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Breakout Room 2: Supporting MLSWD in Dual Immersion Programs

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Breakout Room 1: The Collaborative Instructional Cycle

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Session 3: Specially Designed Instruction

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Day 3 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 3 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Session 3: Specially Designed Instruction

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Shared Resource: UDL Lesson Plan Template 

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Shared Resource: UDL Lesson Plan Template 

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scheduling: ML and special ed students are placed first into the schedule. If there is a DLI program they are placed as a cohort. 

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scheduling: ML and special ed students are placed first into the schedule. If there is a DLI program they are placed as a cohort. 

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Meet often via text at night when we are cooking dinner at night. Mostly planned by the gen. ed teacher and add as re-teach supports. SE biology is taught based on the lessons of the GE. teacher. 

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Meet often via text at night when we are cooking dinner at night. Mostly planned by the gen. ed teacher and add as re-teach supports. SE biology is taught based on the lessons of the GE. teacher. 

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Volunteer for homework center, able to support them in after school program.

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Secondary schools (5-8th) intentional about not scheduling interventions for bilingual and special ed teachers during the PLC times. Schedule those first on the master schedule. 

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Secondary schools (5-8th) intentional about not scheduling interventions for bilingual and special ed teachers during the PLC times. Schedule those first on the master schedule. 

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Some are single grades so can co-teach.

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Block scheduling that is staggered for reading. 

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Block scheduling that is staggered for reading. 

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Teachers prefer the bilingual resource teacher to go into the co-taught classroom to go into writing. Was able to use Functional Linguistics, Elena Brisk (WIDA standard author) in 1st and 3rd grade.

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More resources about supporting ELs in math.

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The goal of these materials is to illustrate how Common Core aligned math tasks can be used to support math instruction and language development for ELLs at three grade spans (elementary, middle, and high school). We used or adapted tasks from two publicly accessible curriculum projects, Inside Mathematics and Mathematics Assessment Project.

To learn more, see the annotated lessons below and read our Guidelines for Math Instructional Materials Development.

1. Introduction to the Materials describes how the materials were developed, and the types of materials and resources provided.

2. Principles for Math Instruction provide the over-arching principles for teaching mathematics to ELLs.

3. Guidelines for Math Instructional Materials Development can be used to develop new materials or to review already developed materials.

4. "Language of Math" Task Templates are language-focused activities that can be used by teachers to design and write their own language-focused activities. These "Language of Math" tasks were designed to support students in learning to read and understand word problems, communicate about mathematics, and build disciplinary and academic vocabulary, and develop practices in mathematics.

5. Writers, Reviewers, and Contributors handout details the team who led and contributed to the development of these resources.

Additional resources can be found here.
Download all annotated math tasks Download supplementary files A.Pointers to PD Materials 7-2-13.pdf B.Talk Moves 7-2-13.pdf

This fourth grade (elementary school) task provides students opportunities to work with patterns and tables. Students identify whether finite sequences of numbers follow given rules and extend those sequences according to those rules. This task is annotated with suggestions for supporting ELLs, including Mathematically Speaking, a language-focused activity that asks students to solve a problem, explain their reasoning, and discuss how they arrived at their solution while using targeted vocabulary.

MIDDLE SCHOOL TASK-MAKING MATCHSTICKS

This eighth grade (middle school) task provides students opportunities to interpret a situation, represent the variables mathematically, select appropriate mathematical methods, interpret and evaluate the data generated, and communicate their reasoning. Students work with selected formulas to model a situation, interpret given data, make approximations, communicate their reasoning in verbal and written form, and critique solutions developed by others.

This task draws on understandings of rate and proportional reasoning (a CCSS focus of grades 6 and 7), geometric measurement and volume (which begins with right rectangular prisms in grade 5, and is extended in grades 6, 7, and 8), and builds toward the high school number and quantity standard of interpreting units consistently in formulas. Making Matchsticks is part of a Formative Assessment Lesson (FAL), which can be downloaded here: http://map.mathshell.org/materials/lessons.php?gradeid=23.

This task is annotated with suggestions for supporting ELLs, including Mathematically Speaking, a language focused activity that asks students to solve a problem, explain their reasoning, and discuss how they arrived at their solution while using targeted vocabulary.

HIGH SCHOOL TASK-CREATING EQUATIONS

This high school task provides students opportunities to use algebra in different ways: manipulating a given equation, writing equations to represent situations, solving equations, and interpreting solutions of equations in the situations represented.

This task is annotated with suggestions for supporting ELLs, including three language-focused activities: Jigsaw Reading, Reading and Understanding the Problem, and Mathematically Speaking. These activities were designed to support students in learning to read and understand word problems, talk about their reasoning, and discuss their solutions.

HIGH SCHOOL TASK-SIDEWALK PATTERNS

This high school task gives students an opportunity to work with expressions, equations, and functions. The task presents a sequence of three visual patterns created using white and gray blocks, and asks students to write one symbolic expression for the number of each type of blocks. Students build a function modeling a relationship between two quantities, interpret the structure of expressions, and write expressions in equivalent forms to solve problems.

This task is annotated with suggestions for supporting ELLs, including two language-focused activities: Reading and Understanding the Problem, and Mathematically Speaking. These activities were designed to support students in learning to read and understand word problems, talk about their reasoning, and discuss their solutions.

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Supporting ELLs in Mathematics | Understanding Language

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The goal of these materials is to illustrate how Common Core aligned math tasks can be used to support math instruction and language development for ELLs at three grade spans (elementary, middle, and high school). We used or adapted tasks from two publicly accessible curriculum projects, Inside Math…

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Not specifically using the PLUSS framework, but demonstrates how some of the evidence-based practices can be used in math.

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Breakout Room 2: Supporting MLSWD in Dual Language Immersion Programs

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Dear MLSWD Summer Institute Participant: We are so glad that you joined us for this 2025 institute. Your feedback is important to us! Please complete this survey to assist us in refining the institute for future learners. Upon completion of the three sessions and this survey you will receive a Certificate of Completion for 9 hours. Please note: responses may be used for marketing purposes. Thank you! Silvia DeRuvo, Cerelle Morrow, Gabriela Mottesi, Yessy Median

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Day 2 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 2 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Note: The "Engaging in Productive Struggle: Number Talks" video has been removed from the session recording and can be accessed with a subscription to the Teaching Channel (https://www.teachingchannel.com/).

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Session 2: Evidence-Based Practices for Instruction and Intervention

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Session 3: Specially Designed Instruction

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Session 2: Evidence-Based Practices for Instruction and Intervention

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Breakout Room 1: The Collaborative Instructional Cycle

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Academic Interventions Tools Chart- NCII 

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Academic Interventions Tools Chart- NCII 

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Chart with information on evidence-based intervention programs including those that support the needs of multilingual learners

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Joint Statement from the Reading League about Science of Reading

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Joint Statement from the Reading League about Science of Reading

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Session 1: Strategies for High-Quality Teaching, Intervention, and Collaboration

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Day 1 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 1 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 1: Enhancing Instruction for Multilingual Learners with Disabilities

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Enhancing Instruction for Multilingual Learners with Disabilities
Session 1: Strategies for High-Quality Teaching, Intervention, and Collaboration
July 22, 2025

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00:30:45	Lynette Beacher:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:31:22	Vandana Manwani:	Hiâ¦have completed it..
00:31:39	Cerelle Morrow | WestEd:	Welcome everyone!  We will get started in just a few minutes.  If you havenât already completed the pre-survey you have some time to do it now.
00:31:52	Cerelle Morrow | WestEd:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:32:18	Silvia DeRuvo, WestEd:	https://padlet.com/sderuvo1/MLSWD2025
00:33:06	Angel De Jesus:	Sorry trying to figure out my speaker
00:33:19	Cerelle Morrow | WestEd:	https://padlet.com/sderuvo1/MLSWD2025
00:33:43	Cerelle Morrow | WestEd:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:34:01	Elizabeth Metts (she/her):	9th Grade History Teacher, Boston, MA
00:34:18	Takoa Raney:	Takoa Raney, Sacramento, Secondary Program Specialist
00:34:23	Adrian Trayer:	Greetings! I am a senior education specialist at the Detroit Zoo (in Royal Oak, Michigan).
00:34:25	Jennifer Wang:	High School SPED teacher, San Jose, CA.
00:34:28	Maria Elena Garcia-Peterman:	Bilingual Resource Teacher in Middleton, WI
00:34:33	Gina:	Student Services Coordinator, Middleton Cross Plains in WI
00:34:36	Aaron Blanding:	SAI English HS, San Jose, Ca
00:34:39	Lindsey Yoshimoto:	High School Special Education Teacher, San Jose, CA
00:34:40	Dianne Leo:	Dianne Leo, Instructional coach... Campbell, Ca
00:34:44	Amanda Sandberg | San Juan Unified:	Amanda Sandberg, EL Program Specialist in San Juan Unified (Sacramento, CA)
00:34:44	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Good morning from Washington state! I am a Special Services Program Manager at Puget Sound Educational Service District.
00:34:46	Kristin Benz:	Special Education Coordinator. Middleton, WI
00:34:52	Timothy Hanley:	San Jose, High School SPED
00:34:54	Vanessa Garcia-Guardado:	SAI English teacher, San Jose, CA
00:34:54	Vandana Manwani:	Greetings! Vandana Manwani, EAL Teacher from Mumbai, India
00:35:06	D'Airrien Jackson:	9th and 11th grade SAI English Teacher, San Jose, CA
00:35:07	Eileen Osieja (NJDOE-LRE Facilitator):	Eileen Osieja at New Jersey DOE, Office of Special Education
00:35:11	Monik Vega, PCY (She/Her):	Monik Vega, Senior Program Manage, Partnership for Children and Youth, Sacramento CA
00:35:29	Nakia Douglas-Illinois:	Dr. Nakia Douglas- State Director of IL of Sped/Chicago
00:35:42	Takoa Raney:	Reacted to "Monik Vega, Senior P..." with ð
00:35:42	Vanessa Lopez (she|her|hers|ella):	Vanessa Lopez, Imperial County SELPA Project MuSE in El Centro, California
00:35:46	Lesley Paramo, ISBE:	Hello, Special Education Department in Illinois State Dept/Chicago
00:35:57	Takoa Raney:	Reacted to "Vanessa Lopez, Imper..." with â¤ï¸
00:36:08	Takoa Raney:	LOVE MuSE!
00:36:08	ivan gomez:	Ivan Gomez, Chicago Illinois
00:36:18	Yessy Medina:	https://tinyurl.com/MLSWD25
00:36:31	Melissaâs Iphone :	Currently in Florida but from Chicago
00:36:31	Yessy Medina:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:36:51	sbgoldberg:	steven goldberg, SPED Chicago
00:37:02	Stacey Betters-Morris:	Illinois
00:38:05	Cerelle Morrow | WestEd:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:40:15	Cerelle Morrow | WestEd:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:41:49	ivan gomez:	Reacted to "steven goldberg, SPE..." with ð¥
00:45:04	Takoa Raney:	Congrats Yessy!
00:45:09	Cerelle Morrow | WestEd:	Materials for Today can be found here: padlet: https://padlet.com/sderuvo1/MLSWD2025
00:49:11	Eileen Osieja (NJDOE-LRE Facilitator):	How do you access the note catcher?
00:49:15	Cerelle Morrow | WestEd:	Materials for Today can be found here: https://padlet.com/sderuvo1/MLSWD2025
00:49:39	Yessy Medina:	Note catcher link: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/BJkrQAjpw6v4ZEge
00:50:52	Yessy Medina:	In your breakout rooms: Introduce yourself to your groupâ¦ â
What motivated you to attend our institute this week?â
What are you hoping to learn?
01:02:07	Elizabeth Metts (she/her):	my biggest disparities in data are my dually identified students but no one is focusing on that subgroup in my charter school/network so I'm here to gain tools + resources + strategies to implement and share!
01:02:28	Lori O'Brien:	I am hoping to learn new and revisit old best practices.
01:02:30	Yessy Medina:	Reacted to "my biggest dispariti..." with â¤ï¸
01:02:37	Yessy Medina:	Reacted to "I am hoping to learn..." with â¤ï¸
01:02:38	Gabriela Mottesi:	Reacted to "my biggest dispariti..." with â¤ï¸
01:02:41	Gabriela Mottesi:	Reacted to "I am hoping to learn..." with â¤ï¸
01:03:12	YazmÃ­n:	Continue to learn ways to collaborate with parents and special educators as a BRT to better support MLs
01:03:21	Gabriela Mottesi:	Reacted to "Continue to learn wa..." with â¤ï¸
01:03:27	Yessy Medina:	Reacted to "Continue to learn wa..." with â¤ï¸
01:04:13	Karina Vanderbilt, PSESD, she/her/ella:	Can you share the note catcher again? Thank you!
01:04:23	Yessy Medina:	Note catcher: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/BJkrQAjpw6v4ZEge
01:10:13	Takoa Raney:	Asset-oriented!
01:10:26	Josephine Vieira:	Asset oriented
01:10:26	Elizabeth Metts (she/her):	nuanced pedagogical approaches
01:10:30	Karina Vanderbilt, PSESD, she/her/ella:	Cultivating deep, coherent and shared expertise
01:10:30	Vandana Manwani:	Power of collaboration
01:10:32	Maria Elena Garcia-Peterman:	power of collaboration
01:10:36	Elizabeth Metts (she/her):	power of collaboration
01:10:37	Vanessa Garcia-Guardado:	Power of collaboration
01:10:39	Dianne Leo:	CAN DO
01:10:39	D'Airrien Jackson:	Power of collaboration
01:10:39	Stephanie Diaz:	Two identities cannot be separated. Silos to collaboration
01:10:40	Lindsey Yoshimoto:	Shared expertise
01:10:41	Anastasiya Titarenko (she/her):	Nuance, meaningful
01:10:45	Lori O'Brien:	collaboration!
01:10:50	Monique Auxila:	Collaboration time with ESL and sped staff
01:10:51	Eileen Osieja (NJDOE-LRE Facilitator):	meaningfully engaging parents and families
01:10:53	Takoa Raney:	Power of Collaboration
01:10:55	Josephine Vieira:	Collaboration and coherent programs that can be used across all classes
01:10:58	Amanda Sandberg | San Juan Unified:	Shared expertise!
01:11:07	Aaron Blanding:	potential interaction
01:11:09	Andy Dodge:	meaningfully engaging parents
01:11:11	Vandana Manwani:	Shared expertise
01:11:11	Angel De Jesus:	power of collab
01:11:21	Lori O'Brien:	Reacted to "Shared expertise" with ð
01:11:26	Jacquelyn (Jackie) Durfey, PSESD (she/her):	deep, coherent, shared expertise
01:11:28	Lesley Paramo, ISBE:	coherent practices
01:11:30	YazmÃ­n:	The power of collaboration for meaningful practice
01:11:35	Jennifer Wang:	Intersectionality term itself is helpful to describe the status of the collaboration at my school
01:12:29	Cerelle Morrow | WestEd:	Materials for Today can be found here: https://padlet.com/sderuvo1/MLSWD2025
01:14:44	Takoa Raney:	Is this data shocking to people outside those of us that serve our kids?  If so, how do we better publicize it to better collaborate?
01:15:12	Silvia DeRuvo, WestEd:	The OSEP Fast Fact is linked on the padlet wall.
01:15:37	Silvia DeRuvo, WestEd:	https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners
01:15:45	Stephanie Diaz:	Poor Identification tools.
01:15:50	Vandana Manwani:	Under identification- too many students on case loads
01:15:50	Dianne Leo:	We are not a unified district, only a hs district....
01:15:53	C: Felix:	Generalizations about language acquisition, which would prevent eligibility to move forward.
01:16:07	Monik Vega, PCY (She/Her):	funding constraints and not able to serve as many students with disabilities- not enough staff
01:16:08	Elizabeth Metts (she/her):	teacher training/lack of SPED + SEI certification for charter schools/younger staff leads to over-identification because other supports not in place first
01:16:16	Stephanie Diaz:	Can limit classes/courses. and rigor for students.
01:16:16	Andy Dodge:	under and over identification can lead to poor outcomes because the student needs aren't accurately beingdiagnosed
01:16:18	Angel De Jesus:	Funding, discipline practices
01:16:20	Elizabeth Metts (she/her):	staffing: only one MLL specialist for a school of 660
01:16:22	Kimberly Pistor:	Sometimes it is not enough counselors
01:16:34	Anastasiya Titarenko (she/her):	Lack of understanding of new language acquisition on student support teams/child study teams; unsure how to implement adequate Tier 1, 2, or 3 supports for MLs
01:16:34	Takoa Raney:	Lack of continuous strategies for success and data collection of student success,  increased deficit mindset of adults, higher dropout rates
01:16:34	Vanessa Lopez (she|her|hers|ella):	Lack of cohesion and collaboration within Multidisciplinary teams in pre-referral process (MTSS/RTI/SST, etc...) to ensure equitable assessment practices
01:16:35	Elizabeth Metts (she/her):	poor outcomes --> mental health, chronic absenteeism
01:16:42	Lori O'Brien:	over identification causes I suspect are due to the complexity of the teasing out what is causing the gap between what students are able to do and what they know and can do academically
01:16:49	Elizabeth Metts (she/her):	time for collaboration
01:16:53	Takoa Raney:	Reacted to "Sometimes it is not ..." with ð
01:16:54	Vandana Manwani:	Too much time taken to identify students
01:17:04	YazmÃ­n:	1. The lack of teacher/parent collaboration, getting enough information about the studentâ¦
01:17:07	Lindsey Yoshimoto:	Over-identification: a lack of implementing interventions (or not implementing any interventions) with fidelity. 

Poor outcomes: Not being served in their LRE
01:17:15	Tim Hanley:	When students are misidentified, they may be placed in programs that donât actually match their needs.
01:17:22	Josephine Vieira:	I think what can cause under or over identification is lack of schools resources, understanding and collaboration. Students ability to learn English or lack of English acquisition can lead to problems with identification. As students progress through the grades and the work gets harder unfortunately students are left behind or slip through the cracks without coherent strategies that can be implemented across different classes.
01:17:40	Cerelle Morrow | WestEd:	Reacted to "staffing: only one M..." with ð±
01:18:06	Vanessa Lopez (she|her|hers|ella):	Broad course of study is greatly impacting our students who are dually identified
01:22:12	Silvia DeRuvo, WestEd:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/do3MQJkMPmGgZ15w
01:43:19	C: Felix:	I did not write down which group number my team was in. Would you be able to tell me?
01:43:36	Adrian Trayer:	Not five :)
01:43:45	Lynette Beacher:	Replying to "I did not write down..."

3
01:44:08	C: Felix:	Reacted to "3" with ð
01:46:17	Karina Vanderbilt, PSESD, she/her/ella:	Great summary DâAirrien!
01:46:23	Yessy Medina:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:25	D'Airrien Jackson:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:31	Jennifer Wang:	Reacted to "Great summary DâAirr..." with ð
01:46:35	Aaron Blanding:	Reacted to "Great summary DâAirrâ¦" with ð
01:46:39	Vanessa Garcia-Guardado:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:41	Aaron Blanding:	Reacted to "Great summary DâAirrâ¦" with â¤ï¸
01:46:50	Gabriela Mottesi:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:47:12	Aaron Blanding:	thanxLori!
01:51:16	Takoa Raney:	YAY Maria!!!!!!
01:52:37	Jessica Carothers:	Thank you Apurva!
01:53:02	Apurva Wikstrom, PSESD:	Reacted to "Thank you Apurva!" with â¤ï¸
01:54:55	Lindsey Yoshimoto:	I took notes but my dog is barking: 
Misconception 1: Changes to Practice: 
-Â Â Â Â Â Â  Provide time/space for teachers to discuss strategies to help support specific students.
-Â Â Â Â Â Â  Early identification process should start early.
Information should be passed from one grade to another.
01:56:18	Dianne Leo:	Yes, but would love if more people attended.
01:56:21	Monique Auxila:	no
01:56:24	Gina (Coordinator at Middleton WI):	At district level, some for very specific roles
01:56:26	Stephanie Diaz:	Yes, but it can be better...
01:56:27	Kitty Wade:	yes
01:56:29	Kimberly Pistor:	It varies from year to year
01:56:36	Team from Middleton Cross Plains, WI:	some
01:56:38	Elizabeth Metts (she/her):	it's happening a little bit in grade-level spaces and is often 5-10 minutes vs. whole school
01:56:40	Vandana Manwani:	Yesâ¦.but it continues to be a challenge
01:56:58	Vanessa Lopez (she|her|hers|ella):	yes, though there is variance in implementation
01:57:01	Adrian Trayer:	Some, but I feel like I am the biggest advocate for it
01:57:19	Tim Hanley:	Our school shares a lot of the data and some strategies at whole school PDs
01:57:21	YazmÃ­n:	Yes, but not for the entire school district
01:57:30	Lori O'Brien:	yes, both district and site. However, more please1
02:24:36	Angel De Jesus:	Reacted to "Great summary DâAirr..." with â¤ï¸
02:38:53	Cerelle Morrow | WestEd:	You can also add your reflection to the quotes in the chat as well.
02:39:14	Stephanie Diaz:	Wholly distinct experiences
02:39:38	Vandana Manwani:	Teamwork; different experiences
02:39:45	Dianne Leo:	Wholly distinct experience
02:39:46	Jennifer Wang:	I donât the have the annotate feature: wholly distinct experiences
02:39:49	Vandana Manwani:	Whole child
02:40:28	Lori O'Brien:	Crenshaw is 1991...these conversations have been discussed and known for a long time.  I
02:40:30	Vandana Manwani:	Focus on strengths and concerns
02:40:56	Lori O'Brien:	Education...great research, slow roll out :)
02:41:13	Yessy Medina:	Replying to "Crenshaw is 1991...t..."

And there is research as recent as 2021 still discussing it, too. Good point!
02:41:30	Yessy Medina:	Reacted to "Education...great re..." with ð¯
02:41:43	Vanessa Lopez (she|her|hers|ella):	Also, the individuals "interpreting" the experience of dually identified students (intersecting minoritized identities) figure largely on the outcome
02:41:52	Yessy Medina:	Handout 3 direct link: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/wKmOZ5vd6MyoWzMA
02:44:33	Cerelle Morrow | WestEd:	Learning Behavior Manifested= observations of the behavior in a classroom/school
02:44:58	Andy Dodge:	Will we have access to this padlet after our sessions, or do we need to download anything we want to keep for our own resources?
02:46:24	Gina (Coordinator at Middleton WI):	Thanks for asking that question, Andy. I wondered the same thing.
02:46:39	Elizabeth Metts (she/her):	general education teacher
02:46:44	Dianne Leo:	Teachetr
02:46:48	Cerelle Morrow | WestEd:	The Padlet will be available for an unlimited amount of time.
02:46:48	Tim Hanley:	Reacted to "general education te..." with ð
02:46:50	Dianne Leo:	Teacher
02:46:53	Vanessa Lopez (she|her|hers|ella):	Sometimes parents
02:46:55	Yessy Medina:	Replying to "Thanks for asking th..."

The pallet will be up for you all to access, but I would suggest downloading anything you find useful, just in case ð
02:46:58	Stephanie Diaz:	Reacted to "The Padlet will be a..." with â¤ï¸
02:47:00	Lori O'Brien:	gen ed or intervention
02:47:06	Andy Dodge:	Replying to "Thanks for asking th..."

Thanks!
02:47:20	Vandana Manwani:	Meeting with parents
02:47:21	Cerelle Morrow | WestEd:	Replying to "Will we have access ..."

On the last day we will show you how to remake it so you own it.
02:47:30	Lori O'Brien:	definitely parents for multiple reasons
02:47:38	YazmÃ­n:	The team who works with the student
02:47:56	Jennifer Wang:	Para-educators as well
02:47:56	Vandana Manwani:	Conducting a language history form- filled by EAL teacher & parents
02:47:58	Yessy Medina:	Replying to "Thanks for asking th..."

There is also a âremakeâ feature on padlet, where you can make a copy of the padlet, if you have an account.
02:47:59	Elizabeth Metts (she/her):	MLL specialist / teacher progress reporting
02:48:10	Yessy Medina:	Reacted to "The Padlet will be a..." with â¤ï¸
02:48:13	Lori O'Brien:	appreciate the reminder of the "silent period" in L2 acquisition
02:48:24	Anastasiya Titarenko (she/her):	Parents/caretakers
02:48:27	Josephine Vieira:	Special education teacher, SLP
02:48:30	Elizabeth Metts (she/her):	learning specialist
02:48:44	Vandana Manwani:	ILS
02:48:59	Lori O'Brien:	ed specialists/reading specialist/MTSS specialist
02:49:18	Vanessa Lopez (she|her|hers|ella):	I appreciate that it prompts investigation and collaboration
02:50:24	Lori O'Brien:	it is so important, as an Ed Specialist, my first lens is most often from that perspective. I need collaboration to help balance that
02:51:39	Lori O'Brien:	data is good, but we need to interpret through appropriate comparisons.
02:51:58	Maria Elena Garcia-Peterman:	Can you use other assessments like ACCESS and the growth expectations?
02:52:43	Lori O'Brien:	It takes time to dive into all the ways to tease out these considerations.
02:52:46	Josephine Vieira:	Students come to us at all different levels at different ages. Students learn differently and come from different environments even if they have similar backgrounds.
02:52:55	Lori O'Brien:	often we are time is the enemy
02:52:56	Elizabeth Metts (she/her):	and to find the exact right combo of proficiency and contexts
02:53:14	Lindsey Yoshimoto:	Each individual has multiple components to their individual identityâ¦unique experiences that shape who they are
02:53:23	Lori O'Brien:	Reacted to "Each individual has ..." with ð
02:54:47	Josephine Vieira:	Is the NWEA similar to the ELPAC?
02:54:52	Lori O'Brien:	great point. Cerelle
02:55:26	Yessy Medina:	Also known as MAP (measures of academic progress)
02:57:08	Lori O'Brien:	turning in assignments
02:57:20	Lori O'Brien:	a lot
02:57:22	Lori O'Brien:	typically
03:03:01	Gina (Coordinator at Middleton WI):	can I go to room 5?
03:03:10	Josephine Vieira:	I was in breakout room 1
03:03:23	Lesley Paramo, ISBE:	i can get added to 5
03:03:24	Josephine Vieira:	Can you please add me to that group?
03:03:25	ivan gomez:	i was in 3
03:03:25	Lindsey Yoshimoto:	I was in Group 8 originally
03:03:28	Melissa Diaz:	I was in 6
03:04:50	Lori O'Brien:	what are we looking at
03:05:08	Yessy Medina:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/4b3zaM1MpPYga2j7
03:18:19	Gina (Coordinator at Middleton WI):	Collaboration in this kind of system can be easy or hard depending on beliefs, strengths, knowledge.
03:18:26	Elizabeth Metts (she/her):	we weren't familiar with the PLUSS framework
03:18:29	Vandana Manwani:	Pluss Framework??
03:18:38	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "Pluss Framework??" with â¤ï¸
03:18:40	Stephanie Diaz:	I learned about PLUSS from my colleagues in the room
03:18:42	Elizabeth Metts (she/her):	we were unpacking "high-leverage practices" vs. "evidence-based practices"
03:18:47	Lori O'Brien:	PLUSS new to me
03:19:00	Dianne Leo:	Pluss is new
03:19:00	Lori O'Brien:	HLPs new to me
03:19:02	YazmÃ­n:	Iâm not familiar about UDL and PLUSS
03:19:14	Adrian Trayer:	Why are the students on devices? Is that connected to one of the frameworks?
03:19:27	Lindsey Yoshimoto:	The importance of collaboration!  So many Benefits of key stakeholders from the school site working together (and later sharing the information with the site at large)
03:19:37	Anastasiya Titarenko (she/her):	Intensity/frequency of interventions and best practices in scheduling to support effective interventions
03:20:09	Lori O'Brien:	some students need tablets to communicate
03:20:36	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "The importance of co..." with â¤ï¸
03:20:42	C: Felix:	My wonder is around the PLUSS Framework and the way that we teach vocabulary
03:22:13	Adrian Trayer:	What's good for some is good for all!
03:22:14	Elizabeth Metts (she/her):	something for everyone! in terms of engagement, representation
03:22:17	Lori O'Brien:	love adding the third slide....gives students the agency
03:22:18	Jacquelyn (Jackie) Durfey, PSESD (she/her):	The barrier is not within the student.
03:22:23	Eileen Osieja (NJDOE-LRE Facilitator):	I love that justice is removing barriers for everyone.
03:22:23	Maria Elena Garcia-Peterman:	Taking barriers makes the most impact on all.
03:22:24	Dianne Leo:	Everyone learns differently and this is something for all
03:22:26	D'Airrien Jackson:	It needs to take things into consideration beforehand
03:22:26	Andy Dodge:	Everyone should get what they need to succeed
03:22:31	Monik Vega, PCY (She/Her):	I love this graphic. Have seen the equality/equity piece, but adding the justice piece makes so much sense
03:22:31	C: Felix:	Responsive to the particular needs of students
03:22:37	Stephanie Diaz:	meeting the students were they are to be successful
03:22:38	Yessy Medina:	Reacted to "What's good for some..." with â¤ï¸
03:22:54	Lindsey Yoshimoto:	Giving access can lead to success
03:23:15	Kimberly Pistor:	Love the image
03:23:15	Aaron Blanding:	that thoughtful environmental preparation is a powerful accommodation
03:23:24	Yessy Medina:	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:24	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:29	Silvia DeRuvo, WestEd:	Reacted to "that thoughtful envi..." with ð
03:23:31	D'Airrien Jackson:	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:39	Vanessa Garcia-Guardado:	Getting to know our students so accommodations/supports will benefit them
03:28:20	Gina (Coordinator at Middleton WI):	Cycling back around to re-drafting really - not initial - never getting to "full implementation".
03:31:28	Angel De Jesus:	Whole Child Approach to education
03:31:37	Monik Vega, PCY (She/Her):	Connection before correction
03:31:41	Elizabeth Metts (she/her):	holistic asset-based approach
03:31:52	Vanessa Lopez (she|her|hers|ella):	Considering extrinsic factors, language, culture, and learning environments is imperative
03:32:07	Amanda Sandberg | San Juan Unified:	The relevance and significance of a student and familyâs lived experience
03:32:12	Lori O'Brien:	yes...I often see the "squeaky wheel" moving quickly up the tiers.
03:32:18	Lindsey Yoshimoto:	Focusing on studentsâ assets â brings up the reminder that we have to focus on strengths of our students. 
There is not a âone size fits allâ approach to supporting students
03:32:57	Kimberly Pistor:	Thank you for a great session.
03:33:09	Takoa Raney:	Going back to something Gutierrez said so well earlier; these same conversations continue, even 20+ years later
03:33:40	Vandana Manwani:	proactive, not reactive; data based
03:34:12	Lori O'Brien:	cultural, language, mental health, personality (introverts), etc. ...the quote speaks to these and more as well
03:35:34	Lori O'Brien:	add trauma to this, more so now than ever for many of our ELs
03:36:14	Cerelle Morrow | WestEd:	https://www.projectlee.org/
03:39:27	C: Felix:	How does pre-teaching vocabulary and teaching vocabulary in context interact within this framework? In the QTEL Framework, we learn about teaching vocabulary in context and wanted to see how this might connect to the PLUSS Framework.
03:39:54	C: Felix:	Ok, will put it there!
03:40:21	Lori O'Brien:	academic vs curriculum vocab.
03:43:28	D'Airrien Jackson:	All of them
03:43:29	Gina (Coordinator at Middleton WI):	All of them.
03:43:30	Josephine Vieira:	All of them
03:43:33	Elizabeth Metts (she/her):	all
03:43:34	Dianne Leo:	All would be great
03:43:58	Lori O'Brien:	yep...and other learners who are neither but need them
03:44:17	Yessy Medina:	You can find this overview of the framework on page 84 of the HLP resource: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/4b3zaM1MpXpga2j7
03:45:37	Lori O'Brien:	for newcomers to have immediate access to curriculum, peers, creating, learning...so much better than watching them just sit quietly, or find other ways to engage, perhaps not so helpful to classroom management.
03:46:00	Yessy Medina:	Post to the parking lot on the far right of the pallet: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs
03:57:56	Cerelle Morrow | WestEd:	Please post any questions you have on the Padlet wall.
03:59:53	Stephanie Diaz:	Great First day! It has been reinforced with data, research, and best practices.
03:59:59	Takoa Raney:	Re-affirming
04:00:07	Elizabeth Metts (she/her):	I'm thinking about whether it's actually an umbrella/hierarchy but rather a different shape/structure that shows how these systems + protocols interconnect/overlap
04:00:13	Gina (Coordinator at Middleton WI):	It can feel so overwhelming with all options - but bringing it down to highly widely applicable strategies that work for ALL makes it seem more possible.
04:00:14	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Collaboration
Collaboration
Collaboration
04:00:15	Amanda Sandberg | San Juan Unified:	I really appreciated the consistent breakouts to process and dialogue.
04:00:18	Maria Elena Garcia-Peterman:	Collaboration
04:00:22	Stephanie Diaz:	Reacted to "Collaboration
Collab..." with â¤ï¸
04:00:24	D'Airrien Jackson:	Reacted to "Collaboration
Collab..." with â¤ï¸
04:00:29	Jennifer Wang:	Reacted to "It can feel so overw..." with ð
04:00:31	Vanessa Lopez (she|her|hers|ella):	Actively reflecting and fighting confirmation bias, though it has been re-affirming
04:00:34	Eileen Osieja (NJDOE-LRE Facilitator):	Conversation and collaboration is a non-negotiable.
04:00:35	Lindsey Yoshimoto:	Iâm wondering how can inclusive practices be more intentional rather than something that is checked off a list.
04:00:35	Andy Dodge:	I received strategies for identifying when a ML student is struggling, to help identify if it is a difficulty with language or with disability
04:00:36	Lori O'Brien:	The convergence of MTSS, SPED and EL is here!
04:00:40	Aaron Blanding:	Today has broadened my understanding of how inclusive pedagogy can be used
04:00:43	D'Airrien Jackson:	Reacted to "I really appreciated..." with â¤ï¸
04:00:53	Karina Vanderbilt, PSESD, she/her/ella:	I appreciated the overview today and the way that UDL, HLP, MTSS, PLUSS were presented as connected
04:00:56	Angel De Jesus:	How many frameworks are there?lol, How do you decide on the correct one for your school community?
04:00:56	Nicole Tribuzio:	I'm grateful for all the resources and information we received today
04:00:57	Anastasiya Titarenko (she/her):	Embrace the nuance and view every child holistically
04:01:00	Josephine Vieira:	Todayâs session really deepened my want to gain as much knowledge as I can to take back to my school site and also makes me more curious of how I can better collaborate with staff to ensure more equitable outcomes for our dually identified students across all classes. Not letting students slip through the cracks at the high school level.
04:01:12	Nicole Tribuzio:	Reacted to Todayâs session real... with "â¤ï¸"
04:01:13	Takoa Raney:	Also great to hear from Ca to Ill to Wisconsin, etc we all have a shared vision that our kids ARE AMAZING
04:01:20	Nicole Tribuzio:	Reacted to Also great to hear f... with "â¤ï¸"
04:01:24	Cerelle Morrow | WestEd:	Reacted to "Also great to hear f..." with â¤ï¸
04:01:25	Jennifer Wang:	Feeling that all students can benefit, not just SPED kiddos
04:01:32	Lori O'Brien:	Reacted to "Also great to hear f..." with â¤ï¸
04:01:33	D'Airrien Jackson:	Reacted to "Feeling that all stu..." with â¤ï¸
04:01:36	Nicole Tribuzio:	Reacted to Feeling that all stu... with "â¤ï¸"
04:01:39	Tim Hanley:	Reinforced. Multilingual learners are distinguished from special education students by determining whether their academic challenges stem from language acquisition rather than a learning disability.
04:01:59	Lori O'Brien:	Reacted to "Reinforced. Multilin..." with ð
04:02:22	Nicole Tribuzio:	Reacted to Reinforced. Multilin... with "â¤ï¸"
04:02:31	Yessy Medina:	Replying to "I'm thinking about w..."

I think the umbrella was meant to show that itâs not a hierarchy, but more so UDL and MTSS being a protective shelter that allows us to implement the evidence based practices/frameworks. Thanks for this feedback. It helps in how we reframe! ð
04:02:35	S. Gutierrez:	Regardless of time and all that is out there, many search-based school districts still struggle to accept and implement
04:02:35	Jennifer Wang:	Will we be in the same breakout rooms tomorrow?
04:02:35	Elizabeth Metts (she/her):	thank you!
04:02:39	Tim Hanley:	Thanks!!
04:02:40	Andy Dodge:	Thank you!
04:02:43	Stephanie Diaz:	Thank you! ð
04:02:48	Aaron Blanding:	thanx. see you tomorrow!
04:02:49	Lindsey Yoshimoto:	Thank you !
04:02:49	Josephine Vieira:	Thank you!
04:02:55	Maria Elena Garcia-Peterman:	Thank you!!!!
04:02:57	Lori O'Brien:	thank you!
04:03:04	D'Airrien Jackson:	Thank you!
04:03:09	Vanessa Garcia-Guardado:	Thank you!
04:03:09	Karina Vanderbilt, PSESD, she/her/ella:	Thank you!
04:03:20	Jennifer Wang:	Thank you!
04:03:22	Yessy Medina:	Reacted to "Also great to hear f..." with â¤ï¸
04:04:00	Jennifer Wang:	I wish we could save the chat! So many great ideas!

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Common Myths about Dual Language Learners 

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Common Myths about Dual Language Learners 

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OSEP Fast Facts: Students with Disabilities Who are English Learners 

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OSEP Fast Facts: Students with Disabilities Who are English Learners 

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

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These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

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Based on one of Cruz's goals, how would you use evidence-based practices (HLP, PLUSS) with an inclusive approach to support her ML and special education needs? 

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Based on one of Cruz's goals, how would you use evidence-based practices (HLP, PLUSS) with an inclusive approach to support her ML and special education needs? 

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Identify options for creating schedules that support co-teaching in your schools. 

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Identify options for creating schedules that support co-teaching in your schools. 

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High Leverage Practices for Students with Disabilities 

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High Leverage Practices for Students with Disabilities 

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Fostering Collaborative Partnerships with Families 

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Fostering Collaborative Partnerships with Families 

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US Department of Justice and USDOE Dear Colleague Letter (DCL 2015)

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US Department of Justice and USDOE Dear Colleague Letter (DCL 2015)

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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Massachusetts Quick Reference Guide: Co-Teaching ESL 

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Massachusetts Quick Reference Guide: Co-Teaching ESL 

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NYSED Brief 4 Seven Models of Co-Teaching

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NYSED Brief 4 Seven Models of Co-Teaching

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NYSED Brief Collaborative Instructional Cycle 

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NYSED Brief Collaborative Instructional Cycle 

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HO 3 Cross-Collaborative Student Support Plan

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HO 3 Cross-Collaborative Student Support Plan

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HO 4 Rubric for Assessment of Family Awareness and Engagement in DLI Programs 

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HO 4 Rubric for Assessment of Family Awareness and Engagement in DLI Programs 

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HO 2 PLC Collaboration Planning Guidelines

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HO 2 PLC Collaboration Planning Guidelines

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HO 3 Cross Collaboration Student Support Plan

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HO 3 Cross Collaboration Student Support Plan

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HO 4 Co-Teaching Lesson Planning Template

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HO 4 Co-Teaching Lesson Planning Template

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HO 4 Planned and Just In Time Scaffolding 

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HO 4 Planned and Just In Time Scaffolding 

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HO 6 Homework: Language Accessibility in the Classroom: UDL and Linguistically Diverse Learners

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HO 6 Homework: Language Accessibility in the Classroom: UDL and Linguistically Diverse Learners

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HO4 Homework: Why Working Apart Doesn't Work at All

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HO4 Homework: Why Working Apart Doesn't Work at All