PreK-12 Day Schedule

Schedule at a Glance

6:30 am-8:15 am Registration
8:‚Äč30 am-9:45 am
Concurrent Sessions 1
10:00 am-11:15 am Concurrent Sessions 2
11:30 am-12:30 pm Keynote Address
12:30 pm-1:30 pm Lunch
1:30 pm-2:45 pm Concurrent Sessions 3
3:00 pm-4:15 pm Concurrent Sessions 4
4:30 pm-5:30 pm Panel Discussion


Strands

A: Academic Language and Common Core Expectations

B: Scaffolding Rigor in Learning

C: Meaningful Content-Area Connections

D: Ensuring Equity Through Leadership

E: Hot Topics


Concurrent Sessions 1

8:30 am-9:45 am

A. Supporting ELLs With Writing in the Content Areas

This session focuses on fostering the development of writing skills for ELLs in all content areas. Specific ideas and approaches are shared to support both argumentative and narrative writing. Practical strategies and hands-on activities to support the learning and application of academic vocabulary are also explored. 

Olga Reber, Carroll County Public Schools, Maryland, USA; Melissa Thomas, Carroll County Public Schools, Maryland, USA

B. Assessment as and for Language Learning

Teacher efficacy and student voice are integral to the assessment process, yet this past decade their presence has been minimized. This session centers on the rebirth of assessment practices that value teachers and students as decision-makers. It revolves around an iterative routine within the instructional cycle that promotes educational equity.

Margo Gottlieb, WIDA Consortium, University of Wisconsin–Madison, Madison, Wisconsin, USA

C. Using the Practices of the Next Generation Science Standards and the Common Core State Standards to Inform Teaching

How should my approach to teaching shift as a result of the new focus on practices within and across disciplines? How do the practices build on each other across disciplines? The Next Generation Science Standards (NGSS) and the Common Core State Standards for ELA and math offer a vision of teaching and learning that emphasizes the simultaneous development of practices and core content knowledge. How can teachers build coherent learning across content areas to capitalize on the opportunities and demands of these linguistically demanding skills? What do these practices offer to students from linguistically diverse backgrounds? The practices present another “language” (the language of doing) that allows teachers to see student thinking in action.

Pamela Mesta, Carroll County Public Schools, Maryland, USA; Bryan Shumaker, Carroll County Public Schools, Maryland, USA

D. Inclusive Teacher Evaluation for All Educators of ELLs

Develop coaching conversations between teachers and evaluators to improve ELL outcomes. Discuss four principles of a teacher evaluation framework compatible with Danielson and Marzano frameworks and understand how the principles frame discussions for professional learning communities (PLCs). Learn how educators can communicate so ELL achievement becomes a crucial component of teacher evaluation. 

Diane Staehr Fenner, DSF Consulting, Fairfax, Virginia, USA; Ayanna Cooper, Consultant, Atlanta, Georgia, USA

E. Connecting Pre-K to Elementary With Developmentally Appropriate Practices for ELLs

Effective school systems provide cohesive supports for ELLs from preschool through elementary. Based on recent research and policy, we can gain insight into strategies that make these connections work. Learn about models of collaborative planning, shared professional development, curricular adaptations, and developmentally appropriate practice for ELLs at each age level. 
 
Karen Nemeth, Language Castle LLC, Newtown, Pennsylvania, USA
 

Concurrent Sessions 2

10:00 am–11:15 am

A. Persuasion and Argument: Shifting Focus for Writing Instruction in the Common Core 

For ELLs with limited academic language skills, the shifting focus for academic writing requirements is daunting. Writing from sources, providing evidence, and focusing on argument requires carefully crafted instruction, instructional resources, guidance, and modeling. The presenter demonstrates how to analyze the model and create a writing lesson.

Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA
 
B. Close Encounters of the Reading Kind

What are the key elements of close reading and what does it look like in practice? Come to this interactive session to explore these topics and empower learners to understand central ideas and supporting details and arrive at an understanding of a text. 

Pamela Mesta, Carroll County Public Schools, Maryland, USA; Olga Reber, Carroll County Public Schools, Maryland, USA; Melissa Thomas, Carroll County Public Schools, Maryland, USA

C. Engaging ELLs in Content Curricula Through Linguistic Differentiation

Utilizing student vignettes and data, presenters model the use of differentiated strategies to engage ELLs at all levels of linguistic development. Using a template, participants practice and take away immediately applicable strategies for tailoring instruction/assessment to engage ELLs in the simultaneous learning of language and content.

Shelley Fairbairn, Drake University, Des Moines, Iowa, USA; Stephaney Jones-Vo, Heartland Area Education Agency, Johnston, Iowa, USA

D. Practices and Tools for Differentiated Instruction for All Proficiency Levels

ELLs need instruction that is differentiated to support their second language development while learning grade-appropriate content. Working with the WIDA Standards Framework, participants approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community.

Troy Dassler, WIDA Consortium, University of Wisconsin–Madison, Madison, Wisconsin, USA

E. Instructing Students With Limited or Interrupted Formal Education: An Intervention That Works

Equity pedagogy for students with limited or interrupted formal education (SLIFE) requires a reexamination of our delivery of instruction as it relies on schemata largely unfamiliar to this population. The Mutually Adaptive Learning Paradigm (MALP) incorporates essential elements of the SLIFE learning paradigm while transitioning them to the expectations, tasks, and assessments of formal education.

Helaine W. Marshall, Long Island University–Hudson, Purchase, New York, USA

Concurrent Sessions 3

1:30 pm–2:45 pm

A. Academic Language in the Context of College and Career Ready Standards

This session enhances participants' understanding of academic language within content-area standards. Participants explore meaningful language use within settings that integrate content and academic language learning. Participants identify components of the WIDA Standards Framework to promote students' content learning and language development.

Troy Dassler, WIDA Consortium, University of Wisconsin–Madison, Madison, Wisconsin, USA

B. Singable Books: Flexible, Fun Resources That Scaffold Rigor in Learning 

How can teachers of elementary ELLs address standards for K–5 ELA while engaging children’s love of music? Learn about singable books as flexible resources that expand into a standards-based approach. This session blends information with interaction—hands-on time with books. Handouts include an annotated singable booklist, lesson model, and exemplar. 

Betty Ansin Smallwood, Succeeding with ELLs (SWELL), Bethesda, Maryland, USA

C. Culturally Relevant Instruction Through Project-Based Learning

Project-based learning (PBL) is a hands-on, interdisciplinary approach to classroom instruction in which students solve real world problems through research and investigation. This presentation details how ELLs experience academic success through PBL, when they are encouraged to utilize relevant background knowledge and bilingual skills.
 
Erin Sullivan, Baltimore City Public Schools, Baltimore, Maryland, USA

D. Taking Action! Ideas for Implementing the WIDA Standards Framework

The essential practices for teaching and learning that center on ELLs revolve around a set of evidence-based strategies for classroom use. These standards-referenced actions are designed to encourage collaboration among content and language educators and to promote academic language success for our students. Come see their application to your setting.

Margo Gottlieb, WIDA Consortium, University of Wisconsin–Madison, Madison, Wisconsin, USA

E. Supporting Unaccompanied Immigrant Youth in U.S. Schools

In this session, participants develop an understanding of the background and scope of unaccompanied immigrant children in the United States. Topics include risk and protective factors of immigrant youth, effects of trauma, laws regarding enrollment, and the dynamics of family reunification. Resources available to districts are described. 

Laura Gardner, Anne Arundel County Public Schools, Annapolis, Maryland, USA; Monica Lopez, Anne Arundel County Public Schools, Annapolis, Maryland, USA

Concurrent Sessions 4

3 pm–4:15 pm

A. Dialogic Teaching and Learning: Response-able Classroom Talk Practices

Teacher talk practices shape the scope and manner of classroom learning; they mediate the potential for dialogic teaching and learning. This session focuses on how response-able teacher talk practices cultivate dialogically organized instruction. The presenter explicates three recognizable features of response-able teacher talk and provides classroom examples. 
 
Maureen P. Boyd, University at Buffalo–SUNY, Buffalo, New York, USA; Lori Potteiger, University at Buffalo–SUNY, Buffalo, New York, USA; Liz Tynan, University at Buffalo–SUNY, Buffalo, New York, USA

B. Instructional Supports That Increase Achievement

This session deepens participants’ understanding of what, how, and why instructional supports work in the teaching-learning process. Using video clips of classroom practice, participants recognize how to make the space between the teacher and students active. Research evidence demonstrates which instructional supports statistically increase student achievement. 

Annela Teemant, Indiana University Purdue University Indianapolis, Indianapolis, Indiana, USA; Serena Tyra, Educational Consultant, Simi Valley, California, USA

C. Students at the Core: Making Mathematics Accessible for ELLs 

This interactive workshop focuses on engaging ELLs in grade-level mathematics by building upon their strengths, identities, and lived experiences. We’ll explore the language of mathematics and practice making mathematics content visible and concrete. The ready-to-use activities and approaches can be adapted for use with K–12 students. Detailed electronic handout provided.

Anita Bright, Portland State University, Portland, Oregon, USA; Erin Sylves, Fairfax County Public Schools, Fairfax, Virginia, USA

D. Preventing Long-Term ELLs: Transforming Schools to Meet Core Standards 

Two 5-year empirical studies in K–12 schools tested various components for teaching academic language, oracy, reading comprehension, and writing in math, science, social studies, and language arts classrooms. Preventing long-term ELLs can be accomplished by adapting specific strategies, and by administrators providing the type of professional development and site-based learning that supports all teachers.
 
Margarita Calderón, Johns Hopkins University, Baltimore, Maryland, USA; Shawn Slakk, Margarita Calderón & Associates, Washington, DC, USA

E. Parent/Family Involvement, Engagement, or Empowerment: What’s in Your Classroom/School?

The terms family involvement, family engagement and family empowerment are often used interchangeably; however, there are crucial differences related to issues of power. Participants will hear (by analyzing video clips, text, and artifacts) diverse perspectives from parents, teachers, and researchers, and they will take away concrete strategies for empowering families within their classrooms and schools. 

Gina Borgioli Yoder, Indiana University Purdue University at Indianapolis, Indianapolis, Indiana, USA; Donielle Jones, Metropolitan School District of Pike Township, Indianapolis, Indiana, USA; Eric Craig, Metropolitan School District of Lawrence Township, Indianapolis, Indiana