Mid-West RBERN PD Newsletter

Mid-West RBERN values your privacy and security. For virtual professional development, we utilize a two-step registration process.

Prior to the event, participants attending virtual workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline.

To receive the meeting link, participants must register in Frontline AND complete the enrollment form. Meeting links will be sent the day before the event.

Join MidWest RBERN and colleagues from the region for a roundtable for Students with Interrupted Formal Education. We will discuss regulations and share best practices. All levels of understanding around SIFE are welcome.

Join MidWest RBERN for the Fall Immigrant Experience Book Club. The course is virtual and asynchronous and will run online October 29 - December 29, 2026. We will be reading award winning middle grade novel Front Desk by Kelly Yang. Participants must purchase their own books.

Mia Tang has a lot of secrets. Number 1: She lives in a motel, not a big house. Every day, while her immigrant parents clean the rooms, ten-year-old Mia manages the front desk of the Calivista Motel and tends to its guests. Number 2: Her parents hide immigrants. And if the mean motel owner, Mr. Yao, finds out they've been letting them stay in the empty rooms for free, the Tangs will be doomed. Number 3: She wants to be a writer. But how can she when her mom thinks she should stick to math because English is not her first language? It will take all of Mia's courage, kindness, and hard work to get through this year. Will she be able to hold on to her job, help the immigrants and guests, escape Mr. Yao, and go for her dreams?

Join the ELL Administrator Community for a year of collaboration, professional learning, problem-solving, and networking with colleagues who support multilingual learners across our region. This community is designed for ELL Coordinators, Directors, and Administrators who are committed to strengthening programs, staying informed about state and federal requirements, and sharing promising practices. We will kick off and end the year with in-person luncheons. Throughout the school year, we will host virtual meetings and monthly Lunch & Learn sessions that provide information and resources in bite-sized learning. Whether you are new to the role or an experienced leader, this community offers a supportive space to ask questions, exchange ideas, and learn from peers facing similar challenges and opportunities. What to Expect: * Updates on NYS regulations, guidance, and accountability requirements * Practical tools and resources for leading multilingual learner programs * Opportunities to network and collaborate with regional colleagues * Conversations focused on current issues, best practices, and emerging research * Monthly Lunch & Learns featuring targeted topics and timely resources Please note: Although we hope the ELL admin can join us for many of these opportunities, we understand that things will get busy. To receive all updates, Admins are encouraged to register, whether they can attend all the meetings or none at all.

This cohort is a collaborative professional learning community designed to deepen educators' understanding of effective literacy instruction for multilingual learners. Across six learning sessions, participants will explore research-based practices that support both language and literacy acquisition. This cohort will meet on ZOOM once per month October - March. Mid-West RBERN values your privacy and security. One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Sponsored by Mid-West RBERN, Facilitated by AEBLL.

Emergent bilinguals are smart, capable, and motivated to succeed. They deserve evidence-based, culturally sustaining, and socio-emotionally sound instruction. This self-paced course is designed for K-12 educators who want to deepen their understanding of language development and support multilingual learners in accessing learning content. The course consists of six modules, each featuring a recorded lecture, readings and/or podcasts, a quiz, reflection questions, and instructional planning activities. You'll explore the components of language, the progression of new language acquisition, and the abilities of students at each stage of proficiency, so you can differentiate with confidence. Practical, research-aligned routines are modeled throughout, and you'll walk away with a ready-to-use slide deck of classroom routine templates, tools you can adapt and implement in your lessons immediately to teach with intention, equity, and skill. Because advocating for emergent bilinguals means developing language, literacy, and a love of learning.

This 10-week asynchronous professional learning experience provides educators with an opportunity to deepen their understanding of evidence-based literacy instruction for English learners through the study of Literacy Foundations for English Learners by Dr. Elsa Cárdenas-Hagan. Participants will explore key concepts and instructional practices at their own pace while connecting with colleagues through online discussions and reflective activities. Throughout the book study, educators will examine the foundational components of literacy development, including oral language, phonological awareness, decoding, vocabulary, fluency, comprehension, and writing, with a specific focus on the unique strengths and needs of multilingual learners. Participants will reflect on current practices, analyze classroom applications, and identify strategies that support both language acquisition and literacy achievement. This book study will run from November 2-January 15. Participants will be sent a link to Schoology prior to the start of the session. Books must be purchased by participants.

This foundational series is designed for educators who are filling the role of English as a New Language (ENL) teacher, but do not hold TESOL certification. Recognizing that all teachers are teachers of ELLs, this course equips participants with practical strategies, cultural insights, and a language development lens to add to their teaching skills. Participants will leave with a toolkit of strategies for the classroom as well as support for the responsibilities of an ENL teacher. Virtual Meetings will be after school with specific times adjusted to group availability. In-person meetings in November and May.

SupportEd ML Coach, Meghan Gregoire-Smith, will facilitate a one-hour virtual professional learning session In this one-hour asynchronous course, participants will: Discuss the importance of academic language development for MLs' academic achievement and language development. Explore how WIDA resources can support intentional planning, instruction, and assessment of academic language. Set goals for supporting academic language development for MLs in their context.

Please Note.This is a part of the lunch & Learn Series. If you are enrolled in the ELL administrator community, you do not need to register here.

This book study will meet online three times to discuss Tricia Ebarvia's book, Get Free: Antibias Literacy Instruction for Stronger Readers, Writers, and Thinkers. Participants will have asynchronous learning to do before attending the discussion sessions. Tricia Ebarvia asks us these questions: What would it mean to truly "get free” as an educator? How can we identify and challenge bias in our reading and writing curriculum and instruction? How can we support students in becoming empathetic, engaged individuals who can communicate with the world through reading and writing skills developed with compassion and critical thinking? This book study will give participants the resources needed to answer these questions and build their skills in developing stronger readers, writers, and thinkers. They will learn about anti-bias literacy instruction through topics such as community, identity, critical conversations, and perspective-taking. Participants will learn about strategies for scaffolding instruction as well as classroom structures and routines that support critical listening, open, authentic conversation, and writing responses. The first 20 participants to register will receive a copy of the book.

The Mid-west Region New York State Seal of Biliteracy Network is a regional network of educators interested in learning how to effectively plan for, implement, and grow your school's New York State Seal of Biliteracy (NYSSB) program. This workshop is intended for participants who have little to no knowledge of the New York State Seal of Biliteracy. Participants will experience guided planning activities, share ideas and resources with other area educators involved with the NYSSB, and will learn about best practices related to the Seal. Learn how to implement one of New York's fastest-growing programs!

This cohort is a time to connect with other ENL teachers in the W-FL region. Participants will have the opportunity to collaborate, ask questions, share ideas and resources, and discuss new topics in education and language acquisition as well as discussing the needs of ML/ELL students in our districts. There will be monthly online meetings. Participants are invited to attend any of the meetings. 1.5 hours of CTLE credit will be given for each session attended. If there is interest and availability, an in-person meeting will be offered in the spring.

Join MidWest RBERN for a professional learning cohort for region teachers using the Bridges to Academic Success Stand Alone Curriculum. This cohort will meet in person to model lessons and share resources for explicit literacy instruction for SIFE and Newcomer ELLs. This cohort will meet at BOCES 4 Science 771 Elmgrove Rd, Rochester Tech Park Building 2, Rochester NY 14624.

Indigenous Peoples' Day is a newly celebrated in many cities and towns across the United States, as a counter to Columbus Day. This workshop opportunity seeks to elevate the perspectives of Indigenous people of North and South America. This workshop honors Indigenous voices beyond a single day of recognition by considering essential questions and how to improve our instruction. Participants will collaboratively learn about ways to bring Indigenous thought, literature, and values into their classrooms and workspaces. This will be an interactive, hands-on learning experience. Part 1 is IN PERSON. Part 2 is a two-hour follow-up session ONLINE where participants will share their experiences implementing ideas they learned in Part 1 and continue to discuss next steps in learning and teaching about Indigenous people.

Are you interested in incorporating Spanish into your lessons to help students make metalinguistic connections? Teachers can feel more confident implementing cross-linguistic connections, no matter their level of Spanish development. In this Professional Learning Community (PLC), we will explore many ways to connect the English and Spanish languages with the intent to promote language development for students.

This training is designed for bilingual staff and interpreters who provide translation support during New York State assessments. Participants will review state testing guidelines, allowable testing accommodations, ethical responsibilities, and best practices for providing accurate and appropriate translations. Emphasis will be placed on maintaining test validity, ensuring equitable access for multilingual learners, and understanding the specific roles and responsibilities of assessment translators. Participants will leave prepared to support students while adhering to all state testing requirements.

For multilingual learners, success depends not only on understanding the content but also on accessing and using the language needed to engage with it. In this interactive workshop, participants will be introduced to NYSED's Academic and Linguistic Demands Resource to explore how to uncover the language embedded within grade-level standards, instructional materials, and classroom discussions. This introductory course is the first part of a series focused on using a range of resources to create effective language objectives across content areas.

Are you an ENL teacher who wonders, "What should I do in my standalone class?” You're not alone! Standalone together will explore the question, "How do I get the most of out standalone ENL instruction?” In a three-part series of in-person and online learning, participants will consider: Session 1: What is the purpose of standalone ENL instruction? What resources are available to guide my instruction? What are the basics of second language acquisition and how can I structure my classroom to support SLA? Session 2: What kind of ENL teacher am I? What kind of ENL teacher do I need to be? What are different ways to approach unit design in Stand-Alone? Session 3: How do I monitor my students' progress? How do I share feedback and celebrate their success? How can I use authentic assessments for language learning?

The ELL Teacher Leader Cohort is a professional learning community designed to cultivate ileadership and expertise in supporting multilingual learners. This cohort brings together ENL TOSAs, coaches, and teacher leaders who are committed to advancing equitable educational opportunities for English Language Learners. The cohort emphasizes leadership development, collaboration, and empowering participants to serve as resources within their schools and districts. By building collective expertise and fostering networks of support, the ELL Teacher Leader Cohort helps create inclusive learning environments where multilingual learners can thrive academically, linguistically, and socially. ELL Teacher Leader Cohort will meet bi-monthly on ZOOM.

When emergent multilingual learners enter a new classroom, educators often grapple with a complex question: to translate or not to translate? This all-day workshop based on Dr. Andrea Honigsfeld's co-authored book "Wait, Don't Just Translate" offers a nuanced approach, moving beyond simple translation as a go-to strategy. Addressing the urgent need to foster true belonging, this book provides K-12 educators with a comprehensive, empathetic approach to honoring students' rich linguistic and cultural heritages without overreliance on translation. In this all-day session, we will explore the following questions: What is new for a newcomer? How does translation help throughout the school day, especially in the earliest stages if language development? What strategies other than translation can be used to support students' academic, language, literacy, and social-emotional growth? All participants will receive a copy of "Wait, Don't Just Translate"

When a multilingual learner struggles academically, how do we determine whether the challenge is related to language acquisition, interrupted education, or a potential disability? This interactive workshop will equip educators with practical tools to analyze student data, recognize common misconceptions, and apply evidence-based practices to support accurate identification. Participants will leave with strategies for collaborating across teams and ensuring equitable opportunities for multilingual learners.

Stand-Alone together is a pre-requisite for this session. Stand-Alone Level 2 is a guided unit planning workshop for teachers who have already taken the Stand-Alone together overview course. Teachers enrolled in this course will: learn about different frameworks for unit planning with language in mind, write and develop unit plans for their classrooms, create performance and project-based authentic assessments, receive feedback from their peers in the field, and collaborate with like-minded teachers who want to supercharge their Stand-Alone classes.

In this one-hour asynchronous course, presented by SupportEd, participants will: Define the characteristics of ML newcomer students and their strengths and needs. Explore strategies and tools for fostering content learning and academic language development of ML newcomer students. Set goals for supporting the academic strengths and needs of ML newcomer students in all classrooms. This course will be open from January 11, 2027 through March 12, 2027. Participants will receive course access instructions several weeks prior to the session.

This is a Professional Learning Community (PLC) for educators who want to impact their students and school communities through racial equity and empowerment work in literature. The PLC will function as a place to create a plan to make a difference for students and educators in your district.

PARTICIPANTS MUST JOIN WITH A PARTNER FROM THEIR SCHOOL. This pair of educators should consist of one ENL teacher and one other educator (Content/Classroom, SPED, Literacy, Special Area, School Librarians, School Counselors, Instructional Coaches). Partners will work together to explore gaps and challenges in racial equity in their workplaces by creating and implementing a project that will positively impact their students. This PLC will provide a range of resources and collaborative planning time for participants. Participants will receive credit for in-person sessions and four hours for collaborative work.

Identification of English language learners in New York State is an important and nuanced process that sets the stage for the academic success of multilingual students. Although the process may seem clear at first glance, there are many considerations that may throw your intake team for a loop. In this workshop, we will troubleshoot some of the most challenging ELL ID scenarios and look closely at the questions we can ask and the evidence we can gather to guide decision-making in the ELL ID process. Specifically, we will discuss and troubleshoot the HLQ, how to conduct in-depth interviews, and review common ELL ID mistakes.

This will be an ONLINE PD session where we will discuss best practices for co-planning and co-teaching for ENL students. Educators should plan to attend with their co-teaching partners. Participants will gain useful tools and resources to help them be more efficient and effective with their co-teaching partnerships. We will look at current practices and work to improve systems and communication for the benefit of English Language Learners.

Subpart 154-3 is part of the New York State Education Department's (NYSED) effort to improve instruction and programming for English Language Learners (ELLs). Language Proficiency Teams, or LPTs, are utilized to determine the process of ELL Identification for students with disabilities. However, there are many nuances related to the use of LPTs. In this 1.5-hour session, participants will learn:

• What the LPT is?
• When it can be used?
• Who it is comprised of?
• What the limitations are?

This self-paced book study is designed for educators who are looking for strategies to become a stronger advocate for Multilingual Learners (MLs) and their families. This professional development opportunity will allow you to independently read and reflect on your learning in order to develop a stronger advocacy voice that you will use in your educational context. The book study is framed around Dr. Diane Staehr Fenner & Dr. Sydney Snyder's book Advocating for Multilingual Learners: A Guide for Educators (2nd Edition) Advocating for Multilingual Learners empowers educators to champion equitable education for multilingual learners. Featuring a five-step advocacy framework, real-world stories, updated research, and strategies for fostering inclusion, this guide helps create supportive environments, fair assessments, and strong family partnerships to ensure MLs' equitable and excellent education. A copy of the book will be provided. Participants will use Schoology to access the book study. This course will be open from March 1, 2027 through June 1, 2027. Participants will receive course access instructions several weeks prior to the session.

SupportEd ML Coach, Deena Marshall, will facilitate a full-day in-person professional learning session. During this session, participants will: Describe the importance of teaching academic language and supporting oral language development for MLs. Examine four key practices for fostering MLs' engagement and participation in peer learning activities to support oral language development. Explore strategies for teaching academic language at the sentence and discourse level. Apply research-based strategies to support MLs' academic and oral language development to foster engagement with and understanding of content. Unlocking Multilingual Learners' Potential: Strategies for Making Content Accessible (2nd Edition) book provided. Lunch will be provided.

This will be an ONLINE PD session where we will discuss best practices for scaffolding while co-teaching for ELL students. Educators should plan to attend with their co-teaching partners. We will talk about communication with co-teachers and ways to be the most efficient and effective to meet the needs of our ELLs. Participants will gain useful tools and resources to implement in their co-teaching partnerships. We will look at current practices, work to improve systems and communication for the benefit of English Language Learners.

Join MidWest RBERN for our spring Immigrant Experience Book Club. This course is virtual and asynchronous and will run from February 1 - March 31, 2027. We will be reading a paired graphic novel set: Frontera by Julio Anta and Just Another Story by Ernesto Saade. Books must be purchased by participants. Access to the course will be granted to registrants by February 1st.

Sponsored by Mid-West RBERN, Facilitated by AEBLL.

Emergent bilinguals are smart, capable, and motivated to succeed. They deserve evidence-based, culturally sustaining, and socio-emotionally sound instruction. This self-paced course is designed for K-12 educators who want to deepen their understanding of language development and support multilingual learners in accessing learning content. The course consists of six modules, each featuring a recorded lecture, readings and/or podcasts, a quiz, reflection questions, and instructional planning activities. You'll explore the components of language, the progression of new language acquisition, and the abilities of students at each stage of proficiency, so you can differentiate with confidence. Practical, research-aligned routines are modeled throughout, and you'll walk away with a ready-to-use slide deck of classroom routine templates, tools you can adapt and implement in your lessons immediately to teach with intention, equity, and skill. Because advocating for emergent bilinguals means developing language, literacy, and a love of learning.

PLEASE NOTE: This is a self-paced, ASYNCHRONOUS course with no meetings. The course opens on April 5, and participants have until June 11 to complete the materials.

This will be an ONLINE PD session in which we discuss best practices in co-teaching for ELL students. Educators should plan to attend with their co-teaching partners. We will discuss planning for and implementing assessments in the co-teaching classroom. Participants will gain useful tools and resources to use in their co-teaching partnerships. We will look at current practices, work to improve systems and communication for the benefit of English Language Learners.

Mid-West RBERN values your privacy and security.One week before the event, participants attending Zoom and Microsoft Teams workshops will be required to complete an enrollment form. This form will be sent to the email that the participant used to register in Frontline. To receive the meeting link, participants must register in Frontline AND complete the enrollment form.

Mid-West RBERN is committed to building capacity within school communities to cultivate strong leaders, high quality, meaningful instruction, and welcoming, inclusive environments for English Language Learners (ELLs) and Multilingual Learners (MLs).

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