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PLC for Teachers of Ukrainian Students 10.1.24

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Codes

10/1: UKR10124

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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2024-2025 RBERN Professional Development Catalog

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Check out this US Letter designed by Amanda Cammarano.

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Mid-West RBERN PD Offerings (Rochester Area)

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Mid-West RBERN PD Offerings (Rochester Area)

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Article: Culture of Safety Element 1: Safety

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Article: Culture of Safety Element 1: Safety

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Another aspect of physically safe environments is knowing that everyone in the building is committed to providing a safe place for all. Adults trust one another - and they can safely lean on each other to share the responsibility for ensuring the safety measures are in place. Further, all the adults have consented to the policies and procedures for maintaining safety - and their commitment extends to all nooks and crannies of the school environment.
2. Emotional safety
Emotionally safe environments allow for individuals to feel and express a range of emotions. These settings are built by giving respect, supporting each other, turning mistakes into learning opportunities, and providing an overall security that individuals are valued for what they can contribute to the team. There is an overall feeling of inclusion, cooperation, and kindness. All are welcome here - no matter who you are, how you are, what you're like - in fact, differences are celebrated and valued.

Emotional safety also assures that adults and students are safe to both be and feel vulnerable with one another. All members of the school community invite each other to ask for help in an atmosphere free of judgment - one that communicates that "we're a team and we're all in this together." Adults work collaboratively to ensure that all students have opportunities to reach their potential and show their "awesomeness." In turn, students are clear that all the adults are dedicated to helping them thrive in their learning and development.
What if something unsafe occurs?
Things happen, even in the safest nests we build. In a true Culture of Safety, incidents are handled promptly to restore the environment. It is critical that adults and students are aware of the plans and expectations for re-establishing safety, regulation, and relationship. Accountability measures for actions that violate either physical or emotional safety send messages to students, adults, caregivers, and community members about the importance of a safe and healthy environment. Restoring trust, repairing the connections, and focusing on resolution are the primary emphasis, rather than fixating on the wrongdoing.

Anna Rowe supports the development of the nest in her work as a speaker, coach, and consultant for schools and districts nationwide. Learn more here.

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Culture of Safety element 1 of 3: Safety — Fostering Resilient Learners

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by Anna Rowe and Kristin Souers When building a Culture of Safety – what we refer to as the nest – in our districts, schools and individual settings, safety supersedes everything. For teaching and learning to thrive, students (and staff) must first feel physically and emotionally safe. Our sense

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Article: Culture of Safety Element 2: Predictability

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Article: Culture of Safety Element 2: Predictability

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Predictability is the second component of a Culture of Safety in which we all can learn, grow, teach, and thrive. Our brains, particularly our limbic system (home to our safety system and our flight-fight-freeze response), are tuned to notice the different, the irregular, and the surprising. When our environment is predictable, our survival brain calms down, goes on autopilot, and allows our cortex to take charge. In schools, that's exactly where we want our students to be - because that's where learning happens.

Kids who have grown up in unpredictable (and at times unsafe) environments react strongly to threats (perceived, potential, and/or real) because it is often their mechanism to stay safe. So how do we help kids who flip their lid quickly, who perceive threats in neutral situations, and who struggle with change and transition? Predictability is key.
Four elements of Predictability:
We can create a predictable, and therefore safe, environment in schools by giving ourselves, each other, and our students things they can count on every day, no matter what. Repetition of conditions, schedules, expectations, courses of action, and behaviors allows people in the environment to know in advance what to expect. When we have established clear norms, common expectations, and practices aimed at supporting that sense of safety in our environment, adults and students begin to develop a sense of trust. When we trust, we are more apt to regulate and stay in the thinking part of our brains.

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Culture of Safety element 2 of 3: Predictability - Fostering Resilient Learners

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by Keith Orchard and Kristin Souers Predictability is the second component of a Culture of Safety in which we all can learn, grow, teach, and thrive. Our brains, particularly our limbic system (home to our safety system and our flight-fight-freeze response), are tuned to notice the different, the

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Article: Culture of Safety Element 3: Consistency

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Article: Culture of Safety Element 3: Consistency

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The third component of a Culture of Safety and building that nest is Consistency. In order for our students to thrive, they must be surrounded by daily procedures and routines that are logical, consistent, and fair. This is particularly true for students impacted by trauma and toxic stress. When life outside of school is chaotic, unpredictable, and inconsistent, it is more important than ever to create a consistent environment in our classrooms. Said another way, this means the systems and supports in classrooms stay the same - there's a regularity to the application of the way we do business. Expectations and routines are clearly communicated, and problems are handled in a consistent and fair manner that makes sense.
How can we create a Consistent environment?
One of the ingredients of a consistent environment is consent across the board. From a staff perspective, this means we all commit to common expectations, procedures, and practices. Since there's immense value to our students when we are consistent, then we'll agree to certain approaches and structures even if we might not want to. After all, it's not about us - it's about what our kids need.

Another way to increase consistency is to clarify the purpose and intent of our actions. When we have identified the rationale behind our aims, our students (and colleagues) are more willing to adhere to the expectations. Knowing why we're doing it is one thing - sharing that info is another. Intentionally reinforcing the why provides reassurance of the importance of consistent practices - and also helps to align our intent with our strategies.

Committing to a common language and using it regularly also supports the sense of consistency that will enhance both safety and predictability. As a building, using common terms, embracing a mantra, and reinforcing character traits helps reinforce to families that you are committed to the language and to the learning. For example, if you have taught your students about their brains and the need to be regulated, then you are using that language throughout the day. It becomes a regular part of the way we talk.

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Culture of Safety element 3 of 3: Consistency - Fostering Resilient Learners

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by Wendy Turner and Kristin Souers The third component of a Culture of Safety and building that nest is Consistency. In order for our students to thrive, they must be surrounded by daily procedures and routines that are logical, consistent, and fair. This is particularly true for students impacted

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Choose Your Own Adventure! Education in Ukraine 

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Choose Your Own Adventure! Education in Ukraine 

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Presentation from Caroline White, Fairport Schools

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Presentation from Caroline White, Fairport Schools

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Presentation From Caroline White (Fairport)

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May 2025 PLC for Teachers of Ukrainian Students