INSTITUTES 2020-02-03T17:26:56+00:00

ELD Coordinators Institute

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.

Bob Measel, Title III Director and Bilingual Education Advisor, Pennsylvania Department of Education, Harrisburg, PA and Andrea Kolb, Statewide Multilingual Education Project Manager, Center for Schools and Communities, Camp Hill, PA

ELs in the Social Studies Classroom: Teaching with Primary Sources for All Learners

English learners, students with special needs, honors students, and on-level students are all capable of analyzing primary source documents and using them in research projects. TPS Inquiry Kits help make this possible by providing curated, accessible documents and approachable interactive lessons on research skills.

Lia Atanat, Maryland History Day Outreach and Professional Development Assistant, Maryland Humanities, Baltimore, MD and Anna Keneda, Maryland History Day Outreach and Professional Development Coordinator, Maryland Humanities, Baltimore, MD

Improving Outcomes for Students in Poverty

Approximately one-third of K-12 English learners in the U.S. live in poverty, and migrant families and students are over-represented among our nation’s poor. Young people living in poverty encounter cognitive, academic, and social-emotional challenges that can be mitigated and overcome through evidence-based interventions at the district, school and classroom levels. This session will survey basic concepts about poverty and the effects of poverty as a form of trauma. Participants will consider research-based instructional practices as they connect to culturally-responsive mindsets or stances. Using reflection, talk and writing, participants will investigate equity literacy principles and a pedagogy of equity that frame practices and strategies to improve student outcomes. Participants will identify practices of particular promise within their settings and roles, and will identify specific next steps and outline an action plan to implement selected practices with consistency, uniformity and fidelity.

Albert E. Mussad, Ph.D., Leadership and Instruction Continuous Improvement Specialist, Collaborative for Educational Services, Northampton, MA

Data Specialist Training

This institute will serve as a training and meeting for the 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.

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

Early Learning Standards: Linking Standards to Curriculum and Assessment

Quality early learning environments are essential for preparing children to be successful learners as they go through elementary school. One means of attaining high-quality learning environments is to implement curriculum that meets the needs of all children. In this institute, participants will learn about the Pennsylvania Learning Standards for Early Childhood, and they will gain an understanding of how the PA Learning Standards for Early Childhood can support school age curriculum and assessments. Participants will learn how to effectively utilize the Early Learning Standards that incorporate SAS elements and gain greater understanding of how the system offers stronger alignment to the content that children learn as the progress through elementary and secondary school.

Maryann Olley, Early Education Advisor II, Commonwealth of PA, Department of Education, Office of Child Development and Early Learning, Harrisburg, PA

How Trauma Can Affect Your Window of Tolerance

This institute will provide a basic understanding about Dr. Dan Siegel’s “The Window of Tolerance”. Educators will learn basic techniques for working with children with trauma history and/or dysregulation issues. The Window of Tolerance is the calm and focused state individuals need in order to learn, take in and digest new information, be empathetic, and manage and understand emotions. The concept of “The Window of Tolerance” also works as a helpful tool for educators to implement self-regulation and mindfulness practices with students so they may be able to eventually broaden their window of tolerance, increasing the capacity to learn and grow. This institute will also bolster educator’s ability to manage their own stress levels when working closely with children impacted by trauma through mindfulness, cognitive reframing, and self-care strategies.

Kate Zelazny, MSW, LSW, Family Based Mental Health Therapist, Milton, Pennsylvania

Interpretation and Translation Services for Families: Ensuring Equity through Language Access

Federal law requires that parents and families receive information from their children’s school in a language they understand, which involves providing interpretation and translation services.
This session will focus on language access and its role in equity for students and families. Participants will acquire information on language access laws and requirements for interpretation and translation services for parents in schools; increase knowledge of the role language access plays in equity; gain awareness of the various access points for families in communicating with their child’s school; and discover strategies for providing language access in specific settings such as parent-teacher conferences, parent workshops, and Back to School Night.

Laura Gardner, Founder and Lead Consultant, Immigrant Connections, Washington, DC

Promote Inclusion, Ensure Equity and Create Opportunities for Culturally Diverse Families

Equity and inclusive education addresses the need for authentic engagement of racially and culturally diverse students, and their families while ensuring more equitable access and opportunity for all students and families across urban, rural, and suburban settings. This institute will share work from Washoe County School District, this and will provide an understanding of how to create an equitable educational culture through culturally responsive practices while incorporating high expectations, relevancy, rigor, and relationships in every student’s education. Additionally, this institute will examine how diverse populations are affected by implicit bias, disproportionality, privilege and entitlement, and other systemic barriers and how we can resolve and avert future barriers.

Tiffany Young, Director of Equity and Diversity, Tiffany Young Consulting LLC, Sparks, NV

Time Management: I NEED MORE TIME!

Everyone feels like there is never enough time in the day. This institute will allow participants to learn how to organize their priorities and manage their time. Learn to identify time wasters and gain creative solutions to increase your productivity and efficiency. This institute will also help you identify some organizational habits to allow more workable time in a day.

Mandy Schwemm, Talent Development Section Manager/HR Analyst, Commonwealth of PA, Office of Administration, Employment, Banking and Revenue Human Resources Delivery Center, Harrisburg, PA