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Schedule at a Glance

6:30 am-8:15 am

Registration

8:​30 am-9:45 am

Concurrent Sessions 1

10:00 am-11:15 am

Concurrent Sessions 2

11:30 am-12:30 pm

Keynote Presentation

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: Dual Language and Multilingualism, and Refugee Concerns
B: Coteaching, Collaboration, and Coaching 
C: Content Classroom and ELLs
D: Administration
E: Advocating for ELLs and Family Engagement
F: Hot Topics

Concurrent Sessions 1

8:30 ​AM–9:45 ​PM

A. 21st-Century Multilingual and Multimodal Pedagogies: Teaching ELLs Across the Curriculum

Drawing on collaborative work with educators, this session describes and provides examples of pedagogical practices that recruit the different forms of meaning-making, multilingual and multimodal, that ELLs bring from their lived experiences to the classroom. The focus is on teaching ELLs (K–8) across the curriculum.

Target Audience: ELL and mainstream teachers, program/district coordinators and administrators

Margaret Early, University of British Columbia, Vancouver, British Columbia, Canada

B. Cooperative Coteaching: Equitable Partnerships for Effective Learning

Coteaching can be a highly rewarding and effective instructional approach that allows for extensive learning and engagement of students and growth opportunities for educators—if teachers are on the same page instructionally and interpersonally. Coteaching can go awry easily when teachers don’t collaboratively establish roles, rules and boundaries, and planning and organizing, and when they don’t share approaches and goals; however, the most important aspect of effective coteaching is mutual respect and interpersonal communication. Research-based models and strategies for equitable coteaching, so that one educator is not treated as a tutor, are shared. This session allows educators to explore each of these dynamics so that coteaching will work effectively in the classroom and as a building-wide approach. 

Target Audience: All PreK–12 teachers

Kate Mastruserio Reynolds, Odessa, Florida, USA

C. Developing Academic Language Through the Content Areas

This session helps teachers identify features of academic language and how they are used across content areas. The presenter demonstrates instructional techniques that scaffold academic language development focusing on academic vocabulary, collaborative discussion, and content reading and writing through video clips, modeling, and participant participation.

Click here for handout from ​this session.

Target Audience: Teachers who integrate language and content, especially Grades 3–12

Deborah Short, Academic Language Research & Training, Arlington, Virginia, USA

D. Grade Retention and ELLs: A Survey of Research and Best Practices

Grade retention is an increasingly common practice in K–12 schools. ELLs are often retained due to language proficiency. This presentation reviews modern research surrounding the practice of grade retention, as well as delves into a quantitative study to inform educators of outcomes specific to ELLs.

Click here for handout from ​this session.

Target Audience: PreK–12 administrators and teachers; this issue is particularly salient at the elementary level
 
Jamie Lake Buckmaster, University of Oklahoma and Oklahoma City Public Schools, Oklahoma City, Oklahoma, USA

E. Resilience and Recovery: The Impact of the Refugee Experience

This workshop focuses on the impact of refugee trauma and migration and how resilience and recovery can be fostered. Participants can expect to better understand what a refugee is, how they get to the United States, common experiences, and system challenges. Participants also learn how they can play a role in refugees’ success and adjustment.

Click here for handout from ​this session.

Target Audience: Educators and administrators working with diverse student populations

Beth Farmer, Lutheran Community Services Northwest, Seattle, Washington, USA

F. Native Education: The Intersection of School and Community

American Indian communities have complex histories with formal education systems, which have often failed to meet the needs of Native students.  Recently, members of the Marysville School District-Tulalip Tribal communities have begun to reimagine Native education/school improvement. Efforts include paying attention to social-emotional learning and academic skills through a culturally responsive framework.

Target audience: public/tribal school educators serving on or around Native reservations or in schools with Native students

Anthony B. Craig (Yakama Nation), Marysville School District, Tulalip, Washington, USA; Chelsea Craig (Tulalip Tribes), Marysville School District, Tulalip, Washington, USA; Chrissy Dulik-Dalos (Makah Tribe), Marysville School District, Tulalip, Washington, USA

Concurrent Sessions 2

10 ​AM–11:15 ​AM

A. Implementing and Maintaining Dual Language Programs Using the CAL Guiding Principles

Participants develop familiarity with established guidelines in selecting a program model and establishing a dynamic achievement-driven system of bilingual education for their students. Further, participants establish methods for examining existing programs and adapting changes to programs in order to meet the achievement needs of their students.

Target Audience: Teachers and administrators involved in program implementation

Heidi LaMare, Bellevue School District, Bellevue, Washington, USA; Ralph Wisner, Bethel School District, Thompson Elementary School, Tacoma, Washington, USA

B. Developing ELL Strategies for Success

In Battle Ground Public Schools, we partner with building instructional coaches and intervention specialists to bring proven strategies for ELL success to the general education classroom. In this workshop, participants learn how to create effective resources for content teachers to support and promote language acquisition, cultural transitions, and academic achievement in their classrooms. 
Target Audience: Administrators, K–12 classroom teachers, ELL specialists, coordinators

Click here for handout from ​this session.

Glenna Ainley, Battle Ground Public Schools, Battle Ground, Washington, USA

C. Linguistic Challenges in the Language of Mathematics 

The language of math can be challenging for ELLs. From directions to word problems to reading equations, there are morphological, syntactic, semantic, and pragmatic hurdles. Participants look at common linguistic structures in math and how to help students understand them. 

Target Audience: K–5 ESL and math teachers

Jennifer Green, Western Washington University, Bellingham, Washington, USA

D. Policy and Data in Washington State: Implications From ESSA and a Graduation Study

The Washington State Office of Superintendent of Public Instruction (OSPI) shares two initiatives: the process and outcomes from the ESSA ELL workgroup that contributed to the state’s Consolidated Plan and the results of a data-driven study of districts with high graduation rates for ELLs. 

Target Audience: All PreK–12 teachers

Mea Moore, Office of Superintendent of Public Instruction (OSPI), Olympia, Washington, USA; Patty Finnegan, OSPI, Olympia, Washington, USA; Alyssa Westall, OSPI, Olympia, Washington, USA; David Murphy, OSPI, Olympia, Washington, USA; Jenny Choi, OSPI, Olympia, Washington, USA

E. Building Relationships With Families as the Foundation for Student Success

Bellingham Public Schools is building family relationships through funding for family engagement and ELL staff, a Family Resource Center, home visits, and fostering strong community partnerships. This presentation gives specific examples of how we are building relationships with families that result in authentic family engagement and student success.

Target Audience: All PreK–12 teachers

Isabel Meaker, Bellingham Public Schools, Bellingham, Washington, USA; Katie Brown, Bellingham Public Schools, Bellingham, Washington, USA

F. Mobile Devices: Tech Tools for the 21st Century

Learn how to use student mobile devices for language learning. Educational apps teach students digital literacy while at the same time improving their reading and writing. Discover new ways to teach students to write, read, and think using their handheld devices and educational apps.

Click here for handout from ​this session.
 
Target Audience: All PreK–12 teachers

Susan Gaer, Santa Ana College School of Continuing Education, Santa Ana, California, USA

Concurrent Sessions 3

1:30 ​PM–2:45 PM

A. Creating Fertile Spaces for Refugees in Our Schools

Refugees require a learning environment that fosters new connections while giving them the support they need to maintain their familiar cultural ways of learning. Participants use the Intercultural Communication Framework (ICF) as a way to create opportunities for refugee students to become engaged, enriched, and empowered.

Click here for handout from ​this session.

Target Audience: K–12 ESOL teachers

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

B. Seeing Is Believing: Coteaching Video Case Studies

This workshop closely examines coteaching in integrated ELD/ESL classes by presenting video case studies and having the participants analyze them. Participants view short, well-selected video clips and learn to determine how specific teaching practices can offer effective support to accommodate the needs of diverse ELLs.

Click here for handout from ​this session.

Target Audience: K–12 ESOL teachers, coaches, administrators, general education teachers

Andrea Honigsfeld, Molloy College, North Bellmore, New York, USA; Maria Dove, Molloy College, North Bellmore, New York, USA

C. Language and Literacy Development Opportunities in the Next Generation Science Standards

What are the language and literacy demands in the Next Generation Science Standards? All students, including ELLs, are expected to engage in academic discourse. During this session, participants explore how language and literacy practices can be used to advance science learning.

Click here for handout from ​this session.

Target Audience: All PreK–12 teachers

Tina Cheuk, Understanding Language-SCALE, Stanford University, Stanford, California, USA

D. ESSA’s Potential Impact on Immigrant and English Learners

ESSA has far-reaching and potentially positive implications for ELLs and dual language learners. Implementing the right policies that build on research and experience can ensure strong academic outcomes for these students. Learn about the new provisions and what they could mean in your state.

Target Audience: K–12 teachers and administrators

Maki Park, Migration Policy Institute, Washington, DC, USA; Delia Pompa, Migration Policy Institute, Washington, DC, USA

E. Building a Community Worthy of Its Children: Comprehensive Advocacy for ELLs

This interactive session provides in-depth strategies and resources for building partnerships and overcoming obstacles at the school, district, community, and legislative levels. Key challenges affecting PreK–12 students at all grade levels are discussed. Participants gain methods for empowering systemic collaboration on behalf of ELLs.
 
Target Audience: ELL and mainstream elementary, middle, and high school educators, counselors, and administrators, and community partners serving ELL students and families

Stacy Brown, Office of Refugee Resettlement Contractors, Oklahoma City Public Schools, Oklahoma City, Oklahoma, USA

F. Technology-Enhanced Engagement = Learning-Enhanced Achievement

Principles of task engagement can guide the effective use of technology with ELLs and thereby influence their achievement. This workshop provides an overview of task engagement and then involves participants in exploring why and how language educators might engage their learners through the use of a variety of relevant technologies.

Target Audience: All PreK–12 teachers

Joy Egbert, Washington State University, Pullman, Washington, USA

Concurrent Sessions 4

3 PM–4:15 ​PM

A. Five Best Practices for New Arrivals

Schools are struggling with helping all students meet more rigorous academic requirements. Combined with the issues for new arrivals with limited English and interrupted education, the situation becomes even more difficult. What can educators do to help these students make progress as quickly as possible and also find long-term success? 

Click here for handout from ​this session.

Target Audience: Middle and high school teachers, curriculum specialists, supervisors, and administrators 

Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA; Brenda Custodio, Newcomer and ELL Services, Columbus, Ohio, USA

B. System-Wide Collaboration for Coteaching

Coteaching begins with two teachers committed to collaboration, communication, and student learning. The presenters provide specific ideas on how to begin coteaching as well as how to have the conversations necessary to move toward a system-wide model that will make a positive difference for all students.

Target Audience: ELL teachers, mainstream teachers, administrators

Patricia Hoffman, Minnesota State University, Mankato, Minnesota, USA; Carrie Chapman, Minnesota State University, Mankato, Minnesota, USA

C. Using Language to Make Math Meaningful

During this session, teachers have the opportunity to learn strategies for explicitly using language during math instruction. They will explore language- and vocabulary-based activities that can be implemented in their classrooms immediately. This session is fun, interactive, and useful for elementary teachers of any grade level.

Click here for handout from ​this session.

Target Audience: K–5 ESL and math teachers

Erynn Torrey, Vancouver Public Schools, Vancouver, Washington, USA

D. Leading Change Processes That Benefit ELLs in Schools and Districts 

Achieving educational equity for ELLs requires radical change. These changes go far beyond issues of language. This session focuses on a pedagogical leadership framework for leading change processes that engage every teacher in questioning the status quo, envisioning professional growth, and contributing to measurable improvements in student learning. 

Target Audience: K–12 leaders, teachers, or specialists

Annela Teemant, Indiana University Purdue University Indianapolis, Indianapolis, Indiana, USA

E. Muslims in Our Classrooms and Communities: Background and Strategies for Success

In this interactive session, participants explore the challenges immigrant students from Muslim-majority countries face in the United States. Participants discuss the Five Pillars of Islam, diversity of the Muslim world, and possible cultural and pedagogical differences. The presenter suggests strategies for learning success and to help students deal with public perception and prejudice.

Target Audience: PreK–12 teachers, tutors, administrators, counselors, and health staff at schools with significant numbers of students from Muslim-majority countries

David Fenner, Jackson School of International Studies, University of Washington, Seattle, Washington, USA

F. ELPA21: New Standards, Assessments, and Accountability Plans

With increased attention to ELLs at the federal level and the advent of new English language proficiency standards that correspond to the language demands of today’s classrooms, assessments to measure student progress toward proficiency and information for schools, districts, and states to account for growth and proficiency are key.

Click here for handout from ​this session.

Target Audience: State assessment and program (Title III) directors; district assessment and program directors; interested K–12 teachers

Margaret Ho, CRESST/UCLA, Los Angeles, California, USA; Michael Middleton, Director of Select Assessments, Office of Superintendent of Public Instruction, Olympia, Washington, USA