Our foundational training will allow you to slow down and remember what brought you into this field.
Then you’ll learn in community, share wisdom, and form connections with educators across the globe.
Dual Language Program Development
Literacy/Biliteracy development is a complex process! There is not a one size fits all model for effective literacy/biliteracy instruction. In current conversations about literacy models, much of the research excludes our linguistically diverse students. CABE presents a Comprehensive View of Critical Literacy/Biliteracy Pedagogy for Multilingual Learners that includes the research-based factors, skills, components, and instructional practices that must be implemented to ensure literacy/biliteracy achievement for multilingual learners. Join us in exploring this dynamic teacher driven model for literacy/biliteracy instruction!
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In the context of California’s renewed focus and investment in multilingual education, we have access to more and more resources to understand, cultivate, recognize, and advocate for biliteracy! See concrete examples of resources available to your districts, including the State Seal of Biliteracy and newer biliteracy Pathway recognitions from PK to University. In this training we will share experiences gained and resources created through the Multilingual California Alliance Project (MCAP), a 3 year grant funded by the CA EWIG EL Roadmap Implementation Grant.
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In this Session, the Dual Language District Leadership Team will revise or create their dual language program based on their current systems. Guided support will be provided to review the components of the masterplan and the areas to include or revise.
Session/Time: 2+ days (Up to 6 hours each day)
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In this session the establish a District Leadership Team (DLT) for DL composed of Site Leadership Teams from the DL sites and select district administrators and educational partners will learn about the definitions, goals, and research of DL and the systems needed to ensure a strong, successful and sustainable dual language program. Priorities for planning or program refinement will be identified and will be addressed in future sessions.
Session/Time: 2 full days (Up to 6 hours each day)
Language: All sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
(To follow Establishing the DLI District Leadership Session)
Each Session will focus on a specific system that leaders must develop or refine to ensure a strong, successful, and sustainable dual language program. These systems include: Data Gathering and Reviewing, Program Structure, Curriculum, Instruction, DL Staffing, Student Recruitment and Retainement, Assessment and Accountability, Teacher Quality and Professional Learning, Family Support and Engagement, and Ongoing Support.
Session/Time: Depending on initial needs assessment, 4-12 days or could be presented as individual selected topics. (Up to 6 hours each day)
Language: All sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
DLT will use the CABE PDS program reflection system based on the 3rd edition of the “Guiding Principles for Dual Language Education” to support reflection on the DL program to enhance the program at the administrative and pedagogical level.
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English.
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
Using CABE’s Comprehensive Effective Literacy/Biliteracy Pedagogy Framework and CABE’s Literacy/Biliteracy Reflection Tools, district teams will reflect on the current beliefs, practices, and curriculum resources and their alignment to best practices for mutilingual learner instruction. \
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc. \
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Coaching and consulting on dual language topics such as the Guiding Principles of DL Education, Conducting Classroom Walks and Observations, Establishing Instructional Priorities, The Four Pillas of Dual Language Education, Analyzing Student Data, etc.
Session/Time: Mininum of 1 day ( 6 hours in person), or 1 virtual day ( 6 hours or two 3-hour sessions)
Language: All Sessions presented in English
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
Dual Language Program Development
Literacy/Biliteracy development is a complex process! There is not a one size fits all model for effective literacy/biliteracy instruction. In current conversations about literacy models, much of the research excludes our linguistically diverse students. CABE presents a Comprehensive View of Critical Literacy/Biliteracy Pedagogy for Multilingual Learners that includes the research-based factors, skills, components, and instructional practices that must be implemented to ensure literacy/biliteracy achievement for multilingual learners. Join us in exploring this dynamic teacher driven model for literacy/biliteracy instruction!
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In the context of California’s renewed focus and investment in multilingual education, we have access to more and more resources to understand, cultivate, recognize, and advocate for biliteracy! See concrete examples of resources available to your districts, including the State Seal of Biliteracy and newer biliteracy Pathway recognitions from PK to University. In this training we will share experiences gained and resources created through the Multilingual California Alliance Project (MCAP), a 3 year grant funded by the CA EWIG EL Roadmap Implementation Grant.
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In this Session, the Dual Language District Leadership Team will revise or create their dual language program based on their current systems. Guided support will be provided to review the components of the masterplan and the areas to include or revise.
Session/Time: 2+ days (Up to 6 hours each day)
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
In this session the establish a District Leadership Team (DLT) for DL composed of Site Leadership Teams from the DL sites and select district administrators and educational partners will learn about the definitions, goals, and research of DL and the systems needed to ensure a strong, successful and sustainable dual language program. Priorities for planning or program refinement will be identified and will be addressed in future sessions.
Session/Time: 2 full days (Up to 6 hours each day)
Language: All sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
(To follow Establishing the DLI District Leadership Session)
Each Session will focus on a specific system that leaders must develop or refine to ensure a strong, successful, and sustainable dual language program. These systems include: Data Gathering and Reviewing, Program Structure, Curriculum, Instruction, DL Staffing, Student Recruitment and Retainement, Assessment and Accountability, Teacher Quality and Professional Learning, Family Support and Engagement, and Ongoing Support.
Session/Time: Depending on initial needs assessment, 4-12 days or could be presented as individual selected topics. (Up to 6 hours each day)
Language: All sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In person
DLT will use the CABE PDS program reflection system based on the 3rd edition of the “Guiding Principles for Dual Language Education” to support reflection on the DL program to enhance the program at the administrative and pedagogical level.
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English.
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
Using CABE’s Comprehensive Effective Literacy/Biliteracy Pedagogy Framework and CABE’s Literacy/Biliteracy Reflection Tools, district teams will reflect on the current beliefs, practices, and curriculum resources and their alignment to best practices for mutilingual learner instruction. \
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc. \
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Coaching and consulting on dual language topics such as the Guiding Principles of DL Education, Conducting Classroom Walks and Observations, Establishing Instructional Priorities, The Four Pillas of Dual Language Education, Analyzing Student Data, etc.
Session/Time: Mininum of 1 day ( 6 hours in person), or 1 virtual day ( 6 hours or two 3-hour sessions)
Language: All Sessions presented in English
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
English Language Development Support
This virtual series includes eight different modules that will prepare English language development teachers (ELD) with effective practices to leverage the multilingual and multicultural assets of English learners (EL) and emergent bilinguals (EB) while modeling the pedagogical practices to teach in and support students in their journey towards academic success in English.
Session/Time: “8 modules: Each module 6 hours in person or 4-5 hours online. Can be a series or standalone modules (see individual modules below).
Language: All Sessions presented in English
Audience: Dual Language Site and District Leadersip Teams Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives
Format Offered: Virtual/In perso
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
The California English Learner (EL) Roadmap, California’s new policy on educating the diverse population of students in our schools who are English Learners will be shared, and the shift from previous educational policy regarding ELs will be highlighted. Participants will explore the EL Roadmap Teacher Toolkits, which are designed to help teachers understand and reflect upon the new English Learner policy’s implementation in their classrooms.
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will gain a deeper understanding of how Integrated English Language Development (ELD) supports higher levels of academic achievement and English language proficiency for English Learners. The English Language Arts (ELA)/English Language Development (ELD) Framework and English Language Development Standards will be reviewed. Critical components of Integrated ELD will be examined, through a sample science lesson.
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience:Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will gain a deeper understanding of the essential components of Designated English Language Development (ELD) to ensure equity in education for English Learners. Sample lessons will be modeled as well as guidance on student grouping, lesson planning, and connections to the content areas will be shared.
Session/Time: Up to 6 hours online and in person
Language: All sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will examine the content of the English Language Proficiency Assessments for California (ELPAC) assessment and its connection to The English Language Development (ELD) Standards. The various tasks that make up the ELPAC will also be analyzed, with a focus on how to integrate similar tasks in instruction across the content areas. The ELPAC performance level descriptors (PLDs) will also be examined along with their connection to the English Language Development (ELD) proficiency levels.
Session/Time: Up to 6 hours online and in person
Language: All sessions presented in English
Audience:Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will learn about the high-leverage instructional strategies that can help prepare English Learners for success on the ELPAC, which will be modeled throughout the session. One sample ELPAC task from the reading and writing domains will be shared.
Session/Time: Up to 6 hours online and in person
Language: All sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff,
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Based on the principles of the EL Roadmap policy, schools must aim to create inclusive and inviting learning environments that reflect the diversity of the school community. The learning environment must reflect the languages and cultures of the community in order for students to develop a sense of belonging. Participants will explore strategies that can be implemented by multilingual and monolingual staff to create multilingual ecologies that foster and promote the use of home languages and contribute to students’ own sociocultural competence.
Session/Time: Up to 6 hours online and in person
Language: All sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff,
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will interact with a CABE PDS consultant to learn how to differentiate their instruction through the provision of Integrated English Language Development (ELD) in order to promote engaging, active student participation. By using real content examples, teachers will be shown different ways to improve English literacy skills and build academic vocabulary by building upon student strengths and using grade-level concepts while also addressing the English Language Development (ELD) Standards, the Next Generation Science Standards (NGSS), the CCSS mathematics standards, and the Standards for Mathematical Practice.
Session/Time: Up to 6 hours online and in person
Language: All sessions presented in English.
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will explore the various profiles and needs of Long-Term English Learners and Newcomer Students, including some of the areas of language development that are the most challenging for both groups. Evidence-based techniques and strategies that work with all students will be modeled. Programs for Newcomers at elementary, middle, and high school will be highlighted, along with resources such as the US Department of Education’s Newcomer Toolkit, and other state and district toolkits. A focus on meeting the socioemotional needs of diverse typologies of English learners will be highlighted.
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English.
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Participants will analyze the California English Learner (EL) Roadmap and the significant shift it represents in English Learner educational policy. The companion EL Roadmap Rubrics, which outline various levels of responsiveness to the EL Roadmap in district and site policy and practice, will be shared and provide a concrete example of the journey toward the EL Roadmap’s full implementation. The EL Roadmap Rubrics will be used to guide a reflection on the district’s or site’s English Learner program to determine the level of implementation of the EL Roadmap. A process to develop an action plan will be modeled and an opportunity to draft an action plan for the district or site will also be provided.
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
The CABE CREATE! Framework for Effective Planning presents 6 teacher moves that will ensure a critical commitment to CREATE! Liberatory learning experiences for all students through the lens of equitable and transformational teaching and learning practices.
Session/Time: 2 days ( Up to 6 hours each day)
Language: All Sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Literacy/Biliteracy development is a complex process! There is not a one size fits all model for effective literacy/biliteracy instruction. In current conversations about literacy models, much of the research excludes our linguistically diverse students. CABE presents a Comprehensive View of Critical Literacy/Biliteracy Pedagogy for Multilingual Learners that includes the research-based factors, skills, components, and instructional practices that must be implemented to ensure literacy/biliteracy achievement for multilingual learners. Join us in exploring this dynamic teacher driven model for literacy/biliteracy instruction!
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
Using CABE’s Comprehensive Effective Literacy/Biliteracy Pedagogy Framework and CABE’s Literacy/Biliteracy Reflection Tools, district teams will reflect on the current beliefs, practices, and curriculum resources and their alignment to best practices for mutilingual learner instruction.
Session/Time: Minimum of 2 days for initial introduction (Up to 6 hours each day). More days can be added for additional guided support.
Language: All Sessions presented in English
Audience: Dual Language Leadership Team, Campus or District Administrators, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
Participants will go in depth at analyzing each of the components and the high leverage strategies they can embed in their instruction. Planning time will be provided depending on the length of the session.
Session/Time: Up to 6 hours online and in person
Language: All Sessions presented in English
Audience: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff
Format Offered: Virtual/In person
In the context of California’s renewed focus and investment in multilingual education, we have access to more and more resources to understand, cultivate, recognize, and advocate for biliteracy! See concrete examples of resources available to your districts, including the State Seal of Biliteracy and newer biliteracy Pathway recognitions from PK to University. In this workshop we will share experiences gained and resources created through the Multilingual California Alliance Project (MCAP), a 3 year grant funded by the CA EWIG EL Roadmap Implementation Grant.
Session/Time: Up to 6 hours online and in person or available as a 3 part online series
Language: English (Spanish version available for families/parents)
Audience: Educators and school leaders serving multilingual learners or a version specifically for families
Format Offered: Virtual/In person
A strong and successful educational program for English Learners includes many aspects that are also linked to federal, state, and local accountability systems. It is critical to capture the ways in which the district’s program integrates these components as it provides Integrated English Language Development (ELD) and Designated ELD each day for all English Learners. A CABE PDS consultant will facilitate the district team’s examination of the components to consider including in an English Learner Master Plan (ELMP), including the team’s review the current ELMP to identify any components that are not yet included in the ELMP, and the team will devise an action plan for moving forward with revisions to the ELMP.
Session/Time: 1+ days
Language: All Sessions presented in English
Audience: Taskforce Suggested Member: Current and Prospect ELD/DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD/DL Professional Developers and Trainers, University Professors, County Staff, Board Members, Parents, Community Members
Format Offered: Virtual/In person
Coaching and consulting on dual language topics such as the Guiding Principles of DL Education, Conducting Classroom Walks and Observations, Establishing Instructional Priorities, The Four Pillas of Dual Language Education, Analyzing Student Data, etc.
Session/Time: Mininum of 1 day ( 6 hours in person), or 1 virtual day ( 6 hours or two 3-hour sessions)
Language: All Sessions presented in English
Audience: Campus or District Administrators Serving Multilingual Learners, Board Members, Executive Cabinet Members, etc.
Format Offered: Virtual/In person
This support may include conducting a needs assessment, planning and implementing coaching cycles, ELD lesson planning, conducting lesson observations and debriefing, analyzing student data, etc.
Session/Time: Mininum of 1 day ( 6 hours in person), or 1 virtual day ( 6 hours or two 3-hour sessions)
Language: Spanish/English
Audience: Current and Prospect ELD Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, ELD Professional Developers and Trainers, University Professors, County Staff,
Format Offered: Virtual/In person
If you want to see sustained changes in practice, your coaching must go below the surface of addressing behaviors (delivering instruction, analyzing data, etc.). Transformation requires taking a holistic approach and skillfully exploring someone’s beliefs and ways of being. This approach is what defines Transformational Coaching. Transformational Coaches also operate from two truths: that every conversation is an equity conversation, and if people are present, so are their emotions.
Current and Prospect ELD/DL Teachers
ELD/DL Professional Developers and Trainer
Coaches
Administrators
Support Staff
Paraeducators
Pre-service educators
University professors
County staff