Dr. Yacovodonato Educational Consulting

Dr. Yacovodonato has developed a reputation for delivering exceptional services.

Dr Y with teacher team

Dr. Yacovodonato offers the following
high-quality services:

Dr Y reflective coaching with students

Reflective Coaching and Job-Embedded Training

Using reflective coaching and job-embedded training approaches, Dr. Y addresses the specific instructional needs of teachers in campuses serving Emergent Bilinguals. The coaching is intended for teachers in transitional bilingual programs, dual language programs, CBLI content-based or pull-out programs, and secondary schools.

Dr Y delivering professional development

Professional Development

While Dr. Y’s workshops cover a wide variety of topics and are directed to teachers, specialists, coaches, and administrators, they have a common goal: the improvement of the academic and linguistic performance of EBs in all grade levels. Dr. Y is an experienced presenter who can adapt the content of the workshops and the delivery to any audience. Although Dr. Y has an extensive workshop portfolio, he can customize those workshops to the specific needs of a school district or a campus.

Dr Y technical assistance with educators

Educational Technical Assistance

In a collaborative and coordinated approach, Dr. Y offers educational technical assistance to school districts to facilitate change and to build capacity for administrators and teachers to ultimately improve the academic and linguistic outcomes of EBs. This service is provided at the district level or at the campus level.

Dr. Y is a Practicioner!

Dr. Yacovodonato has developed such strength in over 25+ years of successful teaching and administration experience with EBs in public and private schools.  Dr. Y has developed a reputation for delivering exceptional consulting and services to improve the effectiveness and efficiency of PreK-12 education of EBs.

Dr Y teaching small group

We Specialize In:

Frequently Asked Questions

Yes, we do. We are experts in second language acquisition theories and practices, and we are constantly up-to-date with new research in this field of knowledge. We offer a CBLI Overview Workshop that serves as an introduction to this approach. If you want to go deeper in the 4 CBLI elements, we have a workshop that focuses on Culturally and Linguistically Sustaining Practices (CLSP) and Second Language Acquisition Hypotheses. Finally, we offer a workshop that focuses on Instructional Methods and Diversified Support. Call us for more details.
Because our services are customized to your school district or campus needs, first we need to meet (in person, remotely, or by phone) to discuss your specific needs. To make a more accurate quote, sometimes, we also review teachers’ and students’ data, your bilingual model implementation, and short-term plans. Contact us if you need a quote.
The content, delivery, and length of our workshops can be customized to the specific needs of your district. For example, the same workshop can be adapted to be presented during teachers’ PLCs (45-60 minutes), after school during a faculty meeting (1-2 hours), in the morning or in the afternoon only (3 hours), or during a professional development day (6 hours).
All our workshops can be delivered in person (face-to-face) or remotely (virtual).
We deliver our workshops customized to your needs. For example, we have delivered workshops after school hours (4:00 - 7:00 pm), before instructional time (6:30 - 7:30 am), on Saturdays (8:30 - 3:30 pm or AM only, 8:30 - 11:30 am). Contact us to discuss the delivery options available for your needs.
We have an extensive portfolio of workshops for secondary teachers. We have learned from our experience that it’s better to customize and deliver secondary workshops per content area. Our portfolio for secondary teachers is divided in General Workshop, ELA, math, science, and social studies workshops. Our newest workshops target CTE (Career and Technical Education) teachers.
The first step in our reflective coaching is to analyze teachers’ practices through structured clinical classroom observations. Next, we examine teachers’ lesson plans and review instructional artifacts created by teachers and students. With this data we create a coaching plan that is tailored to the teachers’ identified needs.
If requested, model lessons are included as part of the teachers’ capacitation as well as the delivering of instruction in a co-teaching approach.
We help those teachers in multiple ways. For example, we train them in the essentials of dual language models and encourage them to start using some of those essentials, such as color coding by language of instruction. We demonstrate for them, for instance, the creation and use of traveling bilingual anchor charts, bilingual content word words, and cognates. An area that we heavily work with these teachers is in the use of strategies for cross-linguist connections.
Yes. We have helped districts develop a dual language curriculum based on the type of immersion model they have selected. For districts that already have a dual language implementation, we have enhanced their curriculum and the actual implementation of the program.
Implementing dual language immersion programs is one of our specialties. We have designed and planned the replacement of subtractive bilingual programs, as the early- and late-exit transitional programs, with additive models, such as one- or two-way dual language immersion programs. Contact us if you want to hear the details of the replacement process.