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DTSTART;TZID=America/Chicago:20211101T153000
DTEND;TZID=America/Chicago:20211101T170000
DTSTAMP:20260409T003402
CREATED:20210609T170959Z
LAST-MODIFIED:20210609T170959Z
UID:5168-1635780600-1635786000@irc.thecenterweb.org
SUMMARY: Using Technology with Multilingual Learners to Develop Oral Language: Explore the Who\, What\, Where\, When\, & Why
DESCRIPTION:Register Now\n  \nDate: Monday\, November 1\, 2021\nPresenter: Maggie Essig\nECPD Credit Hours: 1.5\n\nEvent ID: 225507014\n\n\n\n Using Technology with Multilingual Learners to Develop Oral Language: Explore the Who\, What\, Where\, When\, & Why \n\nWho can use technology to develop oral language? (Answer: All multilingual learners!)\nWhat does the research say about using technology with multilingual learners to develop oral language skills?\nWhere can technology tools be easily incorporated into instruction to develop oral language skills? \nWhen should technology be used with multilingual learners to develop oral language skills?\nWhy should you use technology to facilitate oral language development?\n\nTARGET AUDIENCE: K-12 Educators
URL:https://irc.thecenterweb.org/workshop/using-technology-with-multilingual-learners-to-develop-oral-language-explore-the-who-what-where-when-why-2
LOCATION:Webinar
CATEGORIES:Maggie Essig,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211102T153000
DTEND;TZID=America/Chicago:20211102T173000
DTSTAMP:20260409T003402
CREATED:20210714T202731Z
LAST-MODIFIED:20210714T202731Z
UID:5206-1635867000-1635874200@irc.thecenterweb.org
SUMMARY:Nothing Small About it: Supporting Bilingual Learners in Guided Reading
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, November 2\, 2021\nPresenter: Rachell Anderson\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503022\n\n\n\n\nNothing Small About it: Supporting Bilingual Learners in Guided Reading \nSmall group instruction is an effective way to reach the specific learning needs of students. Join this session for a deeper look into guided reading and how the traditional guided reading model can be adapted to effectively meet the needs of bilingual learners. \n\nCompare and contrast the unique features of various types of small group instruction\nDiscover how to incorporate culturally and linguistically responsive practices within a guided reading model\nExplore how translanguaging could be integrated into guided reading instruction\n\nTarget Audience: K-5 teachers of bilingual learners \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/nothing-small-about-it-supporting-bilingual-learners-in-guided-reading
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Rachell Anderson
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211106T090000
DTEND;TZID=America/Chicago:20211106T110000
DTSTAMP:20260409T003402
CREATED:20210715T154437Z
LAST-MODIFIED:20210715T154437Z
UID:5209-1636189200-1636196400@irc.thecenterweb.org
SUMMARY:Unit Planning for Multilingual Learners: Incorporating Oracy and Literacy into Content Area Instruction
DESCRIPTION:Register Now\n  \n\nDate: Saturday\, November 6\, 2021\nPresenter: Cristina Sanchez-Lopez\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503028\n\n\n\n\nUnit Planning for Multilingual Learners: Incorporating Oracy and Literacy into Content Area Instruction \nIn this session\, educators will: \n\nReview an interactive Learning Cycle Unit Planning Template\nExamine elementary and middle school sample content area unit plans\nReceive guided practice in creating instructional learning cycle units that incorporate oracy and literacy across the content areas.\n\nTARGET AUDIENCE: Educators who support multilingual learners’ content area instruction and intervention. \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar. \n 
URL:https://irc.thecenterweb.org/workshop/unit-planning-for-multilingual-learners-incorporating-oracy-and-literacy-into-content-area-instruction-2
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Cristina Sanchez-Lopez
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211109T153000
DTEND;TZID=America/Chicago:20211109T173000
DTSTAMP:20260409T003402
CREATED:20211013T153411Z
LAST-MODIFIED:20211013T153741Z
UID:5656-1636471800-1636479000@irc.thecenterweb.org
SUMMARY:Lowering Affective Filters to Support Multilingual Learners
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, November 9\, 2021  \nPresenter: Carly Spina\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503053\n\n\n\n\nLowering Affective Filters to Support Multilingual Learners \nIn this session\, educators will: \n\nExplore the idea of the affective filter and how it impacts students\nExplore tools and strategies that can work to lower their affective filter\nReceive guided practice in how to utilize & implement new tools and strategies\n\nTARGET AUDIENCE: Educators and instructional coaches who support multilingual learners  \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/lowering-affective-filters-to-support-multilingual-learners
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Carly Spina
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211114T130000
DTEND;TZID=America/Chicago:20211114T150000
DTSTAMP:20260409T003402
CREATED:20210803T174407Z
LAST-MODIFIED:20210803T174407Z
UID:5248-1636894800-1636902000@irc.thecenterweb.org
SUMMARY:Weekend Multilingual Literacy Strand: Nothing Small About It! Supporting Multilingual Learners in Guided Reading
DESCRIPTION:Register Now\n  \n\nDate: Sunday\, November 14\, 2021\nPresenter: Michele Yanong\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503023\n\n\n\n\nWeekend Multilingual Literacy Strand: Nothing Small About It! Supporting Multilingual Learners in Guided Reading  \n\nCome build a “guided reading ready” kit to support your multilingual learners and everyone else\nConsider ways to embed language objectives into your guided reading lessons for students at a variety of language development levels\n…. And what should the rest of the class be doing?!  Learn how to balance the whole operation by simplifying the independent tasks and organizing the routines in a visual way that all students can roll with\n\nTARGET AUDIENCE: K-8 General Educators\, Content Area Specialists\, Language Support Teachers and Everyone Else \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/weekend-multilingual-literacy-strand-nothing-small-about-it-supporting-multilingual-learners-in-guided-reading
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Michele Yanong
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211116T160000
DTEND;TZID=America/Chicago:20211116T180000
DTSTAMP:20260409T003402
CREATED:20210924T171317Z
LAST-MODIFIED:20210927T145740Z
UID:5647-1637078400-1637085600@irc.thecenterweb.org
SUMMARY:The Road to Authentic Family Engagement:  Understanding and Working Through Barriers
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, November 16\, 2021   \nPresenter: Adelicia Brienzo\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503050\n\n\n\n\nThe Road to Authentic Family Engagement:  Understanding and Working Through Barriers \nIn this session\, participants will: \n\nExplore strategies for working around common barriers to family engagement\nShare experiences around building authentic relationships with EL families.\nReview stages of immigrant parent involvement in schools\, and how they impact our efforts for engagement.\n\nTARGET AUDIENCE: Educators\, administrators\, social workers and parent liaisons who support multilingual learners and their families \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/the-road-to-authentic-family-engagement-understanding-and-working-through-barriers
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Adelicia Brienzo,Asynchronous Learning Activities
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211117T153000
DTEND;TZID=America/Chicago:20211117T173000
DTSTAMP:20260409T003402
CREATED:20210714T160910Z
LAST-MODIFIED:20210729T143712Z
UID:5202-1637163000-1637170200@irc.thecenterweb.org
SUMMARY:How does Cognitive Science Help us Support Multilingual/Multicultural Learners? 
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, November 17\, 2021\nPresenter: Elisabeth Trost\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503024\n\n\n\n\nHow does Cognitive Science Help us Support Multilingual/Multicultural Learners?  \n\nExplore how the brain functions;\nExamine ways to use an understanding of the brain to optimize instruction;\nExamine ways to use an understanding of the brain to optimize social emotional learning;\nMake plans to take this learning back to classroom/school/district.\n\nTarget Audience: Teachers\, coaches\, administrators\, grades PreK-12 \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/how-does-cognitive-science-help-us-support-multilingual-multicultural-learners
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Elisabeth Trost
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211130T153000
DTEND;TZID=America/Chicago:20211130T173000
DTSTAMP:20260409T003402
CREATED:20210714T204133Z
LAST-MODIFIED:20210714T204133Z
UID:5207-1638286200-1638293400@irc.thecenterweb.org
SUMMARY:La Lectoescritura inicial: cinco métodos para instrucción en español
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, November 30\, 2021\nPresenter: Rachell Anderson\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503025\n\n\n\n\nLa Lectoescritura inicial: cinco métodos para instrucción en español \n¿Enseñas la lectoescritura en español en un programa bilingüe o lenguaje dual? ¿O simplemente desea entender más sobre el desarrollo inicial de la lectoescritura en español? Únase a mí para explorar cinco métodos de instrucción únicos para el desarrollo de la lectura en español. \n\nExpande su comprensión del desarrollo de habilidades de lectoescritura en español para estudiantes bilingües de primaria al examinar cinco métodos para la lectoescritura inicial en español\nExplore las semejanzas y diferencias entre la instrucción inicial de lectoescritura en español e inglés\n\n**esta sesión se presente en español \nTarget Audience: Maestro/as del K-2 en programas bilingües o duales \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/la-lectoescritura-inicial-cinco-metodos-para-instruccion-en-espanol
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Rachell Anderson
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211201T153000
DTEND;TZID=America/Chicago:20211201T170000
DTSTAMP:20260409T003402
CREATED:20210714T191806Z
LAST-MODIFIED:20210714T192503Z
UID:5204-1638372600-1638378000@irc.thecenterweb.org
SUMMARY:Using Cooperative Grouping with Multilingual Learners: Explore the Who\, What\, Where\, When\, & Why
DESCRIPTION:Register Now\n  \nDate: Wednesday\, December 1\, 2021\nPresenter: Maggie Essig\nECPD Credit Hours: 1.5\n\nEvent ID: 225507015\n\n\n\nUsing Cooperative Grouping with Multilingual Learners: Explore the Who\, What\, Where\, When\, & Why \n\nWho can benefit from cooperative grouping?\nWhat cooperative grouping strategies are effective with multilingual learners?\nWhere can cooperative grouping resources be found?\nWhen can cooperative grouping strategies be used?\nWhy should you use cooperative grouping with multilingual learners to enhance language development\, content learning\, and social-emotional skills?\n\nTARGET AUDIENCE: K-12 Educators
URL:https://irc.thecenterweb.org/workshop/using-technology-with-multilingual-learners-to-develop-oral-language-explore-the-who-what-where-when-why-3
LOCATION:Webinar
CATEGORIES:Maggie Essig,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211202T153000
DTEND;TZID=America/Chicago:20211202T173000
DTSTAMP:20260409T003402
CREATED:20210715T204615Z
LAST-MODIFIED:20210715T204615Z
UID:5211-1638459000-1638466200@irc.thecenterweb.org
SUMMARY:Developing Culturally and Linguistically Responsive Multi-tiered Systems of Support (MTSS) for Multilingual Learners (MLs) Starting with Tier 1
DESCRIPTION:Register Now\n  \n\nDate: Thursday\, December 2\, 2021\nPresenter: Elisabeth Trost\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503026\n\n\n\n\nDeveloping Culturally and Linguistically Responsive Multi-tiered Systems of Support (MTSS) for Multilingual Learners (MLs) Starting with Tier 1 \n\nReflect on ways to use the seven factors framework to make existing systems more culturally and linguistically responsive\nContrast possible explanations for observable behaviors from both a language learner perspective and special educational perspective\nConsider how to ensure Tier 1 instruction that supports multilingual and multicultural learners across the curriculum;\nConsider how to develop system-wide\, school\, grade and classroom level-instruction and interventions that support multilingual and multicultural learners\nReview promising practices for culturally and linguistically responsive assessments\n\nTarget Audience: Teachers\, coaches\, administrators\, grades K-12 \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/developing-culturally-and-linguistically-responsive-multi-tiered-systems-of-support-mtss-for-multilingual-learners-mls-starting-with-tier-1
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Elisabeth Trost
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211208T190000
DTEND;TZID=America/Chicago:20211208T193000
DTSTAMP:20260409T003402
CREATED:20211116T211123Z
LAST-MODIFIED:20211116T211123Z
UID:5703-1638990000-1638991800@irc.thecenterweb.org
SUMMARY:Moving Beyond for Multilingual Learners with IRC Education Specialist\, Carly Spina
DESCRIPTION:Register Now\n  \nDate: Wednesday\, December 8\, 2021\nPresenter: Carly Spina\n\nMoving Beyond for Multilingual Learners with IRC Education Specialist\, Carly Spina\n\nJoin IRC Specialist and author\, Carly Spina\, as she discusses her passionate commitment to empowering educators working with multilingual students and families. Carly will share knowledge\, strategies and resources learned from over 15 years in the field of education.
URL:https://irc.thecenterweb.org/workshop/moving-beyond-for-multilingual-learners-with-irc-education-specialist-carly-spina
LOCATION:Webinar
CATEGORIES:Carly Spina,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20211215T153000
DTEND;TZID=America/Chicago:20211215T173000
DTSTAMP:20260409T003402
CREATED:20210715T160216Z
LAST-MODIFIED:20211110T171452Z
UID:5210-1639582200-1639589400@irc.thecenterweb.org
SUMMARY:Helping Multilingual Learners Show What They Know Mathematically: Grades 4-8
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, December 15\, 2021\nPresenter: Cristina Sanchez-Lopez\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503029\n\n\n\n\nHelping Multilingual Learners Show What They Know Mathematically: Grades 4-8 \nParticipants in this session will: \n\nLearn ways to engage students’ oral language and literacy during mathematics instruction\nPractice strategies that support students’ mathematical reasoning and problem-solving\nExplore a variety of concrete materials and multiple representations to engage learners and to help make the mathematics content accessible to a wide range of language learners\n\nTARGET AUDIENCE: teachers\, interventionists\, educators and practitioners who support math instruction for bilingual learners in grades 4-8. \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/helping-multilingual-learners-show-what-they-know-mathematically-grades-4-8-3
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Cristina Sanchez-Lopez
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220111T153000
DTEND;TZID=America/Chicago:20220111T173000
DTSTAMP:20260409T003402
CREATED:20210729T143526Z
LAST-MODIFIED:20211104T152107Z
UID:5221-1641915000-1641922200@irc.thecenterweb.org
SUMMARY:Meaningful Reading Instruction for Multilingual\, Multicultural Students\, Grades PreK-3
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, January 11\, 2022\nPresenter: Elisabeth Trost\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503041\n\n\n\n\nMeaningful Reading Instruction for Multilingual\, Multicultural Students\, Grades PreK-3 \nWe all know that emergent literacy best takes place in students’ first language.  In this workshop we will focus on how we can best support MLs in their quest to become readers in their second language (L2). \n\nExplore how to support students’ emergent first language literacy even when you don’t speak it and materials aren’t available;\nExamine best practices for supporting L2 literacy development;\nGet to know a fun and effective approach to interactive read-alouds\nIncorporate all language domains into literacy instruction\nMake plans to take new learning back to school/district\n\nTarget Audience: Teachers\, coaches\, administrators\, grades PreK-3 \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/meaningful-reading-instruction-for-multilingual-multicultural-students-grades-prek-3
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Elisabeth Trost
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220112T153000
DTEND;TZID=America/Chicago:20220112T173000
DTSTAMP:20260409T003402
CREATED:20210726T174009Z
LAST-MODIFIED:20210726T174009Z
UID:5220-1642001400-1642008600@irc.thecenterweb.org
SUMMARY:Enfocar en los grupos pequeños: apoyar a los estudiantes bilingües con lectura guiada
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, January 12\, 2021\nPresenter: Rachell Anderson\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503035\n\n\n\n\nEnfocar en los grupos pequeños: apoyar a los estudiantes bilingües con lectura guiada \nLa instrucción de grupos pequeños es una forma efectiva de alcanzar las necesidades específicas de aprendizaje de los estudiantes. Únase a mí para una exploración a la lectura guiada y cómo se puede adaptar el modelo de lectura guiada tradicional para apoyar las necesidades de los estudiantes bilingües. \n\nComparar y contrastar las características únicas de varios tipos de instrucción de grupos pequeños.\nDescubra cómo incorporar prácticas cultural y lingüísticamente receptivas dentro de un modelo de lectura guiada\nExplore cómo el translenguaje podría integrarse en la instrucción de lectura guiada\n\n**esta sesión se presente en español \nTarget Audience: Maestro/as de estudiantes bilingües de K-5 \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/enfocar-en-los-grupos-pequenos-apoyar-a-los-estudiantes-bilingues-con-lectura-guiada
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Rachell Anderson
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220119T160000
DTEND;TZID=America/Chicago:20220119T180000
DTSTAMP:20260409T003402
CREATED:20211027T161440Z
LAST-MODIFIED:20211027T161440Z
UID:5667-1642608000-1642615200@irc.thecenterweb.org
SUMMARY:Supporting Social-Emotional Development in Young English Learners:  How to Identify and Fill in the Gaps
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, January 19 \, 2022   \nPresenter: Adelicia Brienzo\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503055\n\n\n\n\nSupporting Social-Emotional Development in Young English Learners:  How to Identify and Fill in the Gaps\n\nIn this session\, participants will: \n\nLearn strategies for teaching ELs to identify emotions in themselves and others.\nIdentify ways to incorporate children’s books to teach social-emotional skills.\nDiscuss ways to support SEL during play and daily routines.\nUnderstand the use of visuals to help children learn social skills.\n\nTARGET AUDIENCE: Birth to Three/Early Intervention\, PreKindergarten and Kindergarten educators and therapists who support young English learners  \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/supporting-social-emotional-development-in-young-english-learners-how-to-identify-and-fill-in-the-gaps
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Adelicia Brienzo,Asynchronous Learning Activities
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220125T153000
DTEND;TZID=America/Chicago:20220125T173000
DTSTAMP:20260409T003402
CREATED:20210726T152710Z
LAST-MODIFIED:20210726T152710Z
UID:5217-1643124600-1643131800@irc.thecenterweb.org
SUMMARY:A Language and Culture Lens On: Universal Design for Learning
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, January 25\, 2022   \nPresenter: Olivia Mulcahy\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503030\n\n\n\n\n\nA Language and Culture Lens On: Universal Design for Learning \nTogether we will: \n\nExamine the framework and fundamental concepts of Universal Design for Learning (UDL) using a lens of language and culture to focus on the ways a UDL approach can  serve multilingual communities\nExplore structures\, strategies\, and tools to make your learning environment maximally accessible and effective for all students\, and particularly multilingual learners\nIdeate and plan for application of UDL inspired practices in your own teaching context\n\nTARGET AUDIENCE: K-12 educators \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/a-language-and-culture-lens-on-universal-design-for-learning
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Olivia Mulcahy
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220127T153000
DTEND;TZID=America/Chicago:20220127T173000
DTSTAMP:20260409T003402
CREATED:20211215T190954Z
LAST-MODIFIED:20211215T190954Z
UID:5740-1643297400-1643304600@irc.thecenterweb.org
SUMMARY:Incorporating Heritage Language(s) When You are Monolingual: Yes\, You Can!
DESCRIPTION:Register Now\n  \n\nDate: Thursday\, January 27\, 2022\nPresenter: Carly Spina\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503058\n\n\n\n\nIncorporating Heritage Language(s) When You are Monolingual: Yes\, You Can! \n\nIn this session\, educators will: \n\nExplore ways to collect information about heritage languages\nExplore tools and strategies that can support our work\nIdentify specific “entry points” and links to making heritage language connections\n\nTARGET AUDIENCE: Educators and instructional coaches who support multilingual learners  \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/incorporating-heritage-languages-when-you-are-monolingual-yes-you-can
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Carly Spina
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220201T153000
DTEND;TZID=America/Chicago:20220201T170000
DTSTAMP:20260409T003402
CREATED:20210721T202002Z
LAST-MODIFIED:20211116T202419Z
UID:5213-1643729400-1643734800@irc.thecenterweb.org
SUMMARY:Using Technology with Language Learners to Develop Reading Skills: Explore the Who\, What\, Where\, When\, & Why
DESCRIPTION:Register Now\n  \nDate: Tuesday\, February 1\, 2022\nPresenter: Maggie Essig\nECPD Credit Hours: 1.5\n\nEvent ID: 225507016\n\n\n\n\nUsing Technology with Language Learners to Develop Reading Skills: Explore the Who\, What\, Where\, When\, & Why \n\nWho can use technology to develop reading skills? (Answer: All multilingual learners!)\nWhat does the research say about using technology with multilingual learners to develop reading skills?\nWhere can technology tools be easily incorporated into instruction to develop reading skills?\nWhen should technology be used with multilingual learners to develop reading skills?\nWhy should you use technology to support and develop the reading skills of multilingual learners?\n\nTARGET AUDIENCE: K-12 Educators
URL:https://irc.thecenterweb.org/workshop/using-technology-with-language-learners-to-develop-reading-skills-explore-the-who-what-where-when-why-2
LOCATION:Webinar
CATEGORIES:Maggie Essig,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220202T153000
DTEND;TZID=America/Chicago:20220202T173000
DTSTAMP:20260409T003402
CREATED:20210804T170407Z
LAST-MODIFIED:20210804T170407Z
UID:5254-1643815800-1643823000@irc.thecenterweb.org
SUMMARY:Language Detectives: Supporting Multilingual Learners by Modeling and Deconstructing the Genre K-8
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, February 2\, 2022\nPresenter: Michele Yanong\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503046\n\n\n\n\n\nLanguage Detectives: Supporting Multilingual Learners by Modeling and Deconstructing the Genre K-8 \n\nExamine how modeling and deconstructing a genre using mentor texts fits into a scaffolded writing cycle for language learners and all\nLearn how to screencast or deliver a live writing mini-lesson that will support growing authors\nExplore activities\, response options\, and language focused anchor chart ideas that you can try right away!\n\nTARGET AUDIENCE: K-8 General Educators\, Content Area Specialists\, Language Support Teachers and Everyone Else \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar. \n\n 
URL:https://irc.thecenterweb.org/workshop/language-detectives-supporting-multilingual-learners-by-modeling-and-deconstructing-the-genre-k-8
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Michele Yanong
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220209T153000
DTEND;TZID=America/Chicago:20220209T173000
DTSTAMP:20260409T003402
CREATED:20210729T175703Z
LAST-MODIFIED:20220106T153942Z
UID:5222-1644420600-1644427800@irc.thecenterweb.org
SUMMARY:Meaningful Reading Instruction for Multilingual\, Multicultural Students\, Grades 4-8
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, February 9\, 2022\nPresenter: Cristina Sanchez-Lopez\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503042\n\n\n\n\n\nMeaningful Reading Instruction for Multilingual\, Multicultural Students\, Grades 4-8 \nWe all know that emergent literacy best takes place in students’ first language.  In this workshop we will focus on how we can best support English learners (ELs) in the intermediate and middle school grades in their quest to become readers in their second language (L2). \n\nExplore how to support students’ emergent first language literacy even when you don’t speak it and materials aren’t available\nConsidering many ELs in grades 4-8 are either long-term ELs or relative newcomers\, examine best practices for supporting L2 literacy development\nInvestigate ways to support ELs when the grade-level content is more complex and abstract\nIncorporate all language domains into literacy instruction\nMake plans to take new learning back to school/district\n\n\nTarget Audience: Teachers\, coaches\, administrators\, grades 4-8 \n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar. \n\n 
URL:https://irc.thecenterweb.org/workshop/meaningful-reading-instruction-for-multilingual-multicultural-students-grades-4-8
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Cristina Sanchez-Lopez
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220216T153000
DTEND;TZID=America/Chicago:20220216T173000
DTSTAMP:20260409T003402
CREATED:20211215T185014Z
LAST-MODIFIED:20211215T185014Z
UID:5742-1645025400-1645032600@irc.thecenterweb.org
SUMMARY:Reset\, Refresh\, Remix: Instructional Strategies to Energize Language Instruction
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, February 16\,\, 2022  \nPresenter: Carly Spina\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503059\n\n\n\n\nReset\, Refresh\, Remix: Instructional Strategies to Energize Language Instruction\n\nIn this session\, educators will: \n\nDefine what engagement means for language development\nExplore tools and strategies for engaging multilingual learners in reading\, writing\, listening\, and speaking through content areas\nReceive guided practice in how to utilize & implement new tools and strategies\n\nTARGET AUDIENCE: Educators and instructional coaches who support multilingual learners  \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/reset-refresh-remix-instructional-strategies-to-energize-language-instruction-2
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Carly Spina
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220218T153000
DTEND;TZID=America/Chicago:20220218T173000
DTSTAMP:20260409T003402
CREATED:20210726T162354Z
LAST-MODIFIED:20210726T162354Z
UID:5218-1645198200-1645205400@irc.thecenterweb.org
SUMMARY:Storytelling for Strong Communities
DESCRIPTION:Register Now\n  \n\nDate: Friday\, February 18\, 2022   \nPresenter: Olivia Mulcahy\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503031\n\n\n\n\n\nStorytelling for Strong Communities \nTelling our stories is powerful. It helps us learn about ourselves. It helps us connect with others. It helps us process ideas and make meaning of the world. \nParticipants are invited to engage in a live online session and asynchronous learning activities in which we will: \n\nExplore community writing\, book making\, poetry and story slams\, and other ways to create spaces for sharing stories in community\nEngage in writing and telling our own stories! Read and listen to stories from our peers!\nConsider various approaches\, resources\, and strategies to incorporate storytelling in our classrooms and schools with our students\, families\, and colleagues\n\nTARGET AUDIENCE: K-12 educators \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/storytelling-for-strong-communities-2
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Olivia Mulcahy
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220223T153000
DTEND;TZID=America/Chicago:20220223T173000
DTSTAMP:20260409T003402
CREATED:20210908T153755Z
LAST-MODIFIED:20210908T153755Z
UID:5255-1645630200-1645637400@irc.thecenterweb.org
SUMMARY:Language Detectives: Conferral and Small Group Writing Instruction K-8
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, February 23\, 2022\nPresenter: Michele Yanong\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503047\n\n\n\n\nLanguage Detectives: Conferral and Small Group Writing Instruction K-8 \n\n\n\nLearn how to analyze student writing through a language lens on word\, sentence\, and discourse development\nGather tools for the conferral process\, including questions to ask students\, forms to guide self-reflection\, and phrases that affirm student production\nLeave with more than 15 activity ideas that you can put into place this year in your writing workshop\n\nTARGET AUDIENCE: K-8 General Educators\, Content Area Specialists\, Language Support Teachers and Everyone Else \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/language-detectives-conferral-and-small-group-writing-instruction-k-8
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Michele Yanong
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220301T153000
DTEND;TZID=America/Chicago:20220301T170000
DTSTAMP:20260409T003402
CREATED:20210721T205939Z
LAST-MODIFIED:20210721T205939Z
UID:5214-1646148600-1646154000@irc.thecenterweb.org
SUMMARY:Using Non-Print Texts with Multilingual Learners: Explore the Who\, What\, Where\, When\, & Why
DESCRIPTION:Register Now\n  \nDate: Tuesday\, March 1\, 2021\nPresenter: Maggie Essig\nECPD Credit Hours: 1.5\n\nEvent ID: 225507017\n\n\n\nUsing Non-Print Texts with Multilingual Learners: Explore the Who\, What\, Where\, When\, & Why \n\nWho can use non-print texts with multilingual learners? (Answer: Everyone!)\nWhat are non-print texts?\nWhere can you find non-print texts to enhance instruction for multilingual learners?\nWhen do non-print texts communicate\, entertain\, inform\, and persuade in the same way as their print-based counterparts?\nWhy should you use various forms of non-print texts to facilitate language development\, content learning\, creativity\, and critical thinking?\n\nTARGET AUDIENCE: K-12 Educators
URL:https://irc.thecenterweb.org/workshop/using-non-print-texts-with-multilingual-learners-explore-the-who-what-where-when-why-2
LOCATION:Webinar
CATEGORIES:Maggie Essig,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220302T153000
DTEND;TZID=America/Chicago:20220302T173000
DTSTAMP:20260409T003402
CREATED:20210818T141435Z
LAST-MODIFIED:20210818T141435Z
UID:5266-1646235000-1646242200@irc.thecenterweb.org
SUMMARY: Renovate Your Read Aloud: Re-Imagining the Think-Aloud Process
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, March 2\, 2022\nPresenter: Michele Yanong & Rachell Anderson\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503048\n\n\n\n\n Renovate Your Read Aloud: Re-Imagining the Think-Aloud Process \n\nExplore ways to increase student interaction with text by strategically using the think-aloud process during classroom read alouds to elicit reactions\, responses\, and reflections.\nDiscover how to incorporate culturally and linguistically responsive practices during the interactive read aloud experience \nView samples and resources\n\nTARGET AUDIENCE: K-5 teachers \n\n\n\n\nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/renovate-your-read-aloud-re-imagining-the-think-aloud-process
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Michele Yanong,Rachell Anderson
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220303T153000
DTEND;TZID=America/Chicago:20220303T173000
DTSTAMP:20260409T003402
CREATED:20210726T164145Z
LAST-MODIFIED:20210726T164145Z
UID:5219-1646321400-1646328600@irc.thecenterweb.org
SUMMARY:Translanguaging in Schools: Taking A Dynamic Approach to Biliteracy in the Dual Language Classroom 
DESCRIPTION:Register Now\n  \n\nDate: Thursday\, March 3\, 2022   \nPresenter: Olivia Mulcahy\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503032\n\n\n\n\nTranslanguaging in Schools: Taking A Dynamic Approach to Biliteracy in the Dual Language Classroom  \nDynamic bilingualism and translanguaging refer to the fluid language practices that are common and natural in bilingual communities. Dual language programs can embrace dynamic bilingualism and include translanguaging practices as part of their strategic use of languages to support multilingual learners’ academics\, affirm their bilingual identities\, and deepen their biliteracy. \n\nExplore the concepts: What is dynamic bilingualism? What is translanguaging? What do “translanguaging spaces” look like in dual language education?\nExamine implications: How can this influence my classroom environment? My instructional practices? My curricular planning?\nBrainstorm applications: How can this help me support students’ language development\, social-emotional well being\, and content learning within my Dual Language program?\n\nTARGET AUDIENCE: K-12 current or future dual language educators \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/translanguaging-in-schools-taking-a-dynamic-approach-to-biliteracy-in-the-dual-language-classroom
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Olivia Mulcahy
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220312T090000
DTEND;TZID=America/Chicago:20220312T110000
DTSTAMP:20260409T003402
CREATED:20210729T202927Z
LAST-MODIFIED:20220106T153703Z
UID:5226-1647075600-1647082800@irc.thecenterweb.org
SUMMARY:Multi-tiered Systems of Support (MTSS) for Multilingual Learners (MLs) Starting with Tier 1
DESCRIPTION:Register Now\n  \n\nDate: Saturday\, March 12\, 2022\nPresenter: Cristina Sanchez-Lopez\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503043\n\n\n\n\nMulti-tiered Systems of Support (MTSS) for Multilingual Learners (MLs) Starting with Tier 1 \n\nReflect on ways to use the seven factors framework to make existing systems more culturally and linguistically responsive\nContrast possible explanations for observable behaviors from both a language learner perspective and special educational perspective\nConsider how to ensure Tier 1 instruction that supports multilingual and multicultural learners across the curriculum\nConsider how to develop system-wide\, school\, grade and classroom level-instruction and interventions that support multilingual and multicultural learners\nReview promising practices for culturally and linguistically responsive assessments\n\nTarget Audience: Teachers\, Coaches\, Administrators\, Grades K-12 \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar. \n\n 
URL:https://irc.thecenterweb.org/workshop/multi-tiered-systems-of-support-mtss-for-multilingual-learners-mls-starting-with-tier-1
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Cristina Sanchez-Lopez
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220315T153000
DTEND;TZID=America/Chicago:20220315T173000
DTSTAMP:20260409T003402
CREATED:20211216T175905Z
LAST-MODIFIED:20211216T175905Z
UID:5743-1647358200-1647365400@irc.thecenterweb.org
SUMMARY:Lowering Affective Filters to Support Multilingual Learners
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, March 15\, 20212 \nPresenter: Carly Spina\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503060\n\n\n\n\nLowering Affective Filters to Support Multilingual Learners \nIn this session\, educators will: \n\nExplore the idea of the affective filter and how it impacts students\nExplore tools and strategies that can work to lower their affective filter\nReceive guided practice in how to utilize & implement new tools and strategies\n\nTARGET AUDIENCE: Educators and instructional coaches who support multilingual learners  \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/lowering-affective-filters-to-support-multilingual-learners-2
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Asynchronous Learning Activities,Carly Spina
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20220316T160000
DTEND;TZID=UTC:20220316T173000
DTSTAMP:20260409T003402
CREATED:20220228T151018Z
LAST-MODIFIED:20220228T151018Z
UID:5844-1647446400-1647451800@irc.thecenterweb.org
SUMMARY:Little Learners\, Big Needs:  Best Practices for Supporting English Learners with IEPs in PreK
DESCRIPTION:Register Now\n  \n\nDate: Wednesday\, March 16\, 2022\nPresenter: Adelicia Brienzo\nECPD Credit Hours: 1.5 hours\n\nEvent ID: STARNET\n\n\n\n\nRegister on-line: https://conta.cc/3c83HiG \n\n\n\nIn this session\, participants will explore tools for setting up an early childhood environment for ELs with IEPs.  Experiences and strategies for supporting ELs with IEPs in PreK will be discussed.  Common misconceptions around ELs with IEPs will be reviewed. \nLearning Level: 2 \nContinuing Education – This training will provide 1.5 professional development hours (clock hours) for the following: \n\n        Educator License Renewal – ISBE\n        CE credit for SLP\, SW\, LCPC\, PT and OT professionals\n        Gateways to Opportunity credit in content area (D) Curriculum or Program Design
URL:https://irc.thecenterweb.org/workshop/little-learners-big-needs-best-practices-for-supporting-english-learners-with-ieps-in-prek
LOCATION:Webinar
CATEGORIES:Adelicia Brienzo,Webinar
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20220322T160000
DTEND;TZID=America/Chicago:20220322T180000
DTSTAMP:20260409T003402
CREATED:20211104T181249Z
LAST-MODIFIED:20211104T181249Z
UID:5685-1647964800-1647972000@irc.thecenterweb.org
SUMMARY:The Road to Authentic Family Engagement:  Understanding and Working Through Barriers
DESCRIPTION:Register Now\n  \n\nDate: Tuesday\, March 22\, 2021   \nPresenter: Adelicia Brienzo\nECPD Credit Hours: Two (live session only – Part A) and Three (optional reflection/application – Part B)\n\nEvent ID: 225503051\n\n\n\n\nThe Road to Authentic Family Engagement:  Understanding and Working Through Barriers \nIn this session\, participants will: \n\nExplore strategies for working around common barriers to family engagement\nShare experiences around building authentic relationships with EL families.\nReview stages of immigrant parent involvement in schools\, and how they impact our efforts for engagement.\n\nTARGET AUDIENCE: Educators\, administrators\, social workers and parent liaisons who support multilingual learners and their families \n\n  \nEvent Description:  \n**Participants must attend the two-hour live session (Part A) in order to be eligible to complete the optional reflection/application (Part B) to earn an additional three hours of professional development credits.  \nThis professional learning experience will include both synchronous and asynchronous learning opportunities. Participants can earn up to a total of five hours of professional development credits for their participation in Parts A and B. \nPart A: a live 90-minute webinar accompanied by a 30-minute question and answer portion. Participants will receive two hours of professional development credits for their participation in Part A. \nPart B (optional): a follow-up to Part A\, after attending the live webinar\, participants will reflect and apply their learning to their own practice. Participants may earn three hours of additional professional learning credits by completing the reflection/application document and submitting the completion form within two weeks of participating in the live webinar.
URL:https://irc.thecenterweb.org/workshop/the-road-to-authentic-family-engagement-understanding-and-working-through-barriers-2
LOCATION:Webinar & Asynchronous Learning Activities
CATEGORIES:Adelicia Brienzo,Asynchronous Learning Activities
END:VEVENT
END:VCALENDAR