year farmers have had changes from all directions. These include new trade deals with Mexico and Canada with some winners and losers due to this deal. Also tariffs are on the minds of many and their ripples keep affecting various industries in ways many did not predict. Robots are being used in more agriculture industries, the H2A program keeps expanding and migration is decreasing. All of these topics will be discussed as well as their relation to Pennsylvania farmers, agriculture industries and ultimately those that come to work in agriculture. These issues directly impact identification and recruitment of migrant students. Participants will find this data helpful for explanations often needed in the Consolidated State Performance Report and for program planning.

Presented by Jessica Castaneda, Web and Educational Program Consultant, Spark Innovations, McMinnville, Tenn.

Exploring different parenting styles can help those working with families to identify risks and benefits of each style. We can guide efforts with an eye on a child’s well-being through assessing parental behaviors that may hinder – versus those that may enhance – positive outcomes. Once professionals are able to gauge the parenting style, understanding how to speak with parents in a respectful, effective manner furthers the goal toward children raised in safe environments.

Presented by Shari Doherty, Program Director, Child Find of America, Inc., New Paltz, N.Y.

This institute will focus on the power of memoir and oral histories, and how sharing memories affirms the journey of immigrant youth and their families. Participants will learn tools to help students reflect on their own resiliency while developing a sense of pride and ownership of their journey. A young Guatemalan will share her powerful memoir Dreams and Nightmares / Sueños y Pesadillas, and participants will learn models for teaching students to write their own memoirs and do oral histories of their parents, giving them a voice in their schools and community.

Presented by Eva Howski, Supervisor, Chester County Intermediate Unit, Downingtown, Pa.; Mark Lyons, Director, Philadelphia Storytelling Project, Philadelphia, Pa.; Donna Sharer, Ed.D, Curriculum Development Specialist in the Office of Multilingual Curriculum and Programs, School District of Philadelphia, Philadelphia, Pa.; and Liliana Velasquez, Author, Student, Montgomery County Community College, Wynnewood, Pa.

Traumatic experiences impact K-12 schools on a daily basis. Each situation is unique yet the common thread is the visceral response experienced firsthand by both students and staff. This presentation will explore the impact, coping and change experienced by students and staff following a school-based trauma. Participants will be introduced to the concept of posttraumatic growth, develop a deeper understanding of what trauma survivorship means and learn practical response strategies to provide individual and systemic supports in positive, healthy ways.

Presented by Mona Johnson, Director of Student Support, Office of Superintendent of Public Instruction, Olympia, Wash.

Wednesday, April 3, 2019

Breakfast on Your Own

8:00 a.m. – 4:00 p.m. | Registration and Exhibit Area Open

8:15 a.m. – 9:45 a.m. | Welcome and Keynote Address by Dr. Adolph Brown, III

Dr. Adolph Brown, III, Speaker, Author, The Business and Education Leadership Authority, Virginia Beach, VA, is an American urban and rural school educator, author, research-scientist, businessman and keynote speaker. He is a servant-leader at heart, and provides powerful, universal and timeless teachings. Brown is best known for inspiring all who hear him to learn, laugh and lead, while simultaneously reducing implicit bias at every turn. He is highly regarded as the leadership speaker who gets you from where you are to where you want to be. As a much sought-after and highly effective equity and diversity keynote speaker, Brown skillfully addresses the impact of stereotypes. He credits much of his success to the luxury of humble beginnings of being reared by a single parent mother in abject poverty of the inner city housing projects infested with gangs, drugs and violence. His oldest sibling and only brother Oscar was murdered when he was eleven years old. Young Brown often received a respite when he was sent to spend summers with his grandfather in rural farming country. Brown became the first in his family of five to participate in Head Start, graduate high school and attend college.

Keynote Address
Blind spots and implicit biases are hidden forces that shape our opinions, attitudes, perceptions and decisions about others. This interactive dynamic and fun presentation will address the shortcuts that create our mental blind spots. Brown provides motivation and knowledge that will help attendees remain focused, motivated and inspired to overcome faulty personal beliefs, prior expectations and anchors. Brown works at the development and maintenance of safe spaces cultivating respect, acceptance and support for ALL.

9:45 a.m. – 10:00 a.m. | Break

10:00 a.m. – 11:15 a.m. | Workshops

In order to improve the quality of educational experiences for MEP and ELD students, it is proposed that teachers and administrators begin to focus on their strengths, as individuals and as a group. This means identifying what they do know, not what they do not know including identifying their highest test scores, not focusing on their lowest. This also includes setting high expectations, reinforcing student efforts, and celebrating their achievements, while also teaching mindfulness and resilience.

Cora Dzubak, Academic Adviser and Instructor, Millersville University, Millersville, PA and Margaret Mbindyo, Assistant Professor and Academic Adviser, Millersville University, Millersville, PA

Participants will take a look at their respective Grade Level Concepts and Competences based on the Standards. Once that has been established, a deep look at the Eight Standards of Mathematical Practices and how to incorporate them into daily instructions and assessments. Participants will explore how to use the questions within the practices to help scaffold problems in order help students gain a deeper thinking and understanding of mathematics. All resources for the session will be available with the Standards Aligned System (SAS).

Kevin Mauro, Mathematics Education Advisor, Pennsylvania Department of Education, Harrisburg, PA

In the face of high turnover rates, limited funding and staffing, and a constantly changing migrant landscape, it is sometimes necessary to go “back to the drawing board” in order to closely examine whether or not a program is functioning up to capacity. During this session, participants will gain a working knowledge as to how the South Carolina Migrant Education Program took steps towards programmatic growth and renewal. We will share key strategies that will help participants to ensure that they are capitalizing on key opportunities for growth in the various components of the Migrant Education Program such as ID&R (Identification and Recruitment) and data.

Amber Peoples, Data and Recruitment Specialist, South Carolina Migrant Education Program, Columbia, SC; Zachary Taylor, State Director, South Carolina Migrant Education Program, Columbia, SC; and Emily Williams, State ID&R Coordinator, South Carolina Department of Education, Columbia, SC

This session will explore the WIDA (World-Class Instructional Design and Assessment) Early Years Promising Practices book designed to help practitioners, program administrators, families, and trainers better understand dual language development in the early years. We will review the 14 essential actions that are designed to assist with developing and implementing standards-based curriculum, instruction, and assessment.

MaryAnne Olley, Early Childhood Education Advisor, Office of Child Development and Early Learning (OCDEL), Harrisburg, PA and Barry Wiestling, Early Childhood Education Advisor, Office of Child Development and Early Learning (OCDEL), Harrisburg, PA

With continued pressures and ever-increasing demands in the workplace, fostering our own resilience AND social emotional wellness often takes a back seat. This energizing presentation addresses the importance of these practices and their direct connections to workplace success. Participants will review current methods for coping with positive and challenging career stress and the compassion fatigue which can result from coping with school-based trauma(s). In addition, participants will reflect on their social emotional competence, explore comprehensive areas of professional wellness and be introduced to a framework to create an individualized self-care plan to support positive professional resilience and personal growth.

Mona Johnson, CDP, Ed.D., Director of Student Support, Washington State Office of Superintendent of Public Instruction, Olympia, WA

In this relevant and engaging session, participants will learn how to create and sustain a “customer centric” school environment that focuses on a systematic process to build and increase family engagement. Participants will learn how to create and mobilize a family engagement guiding coalition, create goals and action steps and utilize research-based activities and strategies to move from family involvement to engagement.

Deborah Ellis, Assistant Principal, Minnieville Elementary, Woodbridge, VA and Nathaniel Provencio, Principal, Minnieville Elementary, Woodbridge, VA

Carefully planned oral language activities can support English learners (ELs) in building an academic identity, learning new content, and developing academic language. In this session, participants will learn why academic conversations benefit ELs, explore four practices for supporting ELs’ participation in academic conversations, and learn new oral language activities that participants can use with ELs in their contexts.

Sydney Snyder, Principal Associate, SupportEd, Scranton, PA

11:15 a.m. – 11:30 a.m. | Break

11:30 a.m. – 12:15 p.m. | Round-Table Discussions and Poster Sessions

The term “College Readiness” is heard more and more in our schools, but how to prepare EL/Migrant students for college is a challenge. Join us for an engaging round table to discuss how to integrate advising strategies and career exploration to support students’ success. Participants will leave with techniques, strategies, and ideas to improve the efficiency of their programs.

Jenny Hernandez, College Assistance Migrant Program (CAMP) Director, Millersville University, Millersville, PA

Effectively communicating with culturally and linguistically diverse families is an obligation for all educators. There are federal and state laws that protect non-English speaking parents’/families’ rights to access and participate in their child’s education. But good communication is more than a mandate; it is a crucial ingredient in fostering students’ success. Opportunities for family engagement begin at enrollment and continue throughout the school year. Participants at our roundtable discussion will share resources and advice for successfully fostering engagement of culturally and linguistically diverse families.

Mari Bender, ESL/ELD Teacher, Capital Area Intermediate Unit, Enola, PA and Ann Tenan, ESL Educational Consultant, Capital Area Intermediate Unit, Enola, PA

Communicating with families who speak a language(s) other than English can be a challenge, but it is our legal responsibility to include English learner (EL) families as stakeholders in the education process by providing access to information and activities in the language of preference. During this roundtable, we will discuss how we, as individual teachers, might improve our communication methods with families, increase and encourage EL parent and family involvement within our districts and assist all district personnel in meeting the demands of language accessibility.

Valerie Ludwig, LIEP Instructor, Southern York County School District, Glen Rock, PA and Larlyn Muller, LIEP Instructor, York County School of Technology, York, PA

This roundtable discussion will provide participants with the model and activities needed to create a future ready fair that will give English learners an opportunity to explore careers and education after graduation. One example of a fair will be shared, including information about how the day was scheduled and how community members were involved. Finally, we will discuss the ways in which the model can be adapted for participants’ specific contexts and needs.

Gina DeMarco Wall, K-12 ESL/Title III Supervisor, Allegheny Intermediate Unit, Homestead, PA and Kelly Noyes, K-12 ESL/Federal Programs Director, Allegheny Intermediate Unit, Homestead, PA

Engaging with Migrant and English learner students and their families has been our goal and quest. Come join us as we will share what has worked for us as we eagerly strive to reinforce the bond between families and educators while searching for ways to bring in the community as a stronghold. In our session, participants will begin to design a research-supported plan that is feasible and beneficial to implement in their school.

Debra O’Connor, ELD Teacher, Lebanon School District/Harding Elementary, Lebanon, PA; Diana Rivera Morales, ELD Teacher, Lebanon School District/High School, Lebanon, PA; and Shonda Santiago, ELD Teacher, Lebanon School District/Middle School, Lebanon, PA

This round table discussion explores the professional learning community as a framework for improving collaboration between community groups, service organizations, public programs, and schools to improve the acculturation and inclusion of immigrant and refugee students. PLC (Professional Learning Community), the session will include teachers and service providers who will discuss the PLC as a whole as well as specific, successful practices for creating welcoming school environments.

Jenna Geiman, Education Coordinator, All for All, Pittsburgh, PA

Join the student leaders of the Global Minds Initiative to discuss best practices in leveraging student voice and youth-led action in fostering welcoming schools for all. With students from over 50 countries, across 20 schools internationally, Global Minds youth are changing the world, starting with their own classroom. We are excited to bring insightful and honest conversations about inclusive schools, along with empathy building training that can be replicated in your community.

Paul Kim, Student Leader, Global Minds Initiative, Pittsburgh, PA; Peyton Klein, Founder and Executive Director, Global Minds Initiative, Pittsburgh, PA; Anna Marks, Student Leader, Global Minds Initiative, Pittsburgh, PA; Daniela Naumov, Student Leader, Global Minds Initiative, Pittsburgh, PA; and Suad Yusuf, Program Director, Global Minds Initiative, Pittsburgh, PA

With the social and emotional stressors placed on ELs, “Are they ready to learn?” This roundtable will expose the strengths, challenges, aspects and needs of ELs that often go unnoticed to educators. We will deliberate ways in which we can uncover the socio-emotional needs of ELs in order to provide support, as well as brainstorm ways to increase collaborative partnerships with school staff, outside resources, and EL families.

Katherine Musselman, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA and Holly Niemi, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA

This session will focus on strategies employed by districts across the nation who have implemented a targeted formative approach to language assessment and instruction. The strategies include assessing students’ language proficiency multiple times a year and providing stakeholders with professional development to better understand and use the data.

Robert La Grassa, Assessment Solutions Consultant, Data Recognition Corporation, Lancaster, PA

OnTrack to Post-Secondary Education is a no cost eLearning college and career readiness program designed to help 9th-12th grade students successfully navigate high school, understand the process and requirements to obtain some type of post-secondary education and access and receive financial aid. OnTrack is delivered through grade-specific short videos, covering topics such as Developing Strong Study Skills, ACT/SAT Prep, Resolving Conflict, FAFSA completion and Paying for College.

Michael Hackman, Managing Director, Uncommon Individual Foundation, Devon, PA

Round table participants will explore activities they can do with preschool migrant students that enhance language and literacy development in any language. They will also discuss ways to engage the parent/caretaker in the school readiness process. Lastly, the group members will have a chance to share their favorite resources as well as review materials developed by the Preschool Initiative Consortium.

Michele Cheney, Assistant Director, Principal Education Specialist, ESCORT/Research Foundation, Oneonta, NY

This roundtable discussion will focus on things that educators and MEP staff can do to promote academic achievement among migrant students, especially those who are English learners. Creating a welcoming classroom environment, reaching out to families so they become more familiar with the schooling process and creating a list of helpful resources that families can access are all simple strategies. Exposure to more academically rigorous coursework and holding students to high expectations challenges the families and helps them to understand academic possibilities and realities. Most importantly, share best practices with peers on understanding the connection between language, school and home culture, how these elements can influence the academic performance of students as well as how to overcome the unique challenges of this population.

Kathy Alston, ESL Supervisor, Harrisburg School District, Harrisburg, PA

Participants will be discussing trauma, mental health and how to teach and reach the whole child/youth. Facilitator will provide a brief overview of what we know about Adverse Childhood Experiences (ACEs) and their effect on mental/physical health. There will be a rich discussion on strategies used by participants, participant’s experiences dealing with trauma in their day to day work, and self-care strategies for practitioners.

Lysandra Alexander, Program Development Coordinator, Pennsylvania Department of Education, Harrisburg, PA

This poster will display restorative strategies and techniques to implement when coping with stress, crisis, or unwelcome surprises. These shifts in routine are efficient, easy-to-implement and can be practiced by people of all ages, amidst the busiest of schedules. Micro-resilience enables push back against the stressful forces that drain energy and deplete creativity.

Tina Barnheart, ELD Teacher, Warwick School District, Lancaster PA

Focus on supporting refugee students as they bridge the gap between life in the United States and academic expectations at school. Presenters share strategies and experiences in working with refugee youth and the impact of a community school on academic success. They invite participants’ insights in creating culturally competent learning environments.

Brenda Morales, ELD Specialist, School District of Lancaster, PA and Jennifer Stum, ELD Specialist, School District of Lancaster, PA

This poster session shares a student resume project implemented by one high school to strengthen relationships between teachers and English learners (ELs). ELs provided their goals, strengths, educational background, and language proficiency, while integrating technology. ELs shared the finished products with content area teachers, who were delighted to learn about their ELs’ interests and backgrounds. This project aims to build connections between teachers and ELs to help increase academic success.

Katherine Musselman, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA and Holly Niemi, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA

This poster session shares how one high school promoted community involvement with free field experiences. It explores ways to galvanize and harness community resources to bolster English learners (ELs) academic and social development. It showcases the work of one researcher-practitioner collaboration to access free community resources to expand the post-secondary career opportunities for their EL population.

Katherine Musselman, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA and Holly Niemi, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA

12:15 p.m. – 1:45 p.m. | Lunch on Your Own

1:45 p.m. – 3:00 p.m. | Workshops

Parents and families play an essential role in special education by providing comprehensive knowledge of health and developmental histories, educational backgrounds, interests, and strengths. Additionally, parents and families are key members within the individualized education programs (IEP) team, serving as partners to participation in shared decision-making and ensure that educational team implementations are effective for their children. However, parents and families may not have previous IEP meeting experience, which can make them feel uncertain about their roles within this process. The best means of creating feelings of confidence and empowerment for families participating in IEP meetings, is to ensure that they are prepared for the meeting in advance. Topics discussed will include advising what and who to bring to the meeting, helping parents prepare questions and recommendations, and utilizing available resources. Lets help parents be prepared to be collaborative partners in their children’s IEPs.

Jennifer Geibel, Educational Consultant, Pennsylvania Training and Technical Assistance Network (PaTTAN), Pittsburgh, PA

Engaging with families is a process, not a set of activities. Relationship and power are at the core of family engagement. Are you ready to authentically co-power with families? To shift the perspective about what parents are capable of doing? This interactive session provides an opportunity for attendees to “catch” resources such as: for capacity building, agility, trusting relationships, generational communication, humility and keep them in their family engagement tool box.

Dana Yarbrough, Community Supports Specialist, Assistant Director, Strategic Initiatives, Parent to Parent of Virginia, Richmond, VA

Traditional notions of differentiation maintain the process of designing instruction for the “norm” and then making modifications for English learners after-the-fact. The challenge with this is that it does not consider ELs from the start, and often leads teachers to experience the dizzying feeling of having to write up to 10 different versions of every single lesson. In this interactive workshop, participants will re-envision instruction for ELs within Universal Design for Learning (UDL) to design instruction that places ELs at the heart of the design instead of as an afterthought.

Cindy Barnes, EL Supervisor, Delaware County Intermediate Unit, Morton, PA and Andrea Kolb, English Language Development Managing Coordinator, Center for Schools and Communities, Camp Hill, PA

The reauthorization of the Elementary and Secondary Education Act (ESEA) by the ESSA resulted in significant changes in the requirements related to English learners (ELs). Title I now has significantly more responsibility for ELs, including English language proficiency (ELP) standards, ELP assessment, EL accountability, EL parent notifications, collaboration with other ESSA programs, and regular meetings with the parents of ELs. This presentation provides a detailed description of the requirements for ELs in ESSA Title I.

David Holbrook, Executive Director, Federal Compliance and State Relationships, TransACT Communications, Lynnwood, WA

Employees for the Migrant Education Program have long and unpredictable work schedules, are asked to work in areas of their state of which they are unfamiliar and often accompany and support their students in the struggles they face. Consequently, many MEP employees experience burnout quickly which leads to higher employee turnover rates. Through anecdotes, group discussions, and role playing scenarios participants will explore creative solutions to overcome some of the challenges Migrant Education Program employees often face on the job. At the end of the workshop, participants will walk away with the tools and strategies they need to implement best practices for self-care to prevent burnout and achieve long term success.

Justyn Settles, MEP Recruiting Coordinator, MEP Conexion Americas, Johnson City, TN and Emily Williams, State ID&R Coordinator, South Carolina Department of Education, Columbia, SC

Summer slide is not a playground attraction, but the learning loss many English learners (ELs) experience over summer. This phenomenon prompted one school’s researcher-practitioner collaboration to create high-interest community-based summer English as a second language programs. Both programs help ELs create connections and partnerships with daily site visits or visitors to build their English, while exposing ELs to limitless possibilities of post-secondary, career, and training options, as well as to their new community.

Katherine Musselman, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA and Holly Niemi, ESL Program Specialist, Baldwin-Whitehall School District, Pittsburgh, PA

In this session, participations will learn about current and historical Pennsylvania Migrant Education Program parent and out-of-school youth survey results, how they relate to program goals, and how to turn the findings into actions and strategies that support families and students toward improved outcomes.

Leslie Kirby McConnell, Grant and Evaluation Specialist, Allegheny Intermediate Unit, Homestead, PA and Yolanda Yugar, Evaluation Specialist, Allegheny Intermediate Unit, Homestead, PA

3:00 p.m. – 3:15 p.m. | Break

3:15 p.m. – 4:30 p.m. | Workshops

In the face of an evolving MEP landscape that is altering traditional migratory patterns and streams, recruiters must re-assess their approach in order to adapt and transform with the times. South Carolina MEP will share its best strategies, practices and resources in order to ensure that your ID&R is functioning at full capacity in this new age.

Amber Peoples, Data and Recruitment Specialist, South Carolina Migrant Education Program, Columbia, SC; Zachary Taylor, State Director, South Carolina Migrant Education Program, Columbia, SC; and Emily Williams, State Identification and Recruitment Coordinator, South Carolina Department of Education, Columbia, SC

Immigrant children and youth (ICY) face unique school adjustment challenges as they navigate the trajectory of social-emotional development. A constellation of factors associated with the immigrant experience, including: acculturation, migration and documentation stressors; socioeconomic hardship; language barriers; and schooling gaps put ICY at high risk of psychological trauma and the accompanying threat of academic failure. This workshop will guide participants in how to recognize the signs of trauma, and to implement integrative strategies in the educational setting in order to facilitate the academic progress of traumatized immigrant students.

Mary Sharp-Ross, NCSP, Licensed Psychologist, Bethlehem, PA

Partnerships with families are a primary relationship within all early care and education programs.  As we seek to increase our inclusive practices and reduce suspension and expulsion, connections with families must be developed, strengthened and maintained.   In this workshop, we will discuss specific tools, resources and strategies related to the development of local policies related to inclusion and the reduction of suspension and expulsion in partnership with families. Participants will also learn how to approach conversations with families in light of policies around inclusion and the reduction of suspension and expulsion. Challenges and concerns that families bring to our attention will also be discussed.

Susan Polojac, Director, Race to the Top – Early Learning Challenge, Harrisburg, PA

During this workshop, participants will explore strategies to ensure all families have access to science, technology, engineering, arts and math (STEAM) activities as well as discuss the ways in which STEAM relates to all learning. Using the Techbridge model for equality versus equity, the presenter will show how both school day and out-of-school time educators can structure programming to incorporate family engagement and break down barriers that may not be readily obvious. Participants will receive a hands-on activity to replicate with students, resources and partnership ideas for building equitable STEAM programs in every community.

Winnie Black, Special Projects Coordinator, Center for Schools and Communities, Camp Hill, PA

What is translanguaging and how can it empower emergent bilingual learners who are recent migrants in their growth as learners, communicators and democratic citizens? In this session, we will frame translanguaging through personal examples, examine bilingual practice and the effects of silencing non-English voices and identities, and offer examples and recommendations for classroom practice.

Xenia Hadjioannou, Associate Professor of Language and Literacy Education, Penn State University, Harrisburg Campus, Middletown, PA

Thursday, April 4, 2019

Breakfast on Your Own

8:00 a.m. – 12:30 p.m. | Registration and Exhibit Area Open

8:15 a.m. – 9:30 a.m. | Workshops

Recruiters and MEP employees often find themselves in unpredictable situations. To help recruiters be prepared for whatever they may encounter, we will examine challenging scenarios real recruiters have faced out in the field to see how they navigated difficult eligibility decisions, calmed down angry farmers, and much more.

Justyn Settles, MEP Recruiting Coordinator, MEP Conexion Americas, Johnson City, TN

English learners struggle to meet academic targets in math and reading. Collaboration has been shown to increase academic achievement. This workshop examines the challenges of creating this collaborative climate. Participants will use a technique called the “Anti-problem” to describe a fully sustainable collaborative environment, identify obstacles that hinder that vision, and develop solutions to overcome the obstacles. Participants will leave with an action plan and how to conduct this activity at their schools.

Melanie Wolf-Greenberg, Consultant, ESL Specialist, Edu8Every1 LLC, Nazareth, PA

As demographics continue to shift in our communities, schools are grappling with how to best engage immigrant and English learner families. Participants will: acquire information on the U.S. Department of Education’s Dual Capacity-Building Framework and other key concepts in the family engagement field; increase knowledge of federal language access laws and how to design interpretation services; and discover strategies for increasing the capacity of immigrant and English learner families and school staff.

Laura Gardner, Founder and Lead Consultant, Gardner and Associates LLC, Washington, DC

The purpose of this workshop is for participants to learn how to create and facilitate new teacher professional development with an emphasis on pedagogy on student achievement for all students.

Angela Della Valle, ESL Department Head K-12, Upper Merion Area School District, King of Prussia, PA and Susan Silver, Assistant Superintendent of Curriculum and Instruction, Upper Merion Area School District, King of Prussia, PA

This session will help attendees understand the dynamics and impacts of trauma, immigration, separation, and reunification on children, youth and families as well as current vulnerabilities for Central American youth. Participants will learn about victimization related to gang activity and bullying, with a focus on understanding the signs and indicators and the role of school staff in responding appropriately and effectively. Attendees will be better equipped to help recently immigrated youth and families succeed by learning about effective interventions and strategies for use in schools and classrooms, and with individuals and families.

Meredith McKeen, Director of Youth Initiatives and the Multicultural Center, Northern Virginia Family Service, Oakton, VA and Kate Reen, Assistant Director Youth Initiatives programs, Northern Virginia Family Service, Oakton, VA

In this interactive workshop you will learn strategies and techniques for teaching and reaching out-of-school youth (OSY). Presenters will share ways to build and maintain trust, as well as effective ways to keep youth engaged and motivated. You will become familiar with the GOSOSY Instructional Action Plan tools, as well as, the Pennsylvania Department of Education’s Migrant Education Program lesson plan template. Throughout the workshop, you will have the opportunity to write your own lesson plan. As a parting gift, each participant will also come out with a resource guide of effective lesson plans.

Lysandra Alexander, Program Development Coordinator, Pennsylvania Department of Education, Harrisburg, PA and Deke Showman, Migrant Education Program Supervisor, Northwest Tri-County Intermediate Unit, Erie, PA

9:30 a.m. – 9:45 a.m. | Break

9:45 a.m. – 11:00 a.m. | Workshops

This workshop will engage the audience in the practice of remembering to make the connection between how our past informs who we are in the present, and how cultural memories in particular shape the experiences of students in the K-12 context. The session begins by exploring the importance of memory in our own educational and life experiences, and analyzing some memories of immigrant students. Participants will then engage in a memory activity about crossing a border, physical or symbolic, and going to a place for the first time, or feeling bothered in a homogeneous space. Engaging in this deep introspective practice can help us better understand and remember what it is like to cross borders and re-define ourselves. Teachers can use this cultural consciousness to design responsive instruction that affirms and operationalizes students’ cultural senses of being within times and spaces. We will look at demographic data from Pennsylvania schools, and then collaboratively strategize and construct instructional practices and classroom cultural practices that attend to positive identity development, relevant curriculum and instruction, and trauma-informed responses to immigrant/migrant students’ experiences related to being an immigrant in hostile political times.

Donna-Marie Cole-Malott, Director of Institute for Educational Governance and Leadership (IEGL), Lebanon Valley College, Annville, PA

This workshop will include practical steps to enhance safety for recruiters of the Migrant Education Program while traveling to and from remote, rural locations. The workshop discussions will also include steps that recruiters can take to protect their safety while on-site conducting an MEP visit.

Christopher Bendl, Trooper, South Central Pennsylvania Highway Safety, Mechanicsburg, PA and Matthew Frampton, Coordinator, South Central Pennsylvania Highway Safety, Mechanicsburg, PA

In today’s rush, we all think too much, seek too much, want too much and forget the joy of just “being.” Join us and experience hands-on mindfulness activities that can be shared with families and students. Mindfulness activities can reduce bullying, increase focus, and improve well being and social skills.

Marta Droddy, Education Consultant, Hanover, PA and Donna Quatman-Wilder, Family and Community Involvement Teacher Specialist, Frederick County Public Schools, Boonsboro, MD

As ELs are increasingly pushed into mainstream classrooms, there is a need to equip all classroom teachers with skills and strategies for meeting the needs of ELs. The resulting training programs and books often equip teachers well for meeting the needs of ELs with some English proficiency. However, overly broad discussions of strategies and differentiation may leave one particular group of ELs poorly served: Newcomers. Teachers often have not developed the skills to address the needs of ELs entering our schools with little or no English proficiency. The presenter will introduce the “Newcomer Lens” in this session. This is a tool which aims to help teachers first experience what it is like to not understand any language in school, then process common “EL strategies” in light of this experience, and finally to consider approaches and strategies which can work for Newcomers. Participants will engage in experiential learning, discussion, and application, and will receive a handout outlining the “Newcomer Lens”.

Jan Dormer, Associate Professor of TESOL, Messiah College Graduate Program in Education, Mechanicsburg, PA and Laura Esch, ESL Teacher and Graduate Student in TESOL, Messiah College, Mechanicsburg, PA

This workshop will explore effective parent involvement strategies for culturally and linguistically diverse (CLD) families in connection with important themes from current research. This goal will be achieved in an interactive manner fostering group discussion. This session will highlight a successful example of a program developed to highlight parents’ strengths and funds of knowledge and allow the opportunity for participants to authentically relate the information to their school/district.

Katelyn Barlet, ESL, World Languages, Spanish Immersion Supervisor, Manheim Township School District, Lancaster, PA and Jennifer Kaufmann, ELD Consultant, Manheim Township School District, Lancaster, PA

The Next Generation Science Standards (NGSS) are based around three dimensional learning. The NGSS is made up of three distinct but equally important components: Disciplinary Core Ideas, Cross-cutting Concepts, and Science and Engineering Practices. All three are part of the Science Pennsylvania System of School Assessment (PSSA) exams and must be included in the utilization of NGSS. This hands-on session will address incorporating all three dimensions in the informal and formal teaching of science.

David Bauman, Science Education Advisor, Pennsylvania Department of Education, Harrisburg, PA

Everyone has heard about data fraud and security breaches. However, as an employee of an educational entity, do you know what your responsibilities are to prevent security breaches? This session will present various data breach scenarios and provide best practices so that you do not become a victim.

Vaughn Murray, Education Programs Information Management Coordinator, Central Susquehanna Intermediate Unit, Milton, PA

11:00 a.m. – 11:15 a.m. | Break

11:15 a.m. – 12:30 p.m | Keynote Address and Closing Remarks by José M. Hernández

José M. Hernández, Chief Executive Officer, Author, Independent Consultant, Tierra Luna Engineering, Stockton, CA, a former migrant farmworker, was selected by NASA as a member of their 19th class of astronauts in 2004. After completing his training he was selected for a mission in 2007 and flew as the flight engineer in the 2009 14-day STS-128 mission aboard Space Shuttle Discovery to the international space station. In addition to his flight engineer duties Hernández was also one of two principal robotic arm operators and the first to tweet in English and Spanish from space. Before being selected as an astronaut, Hernández worked at NASA as the branch chief of the Materials and Processes Branch at the Johnson Space Center in Houston, Texas. There he oversaw the branch’s activities in the areas of materials and processes, fracture control, nondestructive evaluation, failure analysis, and nano materials research. Hernández branch was also instrumental in participating in the investigation to help find the root cause of the Space Shuttle Columbia accident and reporting those results to the President’s Columbia Accident Investigation Board.

After the 2009 Space Mission, Hernández was assigned to work at NASA headquarters in Washington D.C. where he served as a legislative analyst and helped in the development of space policy, NASA’s annual budget package and served as liaison with key Congressional members. Additional duties included the development of an effective strategy that promoted the President’s new vision on Space Exploration. Hernández is a former candidate for U.S. Congress, author of several books including his autobiography “Reaching for the Stars” and the children’s version “The Boy Who Touched the Stars”.

Today, Hernández works as a consultant for Tierra Luna Engineering, which he founded in 2012. Here, he provides his expertise in business development and strategic operations to help clients develop optimum growth solutions through an integrated approach. He focuses these efforts on companies involved in aerospace technologies and renewable energies.

Hernández has been the recipient of numerous awards. NASA Service Awards in 2002 and 2003; Lawrence Livermore National Laboratory “Outstanding Engineer Award” in 2001; Upward Bound National TRIO Achiever Award in 2001; U.S. Department of Energy “Outstanding Performance Commendation” in 2000; Society of Mexican American Engineers and Scientists (MAES) “Medalla de Oro” recipient for professional and community contributions in 1999; Hispanic Engineer National Achievement Award, “Outstanding Technical Contribution” in 1995. Finally, Hernández has been awarded seven honorary doctorate degrees including his alma mater, University of the Pacific.

Keynote Address
Jose Hernandez’s presentation is an effective motivational talk where individuals leave so inspired, they re-evaluate and upgrade their personal and professional goals in life, by empowering attendees through his anecdotal stories of hard work and perseverance. He shares a simple yet effective recipe that serves as an effective tool in the empowerment process.