Past Conferences

Friday, October 14
10:15 am - 1:15 pm

Assessment Equity for ELLs and ELLs with Disabilities (pre-registration required)
Dr. Lynn Shafer Willner, Dr. Margo Gottlieb
Students are the center of our educational universe, yet where is their agency and voice? Teachers are to act as assessment leaders and decision-makers, yet do they have the opportunities to do so? And administrators are to ensure that schools are linguistically and culturally responsive, yet have they taken steps to ensure advocacy and equity? In this session, we share new approaches to envisioning assessment as language learning, for language learning and of language learning for ELLs and ELLs with disabilities. As a result, you will be able to consider different options for reshaping your local assessment practices to ensure that multiple voices contribute to the description and documentation of student performance.

Designing for Engagement: Media Tools and Playful Technologies in Language-Rich Learning Ecologies (pre-registration required)
Dr. Meagan Rothschild, Jon Nordmeyer
Game-based learning, multimodal literacy, STEAM, makerspaces… the educational field is awash with approaches claiming engaging experiences that promote college and career readiness. But selecting those that facilitate rich interactions with academic language can be challenging. Moving away from categorizing technology tools as “good” or “bad”, participants in this extended session will investigate questions of “what for?” Through guided exploration, participants will critically evaluate a variety of media approaches, identifying opportunities to support language development. The outcome will be a sample design plan that brings individual tool and activity selections together in an intentionally designed learning ecology. 

Establishing a Collaborative Culture of Learning through FLA Practices (pre-registration required)
Dr. Jennifer Daniels, Margot Downs
Participants will engage in reflective learning about formative language assessment (FLA) practices through small group discussions and experiential learning. Topics include analyzing features of purposeful language use, fostering language-rich learning environments, and establishing strategies to elicit evidence of learning grounded in language-focused success criteria. They will leave with resources to support next steps in developing FLA practices that support student language growth and teacher collaboration.  
Participants will engage in an academic conversation about the profession of teaching that will serve as an experiential model for planning formative language assessment. Through small group guided discussions, video observation, discussion role cards, and carousel concept building, they will develop a knowledge base of effective FLA practices.

Friday, October 14
10:30 am - 11:45 am

Advancing English Learners Academic Language Development and Achievement in Writing!
Sarah Serrano, Janel Sax
Track: Assessment
This session will focus on the analysis of student writing using a unique data gathering tool to plan differentiated next steps to accelerate language development in student writing. Participants will have the opportunity to collaboratively analyze student work using the data gathering tool. They will describe the writing using WIDA Performance Definitions, specifically addressing where students are in the development of language and the affects of cross-linguistic transfer.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Los Podemos: Tools for Supporting Spanish Language Development
Alissa Blair, Lorena Mancilla
Track: Bilingual/DLLs
This bilingual session introduces participants to Los Podemos, a new resource developed by WIDA for emergent bilinguals in grades K-12. Los Podemos are grounded within the WIDA Standards Framework for Spanish language development. Participants will have opportunities to practice using Los Podemos to analyze examples of student-produced texts and discuss how to differentiate instruction for emergent bilinguals.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Creative Collaborations: transforming resources for language development
Katherine Musselman, Holly Niemi, Renee Christman
Track: Collaboration
This session explores ways to creatively galvanize existing school and community resources to actively engage ELLs in the educational process. Participants will be guided through a myriad of examples demonstrating effective methods of transforming resources into best practices. The examples utilize social supports spanning students, parents, educators and community involvement to invoking regional resources that will employ school and community partnerships to bolster learning and enhance social engagement for ELLs.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Strengthening the Core: Improving Literacy Outcomes for English Language Learners
Mary Morgan, Theresa Magpuri-Lavell
Track: Domains
This session will address a literacy initiative in a large urban school district with the goal of improving instruction for students in grades K-3. Participants will learn how research-based assessments and strategies taught in the project are being used with ELLs to improve literacy outcomes.
Audience Level: Elementary School
Level of Familiarity: Level 2: Deepening understanding

Promising Practices Part II: Instructing Dual Language Learners
Tricia Blanco
Track: Early Years
This session will focus on promising practices participants can implement in order to best instruct young DLLs within a culturally and linguistically responsive setting. Participants will be involved in an inquiry based approach for reflection around their current practices and needs. Additionally, participants will identify several actions they can put into practice immediately in their early care and education setting.
Audience Level: Early Care and Education
Level of Familiarity: Level 2: Deepening understanding

Our English Learners, Not 'Your ESOL Kids:' Effective ESOL Programs
Jennifer Kevorkian
Track: Leadership
How do educators respond effectively when there is a need for a new ESOL Center at a school or when there is a need to revamp a program? How can we ensure that English Learners are included in the full academic life of the school? This session provides participants with a method to identify stakeholders, resources, and desired outcomes as they plan, implement and evaluate school-based ESOL programs.
Audience Level: High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Strategies for Supporting and Instructing Newcomer ESL Students
Carlos Oliveira, Emily Lewis, Yeny Williams
Track: Migrant/Refugee/Newcomer
Help! I have a Newcomer ESL student…Where do I start? Through an interactive and collaborative format, presenters will ease your fears by sharing strategies to help you adjust to having a non-English speaker in your classroom. Participants will brainstorm and share how to implement these strategies into their own setting. Finally, Participants will leave with a toolkit designed specifically to help them meet the needs of Newcomer ESL students.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

Assessing Effective ELL Programming - Identification to Exiting Students
Darcy Budnik, Ruth Hoenick
Track: Policy & Initiatives
With ELL student enrollment increasing, this session will explore an assessment process that analyzes a school/district’s ELL Program including the identification process, instruction and assessment, resources, and educator professional development. The process utilizes a comprehensive framework that will clearly identify strengths and weaknesses leading to a final program development plan. Participants will understand a framework for using data to support decision making leading to successful ELL Programs.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

A CAN DO Approach to Improving EL Outcomes Through Coaching
Ayanna Cooper, Ed.D., Diane Staehr Fenner, Ph.D.
Track: Professional Development
Recognize the need to develop coaching conversations between teachers and evaluators to improve outcomes for English learners (ELs). Discuss four principles of an inclusive coaching framework and learn how the principles can support inquiry-based discussions. Learn how to effectively communicate and discuss what they CAN DO so that student achievement for ELs becomes a necessary part of the teacher coaching and evaluation process.
Audience Level: Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Developing Additive Bilingualism Perspectives and Practices in ESL Programs
Suzanne Wagner, Tamara King
Track: Sociocultural Context for Learning/Equity/Equality
This session provides pertinent research and information about the importance of additive bilingual school and classroom environments. Participants will learn specific ways to utilize their EL students’ bilingualism and multiculturalism within their current program models. They will learn strategies to replace classroom translation with effective primary language support and will learn innovative ways to connect parents to classroom activities so that the parents become primary language models and teachers.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Supporting Academic Language Development in the Secondary Mathematics Classroom
Meg Rowe, Whitney Danner
Track: STEM
Two secondary mathematics educators share classroom strategies for implementing academic language into mathematics content. Strategy descriptions, student examples, and hands on demonstrations and activities will be used. The goal of the presentation will be to show how powerful the partnership between language development and mathematics content can be for both ELLs and non ELLs.
Audience Level: Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Miracle Wedding Planner: Marrying content and language through lesson planning
Marina Dewees, Signe Nelson
Track: Teacher Resources
Teachers of ELLs are responsible for creating learning experiences that not only achieve grade-appropriate content standards but promote rapid language acquisition.  And, these experiences must be accessible to learners at all stages of proficiency. We draw on multiple resources to meet the challenge of planning lessons that integrate content and language and allow for differentiated delivery. This approach to planning and implementation maximizes instructional efficiency and student satisfaction.
Audience Level: Elementary School; Middle School; High School; Higher Education
Level of Familiarity: Level 2: Deepening understanding

Friday, October 14
1:00 pm - 2:15 pm

Evaluating academic writing proficiency: lessons from the test and beyond
Mark Chapman, Stephanie Gibson, Meg Montee
Track: Assessment
This interactive session will focus on how to evaluate ELLs’ writing proficiency in a K-12 school context. Building from how students’ written language proficiency is evaluated on WIDA ACCESS for ELLs, participants will learn about key features of written language that help differentiate between the proficiency levels defined in the WIDA Performance Definitions. Recognizing these key features of written language is important not only in the testing context but also in the classroom. The presenters will discuss several authentic samples of ELL written language and highlight the linguistic features that distinguish between the proficiency levels. Participants will take away a better understanding of how to identify developing levels of written language proficiency in a school context that may be applied to the classroom and potentially used to support the instruction of writing skills.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: All

Strategies for Developing a Successful Research-Based Dual Language Program
Teddi Predaris
Track: Bilingual/DLLs
This session provides research-based practical strategies for developing and implementing successful dual language programs. Participants will learn about guiding principles for successful programs based on current research included in a new U.S. Education Department study and practical experience with Syracuse City School District. Attendees will participate in a program self-assessment and be provided with a dual language program planning tool that can be used to develop and enhance programs.
Audience Level: Elementary School; Middle School; High School; Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

Changemakers: Leveraging Teacher Leadership & Collaboration for Program Improvement
Jennifer Hamilton, Katie Philipp
Track: Collaboration
Teacher leaders are more than just a buzzword; they are changemakers in our schools. In this presentation we will share strategies to leverage teacher leadership, improve stakeholder collaboration, and build teacher capacity through the formation of a district-level PLC. Presenters will share frameworks/resources for facilitating teacher contributions to district-level initiatives via collaborative curriculum writing opportunities. Participants will leave with ready-to-implement strategies for enhancing teacher leadership in their own districts.
Audience Level: Middle School; High School
Level of Familiarity: Level 1: Awareness building

Unique PD Tools for Advancing ELLs’ Mathematics and Language Development
Galina Jmourko, Rodrigo Gutierrez
Track: STEM
The session includes activities from a yearlong professional development aimed at developing mathematical discourse and the language of mathematics for ELLs. Participants will learn about professional development experiences and structures that support teacher education, collaboration, and integration of language-based instructional tools appropriate for ELLs, emphasizing both the WIDA Standard of the Language of Mathematics and the Common Core State Standards for Mathematics.
Audience Level: Elementary School
Level of Familiarity: Level 2: Deepening understanding

Understanding, Designing & Creating Academic Discussion with ELLs
Milagros Bravo, Ania Figueroa, Carlos Rojas
Track: Domains
Engaging students in meaningful academic discussions to demonstrate their knowledge can be daunting. Join us to learn the theory and process behind designing instruction and integrating strategies that will fortify lessons with authentic and extended conversations. Develop students’ content understanding and vocabulary through conversations, discussions, debates and other oral interactions by building students’ independence in facilitating their own academic discussions.
Audience Level: Elementary School; Middle School
Level of Familiarity: Level 2: Deepening understanding

WIDA Guiding Principles of Language Development for DLLs in PreK
Delis Cuellar
Track: Early Years
Audience members will gain an in-depth understanding of WIDA Guiding Principles of Language Development for Dual Language Learners in PreK Settings. Participants will be presented with easy to understand, research-based, explanations for the principles as well as practices to improve their implementation in early education settings. Participants will be guided to reflect on their work with dual language learners and to create a plan to implement suggested strategies.
Audience Level: Early Care and Education
Level of Familiarity: Level 1: Awareness building

Graduating Global Ready Students with a Language Advantage
Ivanna Anderson, Ann Marie Gunter, Helga Fasciano
Track: Leadership
Graduates need to have language skills that ensure they are College & Career Ready for a globalized world. Come learn about the policies, research and resources that support North Carolina’s initiatives to give all students language advantages. The impact of dual language/immersion programs will be shared, along with leading-edge language instruction models and the Global Languages diploma endorsement – all of which help ELLs and DLLs become global citizens.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

Engaging Newcomers in Language and Content Education in Lawrence, MA
Sarah Ottow, Allison Balter, Lindsey Mayer
Track: Migrant/Refugee/Newcomer
Come hear the story of how we built Lawrence High School’s 9th Grade Academy ENLACE (Engaging Newcomers in Language and Content Education). We will share the work of our Newcomer/SLIFE ELLs and their teachers in this engaging session. You will learn about our content-based ESL curriculum design, embedded professional learning structures and family and community engagement strategies as we move into the second year of this new school within-a-school.
Audience Level: High School
Level of Familiarity: Level 2: Deepening understanding

Preparing for State Auditing of ESL Programs
Jennifer Bishop
Track: Policy & Initiatives
Going through a program monitoring visit or audit can be a scary and daunting task! This session will offer participants tools to prepare for an upcoming audit or a program evaluation including documenting procedures and the progress monitoring of students. Participants will receive blank documents and charts that they can take back to their district and use.
Audience Level: Administrative
Level of Familiarity: Level 2: Deepening understanding

Being a Connected Educator: Developing a Robust Personal Learning Network
Maggie Essig, Michele Yanong
Track: Professional Development
EL/Bilingual practitioners may feel like isolated islands in a sea of general education staff members. All educators need peer-to-peer interactions and reciprocal investments in order to grow and develop. Connected Educators have a robust Personal Learning Network (PLN) comprised of people, organizations, and resources to interact with and learn from. Explore how to develop a PLN that is personalized to fit your schedule, learning style, and area of interest.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

Starting your Journey on Becoming a Culturally Responsive School
Amy Melik
Track: Sociocultural Context for Learning/Equity/Equality
Participants will briefly examine themselves and how their personal belief systems impact teaching and learning by experiencing numerous activities which can be used toward closing the achievement gap. Strategies, lessons, videos, and articles will be incorporated, offered, and discussed during this dynamic session. Participants will walk away refreshed with novel ideas ready to meet the professional development needs of staff, students, and families in their school or district.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

Visual Notetaking for Educators
Wendi Pillars
Track: Teacher Resources
Amazing what stick figures can do for you and your students' learning and thinking! Come experience edu-sketching firsthand: learn what it is, tips and techniques you can use in your classroom the very next day, and why your brain thinks visuals matter. You'll walk away with tons of ideas, but most of all, the confidence to give it a go, regardless of artistic ability!
Audience Level: Elementary School; Middle School; High School; Higher Education; Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Friday, October 14
2:45 pm - 4:00 pm

Evaluating academic oral language proficiency: lessons from testing and beyond
Mark Chapman, Stephanie Gibson, Jing Wei
Track: Assessment
This interactive session will focus on how to evaluate ELLs’ oral language proficiency in a K-12 school context. Building from how students’ oral language proficiency is evaluated on WIDA ACCESS for ELLs, participants will learn about key features of oral language that help differentiate between the proficiency levels defined in the WIDA Performance Definitions. Recognizing these key features of oral language is important not only in the testing context but also in the classroom. The presenters will discuss several authentic samples of ELL spoken language and highlight the linguistic features that distinguish between the proficiency levels defined in the WIDA Performance Definitions. Participants will take away a better understanding of how to identify developing levels of oral language proficiency in a school context that may be applied to the classroom and potentially used to support the instruction of spoken language skills.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: All

Changing Perceptions, Changing programs: How one District shifted from Transitional Bilingual Education to Dual Language Districtwide
Rocio Del Castillo, Kristina Davis
Track: Bilingual/DLLs
Learn how one school district is changing its approach to teaching Latino bilingual students by promoting bilingualism, biliteracy and bicultural education through Dual Language. This session will provide an overview of current research regarding the specific nuances associated with implementing a Dual Language Program districtwide. Attendees will leave with ideas, strategies and resources to consider when leading a school district through this change.
Audience Level: Elementary School; Middle School; Administrative
Level of Familiarity: Level 1: Awareness building

Supporting School Leaders, Supporting English Learners
Stephanie Cagle, Laura Grisso
Track: Collaboration
School leaders, including teachers, principals, and district leaders, make decisions and develop initiatives and services that impact English Learners. To make appropriate decisions and develop effective initiatives, leaders must understand the unique learning needs of ELs. This interactive presentation demonstrates a model used to support leaders in understanding and using WIDA’s framework to analyze academic and linguistic achievement data and existing services to develop an action plan to support ELs.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

Utilizing Writing Frames to Increase Writing Output and Clarity
Lisa Rose Johnson
Track: Domains
Do you have students that struggle with the structure of writing? This session will help you to understand and how to implement research based methods to improve writing. During the sessions participants create writing frames so that students have models to write and will be able to replicate these frames to improve their own practice.
Audience Level: Elementary School; Middle School; High School; Higher Education
Level of Familiarity: Level 2: Deepening understanding

Facilitating Quality Inclusive ECE Environments and Effective Instructional Practices
Claire Tredwell, Ph.D., Catherine Lyons, Ph.D.
Track: Early Years
This session will address strategies, standards, and the classroom environment for early childhood educators in advancing language development for dual language learners with and without disabilities. Emphasis is placed on the contributions and assets that dual language learners bring to a collaborative team effort among families and educators. Participants may use this session information to support inclusive environments and to build strong relationships with dual language learners and their families.
Audience Level: Early Care and Education
Level of Familiarity: Level 2: Deepening understanding

EL Program Design in a Rapidly Changing Landscape
Darina Walsh, Karen Kleiber, Richard Pollio
Track: Leadership
The landscape of many districts is changing. Districts must respond and adapt quickly to shifting demographics, federal and local policy guidance and priorities. Participants will learn how a division is leading large-scale change in an agile way to implement the WIDA ELD standards, enhance English Learner programming, build newcomer supports, and provide comprehensive professional development.
Audience Level: Administrative
Level of Familiarity: Level 1: Awareness building

The ACCESS Trajectory: A Data-driven Method for Tracking Language Acquisition
Patrick Rich
Track: Policy & Initiatives
Denver Public Schools has developed the “ACCESS Trajectory”, which charts the expected proficiency path to English language acquisition. Participants for this interactive session will learn Denver Public Schools’ process and rationale for setting year-by-year expectations for English Learners’ (ELs) language acquisition. The session will also cover how the Trajectory is applied in goal-setting for the district and schools, as well as how it can be used to focus supports.
Audience Level: Administrative
Level of Familiarity: Level 1: Awareness building

Applying the Language Development Pathways with Middle School Students
Cynthia Lundgren, Ruslana Westerlund
Track: Professional Development
This workshop presents the WIDA Language Pathways pilot study in collaboration with Denver Public middle school teachers. The teachers will share instructional materials for using genre-based instruction around the Key Uses. Teachers share their shifts in thinking and planning as well as students' responses. Participants will develop a better understanding of how genre-based approaches can be used and share ideas for their own classroom applications.
Audience Level: Middle School
Level of Familiarity: Level 1: Awareness building

Meeting the Needs of Diverse Students in the Classroom
Kirsi Laine
Track: Sociocultural Context for Learning/Equity/Equality
As educators, we must seize opportunities to help student reach their potential. The school environment can be conducive to student learning when we hold high expectations for all students and effectively use instructional tools in the classroom. Through questioning, participants will collaboratively reflect on instructional practices in the various classroom scenarios presented as well as on reaching all learners on their terms.
Audience Level: Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Aligning CCRS Math Standards with WIDA ELD Standards
Debbie Baeder, Michele Lee, Susan Penton
Track: STEM
Presenters will model strategies for developing an academic language community in the classroom, promoting English language support and focusing on mathematics. Session participants will learn how to develop lessons aligning CCRS Math Standards and WIDA ELD Standards. This session supports math content teachers, who will be able to implement these strategies in the classroom, and EL specialists providing district-level professional development with content area teachers in their school systems.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Achievement for All Students through ESL/SPED Collaboration and Outreach
Lauren Harrison, Maryann MacDougall
Track: Students with Disabilities
Problem-solving for DLLs/ELLs who have or might have disabilities requires collaboration and outreach to stakeholders from across disciplines and at multiple levels to implement best practices based on current research. An ESL teacher (WIDA Master Cadre) and speech and language pathologist share how their integrated preschool team merges this expertise and reaches out to promote achievement for all students. Take away collaborative ideas and resources for your own setting.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 2: Deepening understanding

Next Generation ESL: A Statewide Model for Standards-Based, Language-Driven Curriculum
Fernanda Kray, Kellie Jones, Meaghan Brennan
Track: Teacher Resources
Participants will be introduced to the Massachusetts “Next Generation ESL Curriculum Project,” including its cross-disciplinary Collaboration Tool, fourteen K-12 ESL model units, and a comprehensive Curriculum Resource Guide. The project offers a model to operationalize WIDA standards and WIDA’s new Key Uses of Academic Language. Participants will learn about how districts are benefiting from this model, and will understand how to adapt the same in their own districts.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Friday, October 14
2:45 pm - 5:45 pm

Making the Most of Our Time Together: Understanding and Supporting Migrant ELLs (pre-registration required)
Maureen Keithley, Tracy Halpin Jay, Terry Richard, Nathan Williamson
English language learners (ELLs) are a significant portion of the migrant student population across the United States.  These "Children of the Road,” as they are sometimes called, are the sons and daughters of migratory farm workers. Moving from school-to-school, often times across multiple states, these students’ acquisition of English and content knowledge are impacted by repeated interruptions, immersion in unfamiliar surroundings, and constantly changing curricula. In order for migrant ELLs to attain the high standard expectations for all students, an understanding of the unique needs inherent in their mobile lives and intentional educational practices must be implemented.
In this extended session, participants will collaborate to explore and practice the identification of migrant ELLs and a variety of academic language support practices possible in traditional classroom settings, as well as summer programs. 

Abriendo Puertas: Translanguaging Practices and Pedagogy (pre-registration required)
Dr. Mariana Castro, Dr. Alissa Blair, Dr. Nelson Flores, Dr. Luiz Poza, Dr. Susana Johnson, Lorena Mancilla
During this interactive session, participants will hear from four researchers who have worked with students, their families and their educators to better recognize and understand how translanguaging practices can change the way they approach the teaching and learning of emergent bilinguals. Participants will discuss the use of translanguaging as a tool to providing access to content learning through the analyses of videos, student work and vignettes.  Finally, facilitators will share specific strategies that participants can apply and integrate in their practice to take advantage of translanguaging as a tool in pedagogy.  The symposium will include the development of a plan for participants to leave with specific next steps related to the recognition and leverage of translanguaging practices.

Participants will: 
1.    Explore literature and research related to translanguaging 
2.    Analyze uses of translanguaging by students, families and educators 
3.    Discuss application of translanguaging-based strategies in their practice 
4.    Develop a plan for supporting students' translanguaging in their classrooms/schools

 

Co-Teaching: Meeting the Needs of English Learners in Mainstream Classrooms (pre-registration required)
Holly Porter, Lisa Drangsholt, Julie Ignacz
Our district has successfully supported English Learners for the past 8 years through co-teaching. Participants will be provided background about how we got started, data about English Learners’ achievement, research-based methods, and strategies for co-teaching in mainstream classrooms. This interactive learning session will include videos, small group protocols and discussions, individual planning for action, and “learning by doing” strategies that can be applied to a co-taught classroom.  It is designed for general education teachers, English language acquisition specialists, administrators, and instructional leaders in the K-12 setting. 
Upon completion of this session, participants will:

  • Learn a common definition for co-teaching; 
  • Understand the benefits of co-teaching; 
  • Know and describe co-teaching delivery methods;
  • Understand the role that personality plays in a co-teaching partnership; 
  • Determine the essential components of an effective co-planning session, and 
  • Communicate the “value added” in co-teaching for English learners 
  • Create a plan for implementing co-teaching in their setting

Friday, October 14
4:30 pm - 5:45 pm

Formative Assessment and ELs: A Collaborative Tool
Sydney Snyder, Daniela DiGregorio
Track: Assessment
This session will provide a rationale for why the use of formative assessments is essential in supporting ELs’ language development and academic achievement. Session participants will have an opportunity to learn about several formative assessment strategies, discuss how formative assessments can be used to support collaboration among educators, and plan for how they might use formative assessment to engage ELs in thinking about their own learning.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Personalized Learning for Emergent Bilinguals: Their Paths, Their Futures
Jaclyn Moreno, Ashley Painter
Track: Bilingual/DLLs
Often when students have low scores in math and literacy their school experience narrows - often spending time in intervention groups and rereading the same low interest leveled texts over and over. The opposite needs to happen; language learners need a broadening of their school experience driven by their interests and passions. Come to this session to learn how personalized learning achieves this broadening and accelerates academic and linguistic growth.
Audience Level: Elementary School; Middle School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Research to Practice and Back Again: A Sheltered Instruction Partnership
May Hara, Sara Hamerla
Track: Collaboration
How can institutions of higher education and school districts work together to strengthen sheltered language instruction? We share a model for a university-district partnership establishing sheltered instruction “model” classrooms in a diverse, urban district. We explain the origins and structure of the partnership, provide video data from dual immersion, sheltered English, and English language development classrooms, and provide participants with opportunities to discuss applicability in their own districts.
Audience Level: Elementary School; Middle School; High School; Higher Education; Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Deep Reading and Argumentation: Scaffolding Instruction of Informational Texts
Donna Sharer, Pauline Cheung
Track: Domains
Deep reading and argumentation require students to simultaneously incorporate four language domains. Tools and strategies for scaffolding reading, writing, speaking and listening will be modeled with a primary source based informational text. Participants will work collaboratively applying the tools and strategies to prepare an informational text for middle and high school students.
Audience Level: Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Supporting Young Dual Language Learners: Standards-Based Language
Mark Chapman, Patricia Blanco, Ahyoung Alicia Kim, Meagan Rothschild
Track: Early Years
WIDA has developed the Language Preview, a suite of Early Years formative language assessments to be used during the first 30 days of dual language learners’ entry to an early care and education program. Attendees will learn how the assessment is grounded in the theoretical framework of WIDA Early English Language Development Standards and about the design and research-based development of the Language Preview. Participants will take away some ideas on how to assess young dual language learners in culturally and linguistically responsive ways.
Audience Level: Early Care and Education
Level of Familiarity: Level 1: Awareness building

Finding Our “Perfect Match” Through Collaborative Program Re-Design
Mandi Sersch, Chris Dahlk, Mary Emerich
Track: Leadership
Explore how a 4K-12 school district implemented a data-driven, research-based, collaborative ESL/bilingual program evaluation and re-design process called “A Perfect Match” (developed by the Illinois Resource Center and WIDA). Attendees will understand the ideas behind the process, successes and challenges, outcomes, and next steps for improving service delivery for English learners. Participants will be inspired to use data and research to inform their own collaborative program evaluation and re-design process.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

ELL Differentiation Tool: 21st Century Resource for 21st Century Instruction
Linda Long, Anne Scoufalos
Track: Policy & Initiatives
The Every Student Succeeds Act (ESSA) continues the federal mandate that states have English Language Development (ELD) Standards corresponded to state academic standards. This session will detail Pennsylvania’s approach to help educators achieve a thorough understanding of ELD Standards and effective strategies for content differentiation. The ELL Differentiation Tool, an innovative web-based resource developed to support implementation of ELD Standards by content-area instructors, will be highlighted.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Building Capacity with Nashville's Intentional Professional Learning Design
Melissa Bentley, Amanda Nelms, Megan Trcka
Track: Professional Development
This session outlines Nashville’s EL Team shifted from traditional professional development to professional learning in a district of 12,000 ELs. Presenters will share how they embedded new instructional EL initiatives (WIDA, Academic Conversations, and Literacy) into their current instructional foci (SIOP and Thinking Maps) and developed an intentional plan focused on building capacity and sustainability. Participants will reflect on their EL plan and collaborate with others to customize their strategy.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

The Silent Subgroup: Assuring Bright Futures for Black English Learners
Ayanna Cooper, Ed.D., Kisha Bryan, Ph.D., Babatunji I. O. Ifarinu M.Ed.
Track: Sociocultural Context for Learning/Equity/Equality - Potential 60 min special session?
This session will address the unique needs of English Learners who identify as Black/African American. The cross section of language, ethnicity, race, access & opportunity as it relates to English acquisition and academic achievement will be discussed. Participants will leave with a deeper understanding of this particular subgroup and specific ways to affirm their identities, teach, and advocate for them within their school communities.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Assessment in the Mathematics Classroom: Establishing Equity for ELs
Cassandra Eatmon
Track: STEM
Participants will learn easy-to-implement techniques for formative and summative assessments for ELs in the mathematics classroom. Participants will see real classroom examples to understand how ELs can show understanding based on WIDA ELD Standards, without relying solely on standard assessment tools. Also discussed will be ways to use this new understanding to advocate for ELs to achieve at high levels with collaborative school teams.
Audience Level: Middle School; High School
Level of Familiarity: Level 1: Awareness building

Supporting Language Learners with Disabilities’ Access to the Key Uses for Academic Language
Lynn Shafer Willner, Cynthia Lundgren
Track: Students with Disabilities
This session provides ideas, models, and processes for differentiating the Key Uses of Academic Language (Recount, Explain, Argue, and Discuss) with struggling learners and/or students with disabilities. Attendees should expect to develop a greater awareness of how to target, differentiate, and provide formative assessment feedback to support the language development of language learners with high incidence disabilities related to print, processing, and speech/language.
Audience Level: Elementary School; Middle School
Level of Familiarity: Level 2: Deepening understanding

Incorporating Differentiated Planning in a Large Urban High School
Carol Irwin, Kathleen Diehl
Track: Teacher Resources
This session outlines a plan for training a faculty to use the WIDA Can-Do Descriptors to improve daily lesson planning and to differentiate assessments for all proficiency levels. From building background to actual classroom practice, this will provide a framework to assist teachers in better serving our EL population. By improving access to grade level content, the outcome should yield increases in EL student achievement!
Audience Level: Middle School; High School; Higher Education; Administrative
Level of Familiarity: Level 2: Deepening understanding