Literacy Intervention for Culturally and Linguistically Diverse Learners
Tuesday, October 10, 2017 @ 3:00 pm - 4:00 pm EDT
Presented by Dr. Almitra Berry-Jones, Author of the Book Effecting Change: Intervention for Culturally and Linguistically Diverse Learners and Executive Director of District Partnerships, Achieve3000
Sponsored by Achieve3000
If you attend the live session, you’ll be emailed a CE certificate within 24 hours of the edWebinar. If you view the recording and would like a CE certificate, join the Differentiating Instruction with Educational Technology community and go to the edWebinar Archives folder to take the CE quiz.
Achieving College and Career Readiness for students of cultural diversity, linguistic diversity, and poverty presents numerous, oft-times seemingly insurmountable challenges. In schools where heterogeneity underscores the gaps, brain-shaming adds an additional burden for students at-risk. Equal access is not always equitable. Blended and personalized learning provides the ideal toolset for improving literacy outcomes through a data-driven, culturally appropriate RtI (Response To Intervention) implementation.
In this highly participatory edWebinar, Dr. Almitra Berry-Jones, author of the book Effecting Change: Intervention for Culturally and Linguistically Diverse Learners, will address the following questions:
- What are othering and brain-shaming, and how do they affect the learning environment?
- What does College and Career Readiness look like for students who have been traditionally disenfranchised?
- Why do culturally and linguistically diverse learners require a culturally appropriate response to instruction and intervention?
- How do you ensure equity for all rather than just equal access?
- How will the new ESSA regulations impact achieving College and Career Readiness through RtI for culturally and linguistically diverse learners under the DeVos DOE?
There will be time to ask Dr. Berry-Jones your questions during the Q&A segment following her presentation. K-12 administrators, classroom and special education teachers, school psychologists, counselors, behavior specialists, and librarians as well as those curious about how culturally appropriate RtI improves a school’s learning and social environment are invited to attend this engaging edWebinar.
About the Presenter
Almitra Berry-Jones, Ed.D. is a nationally recognized speaker, author, and consultant on the topic of culturally and linguistically diverse learners at-risk. Her research focuses on academic achievement in majority-minority, high-poverty, large, urban school districts. Dr. Berry-Jones is author of the book Effecting Change: Intervention for Culturally and Linguistically Diverse Learners. Dr. Berry-Jones is a graduate of the University of California, Davis holding a B.A. in political science/public administration. She holds a M.Ed. in curriculum and instruction, and an Ed.D. in educational leadership with a specialization in curriculum and instruction. She holds multiple credentials including a California reading endorsement, language development specialist (LDS), and bilingual/cross-cultural language acquisition and development (CLAD/BCLAD) for Spanish language instruction. Dr. Berry-Jones has taught, trained, and supervised reading/language arts implementations (regular, intervention, bilingual/dual immersion, and special education) throughout the United States with an emphasis on Direct Instruction. She has presented at scores of state, national, and international conferences on the topics of leadership, curriculum reform, and meeting the needs of students at-risk. Her sessions aim to introduce educators to a culturally relevant pragmatism that regard the culturally and linguistically diverse learner as one who brings to school a divergent order of reality. That reality influences the efficacy of traditional instructional methods.
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Achieve3000 reaches all students, PreK-12+, at their individual reading levels to accelerate their learning, improve high-stakes test performance, and prepare them for college and career success.