Upcoming Events
October 2020
MLL/ELL Families as Partners: Supporting No or Low-Tech Learning at Home
This switch to remote learning has given rise to many questions. Outside of sending home work packets, what are different ways for families to supporting learning at home? Specifically for our MLL/ELL families, what are culturally responsive ways that we can support learning at home? In this national panel discussion, hear from teachers across the country about creative and innovative ways to engage MLL/ELL families as partners in learning. Panelists: Sara Arranz: A native of Valladolid, Spain, Sara came…
Find out more »Leading Your School Community During Uncertain Times (Part 2)
Building upon the previous session, Part 2 of this two-part series will focus on strategies and mindsets to develop with families and students. Participants will have time to brainstorm what they believe will work best for their schools and share with others to refine their approach in confronting their specific leadership challenges. By attending this session, attendees will leave with strategies and best practices to implement with students and staff to meet the specific challenges facing their school communities. Presenter:…
Find out more »Lively Letters Full Training with Tips for Teaching Online
Boost your students' literacy skills in a way that's as powerful as it is fun! This training is geared for those who work with general ed. students in grades PreK – 2, as well as those working with struggling students of all ages, including teens and adults and those learning English as a second language. Lively Letters (training phonemic awareness, phonics, and speech production) and Sight Words You Can See (training phonetically irregular sight words) have been shown to quickly…
Find out more »Coffee & Conversations: Special Education & COVID-19 Guidance
As the DOE and Charter sectors continue working together to navigate reopening, and the Special Education Guidance that must be considered as plans are revised, finalized, and then revised again, there are a stream of questions that need to be addressed. Join the Collaborative every other Friday morning in SEAT-FREE sessions to hear the Collaborative’s understanding of the latest guidance, along with suggestions and considerations as you tackle reopening. All sessions will end with time for Q&A. Facilitators: Jennifer Rodriguez…
Find out more »UDL & Funds of Knowledge: Creating Remote Lesson Plans (Part 1)
Remote and online learning are hardly synonymous. When we consider student diversity and culture, we recognize that there are many barriers students face from home that prevent them from learning in a one-size-fits-all fashion. Join UDL experts Katie Novak and Mirko Chardin in this workshop on how to use UDL best practices to start identifying cultural barriers in lesson design. Bring a lesson plan with you to unpack for remote learning and addressing cultural barriers. Learn how to begin identifying…
Find out more »Supportive Space for Educators of Color: A People of Color Affinity Group
This group will be an informal supportive space for educators of color to build community and strengthen their self-advocacy tools and anti-racist pedagogy. We will engage in dialogue about racism, oppression, and its impact on educators of colors, students and the communities in which we work. We will also discuss best practices for self-care, self-advocacy, and practicing anti-racist pedagogy and anti-racist dialogue within school spaces. This group is ongoing, and welcomes new participants to drop-in. Facilitator: Michelle Grier *This event…
Find out more »Guided Reading for MLLs/ELLs
Guided reading is vital to any effective balanced literacy program, but learning to read can be a tricky process for many students. MLL/ELL students in particular have difficulty with reading comprehension at grade level because they are trying to learn content and the English Language at the same time. This session will provide participants with guided reading research based practices to use when teaching independent reading skills to MLL/ELL students. These suggested best practices for reading instruction for MLL/ELL students…
Find out more »Supporting Students as Agents of Change (Part 2)
Rooted in the idea that schools are sites for democratic dialogue and social transformation, this interactive follow up workshop will provide theoretical and practical approaches to designing classroom instruction and curriculum that center students’ identities while equipping them with the skills they will need to navigate and transform their academic, social, and cultural communities. Attendees will leave this session with lessons, units, assessments, and texts that can support students’ critical learning and their knowledge of themselves and their communities. Presenter:…
Find out more »UDL & Funds of Knowledge: High Expectations in Remote Settings (Part 2)
The data is clear: our students are suffering and racial inequities have become even more extreme in education in remote settings. In order to overcome these barriers, we must first see student culture and diversity as an asset and then we must design learning experiences that plan for cultural variability. In this session, UDL expert Katie Novak will guide participants through the concept of setting high expectations and explore what that looks like through the lens of UDL in remote…
Find out more »White Anti-Racist Affinity Group
This will be an informal group discussion for white educators who would like accountability towards doing the work of unpacking white privilege. Participants will engage in dialogue around identifying and understanding white privilege and how to engage in conversations around race so that we do not perpetuate racial injustice in our schools and classrooms. It is a space where white educators can practice, model, and improve anti-racist practices through asking ignorant questions and processing deep emotion without co-opting multiracial dialogues…
Find out more »November 2020
UDL & Funds of Knowledge: Impact Over Intentions (Part 3)
“I didn’t mean it” rarely resonates with a student who has been hurt or harmed. If we want to truly overcome cultural barriers to improved learning outcomes, we must value impact over our intentions. In this session, join UDL practitioner and school leader Mirko Chardin to explore the role of our own implicit biases on how we design learning experiences and dive into how we can create safer learning environments for our students where they can thrive and succeed. By…
Find out more »Implementing Specially Designed Instruction (REPEAT)
Providing supports to students with disabilities in inclusive settings has great benefit -- but how do you assure that each student still gets the individualized supports they need? In this session, learn effective strategies to leverage the power of multiple educators in a room to provide Specially Designed Instruction (SDI) in the inclusive co-taught classroom. Participants will have the opportunity to review lessons with SDI lens, consider when and how they would use they could embed and deliver SDI, and…
Find out more »Addressing Disproportionality, Cultivating Empathy, & Supporting Black Boys (Part 1)
This 3-part series designed to expand participants' understanding of empathy as a tool of culturally responsive/sustaining pedagogy. By attending this session, attendees will leave being able to describe the utility of empathy to improve the quality of student-teacher interactions with Black boys in particular, and youth of color more broadly. Attendees will also leave with perspectives useful to critically examine how their professional decisions and (inter)actions with youth produce (or impede) evidence of culturally responsive/sustaining pedagogy. Attendees must attend all…
Find out more »UDL & Funds of Knowledge: Building Community (Part 4)
Our students and their families must feel welcome and honored in our learning environments in order for them to feel safe and thrive. The UDL guidelines encourage us to foster community and collaboration, but how do we do this with such diverse students and families, especially in remote learning settings? In this session, Mirko Chardin will lead participants in an exploration of best practices for building community and collaboration. By attending this session, attendees will... - Learn how to identify…
Find out more »Is My School a Better School Because I Lead It?
An empowering, introspective session for school and aspiring school leaders that will challenge each participant to examine their own leadership identity, presence, impact, mission, purpose, vision and value as the leaders of their schools. The entire session is engaging and interactive. It promises to inspire school leaders to think critically about both, their roles as leaders of their schools, and whether or not their schools are better schools BECAUSE they are the leaders of them. By attending this session, attendees…
Find out more »Decolonize the Classroom through Project-Based Learning (Part 1)
“Children learn what they live.” ( Dorothy Law Nolte, 1954) The same is true for teachers. Many of us unwittingly replicate the factory model of education because that is how we have been taught. Rosa Martin-Knoepfel and spiritchild have utilized “critically revolutionary hip hop pedagogy*,” for over a decade to counteract the racist, sexist past of public education and interrupt the school to prison pipeline. This workshop will use a mix of best practices in a variety of arenas, from…
Find out more »Tech to Support Student Voice & Choice
Teaching students how to amplify their voices to create student choice opportunities in their own education is crucial. Come learn how to transform some of the tech tools you already use in the classroom (and some new tools too) to teach the standards while amplifying student voices to create student choice opportunities. By attending this session, attendees will leave with knowledge of how to differentiate between student voice and choice and how different tech tools can be used to amplify…
Find out more »Decentering Whiteness in Our MLL/ELL Instruction (Part 1)
How can I be a more culturally responsive-sustaining MLL/ELL educator? How can I view my current instructional practices with an anti-racist lens? In this initial session, participants will learn of the many ways in which whiteness is coded into and centered in the field and instruction of English Language Teaching, and the impact this has on racialized learners and teachers. By attending this session, attendees will leave with a deeper understanding of the 'hidden curriculum' of language teaching, the alignments…
Find out more »Interrupting “Discipline:” The Work of Anti-Racist Educators – Session 1
We have known that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become…
Find out more »Legal Mandates & Best Practices for MLL/ELL Student Retention & Recruitment
In this session, participants will learn about state regulations for MLL/ELL retention and recruitment in charter schools and will explore resources to help comply with the regulations. Participants will walk through a month-by-month overview of the whos, whats, whys, and hows of ELL/MLL recruitment for the rest of the school year. By attending this session, attendees will leave with... -an understanding of the laws that govern ELL/MLL retention and recruitment in New York -resources to help comply with ELL/MLL recruitment…
Find out more »Addressing Disproportionality, Cultivating Empathy, & Supporting Black Boys (Part 2)
This 3-part series designed to expand participants' understanding of empathy as a tool of culturally responsive/sustaining pedagogy. By attending this session, attendees will leave being able to describe the utility of empathy to improve the quality of student-teacher interactions with Black boys in particular, and youth of color more broadly. Attendees will also leave with perspectives useful to critically examine how their professional decisions and (inter)actions with youth produce (or impede) evidence of culturally responsive/sustaining pedagogy. Attendees must attend all…
Find out more »From Isolation to Collaboration: Tech for MLLs/ELLs
For students who have access to technology at home, we can make the best of that by facilitating synchronous learning experiences rather than disseminating information. In this session geared for 4-12 graders, Tan will share principles of synchronous learning and provide examples from his classroom. By attending this session, attendees will leave with principles of synchronous learning and strategies to make synchronous learning possible. Presenter: Tan Huynh
Find out more »Decentering Whiteness in Our MLL/ELL Instruction (Part 2)
In this concluding session, participants will return with observations and notes on the centered whiteness in their classrooms and epistemology and have the space to examine how they can substantively decenter whiteness in their work. By attending this session, attendees will leave with a concrete action plan for decentering whiteness in their own classrooms and in their field overall. Note: This is part of a two-part series. Collaborative members will use only ONE ELL/MLL Instruction seat to attend the entire…
Find out more »The Power of Showing Up PLC
In this six-week PLC, practitioners read and implement strategies from Daniel Siegel’s The Power of Showing Up. Over the course of six weekly sessions we’ll discuss how to implement what Siegel refers to as the 4 S's (Safe, Seen, Soothed, Secured). While this PLC is open to all, the content covered in the book will feel most applicable to grades K-8. By attending this session, attendees will leave with... - A greater understanding of how brain development and attachment impacts…
Find out more »Supportive Space for Educators of Color: A People of Color Affinity Group
This group will be an informal supportive space for educators of color to build community and strengthen their self-advocacy tools and anti-racist pedagogy. We will engage in dialogue about racism, oppression, and its impact on educators of colors, students and the communities in which we work. We will also discuss best practices for self-care, self-advocacy, and practicing anti-racist pedagogy and anti-racist dialogue within school spaces. This group is ongoing, and welcomes new participants to drop-in. Facilitator: Michelle Grier *This event…
Find out more »Interrupting “Discipline:” The Work of Anti-Racist Educators – Session 2
We have known that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become…
Find out more »Addressing Disproportionality, Cultivating Empathy, & Supporting Black Boys (Part 3)
This 3-part series designed to expand participants' understanding of empathy as a tool of culturally responsive/sustaining pedagogy. By attending this session, attendees will leave being able to describe the utility of empathy to improve the quality of student-teacher interactions with Black boys in particular, and youth of color more broadly. Attendees will also leave with perspectives useful to critically examine how their professional decisions and (inter)actions with youth produce (or impede) evidence of culturally responsive/sustaining pedagogy. Attendees must attend all…
Find out more »Decolonize the Classroom through Project-Based Learning (Part 2)
“Children learn what they live.” ( Dorothy Law Nolte, 1954) The same is true for teachers. Many of us unwittingly replicate the factory model of education because that is how we have been taught. Rosa Martin-Knoepfel and spiritchild have utilized “critically revolutionary hip hop pedagogy*,” for over a decade to counteract the racist, sexist past of public education and interrupt the school to prison pipeline. This workshop will use a mix of best practices in a variety of arenas, from…
Find out more »White Anti-Racist Affinity Group
This will be an informal group discussion for white educators who would like accountability towards doing the work of unpacking white privilege. Participants will engage in dialogue around identifying and understanding white privilege and how to engage in conversations around race so that we do not perpetuate racial injustice in our schools and classrooms. It is a space where white educators can practice, model, and improve anti-racist practices through asking ignorant questions and processing deep emotion without co-opting multiracial dialogues…
Find out more »More Tech Tips for MLL/ELL Instruction
We all scaffold instruction pre-COVID19. We haven't lost that skill just because we are now teaching online. In truth, it might even require that we scaffold even more than we ever have before. Tan will share 5 types of scaffolding, principles of scaffolding online, and specific strategies from his class and those of his colleagues. The examples are most applicable to 4-12 graders. By attending this session, attendees will leave with specific examples of how to make learning accessible, comprehensible,…
Find out more »NCI: CPI Verbal Deescalation and Crisis Prevention with PBIS Strategies
Through training in CPI’s Nonviolent Crisis Intervention (NCI), participants will develop prevention strategies for safely defusing anxious, hostile, or unsafe behavior at the earliest possible stage. Participants will learn how behavior escalates and how to respond appropriately in order to verbally de-escalate behavior. This updated course integrates PBIS framework and demonstrates the connections between CPI, PBIS and the FBA process. By utilizing discussions, role-plays and activities, attendees will leave the workshop with certification in verbal de-escalation by the Crisis Prevention…
Find out more »December 2020
Interrupting “Discipline:” The Work of Anti-Racist Educators – Session 3
We have known that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become…
Find out more »Supportive Space for Educators of Color: A People of Color Affinity Group
This group will be an informal supportive space for educators of color to build community and strengthen their self-advocacy tools and anti-racist pedagogy. We will engage in dialogue about racism, oppression, and its impact on educators of colors, students and the communities in which we work. We will also discuss best practices for self-care, self-advocacy, and practicing anti-racist pedagogy and anti-racist dialogue within school spaces. This group is ongoing, and welcomes new participants to drop-in. Facilitator: Michelle Grier *This event…
Find out more »Interrupting “Discipline:” The Work of Anti-Racist Educators – Session 4
We have known that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become…
Find out more »White Anti-Racist Affinity Group
This will be an informal group discussion for white educators who would like accountability towards doing the work of unpacking white privilege. Participants will engage in dialogue around identifying and understanding white privilege and how to engage in conversations around race so that we do not perpetuate racial injustice in our schools and classrooms. It is a space where white educators can practice, model, and improve anti-racist practices through asking ignorant questions and processing deep emotion without co-opting multiracial dialogues…
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