OCDE Project GLAD®

Preschool GLAD® Overview

Preschool GLAD® is about creating a rich environment of language, ideas and concepts. Preschool, Transitional Kindergarten, and Kindergarten students engage in learning at their own entry points and are given multiple ways to respond. This model fosters a success-based, interactive environment that stresses cross-cultural respect and sensitivity and that values the family, community, and language of the child. Intentionally creating language-rich environments for our early childhood emergent bilingual students takes time and effort. Preschool GLAD® engages participants in thinking about how children learn language and introduces successful research-based strategies for creating a language-rich setting that is alive with words, aloud with language, and results in language-rich learning.

Preschool GLAD® Offerings

Saturday, February 6, 2021, 9:00 am – 1:00 pm MST (virtual)
Getting the Most Out of the Preschool GLAD® Narrative Input Chart While Teaching Remotely or In-Person

The Preschool GLAD® Narrative Input Strategy is a powerful tool for early oral language development of our youngest learners. Come see how you can make the most of this strategy by extending it into independent learning centers through story matching and reconstructing the narrative story, the oral sentence patterning chart, the ABC Chant, and the Picture File Sort. This is a great match for early childhood educators (PK-1) who are new to Preschool GLAD® or are already trained in the model. This will be a working session and is applicable to teachers teaching remotely as well as those in schools with students.The Preschool GLAD® Narrative Input Strategy is a powerful tool for early oral language development of our youngest learners. Come see how you can make the most of this strategy by extending it into independent learning centers through story matching and reconstructing the narrative story, the oral sentence patterning chart, the ABC Chant, and the Picture File Sort. This is a great match for early childhood educators (PK-1) who are new to Preschool GLAD® or are already trained in the model. This will be a working session and is applicable to teachers teaching remotely as well as those in schools with students.

Cost: $125 per person 
To register click here.

Customized Early Childhood GLAD Offerings (virtual)

Our trainer team will customize virtual sessions based on the needs of your teachers. This includes targeting specific strategies that will support your students in virtual or in-person instruction. Contact Lisa Meyer at lisa@dlenm.org to find out more information.

Topic Ideas: Using Chants to Build Oral Language

Building Vocabulary through Preschool GLAD

Tips for delivering virtual instruction to early learners

Cost: 90-minute virtual session for 3-15 participants = $950

90-minute virtual session for 16-50 participants = $1,650.00

Contact Lisa Meyer at lisa@dlenm.org to find out more information.

Five-day Preschool GLAD® Training (in-person, currently on hold until districts are able to support in-person training—currently scheduling for fall 2021)

This training includes one day of theory, research, and strategies to prepare teachers for the four-day classroom demonstration. Teachers see the strategies in action with students, plan their own upcoming unit, and deepen their understanding of language development and the needs of language learners. The classroom demonstration can be offered in English or Spanish.

Early childhood teachers have loved this training! They repeatedly tell us that the strategies are practical and engaging for students, and they see strong gains in vocabulary and language development. Preschool GLAD® is not a curriculum. It works with current pacing and unit guides already in place in the district or can support teachers in developing their own.

Cost: $850 per participant

Contact Lisa Meyer at lisa@dlenm.org to find out more information.

Annual Project GLAD®  Virtual Summer Institute, June 2021

More information coming soon. You won’t want to miss it!  (For updates, visit dlenm.org.)

Training of Trainers – Trainer Certification 

(Pricing for each tier available upon request.)

DLeNM works in partnership with the National Training Center to guide licensed teachers who have already completed the Tier I Foundations training through the Tier II and Tier III Training of Trainer processes to become OCDE Project GLAD® Agency Trainers. To complete both tiers typically  the Training of Trainers process It usually takes from 1 to 2 years to complete the Training of Trainers process and is done in a team of two to four educators.

For more information, or to schedule an OCDE Project GLAD® training for your school or district, please contact us at gladinfo@dlenm.org

History of Project GLAD®

Project GLAD® started in Fountain Valley, CA more than 35 years ago with a group of educators who were tasked to support a classroom of students who were newcomers — refugees whose primary language wasn’t English.  With minimal resources, collaborations with researchers skilled in second language acquisition, the brain, primary language, reading and writing were sought. Almost 10 years later, Project GLAD® developed into a version of what we know today.

Acknowledged by both the federal and state of CA department of education, the model received funding to be launched nationally, coming to Orange County Department of Education (OCDE) and the National Training Center (NTC) being born.  Today, we remain responsive to meeting the needs of educators and students. Committed to high quality implementation and sustainability, the NTC continues to work in collaboration with educational agencies to ensure students remain the first priority.

A Powerful Partnership

We are proud to share a partnership with the National Training Center as a Project GLAD® Regional Training Center.  Together, we have a commitment to serve language learners in their academic, linguistic, social, and civic lives. Together, we engage in culturally and linguistically responsive practices that build multiliteracy and multiculturalism.