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The spread of the coronavirus transformed our education system overnight. With school districts completely caught off-guard by the speed and severity of the outbreak, the U.S. Department of Education announced flexibility for states to cancel their annual summative assessments and accountability ratings for the 2019-2020 school year.
Important Dates for NABE 2021
Call for Proposals:
Opens: September 8th, 2020
Closes: October 30, 2020
Opens: September 15, 2020
Student Essay Competition
Opens: October 1, 2020
Closes: November 11, 2020
The National Association of English Learner Program Administrators (NAELPA) is seeking a part-
time consultant to help with the initial work of organizing a committee that will be responsible
for vetting NAELPA’s resources related to responding to the Coronavirus / COVID-19 pandemic
and the associated challenges with educating students, especially English Learners (ELs).
Click here to access the full announcement: https://docs.zoho.com/file/asuq5fff86718ea774f3d85fbfdedbafba66d
After hearing from many of our members, the National Association for Bilingual Education will be pushing back the start date of the Slow Institute to Tuesday, September 8, 2020, to allow teachers to regroup after the first couple weeks of being back in the classroom and adjusting to the new normal caused by the COVID-19 pandemic.
The first ever NABE Slow Institute will be a virtual event offering sessions on topics relevant to teaching in times of COVID-19.
Slow events allow for deeper engagement between the speaker and a smaller audience as well as encourage attendees to further their thoughts and ideas on the subject of the presentation.
The goal of this event is to help teachers overcome the new challenges they will face as they return to school under the “new normal” of social distancing and remote teaching by providing strategies, resources and other useful information to help them confidently provide support and educational equity to their ELs. Topics will include: Equity, Family Engagement, Special Education, Technology, and Socioemotional, and many others.
There will be two 1-hour sessions each week over the course of 6 weeks, starting September 8th, 2020. Each session will consist of a 45-minute presentation followed by a 15-minute Q&A session. Sessions will be held on Tuesdays and Thursdays at 6:00 PM CST.
The entire Slow Institute Series is available for only $49.00.
Want an even slower institute?
All sessions will be available on demand until December 31st, 2020 (after the initial broadcast).
Register any time before October 31st, 2020 for access to all of the Slow Institute sessions.
ELL: Equity, Language, Literacy
Lhisa R Almashy, School District of Palm Beach County
Transformative Emotional Intelligence Part 1
Dorina Sackman-Ebuwa, B.E.L.I.E.V.E.! LLC
What Washington is Doing for Our Learners During the Crisis
William Rivers, Ph.D., WP Rivers & Associates
Transformative Emotional Intelligence Part 2
Dorina Sackman-Ebuwa, B.E.L.I.E.V.E.! LLC
Bilingual education and heritage language development in the year 2020
Stephen Krashen, Ph.D., Professor Emeritus, University of Southern California; & Nooshan Ashtari, Ph.D., University of Southern California
Engagement and Equity for Families and Communities: from involvement to empowerment
Washington B. Collado, Ph.D., Principal, James S. Rickards School
Using our current situation to shift from institutionalized curriculum towards a culturally relevant Instruction
Myrna Rasmussen, University of Texas Rio Grande; Lucy Montalvo, Albemarle County Public Schools; & Raul Alvarado, Brownsville Independent School District
STEAM as an innovative approach for Dual Language and Sheltered Instruction
Esther Garza, Ph.D.; Myriam Jimena Guerra, Ph.D.; & Hsiaoping Wu, Ph.D.
- Texas A&M San Antonio
Maximizing Remote Student-Teacher Interactions in Dual Language & Bilingual Classrooms: Key Guidelines for Program Fidelity & Critical Look For’s in the Transition to Remote Learning with Grace
Alexandra Guilamo, TaJu Educational Solutions, LLC
Explicit Instruction for ELLs with Disabilities
Liliana Salazar, National Director of Special Education and Student Support, Academica
Addressing the Socioemocional Needs of Gifted Children during COVID-19
Nilda M. Aguirre, Ed.S., NABE Deputy Executive Director
La fascinante historia de nuestra lengua
Dr. Alma Flor Ada, Professor Emerita, University of San Francisco; & F. Isabel Campoy, Author
Registration now open!
Little Sponges® interactive language program makes language learning fun and accessible from anywhere! The program offers a research-based curriculum and courses in English, Spanish, Chinese, French, German, and Russian for students in PK-2nd grade. Students can use the program in school & at home on any device. Educators and parents can track progress via assessments and robust analytics. Watch a demo video at little-sponges.com.
On behalf of the National Association for Bilingual Education, I commend to your consideration the attached white paper on English Learners and the 2020 Presidential campaign. This white paper will be sent to both major parties’ presidential campaigns at the end of next week. The paper lays out critical issues faced by English Learners in the US education system, and what the campaigns and next presidential administration can do to address these issues. The white paper is non-partisan, and has been endorsed by several organizations, whose names you will see on the letter.
|Check out the latest trend in Professional Development
NABE offers Digital Badges in Dual Language
Now Launching Badge 3: Instruction in a Two-Way Immersion Program
NABE's third badge, Instruction, examines the ways in which instruction in a dual language program addresses the goals of bilingualism through instructional practices, technology integration and equitable assessments.
Visit https://nabe.readylxp.com/ to earn your badge!
Dear Members and Friends of NABE,
As we all know, our society's current situation has greatly impacted the way we teach our children. For many, the latest "distance learning" has a steep learning curve with challenges of equitable and accessible education for our bilingual, dual language, and emergent bilingual learners. Moreover, teachers have become overwhelmed by the plethora of information, resources, and materials that are being pushed out in social media and beyond. In an effort to support you while we all transition into this new way of educating, informing, and empowering, NABE's will be seeking, sharing and updating:
NABE Learning Portal
- The NABE LEARNING PORTAL is a new professional learning platform for members to browse free bilingual resources and earn NABE Digital badges from NABE.
- Explore bite-sized, competency-driven learning content that focuses directly on NABE's Mission
- While at home during this time of uncertainty, why not receive the best professional development on Bilingual Education and be prepared for new beginnings! Become a recognized national leader in Dual Language Programs that helps you align your district's practices to the three core goals: (1) bilingualism and biliteracy, (2) academic proficiency in both program languages, and (3) socio-cultural competency.
- Upon completion, you will receive a digital badge that certifies your knowledge of the Three Core Goals and identifies you as a leader for advancing Dual Language Programs.
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Stay in touch via social networking; follow us daily!
Monday Motivation: Inspirational Quotes from NABE Members
Thoughts for Tuesday: Weekly guest speakers to challenge your mind
Wednesday Wisdom: Research and Publications for personal and professional growth
Throwback Thursday: Member Shoutouts and Shares - Memories of NABE events
Flashback Friday: 50 years of NABE's dedication to Multilingual Education
Webinar: Teacher Collaboration: Aligning Content and Language Instruction
Date: September 9, 2020 at 3:30 pm ET
Robust collaboration between content and language teachers is essential for English learner success and achievement. Language rich and cognitively rigorous learning environments, whether face-to-face or remote, are created by analyzing the language demands of the subject matter content, product, and process, and by differentiation that accounts for linguistic diversity. Accordingly, this complex analysis requires the combined expertise of content and language specialists. Such collaboration is even more critical as districts prepare to pivot to a variety of possible scenarios for instruction in the fall. This webinar will examine the policy context for content and language teacher collaboration, share research-based practices and resources, and highlight promising practices for teacher collaboration, and professional development in the post COVID-19 context.
Join presenters from Office of English Language Acquisition (OELA) and Regional Education Laboratories (REL) Southwest on September 9, 2020 at 3:30 pm ET for a discussion on fostering successful content and language teacher collaboration.
A certificate of completion will be available to registered attendees who participate in at least 90% of the webinar time.
Be sure to join us on September 9 for this interesting discussion!
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Academic excellence, graduation season, and job searches are stressful tasks and events on their own. Being a college senior during a pandemic was anything but stress-free. Not only students but institutions and instructors had a difficult time transitioning to an online learning environment. The pandemic has left students in a state of limbo and has heightened their financial anxieties, physical and emotional health concerns, graduation disappointment, career uncertainty, and negative academic impact.
Out of the dozens of issues that make up the world of disability policy and politics, education may be the most frustrating, and at the same time the most important. One of the proudest achievements of the disability rights movement is the stunning change in education of kids with disabilities.
Hewlett Packard Enterprise announced today that HPE Financial Services (HPEFS) donated 300 refurbished laptops to Boys Hope Girls Hope (BHGH), a nonprofit organization in the US and Latin America with a mission to nurture and guide motivated young people in need, to become well-educated, career-ready men and women for others.
Campus security & life safety
COVID-19 has challenged schools in a way that none of us have ever experienced before. In order to help tackle this challenge, the Centers for Disease Control and Prevention has released a set of guidelines that schools should follow to safely reopen and operate this fall.
As the majority of Dane County students prepare for a virtual return to class, the concern for a widening of the achievement gap is front and center for both community organizations and parents.
When the COVID-19 pandemic led to the closure of schools last March and MUSD turned to distance learning via computers, not every kid got an electronic device. It was determined that the suddenness of such a drastic change would be too much for the kindergarten/first grade students, so those kids got their lessons in packets, which were completed with pencils pens, and crayons, at home.
Four years ago, Christine Abate was driving the car she had just bought with $4,000 in cash to get to and from classes at Cuyahoga Community College in Cleveland, Ohio, when another driver T-boned her, sending her car careening front end first into a set of boulders. Her vehicle was badly banged up, but fortunately she wasn’t. “The doctors were surprised I walked away from the accident,” Abate recalled.
Inside Higher ED
COVID-19 has taught us something important about intelligence. It’s not just that we can get by without IQ-test proxies like the SAT and ACT that go by a number of different names to avoid being called IQ tests.
The Columbus Dispatch
Even before Upper Arlington schools announced recently that students would attend school online this fall, Dr. Kavitha Kotha decided to keep her kids at home.
As the coronavirus cases climbed, Kotha hired a nanny to lead a “pod” for her first- and fourth-grade boys and a fourth-grade neighbor. The kids will rotate class between their two houses.
What if parenting could be crowdsourced? What if there was an interactive roadmap to college admission? The first thing I do when I get in the car is power on the Waze navigation app. No matter how long or short the journey, it is my companion for smooth traveling. More times than I can count, it has helped me chart the best course avoiding accidents, speed traps, potholes, wild animals, and other hazards of the road.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063