Member Events

These events at the MATSOL 2017 Conference are open to all members -- no conference registration required!

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Registration

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REGISTRATION IS CLOSED
Registration for the MATSOL 2017 Conference and Pre-Conference Institutes is closed. The conference has reached capacity for our conference site, so we cannot accept any additional registrations. There was an unusually high rate of registration this year, which caused the conference to sell out earlier than in the past. We apologize for any inconvenience.

MATSOL will contact presenters who still need to register - please check your email for information.

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Pre-Conference Institutes

Wednesday, May 31, 2017
Transforming the Classroom Dynamic with Academic Conversations

Sara Hamerla
8:30 am - 3:30 pm (with 1-hour lunch break), PCI 1

Learning, Language and Literacy: The 3Ls Approach-From Remediation to Acceleration

Maryann Cucchiara
8:30 - 11:30 am, PCI 2

Using Progress Monitoring Tools to Guide Instructional Planning for English Learning with Disabilities

Dr. Claudia Rinaldi
12:30 - 3:30 pm, PCI 3

 

2017 Pre-Conference Institutes

Wednesday, May 31, 2017

Transforming the Classroom Dynamic with Academic Conversations

Presented by:

Sara Hamerla, Ed.D. Newton Public Schools 

Date & Time

Wednesday, May 31, 2017, 8:30 am - 3:30 pm

Description

Academic conversations motivate students and foster engagement. In this interactive workshop, we will learn from the experience of one district that implemented academic conversations in grades K-12. Academic conversations have provided opportunities for our students to respond to reading and organize their thoughts for writing. Through paired conversations, students acquire complex language and content knowledge across all disciplines, including math, literacy, art, PE, music, social studies, and science. As they gain oral language skills, they become more able to participate in larger group discussions. Academic conversations also allow students to build on their strengths. As they share knowledge with each other, teachers listen and learn from their students about their lives. English language learners especially benefit from this approach because they learn to use language as a tool to share ideas, defend opinions, and make connections with others. During the institute, participants will analyze videos of students engaging in academic conversations. After viewing actual students in action, participants will envision how to systematically implement this approach in their own classrooms. We will brainstorm applications together and create a supportive network. This institute will connect to the ideas of the keynote speaker, Jeff Zwiers.   

Audience

Pre K to 12 Teachers, Adult Educators, ESL Instructors 

Presenter

Sara Hamerla has worked as an English language development teacher, coach, and administrator. She is assistant director of English Learner Programs in the Newton Public Schools.


 

Learning, Language and Literacy: The 3 Ls Approach from Remediation to Acceleration

Presented by:

Maryann Cucchiara, Educational Consultant, formerly with NYC Schools

Date & Time

Wednesday, May 31, 2017, 8:30 - 11:30 am

Description

Maryann Cucchiara will discuss the ever-increasing demands placed on ELLs and all learners K-12 and how they portend important shifts in instruction and expectations for any learner who might be struggling with the academic language and literacy demands of increasingly challenging and complex texts and tasks. Educators will explore how traditional mapping of instruction for ELLs has contributed to the “academic underachievement” and how to re-vision instruction from one that is remedial in nature to one that accelerates learning, language and literacy

The 3 Ls approach is based upon the research of Dr. Lily Wong Fillmore and her joint work with Maryann Cucchiara and has been part of a national project for over 8 years with 3 L lab sites in Boston and New York City. In this half-day seminar, Maryann Cucchiara will present the overview and the foundational instructional shifts of the 3 Ls approach and the reliable research and proven classroom practices upon which the approach is built.

Participants will explore how thinking differently about ESL curriculum and instruction created newer ways of working with ELLs in terms of instruction, infrastructure and professional learning. Specific high leverage language and literacy practices will be shared as ways which provide access, attention and engagement with academic language nested inside of compelling texts. Routine classroom strategies such as word play, deconstructing long embedded sentences, demystifying figurative language and sentence play will be highlighted as vehicles which scaffold complex texts, talk and tasks as learners probe for understanding and meaning while reading and writing.

Participants will leave with an understanding of how to unpack complex tasks, build robust talk around the text and provide the scaffolds necessary to perform increasingly challenging and complex tasks in writing. Sample lesson and curriculum templates as well as hands-on practice with exploring complex texts will be an integral part of this seminar. 

Audience

Educators of English language learners in K-12 public schools, adult education, and higher education programs.

Presenter

Maryann Cucchiara is a former teacher, staff developer, director of Ramp Up to Literacy and Director of Research and Development for ELLs for Integrated Curriculum and Instruction, a former NYC DOE cluster of over 386 K-12 schools. Maryann’s doctoral work focuses on the intersection of language, literacy and learning for speakers of other languages. She has co-authored articles about struggling adolescent literacy readers and second language learners and developed the Project Freire Literacy Academies especially for these striving readers.

Upon retirement from the NYC DOE, Maryann continues her work with Dr. Lily Wong Fillmore and the 3 Ls approach: language, literacy and learning - as an independent consultant working directly with districts, principals, and in lab sites in NYC, Boston and the tri-state area. She is working closely with the Council for Greater City Schools as they move forward with instructional plans for the Common Core Standards and a national cyber enabled professional learning project currently being piloted. She is working with Dr. Lily Wong Fillmore on a book detailing the research and practice upon which the 3 Ls approach is built. 


 

Using Progress Monitoring Tools to Guide Instructional Planning for English Learning with Disabilities

Presented by:

Claudia Rinaldi, Ph.D, Lasell College

Date & Time

Wednesday, May 31, 2017, 12:30 - 3:30 pm

Description

As the number of Bilingual English Learners with and without Disabilities continues to grow across districts in the state, this institute will provide guidance and practice in developing and using a progress monitoring tool for English language development. Progress monitoring tools provide critical information to pre-referral and special education referral teams on the speaking, listening, reading and writing skills of English learners.  Participants will be able to develop their own tool using task analysis and the WIDA Can Do Indicators. They will also be able to practice on two case studies and develop to write a short report from the results that can be shared in a multidisciplinary team meeting.

The presenters will also highlight the importance of collaboration and joint responsibility among ESL, special education, and general education educators in meeting the needs of all English language learners, including those with disabilities.

Audience

PK-12 ESL, bilingual, classroom teachers, content teachers, and administrators who participate in instruction of ELLs and MTSS-based pre-referral or Special Education referral team process in their schools or districts. Attendance as an educator team is recommended but not required for registration.

Presenter

Claudia Rinaldi, Ph.D. is an Associate Professor and serves as Chair of the Education Department at Lasell College. Her research addresses the implementation of Response to Intervention (RTI) and Multi-Tier System of Support (MTSS) in urban settings and with large numbers of English language learners. Her experience engages educators on how to improve systems and instructional practices for students with reading difficulties who may be at-risk for failure, or those who are English language learners and who may have mild and moderate disabilities. She published a book for educators called Practical Ways to Engage All Struggling Readers and co-authored the RTI-Based Specific Learning Disabilities (SLD) Identification Toolkit for Educators for the Response to Intervention Action Network, a division from the National Center for Learning Disabilities. Claudia also serves on the Board of Directors for the Council for Exceptional Children (CEC), and as a member of the Professional Advisory Board for the Response to Intervention (RTI) Action Network at the National Center of Learning Disabilities. She has also developed the newly post-baccalaureate certificate program on Teaching Bilingual English Learners with Disabilities at Lasell College (www.lasell.edu/ELL). You can follow her on Twitter @claudiamtss or read her blog is at www.bilingualspecialed.com.

 

 

 

 

MATSOL 2017 Conference

Use this link if the program page does not open: https://proposalspace.com/p/672/c

 
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