ASHA: This course is offered for 0.2 ASHA CEUs, Intermediate Level
NASP: This course is approved for 0.2 NASP CEUs

Emergent Bilingual (EB) students represent a growing population that is often overlooked from current research trends. Although efforts at training educators have been in place for years, dynamics such as applying the science acquisition, familiarity with evidence-based practices, and school practices bring additional challenges when addressing the needs of EB students. This presentation aims at providing both seasoned and novice educators with sound practices to advance their abilities when working with EB students. Participants will collaborate and be immersed in learning the following three aspects: (1) the science of language acquisition for EB students (2) applying strategies and practices of a strength-based tiered approach (3) defining tenets of ecological evaluations for EB students (4)and the process of applying relationalteamwork practices inclusive of family andcommunity.

Instructor Information

June Lucas Zillich, Ed.S., Bilingual School Psychologist, is currently serving the Arizona community as a Faculty Associate Professor at Arizona State University, bilingual school psychologist and professional learning facilitator with KOI Education. She previously worked as a supervisor with Montgomery County Public Schools, MD, where she served as principal school administrator overseeing Title I community schools to address whole child perspective with integrative health, social services, and community development. She holds specialty credentials in the area of Cultural and Linguistically Diverse Learners from the state of California and George Washington University and has more than 20 years’ experience serving as an ESOL/bilingual teacher, school psychologist, disciplinary hearing officer, and district administrator. She is an active lead member of the National Association School Psychologists’ Bilingual Interest Group where she serves as mentor and advisor to school psychologists. She has contributed to TESOL and NEA publications and is currently a doctoral scholar at Bowie State University conducting dissertation research in the area of culturally and linguistically responsive pedagogy and psychological safety in schools.

Financial Disclosure: June is a paid employee of Arizona State University and KOI Education. She is receiving a speaking honorarium from EBS Healthcare for this event.
Non-Financial Disclosure: No relevant non-financial relationship exists

Learner Objectives

As a result of this seminar, participants will be able to:

  1. Describe and review the science of language acquisition and how it informs curricular needs, interventions, and practices.
  2. Describe essential data gathering strategies to address the needs of Emergent Bilinguals students through a strength-based tiered ecological approach.
  3. Discuss the processes to embark before, during, and after conducting an evaluation.
  4. Examine and review the implications of these practices in terms of collaboration and consultation approaches that include tiered service delivery framework that extend to family and community.

Agenda

  • 10 minutes:Participants will review professionalism & virtual expectations, introductions and review agenda/learning outcomes 
  • 50 minutes: The Science of Language Acquisition – applicable neuroscience research and language learning basics; how it informs curricular needs, interventions, and delineating what is needed before consideration of suspicion of a disability
  • 30 minutes: Applying Ecological Tiered Approach: Basics of Strength-based practices, tiered service delivery framework; and data-collection and intervention practices at Tiers 
  • 20 minutes: Applying referral practices for EB student: Before, During, and After the Ecological Evaluation for EB students
  • 10 minutes: Homework review & Evaluations