Past Conferences

Thursday, October 13
10:15 am - 1:15 pm

Building on Student Assets and Teacher Assets: Collaborating with WIDA Resources (pre-registration required)
Dr. Andrea Honigsfeld, Jon Nordmeyer
Explore how the WIDA English Language Development Framework can enhance co-planning, co-teaching, and co-assessing to serve ELLs. This session will provide an opportunity for participants to examine the collaboration cycle through the lens of academic language, and connect collaborative practices to professional learning. Participants will leave with tools to initiate new partnerships and deepen existing co-teaching relationships.

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.

Educators & ACCESS 2.0: Building bridges between the test and classrooms (pre-registration required)
Jennifer Norton, Caitlin Gdowski, Anne Miller
Are you committed to making sure students have high-quality assessments? Join staff from the Center for Applied Linguistics in learning about how to assess academic language. You will engage in interactive activities by developing ideas for test item themes and practicing item reviews at different stages of the development process. You will walk away with a better understanding of how to generate assessment items of academic language for use within your classroom.

Thursday, October 13
10:30 am - 11:45 am

Formative Portfolio Assessment in the ESL Classroom
Robin Schell, Rachel Denton, Clara Brown
Track: Assessment
This session will outline a framework for formative portfolio assessment as a supplement to W-APT/ACCESS that affords teachers detailed current information about students’ language development for the purpose of lesson planning. Participants will work collaboratively to develop lesson plans using hypothetical student data from W-APT/ACCESS scores and formative portfolio assessment. Each group will have the opportunity to share their work and insights gained from the session.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Pedagogía con respeto: An Introduction to Spanish Language Development
Mariana Castro, Lorena Mancilla
Track: Bilingual/DLLs
This bilingual session will engage participants in discussions about the linguistic repertoires of emergent bilinguals and how educators can expand these repertoires by infusing academic Spanish through an asset-based approach. Participants will explore the WIDA Spanish Language Development Standards for K-12 and learn how the components promote an asset-based view of students’ language development and proficiency.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Content and Language Partnerships that Foster Student Success in Math
Pamela Holman, Elizabeth Jacobsen
Track: Collaboration
The session will cover differentiation strategies in a Push-In Model for ELs in Math with a focus on Geometry, due to the vocabulary, where a content area teacher delivers content and the ESOL teacher supports acquisition of academic language. The session will distinguish each teacher’s role and participants will experience a set of differentiation strategies that work in a Push-In classroom containing linguistically diverse ELs and General Education students.
Audience Level: Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Come Closer: Nonfiction Close Reading Scaffolds for ELLs
Matt Hajdun, Bianca Nunes
Track: Domains
The Common Core emphasizes close reading as a necessary skill in which students are required to think deeply about complex texts. To perform these rich tasks, ELLs need additional support in understanding critical vocabulary, scaffolds for engaging in-depth discussions and frameworks to synthesize their learning. In this session, participants will take a closer look at effective strategies for close reading of nonfiction texts for a range of students’ English levels.
Audience Level: Middle School; Elementary School
Level of Familiarity: Level 2: Deepening understanding

When Do Apps Really Help Young DLLs: Play to Learn!
Karen Nemeth
Track: Early Years
When does fun equal learning for young DLLs? When they are engaged in playing with high quality, developmentally appropriate mobile and desktop apps. Bring your devices to this session and play to learn what makes an effective, appropriate language learning app.
Audience Level: Early Care and Education
Level of Familiarity: Level 1: Awareness building

Advocating for ELs: Strategies for School and District Administrators
Teddi Predaris
Track: Leadership
This session provides practical strategies for administrators to advocate for English learners (ELs) so that students can reach their full academic potential. Participants will be provided with current research-based strategies for implementing successful programs for ELs. Attendees will use an administrator reflective tool to determine areas of strength and need with advocacy efforts, and will be provided with an action plan development tool that can be used to enhance programs.
Audience Level: Elementary School; Middle School; High School; Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

Best Practices from a Refugee-Focused Community School
Georgia Jones, Anne Miller
Track: Migrant/Refugee/Newcomer
This session will establish a foundation for understanding the difference between a refugee, migrant and immigrant, and will provide participants with a basic understanding of the US refugee resettlement program. Presenters will explain the implications for K-12 educational institutions, and will provide best practices in reaching refugee students academically, socially and emotionally.
Audience Level: Elementary School; Middle School; High School; Early Care and Education
Level of Familiarity: Level 1: Awareness building

¡Sí, se puede! Connecting the Work by Collaborating for Equity
Icela Pelayo, Mayra Valtierrez
Track: Policy & Initiatives
New Mexico’s Public Education Department shares its intentional approach to connecting simultaneous efforts to better serve ELs, culturally and linguistically diverse (CLD) students, and those participating in bilingual education programs. Initiatives already implemented–building regional capacity, creating professional learning opportunities with local partners, and integrating support for ELs through training on the state’s educator effectiveness system–are described. Data from efforts are presented; policy, program, and practical implications are discussed.
Audience Level: Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Implementing Professional Learning Communities for Language Development in Collaborative Classrooms
Janeen Kelly, Laurie Campbell
Track: Professional Development
Participants will develop a new perspective on effective structures for implementation in Professional Learning Communities to ensure that a focus on Academic Language development through content occurs within a co-taught classroom. Participants will understanding how building a community of educators which is focused on student language needs through a cycle of planning, implementing, and reflecting, will accelerate their students’ achievement. Participants will leave with structures and resources to assist them.
Audience Level: Elementary School; Middle School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Promoting the use of home languages in classrooms
Elizabeth Mahon
Track: Sociocultural Context for Learning/Equity/Equality
There are tremendous benefits to using the home languages of students in K-12 classrooms to promote both academic success and positive bilingual/bicultural identities. Participants will practice with instructional activities that bring home languages into mainstream classrooms. Teachers need not be bilingual to participate in the session.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Making Common the Language of Science
Margaret Churchill, Elsa Capote Wajda
Track: STEM
This session will examine activities that develop the language of science across the four domains of listening, reading, speaking, and writing for middle/high school students, with specific focus on WIDA’s Key Uses of Language in explaining. Specific demands of high school bilingual science instruction will be addressed with an emphasis on teaching content and language simultaneously.
Audience Level: Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Using Text-Dependent Questions to Support ELs’ Engagement with Complex Texts
Sydney Snyder, Diane Staehr Fenner
Track: Teacher Resources
This session will provide a rationale for why the use of text-dependent questions (TDQs) is essential in supporting ELs’ engagement with and understanding of complex texts. Session participants will explore what TDQs are and are not, learn strategies for scaffolding TDQs for ELs of varying language proficiency levels, and practice writing three types of scaffolded TDQs to support three different levels of close readings of complex texts.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Thursday, October 13
1:00 pm - 2:15 pm

How to Modify Content Classroom Assessments for ELL Success
Kim Noble Beiderman, Nicole Poletto
Track: Assessment
Classroom teachers are experts in content like Math, Science, and Social Studies, but they are not always experts on how to modify their own assessments. This is where the ESL teacher comes in; this session will help develop this capacity. It will be a hands-on session, with many examples of modifications using WIDA Can-Do Descriptors on real classroom assessments and opportunities for practice to make these modifications.
Audience Level: Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Exploring Ecosystems, Learning Language: From Reports to Explanations
Tracy Hodgson-Drysdale, Holly Rosa
Track: STEM
Presenters will share a science writing unit on ecosystems informed by systemic functional linguistics (SFL). Participants will actively engage in learning to teach science writing that supports content knowledge and language development while enriching the experiences of all students in multicultural classrooms. Participants will acquire strategies and supports to teach language, content and writing applicable to a wide variety of science units across grade levels.
Audience Level: Elementary School
Level of Familiarity: Level 2: Deepening understanding

Bilingualism through schooling: the promises of Dual Language Education
Diep Nguyen
Track: Bilingual/DLLs
Participants will explore the long-term benefits of dual language education to participating students. Based on a recent study, the academic , linguistic and socio-cultural impacts of an effective dual language program on English Learners as well as native English speakers will be shared. Program implementation recommendations will be made.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 2: Deepening understanding

Designing and Implementing Project Based Learning Curriculum
Rachel Ross, Kris Hanks
Track: Collaboration
Interested in creating authentic and relevant learning opportunities for students? This session describes the innovative work of one county to transform learning for all students. Attendees will engage in peer feedback protocol in order to expand their thinking and obtain fresh perspectives. The session will build upon the unique experiences of each attendee to inform the development of project based units/curriculum. Bring your creativity and risk-taking attitude.
Audience Level: Elementary School; Middle School; High School; Early Care and Education
Level of Familiarity: Level 1: Awareness building

Success in the Secondary Classroom in Language and Literacy Achievement
Lisa Nelson, Kim Musselman, Katie Kennedy-Reilly
Track: Domains
We will share the new program we developed at our high school to better address the needs of our English language learners. Through the integration of multisensory and visualization methods our students have exceeded expectations in speaking, reading, writing, and listening skills. In the session our program, activities, and samples of student work and content area teachers’ perceptions will be shared to demonstrate the growth students have experienced.
Audience Level: Middle School; High School; Higher Education; Administrative
Level of Familiarity: Level 2: Deepening understanding

Addressing Language Needs of Migrant Children in Early Childhood Programs
Erin Arango-Escalante, Terry Richard
Track: Early Years
Delaware, in partnership with WIDA Early Years, has developed a statewide approach to supporting the language needs of migrant children in early childhood programs. Learn from our experience including a variety of early childhood programs including Migrant Head Start and early childhood special education in school and community-based programs. Receive ideas to plan and implement local and state activities in order to meet the needs of migrant children.
Audience Level: Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

Higher is Slower: Designing a Bright Future for LTELs
Ivanna Anderson, Lannnie Simpson
Track: Leadership
How can we help long term ELs (LTELs) through leveraging data and research-based strategies to effect their progress and proficiency in English language acquisition? This combined state and district approach will offer insight on various options for collaboration and application of current research, data analysis and strategies that target the specific needs of LTELs. Join us to begin planning next steps for designing bright futures for your LTELs!
Audience Level: Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Utilizing Listening Comprehension to Strengthen Content/Literacy Instruction for SIFE students
Marybelle Marrero-Colon, Annie Duguay
Track: Migrant/Refugee/Newcomer
U.S. schooling is based on the assumption that students engage in continual print-based textual interaction; and that content area achievement is based on the utilization of print. Often, SIFE students do not bring a literacy based tradition based on the written word; but rather a tradition derived from oral language transmission. This session will focus on the application of oral development and listening comprehension activities/skills needed to address standards-based content.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

A WIDA-Focused State Coaching Model
Dely Roberts, Robin Stutts, Krista Whatley
Track: Policy & Initiatives
The Alabama Department of Education coaching model addresses the needs of diverse system populations, demographics, and professional circumstances; urban and rural. The Specialists and Coaches provide services through statewide professional development modules differentiated for content teachers, ESL professionals and administrative personnel, technical assistance meetings delivered regionally for districts in first-year improvement, and intensive in-district training and support to address improvement status. The team delivers specific topic PD upon district request.
Audience Level: Administrative
Level of Familiarity: Level 2: Deepening understanding

Facilitating Differentiated Professional Development for ESL Teachers
Ashley Ogden, Michelle Shory
Track: Professional Development
Students are not the only diverse learners in a school – so are the teachers.This session will address how to meet the unique professional development needs of ESL teachers through an innovative blend of collaborative district-wide in-service, PLC meetings, classroom modeling, and personalized instructional coaching. Instructional coaches, PLC leaders, administrators, and district specialists will explore a professional development model that inspires teachers to make transformational changes in their practice.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 1: Awareness building

If they don’t understand, how can they reach me?
Jessica Doneske, Andrea Mear
Track: Sociocultural Context for Learning/Equity/Equality
This session will provide teachers, administrators, and coaches with specific supports, strategies, and manipulatives to accommodate the socioemotional needs of ELs in every classroom regardless of content area. We will explore the idea of a student’s culture beyond their ethnicity and heritage. Participants will learn of various multimedia resources and activities that can be used to build a welcoming and inclusive culture in any classroom.
Audience Level: Middle School; High School; Higher Education
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Engagement strategies that elicit functional and communicative language
Mandy Gonzales, Eric Antuna
Track: Teacher Resources
Attendees can expect to learn engagement strategies that can be applied across content areas and support teachers in eliciting language. These strategies will expand students' academic language by building on the inherent resources of English language learners. The session strategies will highlight how to that provide students the opportunity to learn by collaborating with their peers to read texts, talk about texts, and engage in meaningful interactions with texts.
Audience Level: Elementary School; Middle School
Level of Familiarity: Level 1: Awareness building

Thursday, October 13
2:45 pm - 4:00 pm

Teachers as Assessors: Developing Classroom Writing Rubrics
Margo Gottlieb, Diane Staehr Fenner
Track: Assessment
This session focuses on how teachers and school leaders of ELs are becoming empowered to reframe their roles within “assessment for learning”. Participants will engage in replicating a rubric development process to apply to their classrooms and schools that has been designed by teachers in a large urban district. Using authentic EL student work, participants will integrate features of academic language to create productive language rubrics to promote ELs’ learning.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Bridging Biliteracy through Paired Literacy
Jeanna Doung, Sarah Tilton, Daniel Fleisher
Track: Bilingual/DLLs
This session covers Paired Literacy and how this strategic approach to biliteracy instruction supports students in learning to read, write, speak, and listen in two languages to promote comprehension. This session focuses on the how students acquire literacy skills across languages and transfers skills and content learned in one language to the other Paired literacy, through its structure, supports students and teachers in meeting the shifts of the Common Core.
Audience Level: Elementary School
Level of Familiarity: Level 1: Awareness building

Introducing the St. Louis CoTeach for ELLs Regional Initiative
Debra Cole, Andrea Honigsfeld
Track: Collaboration
Come learn how this collaborative initiative has evolved from a few schools working separately to include 60 co-teaching teams in 28 schools in 7 districts. Using Honigsfeld and Dove’s book Collaboration and Coteaching: Strategies for ELLs as a framework, co-teaching teams train, visit each other’s classrooms, reflect and discuss online - working together at the classroom, school, district and regional level to improve ELL achievement. Templates and protocols are shared.
Audience Level: Elementary School; Middle School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Accountable Talk: Tips for Developing Academic Language and Extended Discourse
Leslie Kirshner-Morris, Lovinda Weaver
Track: Domains
The Common Core and WIDA standards highlight the importance of developing academic language through extensive practice with listening and speaking. This workshop will present specific practices for developing scaffolds for deeper reasoning, fortifying complex output and fostering interaction among students. Teachers can use these practices and techniques to plan opportunities for extended discourse across various contexts.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

We Can Do Better! Meaningful, Lasting Early Language Development
Karen Nemeth
Track: Early Years
High quality early education for DLLs must go beyond traditional language learning activities. If your program is ready, this workshop will give you the research-based strategies that elevate early education practices for supporting meaningful, authentic, lasting first and second language development. This dynamic session will support you as you learn, participate, and plan to implement.
Audience Level: Early Care and Education
Level of Familiarity: Level 2: Deepening understanding

Teacher Observation: Language-focused for Increased Fidelity of Implementation
Kristina Robertson
Track: Leadership
Looking for a teacher evaluation tool to fit your language instruction model? Learn about an English Learner Instruction Observation Tool developed through a collaborative design process. Based on the Charlotte Danielson framework, it's purpose is to create consistent, research-based language instruction across the district. Resources and the tool are shared with participants.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

ACCESS for ELLs Growth Data Analysis Model
Clint Richards, Megan Edmiston
Track: Policy & Initiatives
This session will present a model of graphing and analyzing the collective ACCESS data from all ELs within a school district. The three-year longitudinal data model delineates English language development by grade-level, school-level, individual schools, and language domains. This data model has been a useful tool to inform ELD program decisions district-wide and to educate school and district administrators as well as language educators about program and data trends.
Audience Level: Administrative
Level of Familiarity: Level 3: Analyzing based on existing knowledge

Beyond the Word Wall: Coaching for Academic Language Development
M. Maija Talso, Kelsey Sabo, Marcie Villacorta
Track: Professional Development
A team of secondary ELL teacher-coaches present a student-centered coaching model based on the WIDA Features of Academic Language. Participants will experience a language analysis activity to identify academic language within content, view data and artifacts demonstrating student growth, and hear mainstream teachers discuss their experiences with the coaching process. Participants will leave with a structure and resources to develop a coaching program in their own elementary or secondary setting.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Cultivating an anti-bias approach in the classroom
Benaline Baluyot, Erica Darken
Track: Sociocultural Context for Learning/Equity/Equality
Drawing from classroom observations and students' life experiences, the presenters will share ways to initiate dialogue in schools about culturally responsive education. They will discuss action plan examples (e.g. a list of responses to racist or biased remarks; a list of multicultural resources for content areas; curriculum enhancement using an anti-bias lens; essential questions in lesson planning, etc.) that participants can use as models for institutionalizing culturally-relevant practices.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Strengthening English through Collaborative Reasoning-focused Discourse in Science and Math
Rita MacDonald
Track: STEM
Learn how to facilitate classroom discourse that strengthens students’ math and science reasoning, engages students in important disciplinary practices, and strengthens the language of complex thinking. Watch videos of teachers and students using a small set of discourse facilitation moves developed as part of a 3-year NSF project. Learn how teachers began to use these resources, and plan ways to implement this approach in your classroom.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 1: Awareness building

Culturally and Linguistically Informed Special Education Referral and Eligibility Determination
Tracy Hibbard, Sandra Rasmussen
Track: Students with Disabilities
Join us for an overview of research-based assessment and data analysis methods that can be used in the pre-referral process to facilitate advocacy to assure appropriate referrals of ELLs for Special Education eligibility. This session will give you tools to identify characteristics of language disorders and learning disabilities that may be difficult to discern with ELL students in order to avoid misidentification of ELLs in Special Education.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

FABRIC: A Learning Paradigm for ELLs
Kenneth Bond, Lori Ramella
Track: Teacher Resources
The FABRIC paradigm, developed by the NJ Department of Education, allows teachers and administrators to provide diverse groups of ELLs with access to classroom content while they acclimate to an English learning environment. The six learning threads provide a structure that teachers can use to address the needs of ELLs. Participants will leave equipped to structure best practices for ELLs in their local settings.
Audience Level: Elementary School; Middle School; High School; Higher Education
Level of Familiarity: Level 2: Deepening understanding

Thursday, October 13
2:45 pm - 5:45 pm

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.

Spanish Language Development or ELD & SLD Integration (pre-registration required)
Dr. Mariana Castro, José L. Medina
CAL and WIDA have collaboratively designed an innovative and informative seminar for educators to address the critical needs of emergent bilinguals and help them succeed in the classroom and beyond. Participants will work on some of the strategies and receive practical resources to create a welcoming environment for emergent bilingual students and facilitate their learning.
Part 1
Educators co-construct critical strategies and resources to facilitate emergent bilinguals success in the bilingual classroom and beyond. They will participate in engaging activities to recognize the cultural and linguistic challenges and opportunities emergent bilinguals face in accessing content knowledge, skills and practices in schools.
Part 2
In this part of the seminar, participants will receive information and resources development of programs and systems that support the cultural and linguistic development of emergent bilinguals in schools.

Changing the Rules of Engagement: Considerations for Strengthening Family Engagement (pre-registration required)
Lorena Mancilla, Alissa Blair, Delis Cuellar, Piedad Kaye
This session engages participants in critical discussions around family engagement, and in particular, with families that are culturally and linguistically diverse. The presenters will introduce participants to six key considerations for strengthening family engagement practices that are grounded in research and essential for building relationships with families. The session will also provide concrete examples of how one school district addresses each of the key considerations to engage with families of English learners. Participants will have opportunities to utilize tools designed to help them reflect on current family engagement practices and discuss how to apply the six considerations locally.

Thursday, October 13
4:30 pm - 5:45 pm

Ensuring Implementation of ELD Standards with Collegial Visits and Look-Fors
Megan Moore
Track: Assessment
All teachers are teachers of ELLs in Manassas City Public Schools, which has implemented several tools to ensure the language needs of students are being met. The collegial visit checklist is designed for use when observing a classroom and providing feedback through conversation on improving instruction and implementation of the ELD standards. The ESOL Look-Fors document mirrors the teacher evaluation and provides administrators with “look fors” in classes with ELLs.
Audience Level: Administrative
Level of Familiarity: Level 2: Deepening understanding

Schema-Based Instruction (SBI) in Mathematics for English Language Learners
Amy Whitehead, Vongmany Edmonds
Track: STEM
Common Core Math Standards in Operations and Algebraic Thinking require all students to fluently solve word problems. In addition to learning the procedure for solving word problems, English Language Learners (ELLs) struggle with comprehending the language of word problems. Participants will learn a research based set of schema structures that can be used to solve word problems while using the language of math to describe and justify their mathematical reasoning.
Audience Level: Elementary School
Level of Familiarity: Level 1: Awareness building

Strengthening Instruction for Emergent Bilinguals through Dual Language Professional Development
Jennifer Himmel, Katarina Brito, Elba Garcia
Track: Bilingual/DLLs
Designing and implementing a professional development program (PDP) to develop emergent bilinguals’ linguistic and academic competencies is challenging. This session outlines one urban school district’s dual-language PDP to help educators integrate content and language instruction in English and Spanish via the Two-Way SIOP Model. Presenters will share planning tools to encourage system-level collaboration and initiative alignment, provide outcome data from the PDP, and discuss lessons learned and future action steps.
Audience Level: Administrative
Level of Familiarity: Level 2: Deepening understanding

Push-In Instruction Through Small Group Rotations and 'The Daily 5*”
Lisa Weaver, Dr. John Weaver
Track: Collaboration
This presentation will focus on a school-wide initiative that supports collaborative ESOL practices among all staff and provides an effective way to manage “push-in” ESOL services during the reading block through small group instructional rotations and The Daily 5*. Participants can expect to learn about Boushey and Moser’s Daily 5* program and how it can be used to provide language and reading support for English Language Learners in the classroom.
Audience Level: Elementary School
Level of Familiarity: Level 3: Analyzing based on existing knowledge

The Dreaded Domain - Building Better Writers!
Katie Gardner, Beth Poydock
Track: Domains
Do your ESL students come to class dreading writing? How can you teach writing by making it enjoyable and engaging yet differentiate to prepare students for classroom assessments? In this presentation we will be sharing interactive and creative strategies to use with ESL students in building confident and successful writers.
Audience Level: Elementary School
Level of Familiarity: Level 1: Awareness building

Promising Practices Part I: Observing Dual Language Learners
Tricia Blanco
Track: Early Years
This session will focus on promising practices participants can implement in order to best observe 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

Evaluating Teacher Instruction: What is effective? What is equitable? What is emerging?
Amy Lacher
Track: Leadership
A well-developed evaluation of ELL instruction focuses upon the evaluator’s ability to assess the effectiveness of instruction that is designed to assist ELLs in meeting rigorous academic grade level standards. One state developed a crosswalk based upon the state’s teacher evaluation system and the Six Key Principles for ELL Instruction designed by the Understanding Language District Engagement subcommittee. The crosswalk assists school and district administrators, as well as academic coaches, curriculum specialists, and teachers themselves, in evaluating the effectiveness of academic instruction for ELLs.
Audience Level: Elementary School; Middle School; High School; Administrative
Level of Familiarity: Level 1: Awareness building

Pathways to Success for Secondary and OSY Migrant Students
Nathan Williamson, Cole Dietrich, Valerie Beard
Track: Policy & Initiatives
Secondary migrant students and out of school youth (OSY) provide unique opportunities for educators to immediately impact future college and career pathways. This dynamic session will demonstrate how to comprehensively support students through an emphasis on relevant academic and support services. Strategies will be shared to expose and engage students in multiple career fields, integrate language development through WIDA's framework, and the use of authentic learning opportunities.
Audience Level: Middle School; High School; Administrative
Level of Familiarity: Level 2: Deepening understanding

Data Analysis and Academic Language Focused Action Plans: One District’s LADDER Experience
Irene B. Almond, Teresa Vessels, Garrett Pierce, Cynthia Valdez
Track: Professional Development
This session will have team coaches narrate the data analysis and action planning process of their district and school level leadership teams. Each coach will present the school’s action plan (1 district, 1 high school, 1 middle school, & 2 elementary schools) and describe the journey towards academic language for all (but especially ELLs) through SIOP training and school wide professional development.
Audience Level: Administrative
Level of Familiarity: Level 1: Awareness building

Teacher Preparation for a Diverse World: A Framework for Consideration
Nancy Commins, Diep Nguyen, Rebecca Vonderlack-Navarro
Track: Sociocultural Context for Learning/Equity/Equality
Teacher preparation and professional development devoid of linguistic and cultural sensitivity inevitably result in inadequate preparation and unfair evaluation of educators, especially those who dedicate themselves to working with bilingual learners. This is an interactive session where participants will respond to a framework for teacher preparation that includes a set of non-negotiable principles regarding bilingualism, language acquisition and linguistically and culturally responsive teaching.
Audience Level: Elementary School; Middle School; High School; Higher Education; Early Care and Education; Administrative
Level of Familiarity: Level 2: Deepening understanding

Next-Steps Writing Instruction for ELs and EL SWD
Eileen Lockhart, Janine Sadki, Donna Hankin
Track: Students with Disabilities
In this session attendees evaluate student writing data for English Learners (ELs) and English Learners Identified with a Disability (EL SWD) using a data gathering tool. Attendees use the data gathering tool in combination with the WIDA Performance Definitions to analyze and interpret authentic writing samples. Attendees can expect to walk away confident in their ability to assess student writing samples and create next steps for writing instruction.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding

Differentiation makes the Difference with English Learners
Jan Lanier, Joann Lucero
Track: Teacher Resources
During this session the presenters will demonstrate techniques and processes used with success in Tennessee classrooms with English Learners. For language growth it is essential that each student be met where s/he is and then be moved along with personalized attention.
Audience Level: Elementary School; Middle School; High School
Level of Familiarity: Level 2: Deepening understanding