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 | The NYSESLAT is a yearly state assessment that all ELLs will take regardless of their disability, functioning level, grade, or native language. The NYSESALT is designed to assess ELLs in the areas of Listening, Speaking, Reading, and Writing in English. This course is intended to prepare not only English as a New Language teachers, but teachers in all areas, to support ELLs for the NYSESLAT. In this course you will analyze the Blueprint for ELL success, observe ways ESOL teachers differentiate for ELLs, examine co-teaching models, view and critique samples of the NYSESLAT, observe the “7 Step Vocabulary Strategy,” practice Bloom’s “hot questioning,” and create mini-lessons that touch upon the modalities; listening, speaking, reading, and writing.
ON-LINE (3 credits/45 hours) in-service only | |
| All teachers are teachers of English learners. An obstacle teachers commonly face is how to effectively communicate with families of ELLs. This course will provide strategies for communication, tips to strengthen relationships, and ways to increase involvement from families of English Language Learners.
ON-LINE (3 credits/45 hours) in-service only | |
| All teachers are teachers of English learners. It is essential for educators to understand second language acquisition and how they can support ELLs in the classroom. This course will provide a brief overview of second language acquisition including language stages, theories, factors affecting acquisition, lesson models, and language objectives.
ON-LINE (3 credits/45 hours) in-service only | |
| (3 credits/45 hours)
Email: nmartinezliips@gmail.com
Course Description: English Language Learners (ELLs) are a diverse group of students who are faced with learning a new language and content while simultaneously immersing themselves into a new culture. This course delves into the intersection of Artificial Intelligence (AI) and English Language Learning (ELL), exploring the opportunities, challenges, and recommendations for integrating AI tools effectively for ELLs in your classroom. As technology continues to shape education, understanding the potential of AI in language acquisition is crucial for educators seeking to enhance the learning experience for English language learners. | |
 | What is typical language development? What is atypical? What is language? In this course you will learn the components of language. Theories of language acquisition will be discussed. Language development will be reviewed across the age ranges of toddlers, preschool and school age children. The relationship between language and academics will be addressed. The difference between delays, difference and disorder will be explained as well as red flags for teachers. This course is a must for all educators!
Topics: Language Development and acquisition, toddler preschool and school age language development, language and academics and strategies for the classroom teacher.
ON-LINE (3 credits/45 hours) in-service only | |
| The proper assessment of English Language Learners (ELL) merits attention at all levels of the education system. English Language Learners (ELL)—students who are still developing proficiency in English— represent a large and rapidly growing subpopulation of students in K-12 classrooms. This course will provide participants with effective assessment techniques for K-12 students across a variety of educational settings.
ON-LINE (3 credits/45 hours) in-service credit only | |
| 3 credits/45 hours In service only
Janna Florio
jflorioliips@gmail.com
Today, teachers are faced with the challenge of teaching students with diverse backgrounds, experiences, intelligence types, learning styles, and needs. Educators struggle to “reach” all students in their classrooms, particularly when cultural and language barriers exist. In recent years, a large part of our student population includes English Language Learners (ELLs), many coming from Spanish-speaking countries. Though Bilingual Education is becoming more and more prominent, teachers lacking proficiency in a student’s dominant language can feel lost in their own classrooms: struggling to communicate with and effectively teach their students. This course is designed to assist teachers of ELLs to better support their students across curricula and throughout all grade-levels. Although the course is designed mainly for teachers of Spanish-speaking students, the majority of the strategies and ideas discussed can benefit all ELLs regardless of their native language or cultural background.
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| The comprehension of literature and development of reading skills is at the foundation of the education process. This course will address ways that educators can help English Language Learners (ELL) improve on understanding text. It will examine the relationship between oral English proficiency and literacy, while providing participants with oral reading strategies to use with the ELL students. The information provided in this course will support instruction in all K-12 classrooms.
ON-LINE (3 credits/45 hours) in-service credit only | |
 | Course Description: Journaling has always been a way to express your thoughts and get your ideas out. It has also been a way to milestone important events, record everyday happenings, or just let out your innermost feelings. As educators, we have the opportunity to use journaling to our benefit on a daily basis. In this course, educators will discuss the importance of journaling and the benefits of journaling in all subject areas. We will discuss how to begin a daily journaling routine for both students and teachers. This routine can work for all students and educators and can be used as an emotional tool. Journaling can be used to treat anxiety, depression, and help affect us in many positive ways. Educators will discuss a variety of strategies from the fact “that there’s no right way to journal”, to “how to keep on journaling.” Teachers will discuss the benefits of handwritten journaling vs. digital journaling. Strategies such free writing, timed writing and the 1-minute journal strategy will be explored. Participants will receive a series of journal prompts, ideas and samples to be used for any subject areas and to model in their classrooms. This course is a must for all educators of all subjects and grade levels K-12.
Instructor: Kim Kittredge
kkittredgeliips@gmail.com
3 credits – In service Course (45 Hours) | |
 | *New Course Instructor: Kim Kittredge kkittredgeliips@gmail.com 3 Credits In Service Course (45 Hours) Dates: Summer 2025 – August 11th-15th Course Description: Using creative writing in all subjects will provide our students with the capacity to better read, research, reflect and more. Educators will discuss interdisciplinary writing rules, the 7 different types of writing, creative writing assignments and how to better reflect as we write. Educators will work on strategies for structuring creative writing no matter what the subject. Activities will also be shared for how to strengthen the writing of all students in all areas. A plethora of creative writing prompts will be shared for all subjects and areas of teaching. By the end of this course students will learn how to open their minds, be imaginative and work towards the goal of clarity, completeness and creativity. This course is a must for all educators grades K-12. | |
| Overview: Teachers of other subjects sometimes wonder why certain students remain in ENL programs when they "speak English." However, passing the NYSESLAT involves more than just spoken English proficiency. The test assesses listening, reading, and writing skills, demanding a nuanced understanding of English in various contexts, including cultural nuances. Many students find meeting these criteria challenging, and the pressure of standardized testing often limits their ability to showcase their language skills fully.
Beyond the NYSESLAT, ELL students often face reading and writing challenges stemming from their early education. They initially learned these skills in their native language or in systems different from those in the United States. This transition to a new language and educational structure creates gaps in their foundational literacy. Adapting to a new writing system, grammar, and vocabulary delays their English literacy development, even if their spoken English is proficient. These hurdles persist throughout their academic journey, affecting assessments like the NYSESLAT.
Objective: This course will address how the literacy gap and lack of foundations ELLs face from a young age make it difficult for ELLs to catch up to perform on grade level throughout the rest of their school career, and essentially, pass the NYSELAT. We will explore different strategies to try and meet their literacy needs and support them to reach proficiency on the state exam. | |
 | Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Course – 3 Credits – 45 Hours
Course Description: Literacy is incorporated into every discipline. Students must be able to read, comprehend, and analyze both simple and complex texts in order to achieve success. This course will present a plethora of fiction and non-fiction readings that will guide participants and allow them to inculcate a wealth of strategies into their repertoires - including vocabulary strategies, decoding information, metacognition, pedagogical scaffolds, small academic groups, and a wealth of textual graphic organizers in every discipline. An influx of strategies will be brought to the forefront and ready utilize.
*A must for K-12 educators* | |
| This course will provide a foundation for understanding the history and development of Bilingual Education. The overall social and philosophical foundations of Bilingual Education will be reviewed in detail. Additionally, legislative changes throughout history for students of limited English proficiency will be examined by participants. By understanding the development of Bilingual Education over time, educators will be better prepared to meet the needs of English Language Learners (ELL).
ON-LINE (3 credits/45 hours) in-service credit only | |
 | Course Description:
This course will explain the process of Gestalt Language acquisition and how we may see it in our students. We will also discuss the process of teaching this type of language learning. Suitable all Educators and Staff K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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 | Instructor: Gayle Meinkes-Lumia - gaylelumia@yahoo.com
Students who enter the Long Island Public School system from foreign countries need to learn to assimilate into a very different culture. What do we as educations need to know about language, education, foods, customs, and discipline of the students entering our school system in order to promote success? A must for all educators K-12. (3 credits/45 hours) in-service credit only | |
| All teachers have become ELA instructors. What are we to do? We need a way to stay calm and incorporate refreshing ideas into our classroom. Participants will learn how to maintain a semblance of creativity in a test driven world, while still raising our scores. All disciplines are welcome. K-12 course.
ON-LINE (3 credits/45 hours) in-service credit only | |
| Janna Florio Online Course - 3 credits / 45 hours - In-Service Credit Only Applicable to High School Teachers & Department Coordinators/Chairs Description: Being a student in high school is tough; being a teacher of high school students is tough; however, surviving high school as a newcomer to the country could feel almost impossible. Combined with the harrowing experiences they suffer during their immigration journeys, adolescent ELLs are also faced with the stresses that plague the majority of all other high-schoolers. From high-stakes testing to mental health concerns, students within this age bracket hold a lot of weight on their shoulders. Past trauma, feelings of isolation, displacement from family, and the challenges of learning a new culture and language only exacerbate these issues for immigrant and migrant students. In this course, you will learn about the struggles these students face, the challenges they must overcome, and what schools might be able to do to support them. | |
 | Having students become knowledgeable citizens of the world through cultural experiences enables them to become reflective thinkers and critical learners. Viewing one’s culture as tantamount to the learning experience is critical for both students and teachers alike. Kaleidoscope is the process of putting into place a multicultural way of thinking and teaching that can be implemented by all teachers. Teachers will be provided with a theoretical framework, bridging theory and practices via exercises, discussion, scenarios, teaching materials, and language acquisition. In the end, a recipe for engagement will occur.
*A must for K-12 Educators!!!!!
ONLINE (3 credits/45 hours) in-service credit only | |
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Gayle Meinkes-Lumia – (gaylelumia@yahoo.com)
Inspiring students to excel and tapping into their minds and identities is something that all educators need to be aware of. Literacy paves the path in all disciplines and revives students’ engagement and focus. This course will inculcate a wealth of strategies that bring literacy to life – including mathematical thinking, multisensory activities, discovery science lessons, innovative history concepts, viewing ideas through multiple lenses. Teachers will be able to successfully incorporate strategies that encourage divergent thinking and motivate their learners. Participants will rigorously guide students through dialogue and creative fiction and non-fiction -ensuring that all students will thrive and have voice in literacy.
A Must for K-12 Educators!!!! | |
| The fastest growing segment of the school age population in the United States is students with limited English proficiency. English Language Learners (ELL) take part in a variety of instructional programs to best meet their needs. Examples of programs include dual language, transitional, and sheltered instructional approaches. This course will provide an extensive review of all ELL program models to further enhance instruction across K-12 classrooms.
ON-LINE (3 credits/45 hours) in-service credit only | |
| Instructor: Gayle Meinkes-Lumia – gaylelumia@yahoo.com
In-Service Course – 3 Credits – 45 Hours
Course Description: Grammer and Literary Elements tend to go by the wayside in today's classrooms. Students must have the literary foundation in order to be more efficient readers and writers. This course will demonstrate to participants that grammar and literary elements can be fun and fundamental! Teachers will glean a wealth of ideas to enhance their classrooms and make their students extremely savvy with the foundations of English. Topics include grammar a go-go, snippy stories, mad libs, punctuation scavenger hunt, and many more!
*A must for K-12 educators* | |
| Kim Kittredge Kkittredgeliips@gmail.com Do you ever wonder what some of the ingredients are that go into the successful teaching of reading and writing? Both reading and writing comprehension are both complex processes that require lots of effort and various skills. Some of these skills are often completely neglected while a child follows traditional teaching methods. As a result, reading and writing often become a cause for a student’s anxiety and frustration. In this course educators will be given new, innovative and fun techniques for reading and writing teaching methods. From journaling, to writing projects, to guided reading, or reading with purpose, educators will find the tools to create the perfect recipe for their students to be successful. By the end of this course teachers will be armed with enough “food for thought” to help them be the best teachers of reading and writing they can be. This course is a must for educators of all grades and levels K-12. | |
| Course Description:
Research has consistently shown the significant benefits of having an established and clear routine in various aspects of life, including home, school, and work. Beyond enhancing efficiency, a structured routine fosters a sense of ease and comfort. According to the U.S. Department of Health & Human Services, "familiar activities can provide comfort for both adults and children during challenging and uncertain times. Just like adults, children feel more confident and secure when their daily activities are predictable and familiar."
As educators, it's crucial to bear this in mind when shaping our classrooms and implementing systems that promote student success. This is particularly important for students with higher needs who thrive on consistency and clear expectations. English Language Learners (ELLs) often come from homes that may lack structure and possibly experience chaotic living situations. Coupled with the challenges of grasping content, language, or daily tasks, these students, in particular, benefit significantly from routines and established expectations. When they know exactly what to expect at the beginning of each class, they can enter the classroom with increased confidence, setting a positive tone for the entire lesson.
Objective:
This course aims to explore the advantages of establishing clear routines and structures for students, with a specific focus on English Language Learners (ELLs). Participants will gain access to resources and practical ideas to effectively integrate routines and systems into their classrooms. | |
 | Diving deeper than Wh questioning techniques, this course will provide teachers of all grade levels strategies to increase student engagement by incorporating various questioning strategies into their daily lessons. How to differentiate questions to engage all learners, including ELLs, G &T and Students with Disabilities will be examined. | |
| The number of English language learners (ELLs) in schools in the United States has increased dramatically. According to the National Center for Bilingual Education (NCBE), the number of English language learners has increased by 105%. This online course will teach you how to use the into/through/beyond approach for working with ELLs and special needs students. This is a proven effective model for working with ELLs. Participants in this course will be given English language development strategies such as scaffolding, schema building, and reformatting text. Formal and informal assessment methods will also be outlined. Additionally, the strategies mentioned are also effective strategies to use with ALL students, not just ESL students. This course is suitable for all educators, K-12, typical and special needs students.
ON-LINE (3 credits/45 hours) in-service only | |
| Çourse Description:
This course will examine strategies for academic and social success to help your ELL and ESL students feel “at home” in your classroom. With much of this population being integrated into in your classroom, you need to know to support them. We will discuss techniques for proper instruction, types of learning activities geared toward the ELLs and how to get how to get parents involvement. Types of testing, communication strategies and language learning will be studied. We will use a variety of resources and activities. Educators will come away with a thorough understanding of the cultural, emotional, behavioral, social, and linguistic barriers these children face each day, and put these instructional practices to work to help ALL your students achieve success.
This course is for educators grades K-12.
ON-LINE (3 credits/45 hours) in-service credit only
Instructor: Kim Kittredge kkittredgeliips@gmail.com
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| Course Description: There is a wide spectrum of needs that ELLs have as they immerse themselves into not only a new language, but often, a new culture and educational system. As teachers of ELLs we have the potential to be a person of guidance and safety for our students. These students have greater stresses and challenges beyond our classroom curriculum and these difficulties can frequently be divided into the categories of cultural, social, and educational. Once we have an understanding of the common issues they may face, we will know the signs to look for and, more importantly, what strategies and resources we can provide them with. Suitable all Educators and Staff K-12.
Objective: Course participants will have an understanding of common stresses that ELL students face beyond our classroom and will share different strategies and resources to implement into their own practice. | |
| Course #PDLI9080
(45 HOURS/3 GRADUATE CREDITS)
ON-LINE
Instructor: Kim Kittredge kkittredgeliips@gmail.com
Course Description:
This course will explore how to support our English Language Learners and our English as Second Language Learners in our mainstream classrooms. We will how to provide daily instruction as an educator to fit the needs of the students in these language categories. Since many of these students have either come from different countries or have just started to learn the language, it is necessary as teachers to provide them with a strong language background to guide them through their learning process. Participants will discuss how to get started in your mainstream classroom providing the support needed for the ELL and ESL students, how to differentiate the work for them. Educators will collaborate and work on a multitude of language learning techniques and assessments for all learning styles. Applicable all educators and staff K-12. | |
| This course provides an understanding of literacy issues specific to English Language Learners. Participants will learn strategies and techniques for teaching reading and writing to ELL students. Key concepts include the relationship between first language literacy and further literacy development, along with an extensive review of standards-based reading and writing instruction. Additionally, this course will focus on phonics, structural analysis, sight words, process writing, and the incorporation of technology.
ON-LINE (3 credits/45 hours) in-service credit only | |
 | By Janna Florio
jflorioliips@gmail.com
3 credits / 45 hours - In-Service Credit
Description:
In New York State, in addition to their coursework, students must pass five Regents Examinations to fulfill graduation requirements. These standardized tests are meant to measure a students’ successful acquisition of skills and knowledge in specific subject areas, and include assessments in mathematics, science, history, and English Language Arts. Though accommodations are provided to students with unique needs and circumstances, including those with IEPs and English Language Learners, the students in the latter group may find these supports do little to bridge the gap when it comes to one exam in particular: the ELA. Educators feel equal frustrations when charged with the task of preparing ELLs for this test. This course is designed to provide instructors with strategies, tools, and resources that may assist them in supporting ENL students in their ELA classrooms, and, more specifically, help them guide these ELLs to be successful on the ELA Regents Exam. Applicable to High School ELA Teachers/ENL Teachers & Department Coordinators/Chairs |