A: Newcomer and Refugee Concerns
B: Co-teaching and Collaborative Models
C: Multi-tiered Instructional Support
D: Assessment and Data Literacy
E: Leadership and Advocacy
F: Hot Topics
Concurrent Sessions 1
8:30 am–9:45 am
A. Refugee Integration Survey and Evaluation: Findings and Pre-K–12 Applications
The Refugee Integration Survey and Evaluation (RISE) is the only sizeable longitudinal study on refugee integration in the U.S., conducted in Colorado between 2011 and 2015. This session explores the framework utilized in RISE, shares study findings, and highlights key integration pathways. Attendees identify potential applications of survey findings to their work in with refugee students and parents alike.
Meg Sagaria-Barritt, Colorado Refugee Services Program, Colorado Department of Human Services, Denver, Colorado, USA
B. Building Relationships - the Key to an Effective Professional Partnership
Good partnerships are built on trust, vulnerability, and openness. But how do we set the ground rules for a collaborative working environment? This session will explore ways to build strong working relationships by choosing the right questions to ask, navigating differences in opinions, and using outside resources for support. Participants leave this session ready to experience A+ collaborative relationships.
Sarah Sahr, American International School, Chennai, India
C. Growing Language and Literacy: Integrating Content and Language in K-8 Classes
With an emphasis on culturally and linguistically sustaining pedagogy, peer interaction, and scaffolding, this workshop will offer a comprehensive approach to instructional practices that support ELs across the five language proficiency levels.
Andrea Honigsfeld, Molloy College, Rockville Centre, New York, USA; Maria Dove, Molloy College, Rockville New York, USA
D. Grading and Monitoring Academic and Language Proficiency for Emerging Bilinguals
In this session, we will examine effective and strenght-focused grading and progress monitoring systems for Emerging Bilingual students. Language acquisition works in tandem with appropriate analysis of progress monitoring tools which are usually designed for native speakers. We will share effective assessment practices and ideas to evaluate student progress.
Colleen LeCompte, Douglas County School District, Castle Rock, Colorado, USA; Remy Rummel, Douglas County School District, Castle Rock, Colorado, USA
E. Nobody Thinks with an Accent: Depth & Complexity in ELD Classrooms
The Depth & Complexity Framework, developed by Sandra Kaplan and Bette Gould, builds upon “dual-coding theory” (the connection of image to word/concept) – a foundational strategy in sheltered instruction. Therefore, it has enormous implications for language learners at all proficiency levels. Participants explore the framework’s set of icons to clarify student thinking and create more engaging learning experiences – regardless of school model, curriculum resource, or content area.
Brad Russell, Mapleton Public Schools, Denver, Colorado, USA
F. Specific Strategies Supporting Long–Term ELs Across Content Areas
Participants actively participate in several research-based strategies which make complex English syntax and unique vocabulary across content areas accessible to ELs who are stalled at intermediate proficiency. Multiple resources to build student perseverance, confidence and academic success are provided for implementation in both dedicated ESL and collaborative settings, including scaffolding templates and charts of structures.
Elizabeth Hartung-Cole, Retired, Topsham, Maine, USA
Concurrent Sessions 2
10 am–11:15 am
B. Collaborative Instructional Strategies: Responding to Diverse Student Needs through Coteaching
The goal of the session is twofold: (1) to review, evaluate, and adapt the collaborative instructional cycle as well as the seven coteaching models that promote an integrated service delivery in K-12 instructional settings; (2) to help participating educators engage in critical conversations, reflections, and action planning around collaborative practices for ELLs.
Maria Dove, Molloy College, Rockville New York, USA; Andrea Honigsfeld, Molloy College, Rockville Centre, New York, USA
C. Key Considerations When Implementing MTSS with ELLs
This session identifies collaborative strategies and practices in supporting the MTSS process that meet EL student's language level needs. Participants review a checklist for supporting appropriated referrals and identification of ELs to SpEd. Participants also engages in comparative data analysis in identifying ELs who are demonstrating typical or atypical English Language Development compared to their EL peers.
Lynda Idle, Harrison School District 2, Colorado Springs, Colorado, USA; Fran Herbert, Colorado Department of Education, Denver, Colorado, USA
D. Understanding Assessment Accommodations Compared to Classroom Modifications
Participants learn specifics about assessment accommodations compared to classroom instruction modifications. Accommodations that are usually available on standardized assessment will be discussed in conjunction with a summary of research that has been conducted on their effectiveness. When educators understand the difference between modifications and accommodations, students can have accommodations that best meet their needs.
Heather Villalobos Pavia, Colorado Department of Education, Denver, Colorado, USA
E. Family Engagement: Creating Cultures of Caring and Capacity for All
Do your district's family engagement practices authentically seek to empower every family in a caring, authentic, and culturally sustaining manner? With a focus on authentic empowerment and culturally sustaining family engagement practices, this session will foster reflection, conversation, and brainstorming of next steps. Learn about one district's journey, their lessons learned, and the road ahead.
Remy Rummel, Douglas County School District, Castle Rock, Colorado, USA; Cynthia Close, Douglas County School District, Castle Rock, Colorado, USA; Becky Corr, Douglas County School District, Castle Rock, Colorado, USA
F. The 6 Principles for Exemplary Instruction K–12
TESOL’s 6 Principles are research-based core principles that determine the foundation of what every teacher should know to create an effective language program. This workshop aims to provide an overview of the 6 Principles text with demonstrations and descriptions of how to incorporate the 6 Principles in K-12 classrooms.
Linda New Levine, ESL/EFL Consultant, Vero Beach, Florida, USA
Concurrent Sessions 3
1:30 pm–2:45 pm
A. Best Practices for Supporting New Arrivals
This session will describe common programming options for serving new arrivals and provide tools to help select which would work best for your district. The session will focus on literacy development, curriculum and material selection, and supports for students with interrupted education. Special consideration will be given to helping newcomers access core content subjects and work toward meeting content standards.
Brenda Custodio, Ohio State University, Columbus, Ohio, USA
B. A Value-Added approach to Co-Teaching for English Learners
To ensure value-added co-planning, the expertise of both teachers must be developed and utilized. Co-teachers’ planning methods should allow for each teacher to contribute according to his/her area of expertise, either content or language. This session will demonstrate how co-teaching teams can use this type of value-added approach in order to see both linguistic and academic success for ELs.
Holly Porter, Cherry Creek School District #5, Centennial, Colorado, USA; Margaret Lucero, Cherry Creek School District #5, Centennial, Colorado, USA; Tricia MacRae, Cherry Creek School District #5, Centennial, Colorado, USA; Carissa Zevallos, Cherry Creek School District #5, Centennial, Colorado, USA; Jessica Voorhis, Cherry Creek School District #5, Centennial, Colorado, USA; Julie Ignacz, Cherry Creek School District #5, Centennial, Colorado, USA
C. Using ELL Shadowing Data to Drive Instructional Change
ELL shadowing provides teachers with an important data source for making instructional changes. In this interactive session, participants will practice coding students’ linguistic engagement using a shadowing tool that tracks listening, speaking, reading, and writing. Participants will also participate in a protocol for analyzing the shadowing data to determine next steps for instruction and professional learning.
Beth Skelton, Educational Consultants, LLC, Crawford, Colorado, USA
D. Common Formative Writing Assessment for English Learners: Our District Journey
Common Formative Writing Assessment is a progress monitoring tool our district created to inform instruction in meeting the language level writing needs of our K-12 EL students. Participants will be able to understand and review how to document the progress monitoring of ELs in K-12 for comparative data and instruction. Participants will review progress monitoring data collected from the CFWA.
Lynda Idle, Harrison School District 2, Colorado Springs, Colorado, USA
E. Differentiation Instructional Practices for TESOL students, including those with Speech/Language Impairments
This session will provide an on-hands workshop to differentiate instructional practices for TESOL students. We will define and use the theory of differentiation and provide examples of how to implement strategies for all students including students who have speech and language impairments.
Boris Costa-Guerra, Denver Public Schools, Denver, Colorado, USA; Leslie Costa-Guerra, Denver Public Schools, Denver, Colorado, USA
F. New Perspectives on Teaching Preschool ELLs: Research, Policy, and Practice
New perspectives on teaching young ELLs have appeared in research and policy reports. This interactive session will take a closer look at how to take these updates from broad strokes to specific, effective practices. We will discuss system-wide planning ideas and demonstrate key teaching strategies and resources. We will also talk about connections between preschool and primary school for ELLs.
Karen Nemeth, Language Castle LLC, Allentown, Pennsylvania, USA
Concurrent Sessions 4
3 pm–4:15 pm
A. Creating an EL Community of Resilient Learners: More than Academics
An EL’s world view, the factors of community, school, support system, and self-image determine his ability to become resilient. How do we help ELs with Interrupted education become part of the community of learners and build internal resilience? The session describes specific interactive activities, whole class, small group, and individual, helping ELs recognize and build on their own internal strengths.
Judith B. O’Loughlin, Language Matters Education Consultants, LLC, San Ramon, California, USA
B. Inclusive Parent Communication that Builds Family Literacy
Communicating with parents in their home languages has never been easier thanks to advances in educational technologies that allow for real-time translation. Come learn how to leverage innovative new apps and lesser-known features in Remind, Google Slides, SeeSaw, TalkingPoints, etc. to build strong parent-teacher partnerships and to provide pathways for family literacy.
Katie Welch, Welch Education, Dallas, Texas, USA
C. Distinguishing Difference from Disabilities in ELs: Instruction, Support and Identification
Presenter shares practical evidence-based practices for creating culturally and linguistically responsive MTSS models aimed at increasing the academic achievement of EL students. We will share specific tools to use to evaluate your current systems, adapt it, support the unique needs of ELs and using data to make decisions regarding special education referral.
Julie Esparza Brown, Portland State University, Portland, Oregon, USA
E. Risk, Rights, and Refuge: Clinical and Legislative Updates and Recommendations
In times of rapid change and increasingly punitive public policies, there are many ways educators can counter instability and reduce vulnerabilities, even in the absence of justice. The presenter will provide a comprehensive update on legislation and practices impacting students and families, and determinants of risk and trauma within the United States, at its borders, and in key countries of origin.
Stacy Brown, Intentional Humanity-Refugees Forward, Oklahoma City, Oklahoma, USA
F. Office for Civil Rights: Ensuring English Learners Meaningful Access
The US Department of Education, Office for Civil Rights is working with school districts across the country to ensure that English learners have meaningful access to quality education. This is an opportunity to learn about the civil rights laws supporting English learners and to ask OCR questions.
Allison Morris, The US Department of Education, Office for Civil Rights, Denver, Colorado, USA; Colleen Brooks, The US Department of Education, Office for Civil Rights, Denver, Colorado, USA; Daniel Contreras, The US Department of Education, Office for Civil Rights, Denver, Colorado, USA; Jason Sinocruz, The US Department of Education, Office for Civil Rights, Denver, Colorado, USA