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SPRING 2026
Designing Specialized ENL Instruction that Advances the Proficiency of Current Long-Term ELLs & Prevents Future Long-Term ELLs (ONLINE)
GRADES 6-12
3-PART INSTITUTE | DR. NANCY CLOUD
DESCRIPTION
This three-part professional development series will focus on planning and delivering specialized ENL instruction designed to meet the needs of middle and high school Long-Term ELLs; students who have not attained the level of proficiency required to exit ENL and bilingual services.
• 1ST SESSION | REVIEW essential information about Long-Term ELLs, including a careful review of their
proficiency characteristics and the nature of ENL coursework that is required to advance their proficiency.
• 2ND SESSION | EXPLORE ways to expand the range and precision of the vocabulary they actively use
as well methods for advancing their sentence length and complexity. We will also discuss strategies for
building their academic speaking skills.
• 3RD SESSION | REVIEW reading comprehension strategies designed to support Long-Term ELLs
successful reading of demanding academic texts, as well as ways to increase the length and
sophistication of the texts they can write, by analyzing and mirroring important features of academic texts,
using more advanced text organization strategies and routinely revising the texts they write for academic
purposes.
PRESENTER: NANCY CLOUD, ED.D., PROFESSOR EMERITA, RHODE ISLAND COLLEGE AUDIENCE
This institute is designed for ENL and Bilingual Teachers, Paraprofessionals, Program Coordinators, Literacy Specialists and Special Educators, Grades 6-12.
A Padlet with Specialized Resources on the Topic Will Be Provided to Participants
SATURDAY | APRIL 18, 2026 | 9AM – 12PM | SESSION 1 | FOUNDATIONS
Understanding the Population & the Nature of the ENL Coursework They Need
• What We Know About Long-Term ELLs in NYS and What are the Risks Associated with Being Labeled a Long-Term ELL; Data to Collect to Understand Your Long-Term ELLs Population
• Understanding the Proficiency Characteristics of Transitioning and Expanding ELLs
• Designing Specialized Coursework for Long-Term ELLs: Areas to Work on and Components that Must Be a Part of ENL Instruction Designed for Long-Term ELLs
• The Importance of Providing Direct and Explicit Language Instruction to Advance Academic Listening, Speaking, Reading and Writing
• Collecting and Analyzing Written and Spoken Samples to Determine What to Work On
• Giving Meaningful Feedback to Grow Language Proficiency
• Making Sure that All Teachers Who Work with Our Students Know How to Support their Academic Language Development
SATURDAY | MAY 2ND, 2026 | 9AM – 12PM | SESSION 2 | APPLICATIONS 1
Building Vocabulary Range and Precision and Advancing Sentence Length and Complexity; Practicing Academic Speaking Skills
• Advancing Students’ Vocabulary Range and Precision
o Teaching Not Only a Range of Nouns, Verbs, and Adjectives/Adverbs, but Also Multiword Phrases
o Teaching Networks of Words on a Topic As Well As Cross-Curricular Vocabulary
o Teaching Word Analysis Skills
o Major Vocabulary Teaching Strategies for Intermediate and Advanced ELLs
o Using Revision to Eliminate Simple Vocabulary and Replace It with More Precise Vocabulary
• Advancing Students’ Sentence Length and Complexity
o Use of Subject-Matter Specific Models from Student’s Content Area Classes
o Tools for Identifying Grammatical Targets
o Evidence-Based Teaching Strategies to Construct and Practice More Complex Sentences
o Triggering More Complex Sentences with Explicit Directions
• Building Academic Speaking Skills through Opportunities to Practice
o Partner and Small Group Practice
o Listening to Models, Giving Presentations with Opportunities for Revision
SATURDAY | MAY 16TH, 2026 | 9AM – 12PM | SESSION 3 | APPLICATIONS 2
Building Reading Comprehension Strategies for Lengthy and Complex Academic Texts; Advancing Students Writing: their Text Organization Strategies and their Ability to Produce Longer and More Sophisticated Academic Texts
• Advancing Reading Comprehension of Lengthy and Complex Academic Texts
o Recognizing a Text’s Structure to Support Comprehension
o Handling Unknown Vocabulary When Reading
o Dissecting Complex Texts to Ensure Comprehension (Hartung-Cole, 2018); Juicy Sentences (WongFillmore, 2012)
o High Mileage Text Engineering Strategies Long-Term ELLs Can Use to Support Comprehension
o Building Active Reading Strategies
• Teaching More Advanced Text Organization Strategies
o Using Models to Teach the Organizational Features of Texts that Narrate, Inform, Explain and Persuade
o Ensuring Text Cohesion
o Teaching the Structure and Organizational Patterns of Different Types of Texts
o Expanding the Transition Words and Phrases Students Use
• Writing for Different Academic Purposes: Using Longer and More Sophisticated Sentences and Paragraphs
o Shifting Registers from Everyday Language to Academic Language
o Providing Guided Writing Tasks to Cue Students How to Construct an Effective Essay or Composition
o Teaching Revision Strategies to Remove Redundancy of Vocabulary and Sentence Structures; to Expand Upon Ideas and Add Details
o Providing Systematic Practice in Expanding the Length and Sophistication of the Texts Students Write
• Wrap Up: What’s In Your Long-Term ELLs Toolbox?
The NYS Statewide Language RBERN is an approved Sponsor of CTLE pursuant to Section 80-6 of the Regulations of the NYS Commissioner of Education. All participants must fully attend all required parts of the professional development and be actively engaged in the learning process (as demonstrated in the breakout rooms and/or chat discussions) in order to be awarded CTLE credit.
Integrating Technology: Knowing When to Use What- Part 3: Formative Assessment
When: 3/10/2026 to 4/2/2026
Instructor: Christine Sanfratello
This course is designed to be a meaningful interactive course that helps educators, of any grade or subject, explore and integrate technology into their teaching. Through collaborative discussions and hands-on tutorials, participants will share experiences, brainstorm ideas, and discover practical ways to use digital tools in the classroom. Each week, we'll explore different technologies, discuss their benefits, and develop lesson ideas that enhance student learning. By the end of the course, educators will gain valuable strategies to engage students and make learning more interactive and effective. This course will examine Jennifer Freedman's "Technology When to Use What: Utilizing District Approved Applications” guide. This course is part 3 of a 3 part series. Each part focuses on a different category of technology. Part 1 or 2 is not a mandatory prerequisite of Part 3, but it is recommended. Participants may choose to take all, one or two of the courses in this series. (15 CTLE hours)
Orton-Gillingham and Wilson Courses
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Continuing Professional Studies
Continuing Professional Studies
CENTER FOR PROFESSIONAL STUDIES
Dear Teacher,
The Center for Professional Studies offers flexible learning opportunities for teachers. You can earn 3 credits for salary advancement in two weeks. Learn more by clicking here www.molloy.edu/onlinepd
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Classes are in flexible online formats that will fit into your schedule, with most at the reduced rate of tuition of $945 per course!
Summer Registration Starts on March 9, 2026
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NEW! SBL/SDL Test Course
This Spring Molloy will offer two new test prep courses: The School Building Leadership Test Preparation Program and the School District Leadership Test Preparation Program. The courses prepare you for the SBL and SDL New York State Certification exams. The courses are 100% online- partially zoom and partially online asynchronous.
Click HERE for more information and to register.
2026 Offerings
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Individual Graduate Education Courses
AI and Innovative Technology in Education Certificate
Certificate in Social Emotional Learning (SEL)
Middle School Extension Certification Grades 5-6
Gifted Education Extension Certification Pathway
Bilingual Extension Certification Pathway
Educational Technology Specialist Certification Pathway
Childhood 1-6 Certification Pathway
Students with Disabilities Certification Pathway
Early Childhood Birth - Grade 2 Certification Pathway
Supporting Students Mental Health Micro Credential
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Professional Development Program
Professional Development Program
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The New York State Teacher Center
Click here for their professional development catalog!
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