# data[].attributes.body
Carol Salva, Education Consultant with Seidlitz Education, NAELPA Advisory Member and PLC Co-Chairperson. carol.salva@johnseidlitz.com

# data[].attributes.body
LuAnne Llewellyn, Director of Federal Programs, Surrey Schools, North Carolina
llewellynl@surry.k12.nc.us
Debra Wilkes, ESL Program Coordinator for Cumberland County Schools in North Carolina / NAELPA Board Member, Member at Large
deborahwilkes@ccs.k12.nc.us

# data[].attributes.body
Lynmara Colon, Director of English Learner Programs and Services in Prince William County Schools in Virginia
COLONLX@pwcs.edu

# data[].attributes.body
Supreet Anand – Deputy Director - OELA
Maha Abdelkader – Education Program Specialist - OELA

# data[].attributes.headline
Here is a link to the NCELA page with recorded webinars

# data[].attributes.subject
Here is a link to the NCELA page with recorded webinars

# data[].attributes.attachment_link.readable_text
NCELA Webinars provide participants from around the country an opportunity to hear expert speakers present research on all aspects of English learner education.

Upcoming Webinars

Please check back for information about future webinars.

Archived Webinars

Archived webinars and related materials are available below.

National Native American Heritage Month Authors Series: Celebrating the Culture, History, and Diversity
November 30, 2021
The Office of English Language Acquisition (OELA) celebrated National Native American Heritage Month with a panel discussion with award-winning authors whose work highlights the diversity of heroes and heroines within the Native American community. This engaging conversation was moderated by Ron Lessard, and featured Traci Sorell, Brenda Child, and Brian Young.

Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures
October 13, 2021
The U.S. Department of Education's Office of English Language Acquisition (OELA) is partnering with the White House Initiative on Advancing Education Equity, Excellence, and Economic Opportunity for Hispanics. OELA is hosting a panel discussion: Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures with award-winning authors whose work highlights the diversity of heroes and heroines within Latino communities. The webinar panelists are award-winning authors David Bowles and Lulu Delacre. The webinar moderator is an award-winning author Guadalupe Garcia-McCall.

Webinar: Enhancing Language Instruction in Early Childhood Education: Effective Practices and Examples from NCELA's Teaching Briefs
July 8, 2021
Young dual language learners (children aged 3-7 who speak a language other than English at home) are the fastest growing population of children in the United States. The beginning of preschool through the end of first grade is a critical time for young children to begin developing content knowledge, language and literacy, and social and emotional learning skills. To better meet the instructional needs of young dual language learners, early childhood educators need practical and effective instructional approaches that promote multilingualism and enhance foundational literacy skill development. The National Clearinghouse of English Language Acquisition (NCELA) Teaching Practice Brief: Integrating Language into Early Childhood highlights current research findings and evidence-based instructional practices for teaching dual language learners in early childhood settings.

In this webinar presenters from OELA and WestEd discuss four educator practices that can be enacted to enhance the teaching of dual language learners.

Webinar: Supporting English Learners in Math and Science: Effective Instructional Practices and Examples from NCELA's Teaching Briefs
June 30, 2021
General education teachers need practical and effective instructional approaches that can help them provide English learners (ELs) with access to academic content. The National Clearinghouse of English Language Acquisition (NCELA) Teaching Practice Briefs: Integrating Language While Teaching Science and Integrating Language While Teaching Math highlight current research findings and evidence-based instructional practices for teaching science and math to ELs.

Webinar: English Learners in Secondary Schools: Trajectories, Transition Points, and Promising Practices
Wednesday, April 21, 2021
English learners (ELs) at the secondary level who are approaching high school graduation face unique challenges. Curricular requirements including English language development classes, graduation requirements, and for some, special education can create complex scheduling challenges, and intricate accessibility issues.

As schools engage in articulation activities to determine student placement in the upcoming school year, it's important to identify and eliminate structural barriers that may post challenges to ELs' path towards graduation.

This webinar discussed what research has shown about the academic trajectories of ELs at the secondary level, including the trajectories of newcomers, students who have been labeled long-term ELs, ELs with disabilities, and former ELs.

Dr. Ilana Umansky, University of Oregon

Dr. Karen Thompson, Oregon State University

Dr. Aída Walqui, WestEd

Webinar: Successful Native Education Projects: Stories from NAM Project Directors
Thursday, February 4, 2021
OELA has partnered with three Native American and Alaska Native Children in School (NAM) grant recipients to highlight successful Native language and English learner projects. In this webinar, NAM Project Directors will share their 5-year journey in cultivating successful NAM projects. As prospective FY21 NAM competition applicants prepare to submit grant applications, this webinar will provide concrete examples of successful grant applications.
OELA Moderators:

Celeste McLaughlin, NAM Team Lead

Elizabeth Bucknor, Education Program Specialist

Stephanie Nichols, Education Program Specialist

NAM Presenters:

Lorraine David, NAM Project Director, Fairbanks Native Association

Naomi Long, NAM Project Director, Red Lake Band of Chippewa Indians

Heather Oats, NAM Project Director, Rocky Boy Schools

Webinar: Culturally Responsive School Practices to Promote the Success of Native American English Learners
Thursday, November 12, 2020
Native American and Alaska Native English learners are incredibly diverse; they possess varied demographic, linguistic and academic backgrounds which are not always evident when students are characterized as a group. It is critical to increase our awareness of the diversity that exists among Native American and Alaska Native English learners and to identify and highlight the cultural, and linguistic assets that students bring to their school and their community.

Native American and Alaska Native English learners represent approximately 8% of all English learners in public schools. Policies have been established at the federal, state, and local levels to support the academic and social emotional well-being of Native American and Alaska Native students and yet the achievement and opportunity gaps between them and their peers persist. This requires a focus on factors that influence the success and development of Native American and Alaska Native English learners and the cultural, instructional, and structural practices that promote their academic achievement and social development.

Webinar: Culturally Responsive School Practices to Promote the Success of Hispanic English Learners
Thursday, October 8, 2020
Hispanic English learners (ELs) possess varied demographic and academic backgrounds which are not always evident when students are collectively viewed as a group. It is critical to increase educators' awareness of the diversity that exists among ELs who are Hispanic, and to identify and highlight the cultural and linguistic assets that students bring to their school and their community.

English learners (ELs) who speak Spanish as a home language make up nearly 75% of all ELs in public schools, which leads to the increased development and availability of Spanish language resources and scaffolds. However the persistence of academic achievement disparities between Hispanic ELs and their EL peers requires us to examine curriculum and instruction practices for alignment with culturally responsive leading and learning.
Presenters:

Dr. Katie Gao, Managing Researcher at McREL International

Dr. Tameka Porter, Managing Consultant at McREL International

Delia Pompa, Fellow for Education Policy at MPI's National Center on Immigrant Integration Policy

Webinar 2 - Hispanic Language Heritage: Language Assets for Career Preparedness
Thursday, September 24, 2020
The Office of English Language Acquisition (OELA), in collaboration with GlobalMindED hosted this second installment of a two-part webinar series to inspire linguistically and culturally diverse students to cherish, nurture, and revere their primary culture, heritage, and language so they can realize the short- and long-term personal, educational, and professional benefits of being multilingual. In "Language Assets for Career Preparedness," panelists discuss how multilingualism can shape career paths and share how language skills have influenced their career trajectories.

Webinar 1 - Hispanic Language Heritage: Retention of Heritage Culture and Language(s)
Thursday, September 17, 2020
The Office of English Language Acquisition (OELA), in collaboration with GlobalMindED hosted this first in a two-part webinar series to inspire linguistically and culturally diverse students to cherish, nurture, and revere their primary culture, heritage, and language so they can realize the short- and long-term personal, educational, and professional benefits of being multilingual. The first webinar - "Retention of Heritage Culture and Language(s)," was a discussion of the cognitive, economic, educational, and sociocultural benefits of multilingualism with expert panelists from a variety of fields and professions.

Webinar: Teacher Collaboration: Aligning Content and Language Instruction
Wednesday, September 9, 2020
Teacher collaboration that leads to English learner (EL) success, is built on a foundation of shared ownership of EL achievement, and includes co-planning, co-creating, co-facilitating, and co-assessment of learning. This collaboration is even more critical as districts prepare to pivot among a variety of possible scenarios for instruction in the fall.

This webinar from the Office of English Language Acquisition (OELA) and REL Southwest examined the policy context for content and language teacher collaboration, shared research-based practices and resources, and highlighted promising practices for teacher collaboration and professional development in the post COVID-19 context.

Webinar: Back to School - Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020-21 School Year
Thursday, July 23, 2020 | 3:00 - 4:30 p.m. ET
Engaging English learners (ELs) in any instructional setting requires alignment of classroom level, school level and district level practices. This coherence becomes even more critical when schools need to pivot between a variety of possible scenarios of school operation. During this webinar, presenters from the Office of English Language Acquisition (OELA), Department of Justice (DOJ), and Regional Education Laboratories (REL) West engaged in a lively discussion on administering EL programs and instruction in preparation for the 2020-21 school year.

Panelists reviewed the Equal Educational Opportunities Act (EEOA) in the context of EL education; presented a theory of action (TOA) that reflected both the legislative context and foundations for EL education; presented a sample of evidence-based instructional practices for ELs that support rigorous teaching and learning; and addressed systemic actions and leadership strategies that participants may use to support educators within their contexts.

Webinar: Engaging English Learners and Families through Distance Learning
Wednesday, June 24, 2020
OELA and Gabriela Uro from Council of Great City Schools and Shelly Spiegel-Coleman from Californians Together discussed best practices and examples for continuous EL family and community engagement in the current remote environment.

How can you assist your ELs with FAFSA? Webinar
Wednesday, May 13, 2020
Students' completion of the Free Application for Federal Student Aid (FAFSA) is essential for financial assistance while attending a college or a career school. OELA speaks with Isaiah Ellis, a Federal Student Aid (FSA) Outreach Specialist to learn about FAFSA® updates and new tools and resources from FSA that can help students prepare and pay for college or a career school.

Supporting English Learners (ELs) Through Technology Webinar
Thursday, September 26, 2019
OELA and Dr. Phil Vahey, Director of Strategic Research and Innovation for SRI Education, provided an in-depth look at digital learning resources that can strengthen instruction of ELs. In this one-hour webinar, you'll receive an overview of the types of digital learning resources available to support ELs and learn about key findings on supporting ELs through technology from the 2019 National Study of English Learners and Digital Learning Resources. You'll also receive recommendations and resources from two useful toolkits: the Educator Toolkit and the Developers Toolkit.

Newcomer Toolkit Webinar
August 26, 2019
OELA and English learner (EL) Educator and Advocate Dr. Marguerite Lukes engaged in a lively discussion on how to successfully support EL newcomers. In this one-hour webinar, you'll learn more about the background of EL newcomers and get an introduction to the popular Newcomer Toolkit, before learning tips on developing a welcoming environment and establishing high quality instruction for your newcomers.

English Learner Toolkit Webinar
August 8, 2019
OELA and EL expert Teddi Predaris provide an inside look at the EL Toolkit for State and Local Educational Agencies. This one-hour webinar features tools, strategies, and Q&A on: staffing and supporting EL programs, providing meaningful access to core curricula, providing meaningful access to extracurricular activities, and evaluating district EL programs.

OELA Family Engagement Webinar
February 27, 2019
This interactive webinar provided an overview of EL family engagement, Every Students Succeeds Act (ESSA) requirements related to EL family engagement, and OELA's EL Family Toolkit. EL Expert Dr. Diane Staehr Fenner presented research and strategies for fostering EL family engagement and addressed ESSA requirements related to EL family engagement. José A. Viana, Assistant Deputy Secretary and Director of OELA, along with OELA staff shared information about OELA's new EL Family Toolkit. They highlighted sample questions from the toolkit for EL families to use when interacting with school personnel and how school personnel can assist in increasing EL family engagement and agency.

# data[].attributes.attachment_link.description
NCELA Webinars provide participants from around the country an opportunity to hear expert speakers present research on all aspects of English learner education. Please check back for information about future webinars. Archived webinars and related materials are available below.

# data[].attributes.body
We are interested to learn ways to provide family engagement support to parents who are not able to attend events face to face, and who lack reliable internet service.

# data[].attributes.body
What would be a good example of a good assessment to determine the language needs to determine bringing a child back into EL services?

# data[].attributes.body
With schools being completely remote and unable to bring students in for formal identification of ELs, the school should enter students as receiving services based on the provisional identification and submit them as such in their state data. Is this correct?

# data[].attributes.body
Could you provide a list of vendors that offer valid ELP assessments?

# data[].attributes.headline
Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year [recorded webinar]

# data[].attributes.subject
Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year [recorded webinar]

# data[].attributes.attachment_link.title
Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year

# data[].attributes.headline
 I am very encouraged by focus on evidences of language development , as opposed to automatically moving to Intervention as a solution for student learning--- and intervention that may or may NOT be relevant for the student.

# data[].attributes.subject
 I am very encouraged by focus on evidences of language development , as opposed to automatically moving to Intervention as a solution for student learning--- and intervention that may or may NOT be relevant for the student.

# data[].attributes.headline
I appreciate a new lens to consider learning loss for former EL students due to instructional disruption.  I wonder if this is more relevant is some states,  NC Exit criteria is quite high, resulting in relatively few ELs exiting EL designation annually.

# data[].attributes.subject
I appreciate a new lens to consider learning loss for former EL students due to instructional disruption.  I wonder if this is more relevant is some states,  NC Exit criteria is quite high, resulting in relatively few ELs exiting EL designation annually.

# data[].attributes.body
Hi there! In my district (3000 ELs), the philosophy is called inclusion.  All ELs (including large numbers of SLIFE) are enrolled in all general education classes with no ELD course.  Some teachers have ESOL endorsements (this does not mean instruction changes in a meaningful way), but many do not.  How is this acceptable?  There is no co-teaching or time for co-planning.  Teachers have heterogenous groups and are told to differentiate.  Ummm...I'm speaking of secondary, in particular.  Advice? (oh, and no training to teachers or even communication...just told, "we do inclusion now!)

# data[].attributes.headline
We will include links to all of the PPTs in the follow up email sent to everyone that registered.

# data[].attributes.subject
We will include links to all of the PPTs in the follow up email sent to everyone that registered.

# data[].attributes.headline
How do you handle interpretation of multiple languages during your online parent sessions?

# data[].attributes.subject
How do you handle interpretation of multiple languages during your online parent sessions?

# data[].attributes.headline
How can we get a copy of the power point? 

# data[].attributes.subject
How can we get a copy of the power point? 

# data[].attributes.body
Our school district uses various methods to reach families and promote events eg. Twitter. Most of the EL families at my school if not all are not tech savvy and do not use Twitter. Do you suggest the use of other social media apps for promotion?

# data[].attributes.headline
Same questions above. How do you handle multiple languages.

# data[].attributes.subject
Same questions above. How do you handle multiple languages.

# data[].attributes.body
What type of topics to discuss during the webinars hosted?

# data[].attributes.headline
Situation: When exited EL child slipped academically: Should students be rescreened  (example WIDA Screener) first or try other interventions first?

# data[].attributes.subject
Situation: When exited EL child slipped academically: Should students be rescreened  (example WIDA Screener) first or try other interventions first?

# data[].attributes.body
I am a one woman show and would love all the guidance from others how to best serve while juggling all the teaching requirements I am asked to do beyond EL services. As the EL Coordinator for K-12 the district, should I be solely providing just EL Services?

# data[].attributes.body
Very impressive what you all have done!

# data[].attributes.headline
LuAnne, I love it that you simplified so that students can access through one link and thinking to make it available offline! 

# data[].attributes.subject
LuAnne, I love it that you simplified so that students can access through one link and thinking to make it available offline! 

# data[].attributes.headline
excellent work to establish systems and structures in schools and district

# data[].attributes.subject
excellent work to establish systems and structures in schools and district

# data[].attributes.headline
Love that -- create conditions that encourage motivation!

# data[].attributes.subject
Love that -- create conditions that encourage motivation!

# data[].attributes.body
Can we get access to the link for this article?

# data[].attributes.headline
PLEASE guide us in increasing peer-to-peer interaction --- owning the language  - practicing the thinking for learning

# data[].attributes.subject
PLEASE guide us in increasing peer-to-peer interaction --- owning the language  - practicing the thinking for learning

# data[].attributes.headline
How do you motivate middle schoolers and high schoolers from different linguistic backgrounds to work cooperatively. How do you brake the social/emotional barrier of the age and particularly of newcomers

# data[].attributes.subject
How do you motivate middle schoolers and high schoolers from different linguistic backgrounds to work cooperatively. How do you brake the social/emotional barrier of the age and particularly of newcomers

# data[].attributes.body
I am on home visits every week because the students are not attending their classes and all I hear is that they do not want to do virtual learning and they are waiting to be back in the building while they are failing their courses (high school). Is too many! What else do you suggest to get the students to want to come to class. I know many teachers have engage g classes so it’s. Matter of them showing up.

# data[].attributes.body
New to Rural, please feel free to reach out to me .  Perhaps, I have some tips that can help you! I don't mind scheduling a Virtual meeting with you.  I will tell you that technology proficiency is non-negotiable.  I look forward to hearing from you!

# data[].attributes.body
We have an issue with not enough EL Staff for each school so we have one EL Specialist who is the "expert" for a particular grade level.  He or she writes ELD lesson plans that connect to the basal text/book.  We share them with one another and the students know that remote instruction (screencasts) may be from someone who is not their face-to-face teacher, but it works for us.  It has allowed us to go deeper with our ELD instruction and focus on engagement, collaboration, and interactivity.   Plus, it brings our the ELD standards that GEN ED sometimes overlook.  Please reach out to me if you have any questions!  I feel for your situation.

# data[].attributes.body
we have found a huge slide on our EL's English levels ( we stayed home from school in March of this year) and are providing services in school hubs (F2F- optional) to level 1s and 2s to best support them.  Anyone else experiencing  the same?

# data[].attributes.headline
In a district that was only virtual and did not assess to provisionally qualify an EL, but then later screened the student who demonstrated IFEP.  Can the district simply end date the services and remove the EL designation? 

# data[].attributes.subject
In a district that was only virtual and did not assess to provisionally qualify an EL, but then later screened the student who demonstrated IFEP.  Can the district simply end date the services and remove the EL designation? 

# data[].attributes.body
In a small urban district in NJ as one (K-8) ELL teacher responsible for about 26 learners across grades and across settings (different buildings, hybrid, transitioning back and forth b/c of positive COVID cases). How can one handle this, needing to reach all learners but unable to do so, even after requesting administration for help and guidance? And not all learner's needs are being met as the inequity grows.

# data[].attributes.body
A social contract supported students from different backgrounds to work together cooperatively... Here is a resource for that: https://salvac.edublogs.org/2017/12/21/bap015-social-contracts-and-choral-reading-for-every-class/