VirtuEL Web Meetups – Join Us!

Our next live VirtuEL meetup is March 24, 2020 at 7:00pm CT.  Please join us whether you participated in VirtuEL or not. Our goal is to raise awareness of the free, online conference for teachers of ELs and also to gather virtually as a reboot of the past conferences. (Many of us NEED a way to socially gather right now.)

Our most recent meetup happened on 3/17/20. This is a casual gathering where we are reflecting on the learning. Nancy Motley (her keynote was the topic of the discussion)popped in!  You can watch that video right here:

We were discussing the 2017 Keynote and conference.

To join the next web meeting, visit to check out the 2018 keynote. Then log into the zoom with us (link at the VirtuEL website) to hear Tan Huynh and  Dr. Irina McGrath discuss that year’s keynote by Jana Echevarria, PhD.  Most of us will be typing in the chat so come join us!  This is from my personal zoom account so we have a 100 person maximum on the meeting.  But the video will be available in replay.

Also join the slow chat this week at #VirtuEL.  The great Irina McGrath, PhD is hosting that conversation around the 2018 sessions.

Hope to see you this week!



SLIFE Webinar

This SLIFE webinar took place yesterday.  Sorry if you got a notification again.  I am still learning about mailchimp!

Here is the link to see it in replay:  If you sign in to the NAELPA website (which is free, just create a free log in) you will be able to find it in the dropdown menu.

If you serve ANY English Learners, you’ll love the information I share in this free PD for the National Association of English Learner Program Administrators.  The focus is Success for SLIFE (Students with Limited or Interrupted Formal Education). Bring questions for the chat!

While NAELPA supports state and local EL program leadership (be sure to forward this to your administrators, principals, directors, coordinators…), we want to be clear that EVERYONE is welcome.  Teachers, specialists, community members and any stakeholders are welcome to join us as we collaborate to support the program leaders that support language learners.

We can’t always get to a conference or a workshop so I’m honored to share in this format that is available to everyone, on demand. Once the video is available in replay, you will want to share it out to support anyone who serves new arrival students.

Hope you enjoy the content!


Join me in Omaha, Detroit, Orlando or a few other places!

Well, the school year is underway now!  Are you registered for one of these amazing Seidlitz Education workshops later this semester?  Seidlitz trainings were the ANSWER for me when I was teaching.

sign me up

The following three workshops include the book and you get to experience the techniques! You’ll see modeling of the practical strategies that support all level of ELs.

Click the images for more info.

It may not be too late to get a seat to this one in Omaha next week.

Seidlitz 7 Steps is where #QSSSA was born!   The resource was written by John Seidlitz & Bill Perryman and has been our most popular training for over a decade.


If you are closer to Michigan, please come to Seidlitz 7 Steps on October 10th in Detroit!

If you can get to Florida on November 6th, don’t miss Boosting Achievement in Orlando!

You will experience an inspiring day that will empower you to boost the achievement of SLIFE and ALL the learners in your classroom.

That’s not all!  Here are a few more places we can connect IRL in the near future. We are so happy to be partnering with these organizations to support educators!

I’m excited to be a Keynote with Tonya Ward Singer at the Elevate Conference in Missouri on Oct 2 & 3rd!

I’ll be kicking off KYTESOL this year with a full day of Boosting Achievement!  Don’t miss it on October 4 & 5th

I’ll be the keynote speaker for BCTESOL in British Colombia in the fall. FULL DAY of Rapid Literacy Pre-Conference Oct 24 and then the Keynote on Oct 25!

Coming to Colorado as a featured speaker for COTESOL on Nov 8th.

One of THE BEST DEALS around will be Boosting Achievement in Springfield,  MO on December 5th.  Excited to partner with RPDC -Agency for Teaching, Leading and Learning in Missouri!

If you’d like to bring these trainings to your school,  just reach out. I’m at

As always, thank you for stopping by the blog.  I appreciate your interest in supporting language learners.  Please come connect with me on Twitter!  I’d love to hear from you!





Abydos Breakout: Newcomers Thriving in ELAR Classrooms

Present a 2-hour PD session with no projector?  Yep! That’s how we roll sometimes at the Abydos Conference.  Our founder, Dr. Joyce Carroll (“Dr. Jac” as she likes to be called) encourages us to offer interactive sessions that don’t require reading from a powerpoint.

I am honored to be a spotlight speaker at the event and I take that responsibility seriously. Here’s the session I’ll be giving:

Newcomers Thriving in ELAR Classrooms

We are trained to cite all sources while delivering our sessions.  The learning I’m sharing comes from five texts that I will share through this post.  The first is Acts of Teaching III by Joyce Armstrong Carroll and Edward E. Wilson. This book is a bible for anyone teaching writing.  I am confident that my pre-literate students can participate in the writing process because of what I have learned from this book and the Abydos Institute.  Teachers trained with this text understand that writing is a process and we will spend just a few minutes reflecting on this.


I’ll then move into our content and language objectives.  I’m going to have them posted.  Posting our objectives, and reviewing them with our students, can be an opportunity to use a vocabulary strategy that is tied to our content objective.  (Step 5 of Seidlitz Seven Steps to a Language Rich Interactive Classroom) 

I plan to start with a strategy I learned from Dr. Lora Beth Escalante. In her book, Motivating ELLs, she has great ideas of things we can do with our objectives that can support all learners. 

To set up this activity, I will have several of the key vocabulary words written in a different color.  I will:

  1. Ask students (participants) to choose a word they feel they can define or explain to someone else.
  2. Write that word on an index card or post-it note
  3. Pair up with another person and explain their word
  4. Trade words and find a partner again and explain their new word.
  5. Trade again and so on.

We will use a Kagan strategy called Stand Up, Hands Up, Pair Up and we will repeat that process a few times so they have conversations about the words with several people.

When the group is back together, I will ask for volunteers to explain the vocabulary.  When we do this with students, we can get a formative assessment of what words the students already know and also an assessment from what words were not picked by anyone.  We can explain those word meanings now and clear up misconceptions.

Participants will have a chance to reflect on why this activity is good for all students.

More Work on Objectives

At this point, we will chorally read the objectives.  I’ll model the language first, and then ask the participants to read it with me as I track the print. (Boosting Achievement)

Dr. Escalante has a section in her book about annotating your objectives, we will do that if I have the time or I may just use the QSSSA questioning strategy (Seidlitz 7 Steps) to ask students to think about the meaning of the content objective.  I’ll ask for a signal when they think they can rephrase the content goal to a shoulder partner.  This is when you see participants squinting and really thinking.  Afterward, I will ask them to reflect on that simple tweak to how we review objectives.  Did they have to think and analyze when I asked then to rephrase something?  YES!  Rephrasing is different from just receiving information. Reading is thinking.  We need kids to have more opportunities to process what they are reading.

Another reflection:  Would the Newcomer or SLIFE student be able to participate in the activities so far? They can! And we need to remember that a language learner understands more English every day.

Your language learners will make more and more attempts at speaking when they have low-stress opportunities to do so.  What would the classroom environment look like for your ELs to feel comfortable?

Setting Up Classroom Routines

This is a great opportunity to discuss some of the ways we work to empower all students and to make them feel safe in our classrooms.

One of my top tips for that is banishing “I Don’t Know” by offering students alternatives to IDK. (Seidlitz 7 Steps)  I’ll have a poster in the room but you might also like to have this printable version of pocket-sized IDK poster (created by Emily Peters of Spring Branch ISD) These can get taped to desks or into an agenda.  I’ll invite participants to use the poster whenever I call on them if they are not ready with an answer.

Reading with Newcomers in the ELAR

I have to start with a quick Language Experience Approach so I can model how we can use shared writing effectively in upper grades with grade level content.  I will use the topic of this morning at the conference as that is a shared experience.   I’m going to use QSSSA & Language Experience Approach just as I do in this post & video. 

I want to be sure we all make the connection to Balanced Literacy and the I Do, We Do, You Do approach to reading and writing.  Once we all see that, it will make more sense when I model other ways to co-create text later in this session. I will also explain some of what I do to help students understand how quickly they can gain sight words.  We need to counsel newcomers on how a person gains literacy.  We want them to attend to print with us and realize that they are gaining sight words every time we read together.  They get some phonetics this way as well.


I’ll then launch into a TRTW.

TALK #1: Consider this statement:  The city was devastated during Hurricane Harvey. But during these dark hours, the people of Houston realized what they were made of.  What does that make you think of?   I’ll do this with a QSSSA.  “This makes me think…”

READ We will read this excerpt from Boosting Achievement on Grit using the Highlight Plus technique Motely offers in her book.  That technique involves asking the reader to look for something and highlight one or two sentences, annotate and be ready to share why they chose that sentence. I’m going to ask them to find a sentence that resonates with them.

TALK #2: We will share with the frame:  This sentence was meaningful to me because…

WRITE: 1 minute quick write on how this applies to our students who have lived through difficult experiences.

We will then reflect on why this strategy (TRTW) and the Highlight Plus strategy makes comprehension easier for students.  (Difficult text can be more comprehensible when you are looking for something.  Also, our SLIFE and newcomers can find a sentence that is easier for them or I can support them to find a sentence while everyone is reading.)

To learn more about the Talk, Read, Talk, Write approach, you can watch this video by Nancy Motely.  It is a great overview.


Prewriting for Opinion/Persuasive Writing

I am going to do this one because it is so important for the ELAR teacher to have practical things to prepare students for writing that will set them up for Argument, Opinion and Persuasive writing,

We will start to expose students to this type of writing with T-Chart, Pair, Defend (Seidlitz 7 Steps)

If you tuned in to last week’s podcast, you saw a lot of this already.  In Episode 51 of the Boosting Achievement ESL podcast,I spent an hour talking about why and how to include emergent writers in this type of writing. I have lots of downloads in the show notes at that link.

In this activity, I will offer the class a statement and ask that they take a side.  They should move to the side of the room they agree with.  I’m going to go with something abstract because that is how our students are tested.  But I usually begin the year with topics that are more concrete and then work up to this.

Once they have taken a side, I will create the T-chart on the board.

It should have sentence frames that we will practice together orally.

Then in pairs, they will come up with their best argument from their opinion.  Those pairs will then gather into groups of four and then six.  I want them to decide on the best arguments.  They are playing “lawyer” and I’m the judge.

We will then get arguments from both sides and I will scribe these in a T-Chart similar to this.

Pair & Defend

Now we are on to the last part of T-Chart/Pair/Defend.  They pair up to debate with a partner using complete sentences.  Up to this point, I have been allowing native language so that all students can participate in using whatever language they have to consider the argument.  But now I want to be sure to meet my language objective, so I’m asking all students to use complete sentences and use respectful language such as the sentence stems and frames I have included on the board.

If we have time, we will end with a shared writing where I will model how to use this brainstorm to pick one side and write a rough draft of a persuasive essay.  I will share with participants that with my students, I would use the graphic organizers and planning pages from Episode 51.

I hope to come full circle and show them that we can do the writing as a shared writing and we are still hitting the standards with my newcomers and SLIFE.  Of course, if your students can do this independently, they could do the writing on their own.  Some students may do shared writing with a buddy.  And some of your higher need students may write a rough draft with you scribing for them or using technology to help them get their ideas down.

Then they are in the writing process!

I’d love to end the session reflecting like this if there is time:

  1. Pretend there are NO English learners in the room. Was this lesson supportive to the native speakers?  How?
  2. Consider the students who don’t write in English but they can write in their native language. Could they participate?
  3. Could the student who is SLIFE participate?  What was supportive for this child to participate while they gain literacy?

Use language like:

This technique would benefit ___________ because ______________.

Hope this is stuff you can use!

Reach out – I’d love to hear from you.






BAP048 NABE Recap with PD You Can Turn Around Quickly

This podcast & post have two different PD sessions you can turn around or make your own.

You can find this episode in any podcast app or you can listen right here:

Listen to “BAP048 NABE Reflections and PD Resources” on Spreaker.

The resources are not only from the #NABE2019 conference but also the Annual Meeting of the National Council of State Title III Directors (NSCSTIID). That meeting happened as a pre-conference day to NABE.

In this episode, I start by reminding you that everyone is able to attend a great conference for people who support English learners. VirtuEL 19 is around the corner.  Mark your calendar for June 15, 2019 at 10am ET.  You’ll be able to attend this Youtube based conference from the comfort of your home.  Our keynote speakers are Andrea Honigsfel and Maria G. Dove!  Don’t miss it!

I was honored to be the keynote for the NCSTIIID Annual Meeting. Please consider joining that association.  I’ve been on the advisory board of NCSTIIID for about six months and it has been one of the best things I’ve done professionally.  Effective this coming July, we are changing our name to the National Association of English Learner Program Administrators (NAELPA) and we’d love to have you as a member.  We support leadership! Our association supports anyone who administers English Learner programs – so if you are in the U.S., this likely affects you in some way. Please reach out to learn more.

During the annual meeting, I learned more about the Joint National Committee on Languages.  I was inspired by the advocacy work Dr. Bill Rivers and his colleagues are doing through this nonprofit education policy association.  I speak about this in the podcast because I was moved to subscribe to their newsletter and strongly suggest you do the same.  I hope to share more about how we can help the JNCL advocate for America’s languages.

In the show I promise to share links to the following:

Larry Ferlazzo’s blog post to help you support content teachers.  My advice is to use videos like these to give teachers 2-3 minute experiences followed by some time for reflection.  This suggestion was in response to a question we received about how to support content teachers in their empathy and support of our English learners.  Experiences like these can help raise the bar and remind us all of some techniques that should help students in content classes.


The first break out session I did was on Rapid Literacy.

That session was delivered entirely from this blog post that I published on the same day. I scrolled through that blog post and clicked on different images as opposed to a powerpoint.  The benefit to you is that I have the talking points in the post that explain what I said and why. You have the videos and all the links in that post.  I gave a shout out to Natalie French, Brenda Daisy and Khrista Buschhorn who helped me tweak the way I’ve been delivering PD.  We had great feedback in West Des Moines and Twin Falls, ID when we started with a model lesson. I’ll be doing that more now.


HUGE thank you to Harvey Oaxaca and Dora Deboer who were my fabulous co-presenters for the Using Tech session.  It was a home run! We have the powerpoint with the notes for you right here.

For this session, we took participants through a few experiences and then we had them reflect with the following rubric.  Our point was that of course, we need to build the target language.  That must be at the forefront of all we do if we are the language development teachers.  But we can do much more with technology!  The irony for me has been that language comes much more quickly when we hit more of these “Keys.”

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If you have any questions about the PD resources above or any of these links, please reach out. I’d love to hear from you and to know how it went if you try any of it.

Also, don’t miss our 8 week Twitter book study on Making Content Comprehensible, the SIOP Model.  We are doing that through the #ELLchat_BkClub hashtag and you can find out a lot more about that here.  We begin the 8 week study on March 25th.  I’m so happy to be leading round 8.  Join us!

I hope this podcast and post were useful for you.

If nothing else, I hope it helps you reflect a bit on your practice or how you’re supporting teachers who server our ELs.  I have found that the reflection piece is the most powerful tool I have as a learner and an educator.

So big THANK YOU for dropping by.  You are super-fantastic for your desire to learn more about how we can best help English learners.

My best,


PS:  Reach out if you’d like information about bringing Seidlitz Education training to your district.  I’d love to come work with you!  Or perhaps you will be at one of these events soon:

March 23rd in Long Island, NY at the  #LIESOL Conference. I’m on a panel and I have sessions.

April 5, 2019 in Edmonton, Canada at Edmonton Regional Learning Center – Presenting 7 Steps to a Language Rich Interactive Classroom.  

May 9 & 10, Michigan Association of Bilingual Educators  (MABEMI) I’m a keynote and I have break out sessions

Awesome $129 rate for Rapid Literacy pre-conference May 8 through MABEMI.($99 if you go as a group!)

Andrea Honigsfeld will be the Keynote Speaker for #VirtuEL19! – Let’s get some IRL watch parties together!




You didn’t miss my NABE 2019 session! Here are Links and Resources

Want to be in my Rapid Literacy session at #NABE2019?  This is the post I’m using and reading it on your own time might be even better!

It will be 1 hour and 20 minutes of fun!  Here is how I’m rolling out this breakout session if all goes to plan. I hope you can use some of this with the teachers or students in your life!

When folks come in I will ask them to log on to this post or follow along as I project it on the wall.

I’m going to ask them to look at this image

I’ll let them turn and talk with this frame:    “I notice…”

(I’m using the Talk #1 part of Nancy Motley’s Talk, Read, Talk, Write approach. Her book is amazing!)

Before they talk, I’ll ask everyone to stand and look at the image. They can sit down when they have an idea.  (this levels the playing field, everyone can notice something. and I’m offering wait time.  I’m going to let them talk to a shoulder partner and then randomly call on someone. This is QSSSA questioning so I’ll point that out on a poster.

Once they have ALL had a chance to talk, I’ll ask them to find a fact about Frederick Douglass or Susan B Anthony in their “textbook” which is really their cellphone in this breakout session.

We will get up and move to a side of the room if we want to find a fact about Douglass and another side of the room if we want to research Anthony.

Then they will give me some facts.


My goal is to have everyone talking and comparing the two activists, using academic language.

I’m going to model Language Experience Approach with the facts they find.  Our discussion will be about encouraging language production, read aloud and reading together to accelerate decoding skills in a low stress environment.

Here is a video I may use but if you’re not in the session, and you want to understand LEA, it should be helpful. QSSSA is a big part of this 30 min PD video:

You might also be interested in this post and podcast that goes with that video.

I’m also going to use this video to show the engagement we get when we use text we co-create with students. This post has more details about what can go on our walls that ALL students can read (including emergent readers in secondary) in our ESL classrooms:

Finally, I want teachers to understand that these ELs are gaining literacy quickly because of many factors.  But a big one is the metacognitive awareness of what they are doing. They understand that they need to gain sight words and letter sounds in print from our reading together.  We have older students and they can understand this concept and that we are partnering with them every day to gain decoding skills….WHILE we work on grade level content.

A great part of this lesson is this article shared by Larry Ferlazzo on Twitter.  

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So yes, we do a LOT of reading together with text we co-create.  And VERY soon, they can read emergent readers books. But NO baby books, please.  They can read whatever they want.  And I want them to have age-appropriate text like these free resources from our friends in Canada or the awesome books from Saddleback Publishers.  This video is what is possible when you get your emergent readers hooked on reading:

Friends, there are SO MANY MORE resources out there for you and your students!  Here is the padlet I use for my full day of Rapid Literacy training. I hope some of those links will be helpful to you in the great work you’re doing with students!

Please reach out if you’re going to be at any of these events:

March 23rd in Long Island, NY at the  #LIESOL Conference. I’m on a panel and I have sessions.

April 5, 2019 in Edmonton, Canada at Edmonton Regional Learning Center – Presenting 7 Steps to a Language Rich Interactive Classroom.  

May 9 & 10, Michigan Association of Bilingual Educators  (MABEMI) I’m a keynote and I have break out sessions

Awesome $129 rate for Rapid Literacy pre-conference May 8 through MABEMI.($99 if you go as a group!)

Andrea Honigsfeld will be the Keynote Speaker for #VirtuEL19! – Let’s get some IRL watch parties together!






Content & Language Objectives – Twitter Chat

Hey friend!

Thank you if you joined us for this Twitter chat!   You didn’t miss it! Most of the answers were captured in a Twitter moment at the bottom of this post. Thanks to Deb Bray who reached out to ask if we could chat about objectives and boy were people enthusiastic about the topic!

Scroll to the bottom of this post for the recap!

These were the questions we used:

I appreciate everyone who participated in the chat. You’ll see some great insight and tips.  We do these chats almost every week. In fact, check out the recap on ELs with Special Needs from last week.

For Folks New to Twitter

Don’t know how a Twitter chat works?  No worries!  We have you covered!  All you need to do is log into Twitter and search the hashtag #BoostingAchievement at 7pm on Thursdays.  We try to do this every week.

To participate you would just keep refreshing that search to see all the tweets from friends who are responding to the questions.  You may also want to watch this 3-minute video that will give you a great summary of what to do to join us. Thank you, Pamela Broussard, for sharing this video with me!

So I hope you can join us.  Your voice is super important.

Be sure to reach out if you have any questions. I’d love to hear from you!


PS: Take a look at the amazing training opportunities coming up in Des Moines, Detroit and Omaha.  I’d love to see you at one of these events!

Here is the Twitter Moment

ELs with Special Needs – #BoostingAchievement Chat ReCap

Did you miss our Twitter chat on ELs with special needs?  No! You didn’t!

Scroll to the bottom of this post for the top tweets!

Thanks again to everyone who participated.  Please check my Twitter profile for other twitter moments on topics such as Native Language Use, SLIFE in STEM, Writing with ELs and more.  Our PLN rocks!

We had the questions here for you so folks could think over what they wanted to contribute.  You are always welcome to just bring your curiosity as our PLN on Twitter NEVER disappoints!

Again, the recap of this chat is at the bottom of this post.  But consider joining us for a future chat.  Don’t know how a Twitter chat works?  No worries!  We have you covered!  All you need to do is log into Twitter and search the hashtag #BoostingAchievement at 7pm on Thursdays.  We try to do this every week.

To participate you would just keep refreshing that search to see all the tweets from friends who are responding to the questions.  You may also want to watch this 3-minute video that will give you a great summary of what to do to join us. Thank you, Pamela Broussard, for sharing this video with me!

I very much appreciate Nancy Rodriguez, Stephanie Williams and the rest of the Bilingual/ESL World Languages Dept in Magnolia ISD here in Texas.  This team was in one of my Rapid Literacy trainings & they wanted to talk more about this specific demographic.

I used to be the SPED/ELL person for our district so I answered questions with my thoughts on distinguishing disability from language interference. My first advice is always to begin documenting your observations, assessments and data as soon as possible.  This will help immensely as you try to determine if the child is struggling due to lack of language or cognitive issues.

Our English Learners with special needs have challenges but they also have talents and gifts.  I was thrilled to participate in this chat because our teachers deserve more ideas about how to support all of their English learners.  I’m happy that I was able to capture the top tweets and embed them below so we can always refer back to them or find the links that were shared.

The buzz on Facebook and Twitter about this chat was inspiring!  What a great example of the type of learning we want for our students. This is an authentic collaboration where we are breaking down geographic barriers.  We are drawing on global funds of knowledge and also contributing to them as well.  I’m grateful to Nancy & Stephanie for prompting all of this.  So much is possible if we just keep advocating for all of our ELs!

Be sure to reach out if you have any questions. I’d love to hear from you!


PS: Take a look at the amazing training opportunities coming up in Des Moines, Detroit and Omaha.  I’d love to see you at one of these events!


⚡️ “ELs with Special Needs” by @MsSalvac



Iowa Culture & Language Conference 2018 Keynote Address

I’ll be presenting the opening keynote at the Iowa Culture and Language Conference.  #IowaCLC18

I’m happy to share the highlights with you below.

We will start with a reflection about what we believe.

Do those beliefs carry over for Under-schooled learners?  I’m privileged to know many students who come to us with limited education and I have had opportunities to reflect on what is helping them be successful in comprehensive schools.

My topic will be the Four Essential Messages that we need to send to every language learner.  I did a podcast on this a few months back that you can listen to here. 

Each of the following videos will offer an example of how we have conveyed the messages... not just told the students these messages.

First I’ll explain some of the hardships that these students have faced.  We must realize that they have so much to deal with but we can support them with lessons that heal and also have high expectations for their learning.

I’m using this one for YOU ARE IMPORTANT:

I’ll talk about One World Club and other ways we help students know that they are important.


This one will be shown for WHAT YOU ARE LEARNING IS IMPORTANT:

That video will help me demonstrate that we can make connections to grade level learning and with the background our students DO have.

The following video will be used to show YOU CAN DO IT:

This is a video where we received our Saddleback Hi-Low readers.  We do a lot of Language Experience Approach and soon they are able to also read low level books. But we need them to have high interest, readable text.

And this last one will help me demonstrate what is possible when students realize that WE WILL NOT GIVE UP ON YOU:

I’ll end my keynote by reading an excerpt from a guest post for Larry Ferlazzo by Wendhy Rodriguez who we saw in one of the above videos.


I’ll take a moment to honor the students who are working hard buy might not make graduation requirements.  Those students need even more attention from us. They need to see people like me and like Emily Francis, who may not have graduated with our peers but we did eventually find success.  They can too.  They all can.

Hope some of this is helpful to you!

Thanks to everyone here at Iowa Culture and Language Conference. Follow it at #IowaCLC18!



Let’s Connect! Virtually or IRL

I’m excited to collaborate with you virtually or in real life.  Here are a few places we can meet up in the very near future:


IRL (In Real Life)

July 24th  Austin, Texas.  ELLConTX    Free event to connect administrators from across Texas to continue quality conversations on how to support the needs of diverse districts and their unique ELL populations. Follow #ELLConTX and #NotAtELLCon hashtags for content and updates from this event.


Sept 12 & 13th in South Carolina:  CarolinaTESOL – Boosting Achievement training  Boosting Achievement is a guide to help educators and school districts navigate the challenges and learning opportunities unique to SIFE (Students with Interrupted Formal Education). This is a 6 hour, interactive training that models the techniques that accelerate language and literacy for this population. The #CarolinaTESOL2018 hashtag & the #BoostingAchievement hashtags will have insight from participants.  The #NotAtCarolinaTESOL hashtag will be sharing content for folks at home on these dates.

Sept 28 & 29th in Kansas City, MO.  MIDTESOL Three (3) Conference breakout sessions. Presenting on Boosting Achievement of SIFE, Rapid Literacy for Emergent Readers and Using Tech with English Learners. #MIDTESOL18 is the hashtag for the conference

October 4  Houston, Texas: Rapid Literacy Conference in Houston, Texas  This is a 6 hour workshop on foundations of literacy that make sense for the upper elementary and secondary classroom. Learn strategies that are based on research and my recent classroom experience.  #RapidLiteracy should have many tweets and posts with tips and techniques from this workshop.

Oct 23 & 26  Detroit, MI.  WIDA National Conference.  Presenting a breakout session on Rapid Literacy for Emergent English Learners.  Also – Don’t miss Dr. Michelle Yzquierdo who will also be presenting from her Pathways to Greatness book and work for newcomer ELs.

November 6 & 7th in Coralville, Iowa:  Iowa Culture and Language Conference Presenting breakout sessions on Boosting Achievement.

Nov 15 – 18  Houston, Texas NCTE National Convention.  Poster Session on Connected English Learners (Nov 17) and Panel with Emily Francis and Katie DiGregorio (Nov 18) from our PLN.

Nov 27  Omaha, Nebraska:  Boosting Achievement 6 hour workshop

Jan 16, 2019  Des Moines, Iowa:  Rapid Literacy 6 hour workshop

Jan 29, 2019  Detroit, Michigan:  Rapid Literacy 6 hour workshop

I hope to get to see you online or on the ground.  Or both! There are so many opportunities for us to connect, raise awareness and advocate for our English learners.

All the best!