2010

Academic English Mastery Program for Standard English Learners

Call for Presenters

EDUCATION FORUM:
“Building Capacity for Equity and Access through
Culturally Responsive Pedagogy”
Saturday: June 12, 2010 – Fairfax High School
7850 MELROSE AVE LOS ANGELES, CA 90046

Deadline for Submission: Thursday, May 20, 2010

The Academic English Mastery Program for Standard English Learners – African
American, Mexican American, Hawaiian American, and Native American students – is
seeking workshop proposals that demonstrate culturally relevant and linguistically
responsive best practice “Opportunities to Learn” for teachers, administrators, and
parents.

• Presenters will need to share research-based strategies that inform educational practice and
promote equity and access to core content for Standard English Learners (SELs) and other
underachieving students.

Criteria for Workshop Selection

• Clearly supports one of the Workshop Strands
• Reveals a depth of content knowledge and Culturally Relevant Responsive Pedagogy
• Is coherent, well-articulated, rigorous, and engaging
• Demonstrates a connection to content instruction, standards, and student outcomes
• Uses key access strategies that support learning for SELs & other Second Language Learners
• Builds capacity for equity and access to core

PROPOSALS MAY BE SUBMITTED BY

MAILING TO:
Dr. Carole A. Cobb, Coordinator
Academic English Mastery Program for Standard English Learners
333 South Beaudry Avenue, 25th Floor/152-2
Los Angeles, CA 90017
– OR –
FAXING TO: 213.241.8495 – Attention: Dr. Carole A. Cobb
QUESTIONS? Please phone: 213.241.3340
 WORKSHOP STRANDS
I. Culturally Responsive Differentiated Instruction
Applying the principals of differentiated instruction to a culturally responsive pedagogical
approach that accommodates and validates the learning styles, communication styles, and unique
modes in which Standard English Learners process information and interact in social contexts.
Respond to students’ differences inherent to academic readiness, interests, cultural, linguistic, and
socioeconomic diversity while embedding elements of depth and complexity, novelty,
acceleration, and universal themes.

II. Using MELD Instruction to Access Core

Mainstream English Language Development (MELD) instruction for SELs incorporates research-
based approaches and strategies that support the development of listening, speaking, reading, and
writing in Standard English content instruction. Facilitate language and literacy acquisition and
learning in ways that incorporate contrastive analysis, build academic vocabulary through the personal
thesaurus, and incorporate culturally relevant literature into daily instruction.

III. Infusing Culture and History Into Instruction

The infusion of the history and culture of diverse students into instruction in ways that make
critical connection with, and scaffold access to, content learning. Looks at the socio-cultural-
historical contextualized instruction of the students’ experiences so as to create comfortable
learning environments that validate, affirm, and accommodate the cultural diversity that SELs
bring to the classroom.

IV. Culturally Responsive Response to Instruction & Intervention (RtI2)

Connects the theory of culturally responsive pedagogy with the practice of culturally relevant good
first teaching and universal interventions. Moje and Hinchman (2004) noted, “All practice needs
to be culturally responsive in order to be best practice”. Shows RtI models based on a theory of
how culture mediates learning processes. Focus is on the cultures in the classroom: what students
and teachers bring with them, working collaboratively to create a classroom culture conductive to
student learning and academic success for all.

V. Parents as Partners in their Child’s Education

Parents learn how to become sufficiently involved with and supportive of the academic curriculum
in order to create a pro-education climate in the home and community that empowers students to
succeed in school. They become stronger leaders and advocates for their children and the school’s
community of children.

VI. GSAT Strand

This is a “Poster Session” Gallery Walk-through displaying the highlights of Grade-level Student
Achievement Teams’ lessons and student activities.

Note: There will be a Seminar for Administrators: Building Capacity for Culturally Proficient
Schools – a sharing of responsibility for shifting the culture and climate within schools and throughout
educational systems. This seminar examines practical strategies, tools, and resources needed for
developing cultural competent behavior that: moves an organization and individuals toward culturally
proficient interactions; changes teacher practice; and positively impacts student success. Participants
will have opportunities for small group think tanks, whole group discussions, and reflective activities.

NO REGISTRATION FEES
REGISTER ON THE LEARNING ZONE FROM MAY 10TH – TO JUNE 10TH
[Register Early! Enrollment is limited.]
6 Hours of Professional Development Available
 PLEASE PRINT OR WORD PROCESS

Presenter’s Information Form

Los A ngeles U nified Sc hool Distric t
Academic English Mastery for Standard English Lear ners
EDUCATION FORU M
“Building Capacity for Equity & Access through
Culturally Responsive Pedagogy”
June 12, 2010 – Fairfax High School
7850 MELROSE AVE LOS ANGELES, CA 90046
Fax Completed Form To (213) 241-8495 By May 20, 2010

STRAND (Choose One):

Workshop Title:

Abstract: Please write a brief description of your workshop to be printed in program booklet – 50 words or less.

Anticipated Outcome:

Target Audience: __K–3 __4–5 __6–8 __9–12 | PRIMARY Stakeholder: __Teachers __Administrators __Parents

Primary Presenter (Name as it should appear in the program):

Last Name_______________________________ First Name ______________________ Home# ___________________
Position/Title_______________________________ School/Office___________________ Work# __________________
Mailing Address: _________________________________________ ______________________/________/___________
City State Zip
Cell# ____________________ Email: ________________________________ (All communication will be by email)
Biographical Information (150 words or less): Please write a brief biographical sketch that includes your education
and any significant achievements. The workshop session monitor will use this information to introduce you.

PLEASE NOTE: Presenter(s) must provide all Audio/Visual equipment except screen.

*I give consent for my presentation to be Audio-taped ____ Videotaped_____ for professional development purposes.

*Signature________________________________________________ Date: _______________________

[Du pl ica te As Nee de d for Mul tiple Pr esenter s]