Page 23 - SpringSummerCatalog2021
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Virtual Workshops and Webinars
Using Option 2 with ELLs as An Instrument Creating Space for Self-Care
of Equity (PSEL Standards 3, 4, 5, and 10) (PSEL Standards 6 and 7)
Jun. 3, 2021; 12:30 pm - 3:30 pm Jun. 4, 2021; 3 pm- 4 pm
Presenters: JoAnne Negrin, Ed.D., Supervisor of ESL, World Presenter: Michelle Kelsey Mitchell, Director of Partnerships,
Languages, Bilingual Education, and Performing Arts, Vineland Pure Edge, Inc.
Public Schools, Andrea Solange Fonteñez, Ed.D., Director of Fee: FREE
Bilingual & ESL, New Brunswick Public Schools, MaryAnn Co-Sponsored by FEA and Arts Ed NJ
Mena, District Teacher Coordinator, Title III, Bilingual, ESL &
World Languages, Atlantic City Public Schools Join us for a one-hour workshop designed to help you flourish.
This educator self-care session will explore the reciprocity of self-
Fee: $60 Members/$75 Non-Members care and introduce the neuroscience of stress and its effects on the
It is recommended that school/district teams attend this body and nervous system. Participants will engage in journaling
session. with writing prompts, breathing techniques, mindful movement,
Individualized Student Learning Opportunities (Option 2) and guided relaxation strategies in the form of Breathe, Move,
allow students to receive graduation credit for diverse learning Rest Brain Breaks. The exercises promote educator wellbeing
experiences. Traditionally, this option has been leveraged by and develop the foundational Social and Emotional Learning
students of higher socioeconomic status. In this workshop, we will (SEL) competencies of Self-Awareness and Self-Management.
demonstrate how districts can use this option to provide graduation Participants identify how simple strategies can impact the ability to
credits to ELLs who come to our districts without a traditional manage stress, organize/focus, and identify emotions.
educational background, thus providing them with a pathway to a Attendees should wear suitable clothing for light exercise.
high school diploma. Although many ELLs who arrive in our districts
have had limited or interrupted formal education, they often have
skills and experiences that can be mapped to the standards.
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