Featured Videos / Presentations
Dual Language Learners and Early Literacy (recorded webinars, October/November 2019)
Early childhood education and care programs across Pennsylvania are experiencing an increasing level of linguistic and cultural diversity among the children they serve. Dual Language Learners (DLLs) – young children who grow up speaking more than one language at home and in the classroom – bring to these classrooms unique learning strengths, experiences, and challenges. This three-part webinar will address evidence-based teaching practices in language acquisition and literacy development for DLLs and ELs in Pre-K to Grade 2 settings.
English Learners in an MTSS Framework: Guidance for School Psychologists Parts I, II, and III - held in the fall of 2018:
- Part I: How Does the Emergent Bilingual Brain Work?
- Part II: Examination of Exemplary Teaching Practices in Early Childhood Programs for DLLs and ELs
- Part III: Family and Community Engagement in Early Childhood Programs for Diverse Learners
Evidence of Language Use: Progress Monitoring for English Learners in Multi-tiered Systems of Support (recorded webinars)
- Part I: Federal and State Policies, Procedures, and Resources Regarding the Education of English Learners
- Part II: What School Psychologists/Counselors Need to Know About Progress Monitoring and Language Instruction Educational Program Effectiveness
- Part III: Culturally Responsive Practices and Its Impact on the Linguistic, Academic, Social, and Emotional Development of English Learners
The Language of Mathematics and English Learners in an MTSS Framework - held in the spring of 2017
- Part I: 1/10/18 State-Required Reclassification, Monitoring and Re-Designation of English Learners
- Part II: 1/17/18 Targeting Progress Monitoring of Language Use for English Learners
The workshop presented strategies and tools to enhance teachers’ understanding of language development and their ability to treat the language of mathematics as a resource for learning mathematical concepts in an MTSS Framework.