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Schedule at a Glance

7:30 am–8:15 am


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


1:30 pm–2:45 pm

Concurrent Sessions 3

3:00 pm–4:15 pm

Concurrent Sessions 4


A: Coteaching & Coaching
B: Learning Disabilities & Exceptional Children 
C: Interrupted Schooling
D: Assessment & Formative Standards
E: Dual Language Education & Multilingualism
F: Hot Topics

Concurrent Sessions 1

8:30 am–9:45 am

A. Destination Success: Steps to Effective Coteaching

Are you wondering how you can be an effective flight teacher in a coteaching model? How can you have a successful boarding experience for both the teacher and the students? Look no further! Takeoff is right around the corner. As you board "Flight ESOL," you will have the opportunity to gain coaching and knowledge on successful steps to a belly landing teaching experience.

Target Audience: All PreK–12 educators

Tamika L. Harris, Atlanta Public Schools, Atlanta, Georgia, USA

B. Georgia’s Systems of Continuous Improvement: Coordinating Programs to Support the Whole Child

The Georgia Department of Education (GaDOE) is working collaboratively across divisions to support LEAs through a common language and framework. This coordination results in all programs collaborating to meet the needs of all learners, including those of subgroup populations, such as ELs and students with disabilities. This presentation provides an overview of how GaDOE is changing the work of supporting districts, schools, and children through the common framework of Georgia’s Systems of Continuous Improvement.

Target Audience: All PreK–12 educators

Zelphine Smith-Dixon, Department of Education, Atlanta, Georgia, USA; Faya Paul, Department of Education, Atlanta, Georgia, USA; John Wight, Department of Education, Atlanta, Georgia, USA

C. Action Plan to Catch Up: Missing Schooling

The session focuses on creating a framework to identify, understand, and address the academic and nonacademic needs that impact student learning due to interrupted schooling factors. Also, attendees learn about strategies to engage stakeholders as active participants in the comprehensive needs assessment process and the action delivery plan.

Target Audience: All PreK–12 educators

Margarita Munoz, Georgia Department of Education, Brooklet, Georgia, USA

D. Planning SMART Goals and Next Steps Based on ACCESS 2.0 Scores

ACCESS 2.0 scores give teachers a great basis for initiating dialogue about present levels and next steps. SMART Goal-Based Language Conferences offer an opportunity for K–12 teachers and students to engage in powerful conversations. This session explores key elements of language goal-setting and formative assessment conferences using ACCESS 2.0 scores. Participants leave with tools for leading effective student conferences.

Target Audience: All K–12 educators
Jennifer D. Pendergrass, Rome City Schools, Rome, Georgia, USA; Anna K. Davie, Rome City Schools, Rome, Georgia, USA

E. Dual Immersion Education in Georgia: Connecting the Dots

Take a look into dual immersion education in Georgia from one teacher's perspective. Follow the journey from advocating for a dual immersion program at an elementary school with a high population of ELs to teaching special education in a dual immersion charter school. See some of the issues Georgia dual immersion educators face.
Target Audience: All K–12 educators

Christina Catinella, The GLOBE Academy Charter School, Atlanta, Georgia, USA

F. Implementing The 6 Principles in the Classroom

Apply The 6 Principles for Exemplary Teaching of English Learners in your classroom! Join us to explore effective instructional and assessment practices and optimal conditions for second language learning in this hands-on workshop. Discuss ways to create a culture of shared responsibility at your school and advocate for your learners.

Target audience: All PreK–12 educators

Helene Becker, Norwalk Public Schools, Norwalk, Connecticut, USA; Maria Montalvo Balbed, Kennesaw State University, Kennesaw, Georgia, USA

Concurrent Sessions 2

10 am–11:15 am

A. Serving Up ESL!

Learn how ESL teachers can transition to the role of ESL instructional coach by building relationships with general education teachers and offering customizable menus for ESL services. Ideas on how to maximize ESL services using technology in this process are presented.

Target Audience: K–12 ESOL teachers

Elizabeth House, Decatur City Schools, Decatur, Alabama, USA; Joni Bair, Decatur City Schools, Decatur, Alabama, USA

B. Instruction Differentiated

This session covers techniques, ideas, formats, organization, and methods for teaching language that meet the needs of all types of learners. With these skills, educators are able to cover the language standards in any grade level. 

 Target Audience: K–12 ESOL teachers

Sharla Reynolds, Class not Chaos Consulting, McDonough, Georgia, USA

C. Transitioning Students With Limited/Interrupted Formal Education to Classroom Success

Students with limited or interrupted formal education (SLIFE) face multiple challenges, including learning how to engage in classroom tasks and school-based ways of thinking. The presenter examines key culturally responsive practices to help teachers leverage the strengths of SLIFE while transitioning them to the demands and expectations of classrooms in North America. 

Target Audience: ESOL teachers of secondary level

Andrea DeCapua, University of North Florida, Tampa, Florida, USA

D. Standards-Based Assessment for ESL/EFL Learners

In this session, the speaker provides practical insights on how to create standards-based assessments and apply them in the classroom. The speaker engages participants in a hands-on workshop, using examples of assessment methods, instruments, language sampling techniques, and resources that can help ensure compliance with standards and accreditation.

Target Audience: All PreK–12 educators

Leonardo A. Mercado, Caprica Education, Stockbridge, Georgia, USA

E. Strengthening Communities Through Dual Immersion Programming

This session demonstrates how deliberately designed dual immersion programs will change a community while positively impacting the trajectory of ELs. The presenter highlights nonnegotiable features in program design and professional practices that will drive student success while also discussing common and not-so-common pitfalls that can negatively impact such programming.

Target Audience: All PreK–12 educators

Carrie McGarity Woodcock, Consultant, Gainesville, Georgia, USA

F. Technology Tools for the English Language Classroom

This presentation highlights the different technological tools that have digitally transformed the ELL classroom, such Google Suite to assist with paperless management, Storyboard That for creating stimulating lessons, and sites like Quizlet to digitize your bank of assessments to aid ELLs in demonstrating proficiency across language domains.
Target Audience: All K–12 educators

Brooke Richardson, Atlanta Public Schools, Atlanta, Georgia, USA; Lesley Taylor, Atlanta Public Schools, Fayetteville, Georgia, USA

Concurrent Sessions 3

1:30 pm–2:45 pm

A. Together We Are Better: Coteaching ELLs

This presentation allows participants to listen to two collaborative teachers who have worked together to effectively utilize the push-in model. The presentation includes planning, grouping, whole group strategies, ways to incorporate differentiated centers using English language proficiency levels, innovative technology tools to aid in incorporating all four language domains, assessment options, and how to include ELL parents in the learning process.

Target Audience: All K–12 educators

Georgia Branson, Cherokee County School District, Woodstock, Georgia, USA; Megan Mayfield, Cherokee County School District, Woodstock, Georgia, USA

B. Teaching and Developing Giftedness in ELs

Sometimes, finding ELs in gifted programs is like discovering a unicorn. This is not for lack of talent or giftedness; a paradigm shift is needed to include ELs in gifted programs. Participants in this workshop explore methodologies of teaching gifted and high potential ELs as well as advocacy.
Target Audience: All K–12 educators

Adrienne J. Woods, Independent, Fairburn, Georgia, USA; Joanne Gauthier, Fulton County Schools, Atlanta, Georgia, USA

C. Filling in Foundational Gaps: Structures and Strategies for Emergent EL

One of the challenges facing elementary school teachers who work with emergent ELs is the facilitation of students’ developing English literacy alongside school-based accountability measures. This session offers suggestions for filling in foundational gaps in ways that foster student success and align with accountability measures.

Target Audience: All K–12 educators

Alisa Leckie, Georgia Southern University, Savannah, Georgia, USA

D. Supporting Academic ELLs With Formative Assessment

Academic language learners benefit from a formative assessment approach that uncovers the nuances of academic language development and focuses teachers on next steps to help students reach language goals.

Target Audience: All PreK–12 educators

Marisa Nathan, Confianza: Equity, Language, and Literacy, Milwaukee, Wisconsin, USA

E. The Dual Language Immersion Model in Georgia

This workshop takes an in-depth dive into the dual language immersion landscape of Georgia to understand the developments that are supporting this rapid expansion and examine the state and district level interventions and programs that are seeking to support this growth.

Target Audience: All PreK–12 educators

Patrick Wallace, Georgia Department of Education, Atlanta, Georgia, USA

F. 21st-Century Science Literacy That Engages: ELLs in the Content-Area

In light of increasing calls for rigor in on-level science education at the same time that students with special needs and ELLs are being integrated into general education classrooms at an unprecedented rate, purposeful attention to the development of science literacy is even more important.

Target Audience: All PreK–12 educators

Brandy Chase Judkins, Cobb County School District, Marietta, Georgia, USA; Zoe Falls, University of Nebraska, Lincoln, Nebraska, USA

Concurrent Sessions 4

3 pm–4:15 pm

A. Coteaching: Creating One Greatness

Planning is key to achieving balance between content and language objectives. However, what happens when the coteaching mandate is not clear and the schedule does not allow for shared planning time? How do teachers navigate the curriculum and share instructional time? Let’s explore research-based recommendations and practical solutions.

Target Audience: K–12 ESL teachers

Lela Horne, Marietta City Schools, Marietta, Georgia, USA

B. The Evidence Base for Student Success: Using Specially Designed Instruction

Specially designed instruction describes the most intensive intervention and support provided to students. This session addresses the salient features of specially designed instruction and how to provide this level of support to ESOL special education students. Participants leave with a basic knowledge of what specially designed instruction is and is not.

Target Audience: All PreK–12 teachers

Belinda Tiller, Georgia Department of Education, Atlanta, Georgia, USA; Tammie Smith, Georgia Department of Education, Atlanta, Georgia, USA

C. Building Resilient Learners: The I Have, I Am, I Can Model

For ELs, especially students with interrupted formal education, to become resilient, educational institutions must create “havens of resilience” helping learners discover their own internal strengths: the “I Have, I Am, I Can.” With instructor facilitation, learners draw on strategies to tap into their internal strengths and external resources to succeed emotionally and academically in the language classroom and beyond.

Target Audience: All PreK–12 teachers

Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA

D. Breaking Barriers With Blended Learning

Meeting the needs of a growing EL population can be challenging. Come learn how Atlanta Public Schools uses blended learning to more effectively utilize resources and staff to meet the needs of their growing EL population. Face-to-face time with the ESOL teacher is supplemented with online resources to provide a flexible, innovative approach to overcoming barriers to meet the diverse needs of ELs on the elementary, middle, and high school levels. 

Target Audience: PreK–12 teachers and administrators

Margaret McKenzie, ESOL & World Languages, Atlanta Public Schools, Atlanta, Georgia, USA; Katherine Stocking, ESOL & World Languages, Atlanta Public Schools, Atlanta, Georgia, USA; La Tonya Simmons, ESOL & World Languages, Atlanta Public Schools, Atlanta, Georgia, USA; Maria Dunbar, ESOL & World Languages, Atlanta Public Schools, Atlanta, Georgia, USA

E. ESOL Instruction Among Dual Language Immersion

Do you often ponder how to meet the needs of your ELs when they are accustomed to one language or when they do not understand basic concepts? This session provides you with the essential tools and best practices for instructing your multilingual learners ranging from L1 to L6 in a dual language environment.

Target Audience: All K–12 educators

Nicole S. McCoy, Atlanta Public Schools, Atlanta, Georgia, USA

F. STEM, Literacy, and ELLs

The integration of STEM, literacy, and English language teaching is an emerging topic. The integration of all three of these is and should be a priority for K–12 education. In academic settings, this integration has the opportunity to make headway for students having access to 21st-century instruction, teachers providing curricular access to ELLs, and ELLs having the opportunity to engage in hands-on inquiry-based learning.

Target Audience: All K–12 educators

Shelante Patton, Atlanta Public Schools, Atlanta, Georgia, USA