The goal of the New York State Education Department (NYSED) Office of Bilingual Education and World Languages (OBEWL) is to prepare all Multilingual Learners/English Language Learners (MLLs/ELLs) for success beginning in prekindergarten, to lay the foundation for college and career readiness, and to promote and support the teaching and learning of one or more languages and cultures in addition to the English language
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NEWS FROM THE ASSISTANT COMMISSIONER
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Dear Colleagues,
I am pleased and excited to congratulate Deputy Commissioner of P-12 Instruction,
Angélica Infante-Green,
who has begun a new chapter of her life as
Rhode Island’s Commissioner of Elementary and Secondary Education. We thank her for her relentless commitment, accomplishments, and legacy of excellence for all children in New York State and wish her the best as she takes on this exciting opportunity to ensure equity and access for all children in Rhode Island.
As we get ready for the end of the school year, I would like to provide you with a brief snapshot of how our MLLs/ELLs are doing and share resources recently created to support you as we continue to make progress on this work.
In the years since the changes to CR Part 154, NYS MLLs/ELLs are achieving English proficiency and exiting MLL/ELL status at increased rates. Under the new regulations, many more students have exited ELL status via expanded exit criteria, and the percentage of MLLs/ELLs exiting with a score of Commanding on the NYSESLAT has also increased 4.8 percentage points across all grade levels from 9.0% in 2015-16 to 13.8% in 2017-18. As previously announced, the
Cohort 2014 graduation rates were published on January 30th
, and the 2014 cohort MLL/ELL graduation rate was 29.0%, an increase from the 2013 cohort rate of 26.6%.
“Ever ELLs” improved as well, by 1.1 percentage points over last year. With a graduation rate of 85.5 percent, Ever ELLs continue to show strong progress, surpassing the overall statewide graduation rate by more than five percentage points.
More work needs to be done to strengthen the programs and services provided to our current MLLs/ELLs in order to keep them in school and to help them graduate.
Please see below a number of resources that will support you in your work:
MLL/ELL Graduation Rate Improvement and Dropout Prevention Planning Tool
To support your efforts, we created the
Multilingual Learner/English Language Learner Graduation Rate Improvement and Dropout Prevention Planning Tool, which provides research-informed effective practices, strategies, and protocols for use by districts and schools as they dive into MLL/ELL data. It is designed to assist your district’s planning to improve policies, programs, and instructional practices geared toward improvement in MLL/ELL graduation rates. For example, the toolkit includes statewide data, key questions and implications related to the data, and templates that can be used to create similar charts and data sets. In addition, the planning tool includes
embedded links to helpful resources
, such as articles, research, and effective practices related to graduation and dropout prevention.
MLL/ELL Program Quality Review and Reflective Protocol Toolkit
- Serve as a reference for schools and districts to deepen understanding about effective practices for MLLs/ELLs by providing clear research informed indicators.
- Provide tools and processes that strengthen the school quality review process for MLLs/ELLs and lead to improved programs and instruction.
- Further extend the common language in the field that has been established through the Diagnostic Tool for School and District Effectiveness (DTSDE) Tenets.
To achieve those goals, the guide is aligned to the DTSDE Tenets and its pillars and includes MLL/ELL research informed practices and requirements within the indicators.
New Clinically Rich Intensive Teacher Institutes (CR-ITIs)
Thirteen new CR-ITIs are now available, seven in New York City and six in other regions throughout the state, in addition to the nine programs that are continuing from prior years for a total of twenty-one. Since the 2014-2015 year, 407 teachers participating in the CR-ITI programs have completed coursework necessary for certification in either ESOL or a BE Extension in Spanish/English, Chinese/English, or Haitian Creole/English.
Visit our website for links to full information on these CR-ITI programs.
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MLL/ELL Data Interface for Monitoring and Evaluating MLL/ELL Progress
MLL/ELL Parent Guide to Community Based Organizations (CBOs)
OBEWL is committed to supporting MLLs/ELLs across NYS. We are equally committed to supporting their parents, families, and persons in parental relation. We are pleased to announce the publication of
seven regional guides that list local and statewide community-based organizations (CBOs). T
he guides have been translated into Arabic, Bengali, Chinese, Russian, and Spanish and will provide readers with a comprehensive and up to date list of CBOs in their communities. The guides begin by outlining NYSED guidance on recent immigration-related actions and include information about immigration status, discrimination, harassment and bullying in schools, and guidance from the New York State Governor’s office.
This is followed by information on how to use the guide and the directory of local CBOs that provide a variety of services to immigrant families, including
advocacy and assistance in various areas, such as community engagement, health care, insurance, housing, employment, legal services, lawful status, public assistance, and education.
Parents of current and former MLLs/ELLs are encouraged to contact these organizations if and when they need assistance. We believe that informed parents are the best advocates for their children, and we are committed to empowering them.
Culturally Responsive-Sustaining Education Framework
On January 14, 2019, the Office of P-12 Instructional Support Services presented to the NYS Board of Regents the
Culturally Responsive-Sustaining Education Framework. The framework is intended to help education stakeholders create student-centered learning environments that affirm cultural identities; foster positive academic outcomes; develop students’ abilities to connect across lines of difference; elevate historically marginalized voices; empower students as agents of social change; and contribute to individual student engagement, learning, growth, and achievement through the cultivation of critical thinking. The framework was designed to support education stakeholders in developing and implementing policies that educate all students effectively and equitably, as well as provide appropriate supports and services to promote positive student outcomes.
The following resources are being finalized and will be available in the coming weeks:
Supporting Multilingual Learners and the Next Generation Learning Standards
In collaboration with Harvard University's Dr. Nonie Lesaux, NYSED will soon release professional learning opportunities and resources that will equip instructional leaders with practices that strengthen the instructional core and are designed to develop advanced literacy skills.
Please visit the OBEWL website for current resources designed to provide additional guidance to those serving linguistically diverse learners.
Supporting Emergent Multilingual Learners in Prekindergarten
In collaboration with Dr. Zoila Morell from CUNY Lehman, NYSED will soon release materials for educators, administrators and parents on the Emergent Multilingual Learner (EMLL) Protocol and on supporting the home language and ongoing learning in the Prekindergarten classroom. We are very excited that we will provide professional learning opportunities and recorded best practices on meeting the needs of EMLLs. These exemplars are intended to demonstrate key areas such as: bilingual oral language development, emergent literacy, social interactions, differentiation for EMLLs, purposeful planning for the classroom and environment, and policy development for administrators. Please
visit the OBEWL website for more information on EMLLs in Prekindergarten.
City University of New York (CUNY) Immigration Video Series
In collaboration with OBEWL, CUNY is developing a series of short videos and a resource guide for educators to support immigrant and refugee students and families in their school communities. These videos will soon be posted on the OBEWL website.
New Resources for
Students with Interrupted/Inconsistent Formal Education
In the coming weeks, we will upload
the SIFE curriculum to our website as a resource to help districts meet the needs of this population. The SIFE curriculum is a one-year intervention for newcomers in middle school and high school. The curriculum targets SIFE with developing literacy who are at or below third grade in home language literacy. The curriculum includes four full units of Integrated ELA/ENL and Stand-alone ENL, two units of Math, and two units of Science. We will also release:
- A SIFE Manual designed for administrators and teachers looking for guidance and best practices around SIFE intake, programming, and instruction.
- A Native Language Arts Adapted Unit for SIFE that will include one exemplar/sample unit in Spanish for native speakers aligned to the Integrated ELA curriculum for SIFE with developing literacy.
CUNY BERSSI Topic Briefs
In association with the CUNY Graduate Center, we will soon release a variety of topic briefs, resource guides, and videos for educators, administrators, and parents regarding MLL/ELL sub populations and other topics such as:
Developing Biliteracy in Dual Language Classrooms, Best Practices for Emergent Multilingual Learners, Preparing MLLs/MLL for ELA Regents, and more.
MLL/ELL Science Initiative
Our Science MLL/ELL Initiative has been created to promote implementation of NYS
P-12 Science Learning Standards by developing the capacity of State leaders including superintendents, ELL instructional leaders, and science instructional leaders at the district level across the state. This project will carry out two sets of intersecting activities—webinars and in-person workshops—drawing upon exemplary practices using instructional materials, topic briefs, classroom videos, and case studies.
Again, we want to thank all of you for your continuous commitment to support MLLs/ELLs across New York State! Please share with us your stories of Multilingual Learner achievements, so that we can spotlight those students, like Selinay Kaplan below, who exceed expectations and remind us of why our work makes a difference.
Sincerely,
Lissette Colón-Collins
Assistant Commissioner of Bilingual Education and World Languages
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F
Former ELLs Making their Mark in New York State!
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Selinay Kaplan: Embodying Resilience
and Embarking on Journeys
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Selinay Kaplan was born and raised in Kocaeli, Turkey, around a half an hour car-ride from Istanbul. She attended first and second grades in Turkey and then her family moved to Irondequoit, NY near Rochester, in the summer before she started 4th grade. At her new elementary school she was in the “ESL program” and spent a portion of her school day learning English. She remained in English as a New Language for two years.
When asked about her experience as a Multilingual Learner in a new environment, Selinay said she tended to be quieter and more independent: “A lot of the time, I have trouble speaking up and asking questions, even if I struggle with material. I’m glad to have met teachers who could meet me halfway, and who approached me when I felt self-conscious about my shortcomings in class.”
Now, nearly ten years later, she gives much credit for her progress to her teachers: “I believe I learned valuable lessons from every single teacher I had. I have immense respect for all my junior and senior year teachers especially, as they had to put up with the brunt of the college application frenzy. Also, I absolutely could not have completed my applications without going insane if not for the guidance of my counselor, Ms. Goossen.”
When Selinay first started learning English, like many Multilingual Learners/English Language Learners, she did not speak much, going through a “silent period.” She says, “Early on in my time in America, I developed a fear of speaking; I became afraid of mispronouncing easy words, making mistakes which my classmates took as a sign of stupidity. It took me time to adjust and really come out of my shell again.”
Selinay’s advice to her fellow MLLs/ELLs is to accept oneself and others: “There is no shame in being different or struggling with something that seems to come naturally to everyone around you. At the end of the day, it is our differences which strengthen us, and we belong in our community just us much as others do.” We wish her the best as she starts college at Princeton University in the fall, majoring in Chemistry and embarking on a career in research.
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A New Addition to OBEWL
OBEWL has recently hired World Languages Associate Candace Black to oversee the
World Languages program. Candace comes to us with more than 20 years of classroom experience, a proven record of leadership in the profession, and a passion for world languages. In her position, she provides guidance, technical assistance and support for world language programs and the Seal of Biliteracy, collaborates with regional, statewide and national language organizations and provides professional development to educators. Please join us in welcoming her to our team. Candace can be reached by phone at: (518) 473-7505 or via email at
[email protected]
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World Languages Standards Revision
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On Monday, April 8
th
, Deputy Commissioner
Angélica
Infante-Green provided an overview of the Languages Other Than English (LOTE) Standards revision process to the New York State Board of Regents. Recognizing the need to continually improve the Learning Standards that guide education in New York State, the Office of Bilingual Education and World Languages (OBEWL) will conduct a revision process of the State’s LOTE Standards, also referred to as World Languages. OBEWL has created a World Language Leadership Team that partners and collaborates with us on a bi-monthly basis to provide professional development, create instructional and pedagogical resources, and to inform the standards revision process. To ensure that the revised standards reflect the views of educators and stakeholders from throughout New York State, OBEWL will convene Regional Standards Review Committees. These committees will represent various parts of the State with a wide range of expertise including classroom teachers, building leaders, district level leaders, parents, students, higher education faculty, world language organization representatives, and business and community members.
More information about the standards review process is available on the OBEWL website
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Updated LOTE Frequently Asked Questions
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Unveiled at the New York State World Languages in the 21st Century conference held in Saratoga Springs on November 6th, OBEWL has developed an
updated LOTE FAQ. This document, which is available on our website, provides official guidance to teachers, administrators, guidance counselors, parents and students on the regulations regarding world languages and graduation requirements and answers commonly asked questions regarding LOTE requirements, programs and credits.
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AAPPL Exam Now Available in Korean for
NYS Seal of Biliteracy
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The
New York State Seal of Biliteracy was established to recognize high school graduates who have attained a high level of proficiency in two or more languages, one of which is English. The
AAPPL Korean exam has now been added to the list of approved Checkpoint C assessments that students may take to earn a point toward the Seal. As more languages are made available for the AAPPL exam in the future, the New York State Seal of Biliteracy Handbook will be updated and students will be able to earn a point towards the Seal of Biliteracy by meeting or exceeding the minimum score indicated on Appendix 2 of the Handbook.
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Conference: Key Shifts for World Languages
in New York State
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On March 1
st
, NYSED and OBEWL, in collaboration with Queens College, CUNY,
presented “Key Shifts for World Languages in New York State." This conference, facilitated by Paul Sandrock, Director of Education for the American Council on the Teaching of Foreign Languages (ACTFL), welcomed 89 world language administrators and lead teachers from over 50 schools in the New York City region with attendance also offered via live streaming. During this workshop, participants explored the World-Readiness Standards, the 3 modes of communication and the NCSSFL-ACTFL Can-Do Statements while engaging in activities to collaboratively develop plans to implement these practices in their own districts.
Information on this conference as well as others conducted across the state and upcoming events can be found on our website
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Mr. Paul Sandrock, ACTFL Education Director, works with NYC World Language teachers at Queens College.
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Differentiating Instruction for Differently-abled Multilingual Learners
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Traditional teaching methods such as delivering instruction by lecture, giving students practice work, and reviewing the correct answers simply do not work with all students. Teachers can no longer teach "the lesson" and hope that everyone gets it (Gregory & Chapman, 2007). Even though this method is “uniform” and consistent, all learners are different in terms of how they grasp a concept. Some differently-abled Multilingual Learners/English Language Learners are auditory or visual learners, while others may need hands-on experience or prefer working and learning from peers. Differentiated instruction is needed for many Special Education MLLs/ELLs and most school districts want teachers to be trained in how to effectively apply differentiation in their schools. Differentiation enables teachers to plan strategically in order to meet the needs of the diverse learner in today's classroom (Gregory & Chapman 2007).
According to Tomlinson (2000), teachers can differentiate at least four classroom elements based on the readiness, interest, or learning profile of the differently-abled MLL/ELL:
I. Content – what the student needs to learn. Samples of differentiating content are:
- Using reading materials at varying readability levels;
- Recording written materials on tape or MP 3;
- Using spelling or vocabulary lists at readiness levels of students;
- Presenting ideas through both auditory and visual means; and
- Meeting with small groups to re-teach an idea or skill for struggling learners.
II. Process – activities in which the student engages in order to make sense of or master the content. Examples of differentiating process are:
- Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;
- Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;
- Offering manipulatives or other hands-on supports for students who need them; and
- Varying the length of time a student may take to complete a task.
III. Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit. Examples of differentiating products are:
- Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);
- Using rubrics that match and extend students' varied skill levels;
- Allowing students to work alone or in small groups on their products.
IV. Learning environment – the way the classroom works and feels. Examples of differentiating learning environment are:
- Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;
- Providing materials that reflect a variety of cultures and home settings;
- Setting out clear guidelines for independent work that matches individual needs;
- Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and
- Helping students understand that some learners need to move around to learn, while others do better sitting quietly.
References
Gregory, G. and Chapman Carolyn M. (2013) Differentiated Instructional Strategies: One Size Doesn′t Fit All, Third Edition. Corwin.
Tomlinson, C. (2000) Differentiation of Instruction in the Elementary Grades. ERIC Digest. Accessed 1-22-19 at https://eric.ed.gov/?id=ED443572.
For questions regarding supports and services for differently-abled MLLs/ELLs, please contact Associate in Bilingual Special Education Olga DeJesus at:
[email protected]
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This webinar focuses on the New York State English as a second language achievement test and provides an overview of four steps to determine a school-level rating in ELP:
Probablity of students meeting growth targets
- Probability of students meeting growth targets
- Aggregating probabilities at the school level (aka school benchmark)
- Calculate the ratio (students who made progress/expected growth)
- Translating ratio into an ESSA indicator score
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Family Toolkit | NCELA
The English Learner Family Toolkit was created to help families choose education services that meet their child's needs.
Read more
ncela.ed.gov
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Regional Bilingual Education Resource Network (RBERN) Featured Workshops and Events
For a full listing of events, please visit the RBERN website.
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CAPITAL DISTRICT RBERN AT QUESTAR III BOCES
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For information on all Capital District RBERN workshops and professional development opportunities, please be sure to
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Dr. Jevon Hunter presents: Culturally Relevant Pedagogy
Monday, May 20, 2019 from 8:30 AM-3:30 PM
This session is open to all administrators and educators interested in supporting diversity in your schools, as referenced in the Commissioner’s Regulation Part 154.
Objectives include interactive professional development supporting:
- Effective Application of Culturally Relevant Pedagogy and Culturally Sustaining Pedagogy
- Application of Instructional Strategies
- Classroom Examples
- Discussion of Discipline-Specific Approaches
Contact Capital District RBERN for details on registering.
Cultural Responsiveness in Education: A Starting Point
Thursday, July 18, 2019 from 8:30 AM-1:30 PM
In this session, participants will explore the importance and characteristics of a culturally responsive school climate for ELLs. Participants will explore strategies to work collaboratively with colleagues in order to foster a more equitable academic environment for students. Participants will also look at strategies for building collaborative relationships with ELL families. Register on
Frontline/My Learning Plan.
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HUDSON VALLEY RBERN AT SW BOCES
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For information on all Hudson Valley RBERN workshops and professional development opportunities, please be sure to
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Classrooms as Culturally Responsive Learning Communities - at PNW BOCES
Date: 5/23/2019
Program: 2018-2019 - HV-RBE-RN
Audience: Secondary School Teachers: ENL teachers and Content area teachers, Teaching Assistants, Building Leaders, Curriculum Administrators
Participants will examine inclusive strategies and practices that foster cultural openness and provide students healthy experiences of sociocultural integration. The teaching activities included seek to allow students to capitalize on their knowledge and heritage as they engage in the learning process and become members of classroom communities.
Registration/Sign-in: 8:30 am - 9:00 am
Fee: Free
Lunch: to be provided
TO REGISTER FOR THIS WORKSHOP, PLEASE USE THE FOLLOWING LINK TO ENROLL AT PNW BOCES' SITE:
CLICK HERE TO ENROLL
Rebooted: The New Tech Toolkit for Supporting ELLs- "Learn" Workshop - at Rockland BOCES
Date: 5/23/2019
Program: 2018-2019 - HV-RBE-RN
Audience: Administrators, Teachers, ENL and Technology Coordinators
A new Tech Toolkit for Supporting ELLs? That’s right! This “rebooted” version of the Toolkit features over 30 never-presented technologies with a particular focus on meeting the needs of ELLs in all content areas. The format remains the same as the “original” toolkit with technologies broken down into communication and translation, accessibility, and interactivity. This morning workshop will focus on learning the technology that can support teachers and students. Upon completion of this workshop, participants will be able to identify the various tech tools to provide targeted support to ELLs.
PLEASE NOTE: If you would like to utilize the presented tools in a collaborative environment, please ALSO sign up for the PM “Apply” workshop.
Registration/Sign-in: 8:30-9:00 am
Cost: Free
Lunch: On your own
Questioning and Discussion Techniques for ELLs (and All Students) AM SESSION - at Rockland BOCES
Date: 5/24/2019
Program: 2018-2019 - HV-RBE-RN
Audience: ENL teachers, Content and General Education teachers, Teaching Assistants, Building & District Leaders, Curriculum Administrators
In this workshop, participants will discuss the benefits and challenges of developing ELLs ability to ask and answer questions and understand research behind the benefits of classroom discourse. Participants will receive tools for scaffolding questions at each level of English Proficiency based on Bloom's Taxonomy. Participants will also plan for instruction using a modified version of the Question Formulation Technique (QFT). Teachers can utilize the QFT to encourage engagement for all students through inquiry.
Registration/Sign-In: 8:00-8:30 am
Cost: Free
Lunch: On your own
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LONG ISLAND RBERN AT EASTERN SUFFOLK BOCES
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For information on all Long Island RBERN workshops and professional
development opportunities, please be sure to
Date: 5/14/2019
Using NYSED's "Advanced Literacies Instruction: Spotlight on Instructional Units of Study" topic brief as the foundation, participants will learn to support students' development of a complex set of literacy skills and competencies. This three-hour workshop is intended for all teachers of ELLs/MLLs, who are interested in learning how to design instructional units of study to enhance literacy learning in the content areas. Participants in this workshop will: - receive an overview of the Advanced Literacies Topic Briefs to support implementation of the Next Generation Learning Standards with ELLs/MLLs - become familiar with the three characteristics that serve as a foundation for successful implementation of "Advanced Literacies Instruction: Spotlight on Instructional Units of Study" - learn to organize lessons within a knowledge-building cycle - learn about instructional strategies and resources available that can be used to support ELLs/MLLs.
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MID-WEST RBERN AT MONROE 2 ORLEANS BOCES
For information on all Mid-West RBERN workshops and professional
Audience: TESOL Certified Teachers, Teachers of ENL Services
Date: 6/3/2019
This session will provide TESOL providers with the foundations necessary to serve students with the disabilities. The session will offer a brief historical overview of special education in the United States and draw parallels to reforms in the education of Multilingual Learners/English Language Learners in New York State. Participants will become familiar with key processes in the initial and continued identification of MLL/ELL students with disabilities; key components in the development and implementation of the Individualized Education Program; the role of the TESOL professional as a contributing member of the Committee on Special Education and an overview of supporting documentation/data to collect as per Part 200 and CR Part 154 -2-3.
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MID-STATE RBERN AT OCM BOCES
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For information on all Mid-State RBERN workshops and professional
World Language Conversation Group
Tue, May 14, 4pm – 5pm
Canandaigua Room
This is an amazing time to be a WLOTE educator in New York State! We are experiencing great momentum, with a wonderful focus on multilingual and multicultural opportunities in our school communities.In response to this explosion, join the Mid-State RBERN WLOTE Council for a unique professional learning experience to enhance, strengthen and empower WLOTE educators for the upcoming school year in the areas of fluency and instructional practices.
Participants in this session will:
1. Practice language fluency in a low-risk, welcoming language environment
2. Share instructional practices and strategies to support WLOTE development
NYSESLAT Scoring
Tue, May 21, 8am – 4pm
JL BOCES PES Building Large Conference Room (
map
)
Mid-State RBERN and JL BOCES is hosting Regional NYSESLAT scoring for its component districts. Regional scoring is focused on the writing part of the NYSESLAT. All registrants will be required to stay at the regional scoring site until all tests have been scored. If you think you should have been invited, please contact your ESL Coordinator.
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NYS LANGUAGE RBERN AT NYU
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For information on all NYU Language RBERN at NYU workshops and
professional development opportunities, please be sure to
What Suggestions You Can Give to Your Children to Use Chinese Language in the Classroom to Help Learn Content (English and Chinese)
May 18, 2019
Location: Queens Flushing Library
Audience: Parents and Students
Walk-ins welcome
May 29, 2019
Effective Home Language Arts Instruction in the Chinese HLA Classroom
Location: New York University
Audience: Chinese Language - Bilingual Teachers
Registration coming soon.
May 31, 2019
XXVIII Symposium on Children's and Young Adult Literature
Location: Cervantes Institute
Audience: Bilingual Spanish Teachers
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NYC REGIONAL RBERN AT FORDHAM
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For information on all Mid-State RBERN workshops and professional
May 22, 2019 - Social Emotional Institute. Social Emotional Learning:Supporting Multilingual Learners/Immigrant Students and Families.
This interactive session will provide teachers with some background knowledge and tools to support ELL/MLLs in classrooms and develop strategies to use throughout the school year. These tools will also prepare and inspire other students who may witness their classmates’ difficulties in a new country. Our focus includes learning to be sensitive, respectful and supportive in any school environment. We will create an understanding for establishing inclusive classrooms for immigrant students and their peers and provide interactive examples for classroom use by analyzing student profiles; role-play, group activities and planning for a Culturally Responsive Classroom while addressing the social-emotional needs of ELLs/MLLs. Audience: ENL, bilingual, content area teachers, administrators, counselors, social workers, parent coordinators working with newcomers and immigrant students at the elementary, middle and high school levels. Fordham University, Walsh Library, Flom Auditorium ,Rose Hill Campus, Bronx, N.Y. 8:30 a.m. - 3 p.m.
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RBERN WEST AT ERIE 1 BOCES
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For information on all RBERN West workshops and professional
May 15th | Wednesday
9:00 AM EDT
Erie 1 BOCES, Building A, A-4 Meeting Room
355 Harlem Rd West Seneca 14224
June 5th | Wednesday
9:00 AM EDT
Erie 1 BOCES, Building B, B-1 Meeting Room
355 Harlem Rd West Seneca 14224
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