Almost a quarter of all students entering U.S. schools this academic year are Latinos and many are considered Dual Language Learners. This webinar focuses on recent research on the school readiness development of young Latino Dual Language Learners living in the United States. In addition to sharing recent research findings, Dr. Lopez will share research based best practices for welcoming and working with Dual Language Learners and their families in the Early Childhood classroom. Suggestions for developing a culturally and linguistically responsive environment will also be provided.

This webinar focuses on classroom practices and strategies which support refugee students and students with interupted formal education (SIFE), aged 13-16. Myrna Ann Adkins, President and CEO of the Spring Institute for Intercultural Learning, focuses on background pedagogical knowledge that equips teachers to work effectively with this population of students, including ways to increase sensitivity to the specific backgrounds of diverse students, as well as looking at behavioral and other signs which might indicate a history of trauma survivorship. Dr. Andrea DeCapua, Educational Consultant and Adjunct Assistant Professor at New York University, continues the discussion by examining different ways of learning and assumptions about teaching and learning.

Students with both limited English proficiency and interrupted formal education (SIFE) are increasing in today’s elementary and secondary schools.  These students often come into the classroom as immigrant students who have arrived in the US as refugees; fleeing war, persecution and other situations that have had a negative impact on their educational experiences. This webinar will provide background information on Office of Refugee Resettlement programs and policies, along with an update on refugee populations coming into the US.  Strategies and solutions in addressing the educational needs of students from refugee families will also be addressed, including innovative programming at the high school level for students who have gaps in their educational backgrounds.

The Common Core State Standards mean greater rigor, higher expectations and considerable greater language demands. Leadership and professional development are needed to act collectively to implement supportive policies, build educator capacity and develop effective approaches for providing ELs with access to and opportunities for rigorous academic work. Join three experts as they outline what needs to be done for this population. Presenters: Judy Elliott, former Chief Academic Officer, Los Angeles Unified School District, Lily Wong Fillmore, University of California, Berkeley, and Margarita Calderón, Professor Emerita, Johns Hopkins University.2012

Representatives from the US Department of Education will conduct a pre-application technical assistance webinar for the FY 2013 Native American and Alaska Native Children in School Program competition. The potential applicants will have the opportunity to interact with the presenter and discuss the information required in the Grant Application Package.

This webinar examines how Native American students learn and become engaged in science. A lack of Native Americans in the field of science prompted the researcher to conduct a mixed methods study consisting of 150 Native American and white students living on the Flathead Indian Reservation in western Montana. The study examines whether Native American students are intrinsically engaged in science when culture is incorporated into the lessons. Findings from this study, as well as a discussion on the instructional implications of embedding culture with science to actively engage Native American students will be presented. The aim is ultimately to encourage Native students to pursue careers in the fields of science and technology.

This webinar highlights collaborative efforts made by a district in Arizona working with Native American youth. Dr. Louise Lockard discusses “what works” when teaching and working with Native American youth and provides examples from the Diné Dual Language Teachers Professional Development Program implemented at the Northern Arizona University. As a Title III National Professional Development grant recipient, she will addresses some frequently asked questions by education professionals working with the Native American and Alaska Native student population.  Insight, strategies and ideas from her experience will be provided.

This webinar will present an overview of what it means to engage Native American youth in learning. Dr. Jon Reyhner will discuss some key considerations that should be taken into account when engaging Native American youth in learning. Discussion of perceptions of learning and cultural perspectives on education will be provided as well as what works best to engage and motivate Native American youth. Insight, strategies and ideas from his years of experiences working with Native American populations will be provided.

Cynthia Ryan and Samuel Lopez of the Office of English Language Acquisition at the U.S. Department of Education will explain the reporting requirements and what to consider when completing the two performance reports due each year as well as the final report. Tips and additional information will be provided. The webinar will be helpful to all program staff, including the project director, evaluator, and staff. While there will be a focus on helping first time grantees, all  grantees will find the topics useful.

This webinar will present an overview of current education development in teaching Native American Language and Culture. Robin Butterfield will discuss some key considerations that should be taken by education professionals when working with and teaching Native American culture especially in the areas of leadership development. Nāmaka Rawlins, will provide strategies and ideas from the Hawaiian model on teaching Native American language.  She will stress best practices and address some of the Native American language issues. Both will share and discuss appropriate strategies, ideas and models that seem to work best with Native American ELs.

This NCELA webinar features a Title III Native American Children in Schools Program in Welling, Oklahoma. Sharon Ballew and Pam Henley provide information regarding appropriate reading strategies for ELs, specifically Native Americans. Additionally, “best-practices” are discussed and attendees learn instructional strategies that complement the learning styles of Native American students, how to create engaged learners, and are presented with comprehension strategies and graphic organizers that are effective.

This webinar will provide an overview of science, technology, engineering and math (STEM) and ideas for inclusion and implementation with ELs from a science platform.  Dr. Hooper will give an overview of her experience of implementing a STEM program in a San Francisco Bay area school and offer some ideas from her experience working with teachers and students at the Institute of Inquiry, the Exploratorium. She will provide examples of collaborative approaches and ideas as well as some techniques that assist in creatively engaging all students in STEM.

This webinar will provide an overview of the National Professional Development grant.  Ms Ryan will present issues and items that prospective grantees need to take into consideration when applying for an NPD grant.  Dr. Herrera will provide some tips for applicants based on her experience in writing over 15 successful NPD grants; she will focus on collaborative approaches and ideas as well as some techniques that will assist future grantees in their application and grant-writing process.